In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint (...) and separate work, we demonstrate that Becket and Hager’s argument is less radical than it may initially seem because it is predicated on: (i) cognitive-bounded rather than “distributed” or “extended” conception of mind; (ii) material rather than a “immaterial” conception of activity; and (iii) co-present rather than a “fractional” or “connective” conception of ontology. Despite making this critique, we conclude by making the case that we are adding further substance to Becket and Hager’s overarching argument and, in doing so, encouraging them to be more radical about how they conceptualise the complexity of learning. (shrink)

This paper weakens the expectation dependence concept due to Wright and its higher-order extensions proposed by Li to conform with the preferences generating the almost stochastic dominance rules introduced in Leshno and Levy. A new dependence concept, called excess dependence is introduced and studied in addition to expectation dependence. This new concept coincides with expectation dependence at first-degree but provides distinct higher-order extensions. Three applications, to portfolio diversification, to the determination of the sign of the equity premium in the consumption-based (...) CAPM, and to optimal investment in the presence of a background risk, illustrate the usefulness of the approach proposed in the present paper. (shrink)

Both individuals with diagnosed with Autism Spectrum Disorder and individuals high in psychopathic traits show reduced susceptibility to contagious yawning; that is, yawning after seeing or hearing another person yawn. Yet it is unclear whether the same underlying processes are responsible for the relationship between reduced contagion and these very different types of clinical traits. College Students watched videos of individuals yawning or scratching while their eye movements were tracked. They completed the Interpersonal Reactivity Index, the Autism-Spectrum Quotient, the Psychopathy (...) Personality Inventory-Revised, and the Adolescent and Adult Sensory Processing Disorder Checklist. Both psychopathic traits and autistic traits showed an inverse relationship to contagious yawning, consistent with previous research. However, the relationship between autistic traits and contagious yawning was moderated by eye gaze. Furthermore, participants high in autistic traits showed typical levels of contagious itching whereas adults high in psychopathic traits showed diminished itch contagion. Finally, only psychopathic traits were associated with lower overall levels of empathy. The findings imply that the underlying processes contributing to the disruptions in contagious yawning amongst individuals high in autistic vs. psychopathic traits are distinct. In contrast to adults high in psychopathic traits, diminished contagion may appear amongst people with high levels of autistic traits secondary to diminished attention to the faces of others, and in the absence of a background deficit in emotional empathy. (shrink)

As understanding of the human microbiome improves, novel therapeutic targets to improve human health with microbial therapeutics will continue to expand. We outline key considerations of balancing risks and benefits, optimising access, returning key results to research participants, and potential conflicts of interest.

In the course of an immune response, antibodies undergo affinity maturation in order to increase their efficiency in neutralizing foreign invaders. Affinity maturation occurs by the introduction of multiple point mutations in the variable region gene that encodes the antigen binding site. This somatic hypermutation is restricted to immunoglobulin genes and occurs at very high rates. The precise molecular basis of this process remains obscure. However, recent studies using a variety of in vivo and in vitro systems have revealed important (...) regulatory regions, base motifs that are preferred targets of mutation and evidence that transcription may play an active role in hypermutation. BioEssays 20:227–234, 1998. © 1998 John Wiley & Sons, Inc. (shrink)

Two meta-analyses of 66 behavioral studies examined variables influencing functional cerebral lateralization of each language of brain-intact bilingual adults. Functional lateralization was found to be primarily influenced by age of onset of bilingualism: bilinguals who acquired both languages by 6 years of age showed bilateral hemispheric involvement for both languages, whereas those who acquired their second language after age 6 showed left hemisphere dominance for both languages. Moreover, among late bilinguals, left hemisphere involvement was found to be greater for those (...) less proficient in their second language, those whose second language was English, and for studies involving dichotic listening paradigms; early bilinguals instead showed bilateral involvement in every condition. Implications of the observed differences in lateralization between early and late bilinguals are explored for existing theories of bilingualism and for neurocognitive models of brain functional organization of language. (shrink)

In this paper, we explore the recent creation of “iBlastoids,” which are 3-D structures that resemble early human embryos prior to implantation which formed via self-organization of reprogrammed ad...

The achievements of the textile industry in Roman Britain are often underestimated as a result of the meagreness of our available evidence. The Edict on maximum prices issued by Diocletian in A.D. 301 shows that British capes commanded high prices on the markets of the Empire, and that in the late third century A.D. British rugs were the best in the world. In view of the competition from the traditional centres of rug manufacture in the East, this is an astonishing (...) achievement. (shrink)

The received translation and interpretation of many of the technical terms current in the textile industry of the Roman Empire are inaccurate, because lexicographers have either fought shy of being precise, or have thought that they recognized in the ancient world technical processes which originated at a much later date. The evidence is often equivocal or insufficient, but may still yield details that have been overlooked. The textile expression scutulatus, to take an example, deserves more attention than Blümner has devoted (...) to it. When it refers to the appearance of a garment, Lewis and Short, s.v. scutulatus, translate ‘diamond or lozenge-shaped, checkered’. It seems worth while to attempt a more precise translation, and, if possible, to estimate the significance in context of the goods so designated. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

There has been growing global interest in livestock animal welfare. Previous research into attitudes towards animal welfare has focused on Europe and the United States, with comparatively little focus on Australia, which is an important location due to the prominent position of agriculture economically and culturally. In this article, we present results from qualitative research on how Australian meat consumers conceptualise sheep and beef cattle welfare. The study was conducted in two capital cities (Melbourne, Victoria and Adelaide, South Australia) and (...) a much smaller rural centre (Toowoomba, Queensland) using focus groups (involving 40.9% of participants) and mall-intercept interviews (59.1% of participants), totalling 66 participants. Qualitative analysis highlights that participants had clear ideas of what it means for an animal to live a ‘good life’ and experience a ‘good death,’ with their beliefs strongly tied to their expectations and cultural understandings of what Australian agriculture ‘should be.’ In response to open-ended questions, participants expressed attitudes that relied on romanticised visions of the ‘rural idyll’ as seen in frequent discussions about what is ‘normal’ for sheep meat and beef production, and relatedly, what count as ‘natural behaviours.’ Many participants rejected anything associated with the ‘other,’ classifying it as not ‘normal’: we argue that which is not considered normal, including intensive production, foreign ownership, and halal slaughter practices, appear to place participants’ conceptualizations of an animal’s ‘good death,’ and in turn the potential for a ‘good life,’ at risk. (shrink)

I’m sick of being treated like a dumb Mum who doesn’t understand the science. As far as I’m concerned, my family’s health is just too important. … If the government can’t protect the safety of my family, then I will.Recent Greenpeace activism in Australia resulted in the destruction of a field trial of a line of wheat “designed” to improve human nutrition. This incident demonstrates that, while there is significant ongoing public and private investment in genetically modified crop research and (...) development in Australia, many people continue to oppose GM foods strongly. We noted with interest that Greenpeace described this activism with language that explicitly connected the actions to the gender.. (shrink)

Emotion regulation strategies may reduce the negative relationship between math anxiety and mathematics accuracy, but different strategies may differ in their effectiveness. We recorded electrodermal activity to examine the effect of physiological arousal on performance during different applied ER strategies. We explored how ER strategies might affect the decreases in accuracy attributed to physiological arousal in high math anxious individuals. Participants were instructed to use cognitive reappraisal, expressive suppression, or a “business as usual” strategy. During the ES condition, HMA individuals (...) showed decreases in math accuracy associated with increased EDA, compared to low math anxious individuals. For both HMA and LMA groups, CR reduced the association between physiological arousal and math accuracy, such that even elevated physiological arousal levels no longer had a negative association with math accuracy. These results show that CR provides a promising technique for ameliorating the negative relationship between math anxiety and math accuracy. (shrink)

We examined the relationship between moral foundations, empathic traits, and moral identity using an online survey via Mechanical Turk. In order to determine how moral foundations contribute to empathic traits and moral identity, we performed classical correlation analysis as well as Bayesian correlation analysis, Bayesian ANCOVA, and Bayesian regression analysis. Results showed that individualizing foundations (harm/care, fairness/reciprocity) and binding foundations (ingroup/loyalty, authority/respect, purity/sanctity) had various different relationships with empathic traits. In addition, the individualizing versus binding foundations showed somewhat reverse relationships (...) with internalization and symbolization of moral identity. This suggests that moral foundations can contribute to further understanding of empathic traits and moral identity and how they relate to moral behavior in reality. We discuss the implications of these results for moral educators when starting to teach students about moral issues. (shrink)

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and (...) Extrinsic Motivation: motivational climate  basic psychological needs  motivation  mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modelling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation. (shrink)

Semifactual thinking about what might have been the same, e.g., ''even if Philip had not chosen the chocolate ice-cream sundae, he would have developed an allergic reaction'' has been neglected compared to counterfactual thinking about what might have been different, e.g., ''if only Philip had not chosen the chocolate ice-cream sundae, he would not have developed an allergic reaction''. We report the first systematic comparison of the two sorts of thinking in two experiments. The first experiment showed that counterfactual ''if (...) only'' thoughts about an antecedent event lead people to judge the event to be more causally related to the outcome, whereas semifactual ''even if'' thoughts lead people to judge the antecedent event to be less causally related to the outcome. In addition, the experiment showed that generating counterfactual ''if only'' thoughts increases emotional reactions such as regret, whereas generating semifactual ''even if'' thoughts decreases such reactions. The second experiment, along with a replication experiment, showed that when people complete ''if only'' and ''even if'' sentence stems, they focus on different alternative antecedents to the outcome: ''if only'' thoughts focus on alternatives that would undo the outcome whereas ''even if'' thoughts focus on alternatives that would not undo it, from among a set of available alternative antecedents in which either all, some, or none would undo the outcome. The implications of the results for theories of thinking about what might have been are discussed. (shrink)

The Paleolithic paintings and drawings found on cave walls at sites in France and Spain, such as Lascaux, Altamira and Vallon-Pont-D'Arc, have profound effects on those who see them. In addition to their historical interest, they are prized for their aesthetic and spiritual qualities, which have had an important influence on modern art. But the caves are small and the paintings are fragile. Access to them has been sharply limited: some caves have been closed to protect the paintings from the (...) damage caused by human respiration; access to others is limited to those who negotiate a daunting reservation scheme. Despite being the heritage of humanity as a whole, the cave paintings are, and must be, restricted to a very few. Not everyone who wants to see the paintings can do so if they are to survive. (shrink)

Delays in early language development are characteristic of young autistic children, and one of the most recognizable first concerns that motivate parents to seek a diagnostic evaluation for their child. Although early language abilities are one of the strongest predictors of long-term outcomes, there is still much to be understood about the role of language impairment in the heterogeneous phenotypic presentation of autism. Using a person-centered, Latent Profile Analysis, we first aimed to identify distinct patterns of language and social communication (...) ability in a clinic-based sample of 498 autistic children, ranging in age from 18 to 60 months. Next, a multinomial logistic regression analysis was implemented to examine sociodemographic and child-based developmental differences among the identified language and social communication profiles. Three clinically meaningful profiles were identified from parent-rated and clinician-administered measures: Profile 1 “Relatively Low Language and Social Communication Abilities,” Profile 2 “Relatively Elevated Language and Social Communication Abilities,” and Profile 3 “Informant Discrepant Language and Relatively Elevated Social Communication Abilities.” Overall, young autistic children from the lowest-resource households exhibited the lowest language and social communication abilities, and the lowest non-verbal problem-solving and fine-motor skills, along with more features of attention-deficit/hyperactivity disorder and atypical auditory processing. These findings highlight the need for effective community-based implementation strategies for young autistic children from low-resource households and underrepresented communities to improve access to individualized quality care. (shrink)

Phantom limb experiences demonstrate an unexpected degree of fragility inherent in our self-perceptions. This is perhaps most extreme when congenitally absent limbs are experienced as phantoms. Aplasic phantoms highlight fundamental questions about the physiological bases of self-experience and the ontogeny of a physical, embodied sense of the self. Some of the most intriguing of these questions concern the role of mirror neurons in supporting the development of self–other mappings and hence the emergence of phantom experiences of congenitally absent limbs. In (...) this paper, we will examine the hypothesis that aplasic phantom limb experience is the result of an ontogenetic interplay between body schemas and mirror neuron activity and that this interplay is founded on embedding in a social context. Phantom limb experience has been associated with the persistence of subjective experience of a part of the body after deafferentation through surgical or traumatic removal. We maintain that limited association is inconsistent with the extent to which phantom limb experience is reported by aplasic individuals. (shrink)

A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate ‘stage presence’, eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to ‘act’, the Mayo Medical School and The Mayo Clinic Center for (...) Humanities in Medicine partnered with the Guthrie Theater to pilot the programme ‘Telling the Patient's Story’. Guthrie teaching artists taught storytelling skills to medical students through improvisation, writing, movement and acting exercises. Mayo Clinic doctors participated and provided students with feedback on presentations and stories from their own experiences in patient care. The course's primary objective was to build students' confidence and expertise in storytelling. These skills were then applied to presenting cases and communicating with patients in a fresher, more engaging way. This paper outlines the instructional activities as aligned with course objectives. Progress was tracked by comparing pre-course and post-course surveys from the seven participating students. All agreed that the theatrical techniques were effective teaching methods. Moreover, this project can serve as an innovative model for how arts and humanities professionals can be incorporated for teaching and professional development initiatives at all levels of medical education. (shrink)

Despite the known positive effects of acute exercise on cognition, the effects of a competitive team sport match are unknown. In a randomized crossover design, 20 female and 17 male field hockey players completed a battery of cognitive tests prior to, at half-time, and immediately following a competitive match ; with effect sizes presented as raw ES from mixed effect models. Blood samples were collected prior to and following the match and control trial, and analyzed for adrenaline, noradrenaline, brain derived (...) neurotrophic factor, cathepsin B, and cortisol. The match improved response times for a simple perception task at full-time and response times on the complex executive function task improved at half-time. Working memory declined at full-time on the match. The change in working memory was negatively correlated with increases in cortisol, as was the change in simple perception response time and the change in noradrenaline concentration. This study is the first to highlight the effects a competitive hockey match can have on cognition. These findings have implications for performance optimization, as understanding the influence on specific cognitive domains across a match allows for the investigation into strategies to improve these aspects. (shrink)