Learning speaker- and addressee-centered demonstratives in Ticuna.

Early-life experiences and neuromodulatory mechanisms shape discontinuous behavioral plasticity across developmental stages and modify the spectrum of long-term individuality patterns within isogenic populations.

In the 21st century, along with fine arts, media art has become an important genre for young children. Undoubtedly, early visual arts give children a powerful language with which to express themselves aesthetically, cognitively and creatively through the use of symbolic representations. However, digital play remains a controversial issue in early childhood education, causing many schools to delay implementing digital arts. Recently, a number of international scholars have studied how digital technologies relate to children's learning experiences at school, arguing that open‐ended digital devices (eg, tablet computers, cameras and video recorders) may allow children to produce more creative content, such as drawings, photos and films. This study explored the role of video art in early visual arts education by using digital devices in a summer workshop in Hong Kong on video making, applying the digital play framework to the data collected. The findings revealed that the children who participated were able to explore the professional device through epistemic play. Meanwhile, they were able to use film language to share their toy‐playing stories and make their own 1‐minute video through ludic play. In this study, the children engaged in concurrent exploratory activities, using a digital video recorder and toys to create innovative and imaginative play. The findings of this study increase practitioners' and leaders' awareness of the role of digital play in early childhood education. Practitioner NotesWhat is already known about this topic? Digital arts initiatives in early childhood education have been discussed around the world; however, the implementation of digital arts learning projects has been a challenging undertaking in schools. The digital play framework has been introduced in the previous literature. This framework helps teachers observe, plan for and integrate the use of still‐camera technologies in play‐based learning. What this paper adds This study aims to offer practical advice on the integration of video art in children's digital play activities. It adopts a theoretical lens related to video making to examine techniques and engagement among children in the Asia‐Pacific region. It supplements the existing digital play framework with additional indicators associated with learning to use video cameras through play. Implications for practice and policy This study sheds new light on the application of open‐ended digital devices in children's play and learning. The results highlight the value of children's play in digital arts and the possibility of integrating digital arts into the early childhood curriculum in schools.

Reviewed by: Handbook of Amazonian languages ed. by Desmond C. Derbyshire, Geoffrey K. Pullum Edward Vajda Handbook of Amazonian languages. Vol. 4. Ed. by Desmond C. Derbyshire and Geoffrey K. Pullum. Berlin & New York: Mouton de Gruyter, 1998. Pp. ix, 646. This thick book is the first supplement to the Handbook of Amazonian languages (henceforward, HAL) to appear in nearly a decade. Building upon the best tradition of missionary-inspired descriptive linguistic work fostered in connection with Summer Institute of Linguistics (SIL) activities, editors Desmond Derbyshire and Geoffrey Pullum launched HAL during the mid-1980s as a means of attracting scholarly attention to one of the world’s most persistently ignored linguistic areas. With the appearance of Vol. 4, HAL coverage of the Amazon now increases to three typological studies, four historical-comparative analyses, and ten grammatical descriptions of languages belonging to eight different genetic groupings. Unfortunately, this tally barely begins to approach exhaustive coverage of the region, since the rain forests of South America are home to at least 300 languages divided among about 20 families and two dozen isolates. Nevertheless, given the spate of new publications on Amazonian languages over the past decade, many by linguists with SIL affiliation or who were inspired by exposure to earlier volumes of HAL, the series has clearly achieved the goal of drawing the serious attention of a growing number of linguists to the Amazon. This rapid progress finds clear illustration in the editors’ introduction (3–20), which contains a fairly good overview of the current state of Amazonian linguistics. Before the 1980s, few [End Page 360] Amazonian languages had been described in any detail. Much of this early work had been done by missionaries rather than university linguistics professors, who in many cases were absorbed in debating the latest theoretical formalisms rather than dealing with the exigencies of documenting indigenous languages. Very few serious linguistic articles on the Amazon had yet appeared outside such specialized venues as the International Journal of American Linguistics. More importantly, few linguists at South American universities were actively involved in the documentation or analysis of the region’s indigenous languages. And no Brazilian-born linguist had ever published a monograph on a native Brazilian language. In fact, before the closing years of the twentieth century, the only such book authored by a Brazilian resident was a grammar of Tupinambá (Anchieta 1595), a now extinct Tupí-Guaraní language once widely spoken in coastal Brazil. Sadly, during the ensuing four centuries of near total inactivity, many South American languages vanished unrecorded. The turning point in this unfortunate narrative of scholarly neglect comes during the 1970s, with the appearance of books and articles by D and his SIL colleagues. These include monographs on individual languages such as Hixkaryana (Derbyshire 1979) as well as articles discussing such rare typological features found in the Amazon as object-initial basic word order (Derbyshire 1977). These were followed by the first three volumes of HAL (Derbyshire & Pullum 1986, 1990, 1991), which significantly increased the linguistic data available on the region and for the first time brought together an international collective of linguists, many of whom established a long-term cooperative effort to study the Amazon’s linguistic diversity. During the past decade, this cooperation has produced an accelerating number of publications on Amazonian languages. These include short monographs on two North Arawak languages, the recently extinct Bare (Aikhenvald 1995) and the moribund Tariana (Aikhenvald 1999), as well as an important historical study tracing the evolution of actant agreement typology in Cariban (Gildea 1998). Several other monograph-length studies are now in preparation, some by native-born Brazilian linguists (Seki 2000), others by members of the Research Centre for Linguistic Typology (La Trobe University, Melbourne, Australia), where full-length grammars of Tariana (Aikhenvald, 2000) and Jarawara (Dixon & Vogel, 2000) will soon be completed. A particularly bright point for the future of Amazonian linguistics is the ongoing cooperation between Spike Gildea (University of Oregon) and Denny Moore (Museu Goeldi, Belém) which has already resulted in several Brazilian graduate students initiating work on Amazonian linguistics. Perhaps the most important single publication in the field to date, The Amazonian languages (Dixon & Aikhenvald 1999), is also reported...

While research on Amazonian languages shows controversial data about the universality of recursive structures, researchers in language acquisition with Indo-European and East Asian languages have shown that complex recursive constructions are acquired very early by children. This study contributes to both debates about recursive structures in indigenous languages and the acquisition of recursion by children. We tested the comprehension of multiple embedded genitive constructions in Wapichana and English to answer two distinct questions: (1) Does the Wapichana grammar accept recursive genitives? (2) If yes, do Wapichana children acquire the multiple embedded genitives at a similar rate as English speaking children? Our data show that the interpretation of recursive genitives in English and Wapichana by adult speakers is exactly the same. Moreover, we show that both groups of children acquire multiple embedded genitives very early, but only achieve adult performance after the age of seven.

Unrealistic Optimism: Present and Future

The first years of life mark a time of rapid development and dietary change, as children transition from an exclusive milk diet to a modified adult diet. During these early years, children's learning about food and eating plays a central role in shaping subsequent food choices, diet quality, and weight status. Parents play a powerful role in children's eating behavior, providing both genes and environment for children. For example, they influence children's developing preferences and eating behaviors by making some foods available rather than others, and by acting as models of eating behavior. In addition, parents use feeding practices, which have evolved over thousands of years, to promote patterns of food intake necessary for children's growth and health. However in current eating environments, characterized by too much inexpensive palatable, energy dense food, these traditional feeding practices can promote overeating and weight gain. To meet the challenge of promoting healthy weight in children in the current eating environment, parents need guidance regarding alternatives to traditional feeding practices.

A Review of: Cho, Y., Coward, C., Lackner, J., Windleharth, T. W., & Lee, J. H. (2023). The use of an escape room as an immersive learning environment for building resilience to misinformation. Journal of Librarianship and Information Science, 57(2), 524-538. https://doi.org/10.1177/09610006231208027 Objective – To evaluate the efficacy of game-based learning as a tool to teach misinformation recognition strategies, with an additional focus on cognitive bias, emotion, and attitudes related to misinformation. The authors also explore librarians’ responses to the use of the game as library educational programming to identify strengths and areas of concern in the game design process. Design – Mixed-methods user study combining participant survey data with inductive and deductive coding of qualitative data extracted from video recordings and open-ended questions. Setting – Washington State public libraries, primarily city and suburban locations. Subjects – 80 public library patrons and 6 public librarians in gameplay; 50 patrons additionally completed the optional survey. Methods – For this exploratory study, authors designed a misinformation escape room game based on interviews with librarians, college student input, and escape room developer collaboration. The authors recruited and trained public librarians to host the game and facilitate follow-up discussions, then recruited 80 participants via communication channels chosen by the public librarians, including newsletters, websites, and social media. The game was run 17 times across six locations. Game participation and discussions were recorded and transcribed. Following the game, participants were asked to complete a survey that included quantitative and qualitative responses, and librarians participated in a focus group after completing all of their game sessions. Researchers then coded the responses with both predefined and emergent codes. Main Results – Researchers found that participants were exposed to new misinformation techniques during the game, especially deepfake images and videos. Participants stated in the follow-up discussion that the use of misinformation created a sense of vulnerability, and they reflected on their individual responsibility regarding the spread of misinformation, including that once misinformation is shared, it cannot truly be unshared. As a result of the game, many participants highlighted the need for greater caution and critical thinking when engaging with information. Participants appreciated that the game was both fun and cooperative while affirming that it improved their awareness of misinformation techniques. Conclusion – The combination of immersive experience, collaborative play, and the post-game discussion led to better awareness of modern misinformation techniques and a willingness to reflect on the experience of engaging in misinformation. The post-game debrief is particularly important as it allows participants to form connections between the game and real-world misinformation experiences. Further research could pursue more conclusive evidence regarding patterns in misinformation experiences, or a longitudinal study could explore the game’s long-term effects on participants’ attitudes and behaviors.

Kin recognition is a widespread phenomenon that allows individuals to benefit by enhancing their inclusive fitness, and one of its most common forms is reducing aggressiveness towards relatives. We carried out an experiment with Iberian red deer hinds (Cervus elaphus hispanicus) in order to examine kin biases in dominance behaviour and its consequences on social rank. Three enclosed groups (n = 36, 23 and 21, respectively) were monitored during two lactation seasons and social rank hierarchies were assessed by analysing aggressive interactions matrices with Matman 1.1 software. Aggressive interactions between related hinds was significantly smaller than expected (χ2 = 5.02, df = 1, p = 0.025), not only between mother and daughter but also in second and third kinship degrees. Although rates of aggressiveness were similar to data published relating free‐ranging C. e. scoticus, aggressive interactions with relatives were significantly smaller (χ2 = 39.0, df = 1, p < 0.001). This reduction of aggressiveness between related hinds was not the result of these hinds having a lower social rank: social rank was only related to age and weight, but not to kinship degree, calf sex or calving date. The decrease of aggressiveness towards first‐, second‐ and third‐degree relatives shows a complex kin recognition system in deer. Possible nepotistic roles in lactation include preventing milk thefts by non‐kin and disturbing feeding of unrelated hinds.

Abstract. Introduction. The Common Information Model (CIM) is the conceptual basis for modeling electrical networks and automating their management. It allows building object-oriented models of electrical networks, but does not provide efficient tools for analyzing their structure and state. This analysis primarily requires the analysis of the topology of electrical network graphs. A large number and variety of algorithms for such analysis were developed; there is necessity to classify and simplify them. Goal. To analyze the structure and state of a complex distributed system, the author introduces the concept of a structural graph of its objectoriented model. The vertices of this graph represent objects of the classes used in the model, and the edges represent associations between objects. Analysis of the topology of the structural graph of a model of a complex system becomes the basis for the analysis of its structure and state. Materials and Methods. This approach is called an object-topological. It supplies the object-oriented approach with tools for analyzing the topology of structural graphs of object-oriented models. Classification and simplification of graph analysis algorithms is carried out with selection of a minimum set of basic operations on graphs and expression of algorithms through these operations. The first means constructing some graph algebra, the second allows one to interpret topological analysis algorithms as computations of graphs using the operations of this algebra. Results and discussion. Examples of applying the object-topological approach and graph algebra to automating the solution of operational dispatch control problems are considered: tracing circuits on diagrams, interlocking switching operations, and managing the topology of the regime computational model. Their algorithms are expressed by graph algebra formulas that are convenient for programming. Conclusion. The object-topological approach enhanced by graph algebra allows replacing traditional verbose descriptions of algorithms for analyzing power grid models with laconic formulas. This significantly simplifies programming and verifying of algorithms, reduces the time and cost of program development, and increases the reliability of programs.

In the Buddhist conceptualization of tanhā (a form of craving), it is seen as the main reason for suffering, the undermining of morals, and instability in existence. The goal of tanhā-nirodha (the cessation of craving) is Buddhist soteriology, but the goal is not limited to monastic practices and touches on many aspects of modern ethics, psychology, and social issues. In this paper, tanhā and the cessation of suffering will be examined jointly and inter-disciplined through the Buddhist philosophical tools of the Four Noble Truths and the Noble Eightfold Path, integrating moral psychology, contemplative science, and cognitive neuroscience. The paper examines deeply-rooted craving in the socio-cultural system through the unconditioned process of perception, appraisal, affective reactivity, and cognitive bias, and identity construction. The study aims to identify craving as not simply an individual issue, but as a deeply interlaced issue in both the social and cultural structures as well as the individual. This article attempts to show how the Eightfold Path works systematically to deconstruct the dissatisfaction in life through ethical change, cognitive restructuring, and attention retraining, using Pāli canonical sources and contemporary empirical studies of attention. emotion regulation, reinforcement learning, and behavioral conditioning. The article further explores how Buddhist dissatisfaction relates to contemporary global concerns such as digital addiction, consumptive desire, environmental degradation and, polarized identity politics. The article seeks to enhance the field of Buddhist studies in the modern world by offering a detailed and complex system for the cessation of desire, to show the relevance of Buddhist wisdom in contemporary life. Keywords: craving; tanhā; cessation; Four Noble Truths; Eightfold Path; Buddhist ethics; moral psychology; cognitive science; mindfulness.

In museum settings, caregivers support children's learning as they explore and interact with exhibits. Museums have developed exhibit design and facilitation strategies for promoting families' exploration and inquiry, but these strategies have rarely been contrasted. The goal of the current study was to investigate how prompts offered through staff facilitation vs. labels printed on exhibit components affected how family groups explored a circuit blocks exhibit, particularly whether children set and worked toward their own goals, and how caregivers were involved in children's play. We compared whether children, their caregivers, or both set goals as they played together, and the actions they each took to connect the circuits. We found little difference in how families set goals between the two conditions, but did find significant differences in caregivers' actions, with caregivers in the facilitation condition making fewer actions to connect circuits while using the exhibit, compared to caregivers in the exhibit labels condition. The findings suggest that facilitated and written prompts shape the quality of caregiver-child interactions in distinct ways.

ABSTRACTThis study focuses on children who go through a ‘silent’ period early in the course of second language development, during which they largely cease verbal communication with speakers of the second language (English). Video recordings with radio microphones under natural conditions revealed that most of these children engaged in extensive private speech, which they were found to use for a variety of intrapersonal learning strategies, including (1) repetition of others' utterances, (2) recall and practice, (3) creation of new linguistic forms, (4) paradigmatic substitution and syntagmatic expansion, and (5) rehearsal for overt social performance. Quantity and quality of private speech was related not only to the children's level of cognitive development and the difficulty of the learning task (confirming previous research), but also to the children's social orientation and learning style, and to the domain of knowledge (language) that was being acquired.

This exploratory study investigated the responsive language input of 26 child care providers to young children enrolled in community child care centers. Three subtypes of responsive interaction strategies were rated and compared across two age groups (toddlers, preschoolers) and two naturalistic contexts (book reading, play dough activity). The toddlers were between 17 and 33 months of age and the preschoolers were between 30 and 53 months of age. Caregiver-child interactions were rated using the Teacher Interaction and Language Rating Scale (Girolametto, Weitzman, & Greenberg, 2000) to provide information about the frequency of responsive language strategies. Caregivers used similar levels of child-centered and interaction-promoting strategies with both age groups, but used more labelling with toddlers and more topic extensions with preschoolers. The context of the interaction exerted a systematic influence on the caregivers' use of responsive strategies, with the play dough activity providing the most responsive input overall. There was a strong positive relationship between all three subtypes of caregivers' responsiveness and variation in the preschoolers' language productivity. In contrast, only interaction-promoting strategies were positively related to measures of the toddlers' language productivity. The results of this study suggest that caregivers' responsiveness in group interactions is highly dependent on the context of the interaction and, to a lesser extent, on the language abilities of the children. Future research is required to determine if inservice training can enhance levels of responsiveness and accelerate language learning in young children in group care.

This paper describes a process developed to utilize information within an ontology, a form of a component model library, for design space refinement in conceptual design through the use of an Interactive Reconfigurable Matrix of Alternatives (IRMA). An ontological approach is proposed, as it enhances the capabilities of component model libraries that are already being constructed for use in model-based systems engineering (MBSE) programs. By defining a common vocabulary across multiple design domains, an ontology is capable of driving information consistency and reducing errors that occur due to misinterpretation of common vernacular. Within an ontology, a functional decomposition of any complex system can be represented as a hierarchy of classes, where a class defines any concept within a given domain. The functions that each system must perform, along with the system components that achieve each function and the design alternatives for each component, are related to the system as properties of the system. This functional decomposition structure of the ontology may be identical to the decomposition that is used in an IRMA, which can use information exported from the ontology to perform design space refinement during conceptual design. The result of this study is a process which is capable of extracting information from an ontology, organizing it, and importing it directly to an IRMA which is fully functional and ready to be used. Such a process becomes a powerful capability when similar systems are designed, as the process can be reused, serving as a starting point for concept selection in conceptual design, resulting in reductions in both development time and cost.

This paper provides the first evidence of maternal speech — motherese — in Wichi, an indigenous language with a complex morphology spoken in the Gran Chaco region of Argentina. The corpus consists of 22 hours of video recordings from the daily life of three children, starting from their one-morpheme utterance period (MLU = 1) to the onset of combining early morphemes (MLU = 2.30). Employing a mixed methodological approach, results allowed us: (a) to create an observational system of specific categories for the analysis of the maternal speech in Wichi; (b) to identify motherese in Wichi, noticeably stable across cases and organized into constellations of lexical, pragmatic-discursive and prosodic features with changes and continuities during the developmental target period. The results are discussed cross-culturally in the light of a renewed cultural approach, while limitations and future directions are addressed.