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The black background also increased relative tail length and metabolic maintenance (i.e., transcription of oxidative phosphorylation) at the cost of reduction in growth rate, but increased skin melanin level. The expression of critical pigmentation genes indicated that black background activated a distinct and opposite pigmentation regulating route to CORT. Although there was no interactive effect of background colour and CORT on phenotypic and metabolic variations, their additive effects further impact the trade-off between somatic growth, metabolic maintenance, and pigmentation in terms of resource allocation. In conclusion, the individual and additive effects of background colour and CORT exposure on tadpole plasticity were revealed. [https://www.selleckchem.com/ selleck inhibitor] These results likely provide new insights into the environmental adaptation of animals.<br /><br /> The incidence of malnutrition in developing countries, such as many of those located in Sub-Saharan Africa, is still high, especially in vulnerable categories such as women of childbearing age. Among the several factors influencing dietary intake and eating habits, evidence shows the importance of food knowledge (FK), essential in establishing and maintaining strategies aimed at reducing the burden of disease and promoting wellbeing. The present research was aimed at describing the methodology for designing a questionnaire to investigate Food Knowledge in Tanzania women of childbearing age.<br /><br /> The Food Knowledge Questionnaire (FKQ) was developed by adapting items from the Ugandan questionnaire to cultural background and food habits of Tanzanian women of childbearing age. A pilot version of the FKQ was tested on a small sample of respondents, 83 women of childbearing age living in the region of Arusha. After describing the sample and the scorings, the pilot version of the questionnaire was analysed through Mup consisting of five sections Section A, about social and economic information (17 questions); Section B, related to health experts advice (5 questions); Section C1 and C2 about food groups (7+7 questions); Section D about diseases and nutrition (6 questions). The questionnaire includes 114 close-ended questions in total. The exploratory analyses performed have led to define the relationships between items and latent constructs, allowing to identify of "correct food knowledge" and "incorrect food knowledge" archetypals.When we say or understand verbal numbers, a major challenge to the cognitive system is the need to process the number's syntactic structure. Several studies showed that number syntax is handled by dedicated processes, however, it is still unclear how precisely these processes operate, whether the number's syntactic structure is represented explicitly, and if it is - what this representation looks like. Here, we used a novel experimental paradigm, syntactic priming of numbers, which can examine in detail the syntactic representation of multi-digit verbal numbers. In each trial, the participants - Arabic-Hebrew bilinguals and Hebrew monolinguals - heard a multi-digit number and responded orally with a random number. The syntactic structure of their responses was similar to that of the targets, showing that they represented the verbal number's syntax. This priming effect was genuinely syntactic, and could not be explained as lexical - repeating words from the target; as phonological - responding with words phonologically-similar to the target; or as a numerical distance effect - producing responses numerically close to the target. The syntactic priming effect was stronger for earlier words in the verbal number and weaker for later words, suggesting that the syntactic representation is capped by working-memory limits. We propose that syntactic priming could become a useful method to examine various aspects of the syntactic representation of numbers.Information is more likely believed to be true when it feels easy rather than difficult to process. An ecological learning explanation for this fluency-truth effect implicitly or explicitly presumes that truth and fluency are positively associated. Specifically, true information may be easier to process than false information and individuals may reverse this link in their truth judgments. The current research investigates the important but so far untested precondition of the learning explanation for the fluency-truth effect. In particular, five experiments (total N = 712) test whether participants experience information known to be true as easier to process than information known to be false. Participants in Experiment 1a judged true statements easier to read than false statements. Experiment 1b was a preregistered direct replication with a large sample and again found increased legibility for true statements-importantly, however, this was not the case for statements for which the truth status was unknown. Experiment 1b thereby shows that it is not the actual truth or falsehood of information but the believed truth or falsehood that is associated with processing fluency. In Experiment 2, true calculations were rated as easier to read than false calculations. Participants in Experiment 3 judged it easier to listen to calculations generally known to be true than to calculations generally known to be false. Experiment 4 shows an effect of truth on processing fluency independent of statement familiarity. Discussion centers on the current explanation for the fluency-truth effect and the validity of processing fluency as a cue in truth judgments.Domain-general skills such as executive functions (EFs), and domain-specific skills such as non-symbolic number sense and symbolic understanding are often pitted against each other as predictors of emerging maths. Here we aimed to investigate early childhood relations between these foundational skills with a balanced, longitudinal design. One hundred and seventy 3- and 4-year-old-children were tested at two time points, 5 months apart, on four domain-general executive and five domain-specific numeracy tasks. A latent EF factor was a strong predictor of symbolic maths and of their growth. In addition, stronger symbolic maths at Time 1 was correlated with later stronger EF, but symbolic maths did not predict EF growth. Our findings provide novel insights into dynamic interplay between general and specific cognitive skills contributing to preschool maths.