Wrightrandrup7510

In this review, we examine the cultural evolutions and revolutions present in some birdsong and whale song, respectively. By taking a comparative approach to these cultural processes, we review the existing evidence to understand the similarities and differences for their patterns of expression and the underlying drivers, including anthropogenic influences, which may shape them. Finally, we encourage future studies to explore the role of innovation vs. production errors in song evolution, the fitness information present in song, and how human-induced changes in population sizes, trajectories, and migratory connections facilitating cultural transmission may be driving song revolutions.Silence is an important aspect of various meditation practices, but little work has focused specifically on the underlying neurophysiology of silence-related meditative practice, and on how it relates to the self-reported experiences of practitioners. To expand current knowledge regarding the neurophenomenology of silence in meditation, we directly investigated first-person reports of silence-related experiences during the practice of Quadrato Motor Training (QMT) and their association with changes in fractional anisotropy (FA). Participants recorded their cognitive, emotional, and physical experiences upon beginning QMT and again after 6 weeks of QMT practice. These reports were evaluated qualitatively and quantitatively. Itacnosertib inhibitor Findings showed that change between the two time points in self-reported silence-related experiences was negatively correlated with change in attentional effort, and positively correlated with changes in the left uncinate fasciculus. These results expand current knowledge regarding the neuroanatomical correlates of silence-related experiences during meditation.Although mindfulness-based interventions (MBIs) in education are widely spreading in the world, examination of mindfulness effects in Arab schools is still scarce. This pilot study aimed to fill this gap by examining the effects of an MBI among Arab teachers in Israel. This examination was conducted within the framework of the mindful self in school relationships (MSSR) model, which suggests that the positive effects of MBI on teachers' emotion regulation are mediated by decentering. The participants (N = 39) were teachers from two Arab elementary schools in Israel, who underwent an MBI course (the MBI condition, N = 20) and another cognitive intervention (the control condition, N = 19). In a pre-post design, participants completed mindfulness, decentering, emotion regulation, and stress questionnaires. We hypothesized that (1) only in the MBI group, teachers' mindfulness, decentering, and emotional regulation will increase and stress will decrease, and (2) changes in teachers' decentering would mediate the associations of changes in teachers' mindfulness with changes in their emotion regulation. ANOVA analyses show that, only in the MBI condition, teachers showed an increase in three mindfulness subscales (acting with awareness, non-reactivity, and observance), in decentering, and in adaptive emotion regulation (reappraisal) and a decrease in stress. Furthermore, changes from pre-intervention to post-intervention in teachers' decentering mediated the associations of their pre-post changes in mindfulness with changes in emotion regulation. This study provides initial support to the feasibility and efficacy of MBI among Israeli Arab teachers and suggests decentering as a potential mediator of its effects in initial support of the MSSR model.Interaction between parents and children with congenital deafblindness (CDB) is easily hampered due to dual sensory loss. This case report examines imitation and emotional availability in interaction between a mother and her 3-year-old child with CDB first in unguided play and then in three play sessions with tactile imitation guidance. The video recorded play sessions were analyzed for frequency, length, and modality of imitation. Emotional Availability Scales were used to code the emotional quality of interaction. The results showed that before the guidance the mother imitated the child mainly vocally. After the guidance, the use of tactility in imitations increased. Imitation exchanges lasted longest in the last session. The emotional availability between the mother and the child was higher after the guidance. Further research is needed to confirm the positive outcomes of this case study.This article aims to present a map of consciousness studies, which consists of a list of fundamental questions about consciousness and existing approaches to them. The question list includes five fundamental categories Definitional, Phenomenological, Epistemological, Ontological, and Axiological. Each fundamental category is divided into more determinate questions. Existing approaches to each question are also classified into a few groups, presenting principal researchers who take each kind of approach. In the final section, I demonstrate the usefulness of the proposed map of consciousness studies by applying it to examine the integrated information theory and the global workspace theory of consciousness.This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.