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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Cognitive Science</h1><div class="u-tcGrayDark">349,738 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Cognitive Science</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Cognitive_Science">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cognitive_Science/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cognitive_Science/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cognitive_Science/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Cognitive_Science">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29520683" data-work_id="29520683" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29520683/Written_codeswitching_in_the_classroom_can_research_resolve_the_tensions">Written codeswitching in the classroom: can research resolve the tensions?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29520683" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author&#x27;s research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29520683" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25449498" href="https://gvsu.academia.edu/KayLosey">Kay Losey</a><script data-card-contents-for-user="25449498" type="text/json">{"id":25449498,"first_name":"Kay","last_name":"Losey","domain_name":"gvsu","page_name":"KayLosey","display_name":"Kay Losey","profile_url":"https://gvsu.academia.edu/KayLosey?f_ri=237","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29520683 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29520683"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29520683, container: ".js-paper-rank-work_29520683", }); });</script></li><li class="js-percentile-work_29520683 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29520683; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29520683"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29520683 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29520683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29520683; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29520683]").text(description); $(".js-view-count-work_29520683").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29520683").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29520683"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="94" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29520683]'), work: {"id":29520683,"title":"Written codeswitching in the classroom: can research resolve the tensions?","created_at":"2016-10-29T05:59:00.287-07:00","url":"https://www.academia.edu/29520683/Written_codeswitching_in_the_classroom_can_research_resolve_the_tensions?f_ri=237","dom_id":"work_29520683","summary":"Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author\u0026#x27;s research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.","downloadable_attachments":[],"ordered_authors":[{"id":25449498,"first_name":"Kay","last_name":"Losey","domain_name":"gvsu","page_name":"KayLosey","display_name":"Kay Losey","profile_url":"https://gvsu.academia.edu/KayLosey?f_ri=237","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=237","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=237","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=237","nofollow":false},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=237"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=237"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=237"},{"id":101410,"name":"Codeswitching","url":"https://www.academia.edu/Documents/in/Codeswitching?f_ri=237"},{"id":119849,"name":"Bilingualism and bilingual education","url":"https://www.academia.edu/Documents/in/Bilingualism_and_bilingual_education?f_ri=237"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=237"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=237"},{"id":991886,"name":"Cultural Awareness","url":"https://www.academia.edu/Documents/in/Cultural_Awareness?f_ri=237"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23434893 coauthored" data-work_id="23434893" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23434893/Ecological_Validity_of_Neuropsychological_Tests_Focus_on_the_California_Verbal_Learning_Test_and_the_Wisconsin_Card_Sorting_Test">Ecological Validity of Neuropsychological Tests Focus on the California Verbal Learning Test and the Wisconsin Card Sorting Test</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23434893" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a6fd80e2a0b6678d42eccc652de2e8f6" rel="nofollow" data-download="{"attachment_id":43877276,"asset_id":23434893,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43877276/download_file?st=MTczMjM3MzM1Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45402411" href="https://siucarbondale.academia.edu/MichelleKibby">Michelle Kibby</a><script data-card-contents-for-user="45402411" type="text/json">{"id":45402411,"first_name":"Michelle","last_name":"Kibby","domain_name":"siucarbondale","page_name":"MichelleKibby","display_name":"Michelle Kibby","profile_url":"https://siucarbondale.academia.edu/MichelleKibby?f_ri=237","photo":"https://0.academia-photos.com/45402411/24197839/23150547/s65_michelle.kibby.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-23434893">+1</span><div class="hidden js-additional-users-23434893"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MaureenSchmitterEdgecombe">Maureen Schmitter-Edgecombe</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-23434893'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-23434893').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_23434893 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23434893"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23434893, container: ".js-paper-rank-work_23434893", }); });</script></li><li class="js-percentile-work_23434893 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" 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$(".js-view-count-work_23434893").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23434893").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23434893"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="231665" href="https://www.academia.edu/Documents/in/Ecological_Validity">Ecological Validity</a>, <script data-card-contents-for-ri="231665" type="text/json">{"id":231665,"name":"Ecological Validity","url":"https://www.academia.edu/Documents/in/Ecological_Validity?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="372754" href="https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test">Wisconsin Card Sorting Test</a><script data-card-contents-for-ri="372754" type="text/json">{"id":372754,"name":"Wisconsin Card Sorting Test","url":"https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23434893]'), work: {"id":23434893,"title":"Ecological Validity of Neuropsychological Tests Focus on the California Verbal Learning Test and the Wisconsin Card Sorting Test","created_at":"2016-03-18T21:18:42.543-07:00","url":"https://www.academia.edu/23434893/Ecological_Validity_of_Neuropsychological_Tests_Focus_on_the_California_Verbal_Learning_Test_and_the_Wisconsin_Card_Sorting_Test?f_ri=237","dom_id":"work_23434893","summary":null,"downloadable_attachments":[{"id":43877276,"asset_id":23434893,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45402411,"first_name":"Michelle","last_name":"Kibby","domain_name":"siucarbondale","page_name":"MichelleKibby","display_name":"Michelle Kibby","profile_url":"https://siucarbondale.academia.edu/MichelleKibby?f_ri=237","photo":"https://0.academia-photos.com/45402411/24197839/23150547/s65_michelle.kibby.jpg"},{"id":43354164,"first_name":"Maureen","last_name":"Schmitter-Edgecombe","domain_name":"independent","page_name":"MaureenSchmitterEdgecombe","display_name":"Maureen Schmitter-Edgecombe","profile_url":"https://independent.academia.edu/MaureenSchmitterEdgecombe?f_ri=237","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=237","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false},{"id":231665,"name":"Ecological Validity","url":"https://www.academia.edu/Documents/in/Ecological_Validity?f_ri=237","nofollow":false},{"id":372754,"name":"Wisconsin Card Sorting Test","url":"https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test?f_ri=237","nofollow":false},{"id":510899,"name":"Work Function","url":"https://www.academia.edu/Documents/in/Work_Function?f_ri=237"},{"id":795003,"name":"Linear Regression","url":"https://www.academia.edu/Documents/in/Linear_Regression?f_ri=237"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=237"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69661281" data-work_id="69661281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69661281/Maternal_care_behavior_and_life_history_traits_in_house_mice_i_Mus_domesticus_i_artificially_selected_for_high_voluntary_wheel_running_activity">Maternal-care behavior and life-history traits in house mice (< i> Mus domesticus</i>) artificially selected for high voluntary wheel-running activity</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69661281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d4c289a63fb240339ebde240937cbce1" rel="nofollow" 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type="text/json">{"id":31702217,"first_name":"Theodore","last_name":"Garland","domain_name":"ucriverside","page_name":"TGarland","display_name":"Theodore Garland","profile_url":"https://ucriverside.academia.edu/TGarland?f_ri=237","photo":"https://0.academia-photos.com/31702217/50736096/38775289/s65_theodore.garland.jpg"}</script></span></span></li><li class="js-paper-rank-work_69661281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69661281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69661281, container: ".js-paper-rank-work_69661281", }); });</script></li><li class="js-percentile-work_69661281 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x 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}); });</script></span><script>$(function() { $(".js-view-count-work_69661281").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69661281"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="156" href="https://www.academia.edu/Documents/in/Genetics">Genetics</a>, <script data-card-contents-for-ri="156" type="text/json">{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4559" href="https://www.academia.edu/Documents/in/Reproduction">Reproduction</a><script data-card-contents-for-ri="4559" type="text/json">{"id":4559,"name":"Reproduction","url":"https://www.academia.edu/Documents/in/Reproduction?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69661281]'), work: {"id":69661281,"title":"Maternal-care behavior and life-history 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href="https://www.academia.edu/22802462/Effectiveness_and_cost_effectiveness_of_Davanloos_intensive_short_term_dynamic_psychotherapy_does_unlocking_the_unconscious_make_a_difference">Effectiveness and cost effectiveness of Davanloo's intensive short-term dynamic psychotherapy: does unlocking the unconscious make a difference?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">More than 20 years ago Habib Davanloo coined the term unlocking of the unconscious to describe how the psychodynamic concept of the human unconscious can become accessible using the technique of Intensive Short-Term Dynamic Psychotherapy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22802462" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">More than 20 years ago Habib Davanloo coined the term unlocking of the unconscious to describe how the psychodynamic concept of the human unconscious can become accessible using the technique of Intensive Short-Term Dynamic Psychotherapy (ISTDP). According to Davanloo, the possibility that unconscious material will be revealed is greatly increased when therapeutic efforts promote dominance of the unconscious therapeutic alliance over unconscious resistance. When these ingredients are present there is a psychic shift that allows unacceptable painful feelings to come to the surface. Toward adding further empirical support for the concept, in this article we compare outcomes between patients who experienced one or more major unlocking of the unconscious (N = 57) to those who did not experience major unlocking (N = 32) during ISTDP treatment. Significant and widespread differences were seen between these two groups, those with major unlocking had greater symptom reduction, interpersonal...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22802462" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee0eec6c0e2e2ce33ab5936b8c1891ca" rel="nofollow" data-download="{"attachment_id":43353378,"asset_id":22802462,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43353378/download_file?st=MTczMjM3MzM1Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44450648" href="https://independent.academia.edu/AAbbass1">A. 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Significant and widespread differences were seen between these two groups, those with major unlocking had greater symptom reduction, interpersonal...","downloadable_attachments":[{"id":43353378,"asset_id":22802462,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44450648,"first_name":"A.","last_name":"Abbass","domain_name":"independent","page_name":"AAbbass1","display_name":"A. 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Honeycutt (2003)</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51011920" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9948c067236f3d127ccbc23a0ba3065c" rel="nofollow" data-download="{"attachment_id":68883813,"asset_id":51011920,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Development: A Longitudinal Rasch Analysis</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5793602" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3fb16b6f0239d4552add4d4e9d71694b" rel="nofollow" data-download="{"attachment_id":49138131,"asset_id":5793602,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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u-positionRelative">34</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a><script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5793602]'), work: {"id":5793602,"title":"Imitation From 12 to 24 Months in Autism and Typical Development: A Longitudinal Rasch 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Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=237","nofollow":false},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=237","nofollow":false},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=237"},{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=237"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=237"},{"id":4715,"name":"Social Interaction","url":"https://www.academia.edu/Documents/in/Social_Interaction?f_ri=237"},{"id":5480,"name":"Rasch Analysis","url":"https://www.academia.edu/Documents/in/Rasch_Analysis?f_ri=237"},{"id":8031,"name":"Socialization","url":"https://www.academia.edu/Documents/in/Socialization?f_ri=237"},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=237"},{"id":13845,"name":"Time Use","url":"https://www.academia.edu/Documents/in/Time_Use?f_ri=237"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning?f_ri=237"},{"id":28850,"name":"Linear models","url":"https://www.academia.edu/Documents/in/Linear_models?f_ri=237"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship?f_ri=237"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=237"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female?f_ri=237"},{"id":100936,"name":"Imitation","url":"https://www.academia.edu/Documents/in/Imitation?f_ri=237"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male?f_ri=237"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=237"},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=237"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=237"},{"id":169818,"name":"Second Year","url":"https://www.academia.edu/Documents/in/Second_Year?f_ri=237"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=237"},{"id":234882,"name":"Autism Spectrum Disorder","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorder?f_ri=237"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=237"},{"id":330953,"name":"Longitudinal Studies","url":"https://www.academia.edu/Documents/in/Longitudinal_Studies?f_ri=237"},{"id":413195,"name":"Time Factors","url":"https://www.academia.edu/Documents/in/Time_Factors?f_ri=237"},{"id":860345,"name":"Low Risk","url":"https://www.academia.edu/Documents/in/Low_Risk?f_ri=237"},{"id":879600,"name":"Developmental delay","url":"https://www.academia.edu/Documents/in/Developmental_delay?f_ri=237"},{"id":978643,"name":"Typical Development","url":"https://www.academia.edu/Documents/in/Typical_Development?f_ri=237"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=237"},{"id":2489699,"name":"Autistic disorder","url":"https://www.academia.edu/Documents/in/Autistic_disorder?f_ri=237"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=237"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71179315" data-work_id="71179315" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71179315/Seeing_odors_in_color_Cross_modal_associations_in_children_and_adults_from_two_cultural_environments">Seeing odors in color: Cross-modal associations in children and adults from two cultural environments</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71179315" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either cultural group. Participants matched each odor with a color, gave hedonic and familiarity judgments, and identified each odor. By 6 years of age, children displayed culture-specific odor-color associations, but age differences were noted in the type of associations. Children and adults in both cultural groups shared common associations and formed associations that were unique to their environment, underscoring the importance of exposure learning in odor-color associations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71179315" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="14de03b68f9e23021bf725cbd9492ea1" rel="nofollow" data-download="{"attachment_id":80638402,"asset_id":71179315,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80638402/download_file?st=MTczMjM3MzM1Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35246091" href="https://independent.academia.edu/BenoistSchaal">Benoist Schaal</a><script data-card-contents-for-user="35246091" type="text/json">{"id":35246091,"first_name":"Benoist","last_name":"Schaal","domain_name":"independent","page_name":"BenoistSchaal","display_name":"Benoist Schaal","profile_url":"https://independent.academia.edu/BenoistSchaal?f_ri=237","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_71179315 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71179315"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71179315, container: ".js-paper-rank-work_71179315", }); 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and Functional Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">... complex, dynamic stimulus presentations and the capacity to record and measure all responses precisely within the virtual environ-ment. ... presented, followed by a description of our ongoing work developing a VR mental rotation and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71880196" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... complex, dynamic stimulus presentations and the capacity to record and measure all responses precisely within the virtual environ-ment. ... presented, followed by a description of our ongoing work developing a VR mental rotation and spatial skills cognitive assessment and ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64591991/Acquisition_of_Russian_gender_agreement_by_monolingual_and_bilingual_children">Acquisition of Russian gender agreement by monolingual and bilingual children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aim and Objectives/Purpose/Research Questions: The main goal of this study was to examine noun–adjective gender agreement in Russian by comparing bilingual children with diverse L2 backgrounds (English, Finnish, German, and Hebrew) with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64591991" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aim and Objectives/Purpose/Research Questions: The main goal of this study was to examine noun–adjective gender agreement in Russian by comparing bilingual children with diverse L2 backgrounds (English, Finnish, German, and Hebrew) with age-matched monolingual children and monolinguals one year younger. This comparison was made to investigate the influence of L2 grammar on the acquisition of gender agreement by (L1) Russian-speaking children. Design/Methodology/Approach: The participants included four groups of 4–5-year-old bilingual children with Russian as L1 and English, German, Finnish, or Hebrew as L2, who were compared to monolingual children in Russia in two age groups (3–4 and 4–5 years old). The children were matched by socioeconomic status and parents’ educational background. All children were tested individually during one testing session. Agreement data were elicited using a semi-structured elicitation test, with verbal and visual stimuli. Data and Analysis: We used qual...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64591991" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="994e51f3ea84d4ceb729f1793dcac2b2" rel="nofollow" data-download="{"attachment_id":76557596,"asset_id":64591991,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76557596/download_file?st=MTczMjM3MzM1Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27698092" href="https://independent.academia.edu/EProtassova">Ekaterina Protassova</a><script data-card-contents-for-user="27698092" type="text/json">{"id":27698092,"first_name":"Ekaterina","last_name":"Protassova","domain_name":"independent","page_name":"EProtassova","display_name":"Ekaterina Protassova","profile_url":"https://independent.academia.edu/EProtassova?f_ri=237","photo":"https://0.academia-photos.com/27698092/11957379/13323719/s65_ekaterina.protassova.jpg_oh_4ad0a587098ad50e825dda6218544856_oe_578fafac"}</script></span></span></li><li class="js-paper-rank-work_64591991 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64591991"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64591991, container: ".js-paper-rank-work_64591991", }); 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This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22286369" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health clin-ics, child welfare agencies, and juvenile courts. ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22286369" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="46a4a5f43ebc3abe8caaa5eb47a92855" rel="nofollow" data-download="{"attachment_id":54621870,"asset_id":22286369,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54621870/download_file?st=MTczMjM3MzM1Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30113118" href="https://independent.academia.edu/LeonardSaxe">Leonard Saxe</a><script data-card-contents-for-user="30113118" type="text/json">{"id":30113118,"first_name":"Leonard","last_name":"Saxe","domain_name":"independent","page_name":"LeonardSaxe","display_name":"Leonard Saxe","profile_url":"https://independent.academia.edu/LeonardSaxe?f_ri=237","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22286369 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22286369"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22286369, container: ".js-paper-rank-work_22286369", }); 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class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="445" href="https://www.academia.edu/Documents/in/Computer_Graphics">Computer Graphics</a>, <script data-card-contents-for-ri="445" type="text/json">{"id":445,"name":"Computer Graphics","url":"https://www.academia.edu/Documents/in/Computer_Graphics?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50642" href="https://www.academia.edu/Documents/in/Virtual_Reality">Virtual Reality</a>, <script data-card-contents-for-ri="50642" type="text/json">{"id":50642,"name":"Virtual 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href="https://www.academia.edu/33602634/Fulminant_Lewy_body_disease">Fulminant Lewy body disease</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33602634" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cb120be165efe2c3240370f517832f12" rel="nofollow" data-download="{"attachment_id":53622283,"asset_id":33602634,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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href="https://www.academia.edu/Documents/in/Brain">Brain</a>, <script data-card-contents-for-ri="61474" type="text/json">{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="64568" href="https://www.academia.edu/Documents/in/Humans">Humans</a><script data-card-contents-for-ri="64568" type="text/json">{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33602634]'), work: {"id":33602634,"title":"Fulminant Lewy body 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u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Decline in episodic memory is one of the most prominent cognitive deficits seen in late adulthood. It is therefore surprising that few studies have examined how the related capacity for episodic foresight might also be affected in this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13973671" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Decline in episodic memory is one of the most prominent cognitive deficits seen in late adulthood. It is therefore surprising that few studies have examined how the related capacity for episodic foresight might also be affected in this age group. Preliminary evidence suggests that older adults show deficits in generating phenomenological characteristics of future events, but the critical question of whether such deficits extend to generating and executing appropriate future intentions remains to be addressed. Here, we present 2 studies. In Study 1, we report the results of our pilot testing, which was used to develop and validate stimuli for the first measure of this construct that is appropriate for use in adult populations. In Study 2, we administer this measure to 40 older and 40 younger adults. The results indicate that, relative to their younger counterparts, older adults are less likely to spontaneously acquire items that would later allow a problem to be solved, and are also ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13973671" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c057705623328aa2ab5cfb24b13b4eda" rel="nofollow" data-download="{"attachment_id":44748114,"asset_id":13973671,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44748114/download_file?st=MTczMjM3MzM1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33020650" href="https://acu-au.academia.edu/PeterRendell">Peter Rendell</a><script data-card-contents-for-user="33020650" type="text/json">{"id":33020650,"first_name":"Peter","last_name":"Rendell","domain_name":"acu-au","page_name":"PeterRendell","display_name":"Peter Rendell","profile_url":"https://acu-au.academia.edu/PeterRendell?f_ri=237","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13973671 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13973671"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13973671, container: ".js-paper-rank-work_13973671", }); 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u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1806873/Functional_connectivity_during_a_social_emotion_task_in_adolescents_and_in_adults">Functional connectivity during a social emotion task in adolescents and in adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this fMRI study we investigated functional connectivity between components of the mentalising system during a social emotion task, using psychophysiological interaction (PPI) analysis. Ten adults (22–32 years) and 18 adolescents (11–18... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1806873" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this fMRI study we investigated functional connectivity between components of the mentalising system during a social emotion task, using psychophysiological interaction (PPI) analysis. Ten adults (22–32 years) and 18 adolescents (11–18 years) were scanned while thinking about scenarios in which a social or a basic emotion would be experienced. Unlike basic emotions (such as disgust and fear), social emotions (such as embarrassment and guilt) require the representation of another’s mental states. In both adults and adolescents, an anterior rostral region of medial prefrontal cortex (arMPFC) involved in mentalising showed greater connectivity with the posterior superior temporal sulcus (pSTS) bordering on the temporo-parietal junction (TPJ) and with anterior temporal cortex (ATC) during social than during basic emotion. This result provides novel evidence that components of the mentalising system interact functionally during a social emotion task. Furthermore, functional connectivity differed between adolescence and adulthood. The adolescent group showed stronger connectivity between arMPFC and pSTS/TPJ during social relative to basic emotion than did the adult group, suggestive of developmental changes in functional integration within the mentalising system.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1806873" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f9bb93545b46838031c0812b67f48bb1" rel="nofollow" data-download="{"attachment_id":30653273,"asset_id":1806873,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30653273/download_file?st=MTczMjM3MzM1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1259527" href="https://bham.academia.edu/StephanieBurnettHeyes">Stephanie Burnett Heyes</a><script data-card-contents-for-user="1259527" type="text/json">{"id":1259527,"first_name":"Stephanie","last_name":"Burnett Heyes","domain_name":"bham","page_name":"StephanieBurnettHeyes","display_name":"Stephanie Burnett Heyes","profile_url":"https://bham.academia.edu/StephanieBurnettHeyes?f_ri=237","photo":"https://0.academia-photos.com/1259527/1136237/1423792/s65_stephanie.burnett_heyes.jpg"}</script></span></span></li><li class="js-paper-rank-work_1806873 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1806873"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1806873, container: ".js-paper-rank-work_1806873", }); 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href="https://www.academia.edu/27305798/Brain_responses_reveal_that_infants_face_discrimination_is_guided_by_statistical_learning_from_distributional_information">Brain responses reveal that infants' face discrimination is guided by statistical learning from distributional information</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Infants' perception of faces becomes attuned to the environment during the first year of life. However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27305798" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Infants' perception of faces becomes attuned to the environment during the first year of life. However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities seen in perceptual narrowing for faces and speech and the role that statistical learning has been shown to play for speech, the current study examined whether and how learning from distributional information impacts face identity discrimination. We familiarized 6.5-month-old infants with exemplars of female faces taken from a morphed continuum going from one identity to another. Using event-related brain potentials (ERPs), we show that only infants who were familiarized with a bimodal frequency distribution, but not infants familiarized with a unimodal frequency distribution, discriminated between identities. These results are the first to demonstrate the influence of probabilistic information on infants' face identity discrimination, suggesting that statistical learning contributes to perceptual attunement for both faces and language.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27305798" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1054291489e9b8df6cd697ce0360f14f" rel="nofollow" data-download="{"attachment_id":47562672,"asset_id":27305798,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47562672/download_file?st=MTczMjM3MzM1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35187683" href="https://virginia.academia.edu/TGrossmann">Tobias Grossmann</a><script data-card-contents-for-user="35187683" type="text/json">{"id":35187683,"first_name":"Tobias","last_name":"Grossmann","domain_name":"virginia","page_name":"TGrossmann","display_name":"Tobias Grossmann","profile_url":"https://virginia.academia.edu/TGrossmann?f_ri=237","photo":"https://0.academia-photos.com/35187683/10542496/11765737/s65_tobias.grossmann.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-27305798">+1</span><div class="hidden js-additional-users-27305798"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/NicoleAltvatermackensen">Nicole Altvater-mackensen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-27305798'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-27305798').html(); 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However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities seen in perceptual narrowing for faces and speech and the role that statistical learning has been shown to play for speech, the current study examined whether and how learning from distributional information impacts face identity discrimination. We familiarized 6.5-month-old infants with exemplars of female faces taken from a morphed continuum going from one identity to another. Using event-related brain potentials (ERPs), we show that only infants who were familiarized with a bimodal frequency distribution, but not infants familiarized with a unimodal frequency distribution, discriminated between identities. 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href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5628" href="https://www.academia.edu/Documents/in/Service_Quality">Service Quality</a>, <script data-card-contents-for-ri="5628" type="text/json">{"id":5628,"name":"Service Quality","url":"https://www.academia.edu/Documents/in/Service_Quality?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50642" href="https://www.academia.edu/Documents/in/Virtual_Reality">Virtual Reality</a>, <script data-card-contents-for-ri="50642" type="text/json">{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=237","nofollow":false}</script><a class="InlineList-item-text" 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href="https://www.academia.edu/Documents/in/Ontology">Ontology</a><script data-card-contents-for-ri="805" type="text/json">{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=237","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33612130]'), work: {"id":33612130,"title":"Lingua pensiero canto","created_at":"2017-06-22T15:29:32.839-07:00","url":"https://www.academia.edu/33612130/Lingua_pensiero_canto?f_ri=237","dom_id":"work_33612130","summary":null,"downloadable_attachments":[{"id":53630083,"asset_id":33612130,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43147745,"first_name":"Gino","last_name":"Zaccaria","domain_name":"unibocconi","page_name":"ginozaccaria","display_name":"Gino 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href="https://www.academia.edu/8988330/Hypo_or_hyper_mentalizing_It_all_depends_upon_what_one_means_by_mentalizing">Hypo or hyper-mentalizing: It all depends upon what one means by “mentalizing</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8988330" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11ae68337f5fd0735db42a12b89493c8" rel="nofollow" data-download="{"attachment_id":47926948,"asset_id":8988330,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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integrated into an individual&#39;s experience of the world, is a normal consequence of how the brain processes sensory information from the external world in the context of sensations... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47860881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Affective realism, the phenomenon whereby affect is integrated into an individual&#39;s experience of the world, is a normal consequence of how the brain processes sensory information from the external world in the context of sensations from the body. In the present investigation, we provided compelling empirical evidence that affective realism involves changes in visual perception (i.e., affect changes how participants see neutral stimuli). In two studies, we used an interocular suppression technique, continuous flash suppression, to present affective images outside of participants&#39; conscious awareness. We demonstrated that seen neutral faces are perceived as more smiling when paired with unseen affectively positive stimuli. Study 2 also demonstrated that seen neutral faces are perceived as more scowling when paired with unseen affectively negative stimuli. These findings have implications for real-world situations and challenge beliefs that affect is a distinct psychological p...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47860881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3092da28c2eaedad9214ede64cc78b6f" rel="nofollow" data-download="{"attachment_id":66767037,"asset_id":47860881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66767037/download_file?st=MTczMjM3MzM1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3771028" href="https://neu.academia.edu/KarenQuigley">Karen Quigley</a><script data-card-contents-for-user="3771028" type="text/json">{"id":3771028,"first_name":"Karen","last_name":"Quigley","domain_name":"neu","page_name":"KarenQuigley","display_name":"Karen Quigley","profile_url":"https://neu.academia.edu/KarenQuigley?f_ri=237","photo":"https://0.academia-photos.com/3771028/1364458/1683216/s65_karen.quigley.jpg"}</script></span></span></li><li class="js-paper-rank-work_47860881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47860881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47860881, container: ".js-paper-rank-work_47860881", }); 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In the present investigation, we provided compelling empirical evidence that affective realism involves changes in visual perception (i.e., affect changes how participants see neutral stimuli). In two studies, we used an interocular suppression technique, continuous flash suppression, to present affective images outside of participants\u0026#39; conscious awareness. We demonstrated that seen neutral faces are perceived as more smiling when paired with unseen affectively positive stimuli. Study 2 also demonstrated that seen neutral faces are perceived as more scowling when paired with unseen affectively negative stimuli. 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22353616" data-work_id="22353616" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22353616/B%C3%A9n%C3%A9fice_d_un_programme_cognitivo_comportemental_et_pluridisciplinaire_de_prise_en_charge_de_la_maladie_d_Alzheimer_sur_l_anxi%C3%A9t%C3%A9_du_conjoint_%C3%A9tude_fran%C3%A7aise_ELMMA">Bénéfice d’un programme cognitivo-comportemental et pluridisciplinaire de prise en charge de la maladie d’Alzheimer sur l’anxiété du conjoint : étude française ELMMA</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm 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References. JOURNAL OF RESEARCH IN PERSONALITY 7, 197207 (1973) Necessary versus Sufficient Causal Schemata for Success and Failure&#x27; ANNA KUN AND ... That is, if one succeeds, then high ability, high effort expenditure, an easy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80641981" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... References. JOURNAL OF RESEARCH IN PERSONALITY 7, 197207 (1973) Necessary versus Sufficient Causal Schemata for Success and Failure&#x27; ANNA KUN AND ... 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