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Neural tracking of nursery rhymes: development from infancy to early childhood and relations with vocabulary outcomes
No full textSpeech consists of regularities at different timescales. A recent discovery is that brain oscillations align their activity to modulations in the speech signal, which already occurs during infancy. The degree to which infants exhibit this neural tracking can be linked to their language development. For example, cross-sectional research demonstrates that the neural tracking of stressed syllables in sung nursery rhymes at 10 months, but not at 14 months, predicts vocabulary outcomes at 24 months (Menn et al., 2022). In another study examining 50 children, it was found that speech-brain coherence in the syllable rate at 10 months significantly predicted vocabulary at 18 months (Çetinçelik et al., 2023). This raises several questions: How does neural tracking across different frequency bands (i.e., at the phonemic, syllabic, and stress rates) develop from infancy to toddlerhood? Is neural tracking at each rate and each age predictive of children’s language outcomes? Our study seeks to confirm and expand upon existing findings by 1) examining a much larger group of neurotypical children; 2) sampling at three time intervals from early infancy into early childhood, and 3) examine long-term predictive values for vocabulary outcomes beyond infancy
Theoretical Analysis of Chemical Methods for Distinguishing Saturated and Unsaturated Hydrocarbones Using Halogen Reactivity
No full textThis study demonstrates a simple method to distinguish saturated from unsaturated hydrocarbons using bromine. Unsaturated hydrocarbons react and decolorize bromine, while saturated ones show no change
Differences in moral decision-making: role of dilemma characteristics and person variables
No full textThere are considerable inter- and intra-individual differences in responses to moral dilemmas. Previous research has highlighted various situational factors (i.e., features of moral dilemma situations) and person variables (e.g., personality traits, attitudes, affective states, religious and political orientation; Review: Ellemers et al., 2019). However, the interplay of these factors warrants further investigations. Here, we examine the role of two situational factors (i.e., intenionality of harm and (im-)personal force) and several person variables (i.e., Dark Factor personality traits, Need for Cognition, emotional intelligence, attachment style, religiosity, political orientation) as well as their interaction
Think Big, Think Deep: The Core of Intellectual Intelligence
No full textThink Big, Think Deep: The Core of Intellectual Intelligence is a profound exploration into the powerful potential of intellectual intelligence and its crucial role in personal and societal advancement. Written by Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, and published in 1994 by the United Nations International Children's Emergency Fund, New York, USA, the book emphasizes the need for both expansive thinking and deep understanding to unlock the full capabilities of the human mind. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that intellectual intelligence is not simply about accumulating knowledge but about developing the capacity to think critically, strategically, and creatively. This book provides practical strategies for cultivating a mindset that enables individuals to navigate the complexities of life, solve problems, and innovate. The message is clear: to achieve true intellectual greatness, one must think big and think deep.
The rapid evolution of society, marked by technological innovations and global interconnectivity, has underscored the need for a new approach to intellectual development. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, recognized that individuals must go beyond surface-level understanding to thrive in an increasingly complex world. In response to this growing need, he authored Think Big, Think Deep: The Core of Intellectual Intelligence, published in 1994 by the United Nations International Children's Emergency Fund in New York, USA. Through this work, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, offers readers a roadmap to not only expand their intellectual horizons but also cultivate the depth of thought required to apply knowledge in meaningful ways.
The central theme of Think Big, Think Deep revolves around the idea of "intellectual intelligence," which Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, defines as the ability to process, analyze, and synthesize information effectively. Unlike traditional intelligence, which is often measured by IQ or knowledge acquisition, intellectual intelligence is more dynamic. It incorporates both breadth (thinking big) and depth (thinking deeply) to create a comprehensive framework for understanding the world. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, posits that intellectual intelligence is a composite of several factors, including curiosity, critical thinking, creativity, and the ability to adapt to new situations. This multifaceted approach provides individuals with the tools to tackle challenges, make informed decisions, and contribute to society in meaningful ways.
The driving force behind the creation of Think Big, Think Deep is the increasing complexity of the modern world. As global issues become more interconnected and multifaceted, there is a growing need for individuals to move beyond narrow perspectives. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, observed that many people tend to think within the confines of their existing knowledge or experiences, which limits their potential. He identified this as a critical challenge in the pursuit of intellectual development and sought to address it by emphasizing the importance of both broadening and deepening one's intellectual capacity.
At the heart of Think Big, Think Deep are several guiding principles that facilitate the development of intellectual intelligence:
• Holistic Thinking: The ability to view problems and solutions from multiple perspectives, integrating various pieces of information to form a comprehensive understanding.
• Creative Problem-Solving: Encouraging individuals to approach challenges with innovative solutions that go beyond conventional thinking.
• Intellectual Courage: The willingness to question assumptions and explore ideas outside the mainstream, even if they challenge established beliefs.
• Strategic Thinking: The ability to plan, anticipate outcomes, and make decisions based on long-term objectives rather than short-term gains.
• Self-Reflection: The practice of regularly evaluating one's own thinking processes and knowledge to identify areas for growth and improvement.
These principles serve as the foundation for the practical exercises and strategies provided in the book, which aim to foster intellectual intelligence.
The indicators of intellectual intelligence, as described by Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, include:
• Critical Thinking: The ability to analyze, evaluate, and form judgments based on logic and reasoning.
• Creative Thinking: The capacity to generate new ideas and perspectives.
• Intellectual Flexibility: The ability to adapt to new information and situations, modifying one’s approach when necessary.
• Analytical Skills: The ability to break down complex problems into manageable components and devise appropriate solutions.
• Decision-Making Ability: The capacity to make well-informed decisions based on sound reasoning and evidence.
These indicators are used to assess one's intellectual intelligence and to guide further development.
The operational variables that influence the development of intellectual intelligence include:
• Exposure to Diverse Ideas: Engaging with a wide range of perspectives and fields of knowledge to expand intellectual capacity.
• Intellectual Challenge: Regularly confronting tasks that require deep thought and innovative solutions.
• Collaboration and Dialogue: Interacting with others to refine ideas, challenge assumptions, and develop new insights.
• Continuous Learning: The ongoing pursuit of knowledge and skills through formal education, self-study, and real-world experiences.
Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, emphasizes that these variables are interconnected and play a crucial role in fostering intellectual intelligence.
Several factors determine the extent to which individuals can develop their intellectual intelligence:
• Motivation: The internal drive to seek knowledge and grow intellectually.
• Persistence: The willingness to overcome obstacles and continue pursuing intellectual growth despite setbacks.
• Environmental Support: Access to resources such as educational opportunities, mentorship, and a stimulating intellectual environment.
• Mental Agility: The capacity to process and understand new information quickly and effectively.
In Think Big, Think Deep, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, outlines strategies for applying the principles of intellectual intelligence in daily life. These strategies include setting intellectual goals, engaging in continuous learning, seeking out diverse perspectives, and regularly practicing deep thinking and problem-solving techniques. The implementation of these strategies can help individuals develop the intellectual intelligence required to succeed in an ever-changing world.
While intellectual intelligence can be cultivated, several challenges may hinder development:
• Over-reliance on Conventional Thinking: Relying too heavily on established ideas can limit creative thinking and problem-solving abilities.
• Fear of Failure: The fear of making mistakes can prevent individuals from taking intellectual risks and exploring new ideas.
• Lack of Time or Resources: Intellectual development requires time and access to learning opportunities, which may not always be available.
Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, provides strategies for overcoming these challenges, such as embracing a growth mindset and seeking out collaborative opportunities.
In conclusion, Think Big, Think Deep underscores the importance of intellectual intelligence in navigating the complexities of the modern world. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, emphasizes that intellectual intelligence is not just about acquiring knowledge but about developing the ability to think critically, creatively, and strategically. The key takeaway is that anyone can cultivate intellectual intelligence by embracing the principles and strategies outlined in the book, leading to personal and professional growth
Spatial Accessibility and the Teenage Social Experience: An Analysis of the Central Willamette Valley
No full textResearch on youth loneliness is growing, little work has looked at the connection between geography and infrastructure constrain a teen’s options. Through Oldenburg’s third place framework (Oldenburg, 1999), this study seeks to understand first what are the third places of teenagers today. These are places that allow teenagers to socialize generally without the pressures present at their first places, their homes, and at their second places, their schools (Oldenburg, 1999). Accessibility is measured to these spaces through a route based framework, the Open Source Routing Machine, a high performance routing machine. Teenager data is found through the Decennial Census for those 15-17 years old and re-aggregated through a dasymetric analysis to points. Selected POIS such as coffee shops, parks, movie theaters and gyms are queried through the OverPass API to model a given 3rd place type. Statistics are then used to quantify accessibility between various modalities of travel, including walking, biking and driving. These distances are measured between rural, suburban and urban spaces delineated by the GHS-Degurba toolkit. There exists a stark contrast between urban/suburban and rural teenagers, leading to large discrepancies of travel times. Rural teens face travel times two to three times longer than urban peers, underscoring mobility inequities. Modality affects access as well greatly, with only select third places being accessible by foot even in more densely populated areas such as city centers
Global Clinical Risk Model (GCRM): A Proof-of-Concept for Preventable Neurological Events in Older Adults
No full textLe modèle global de risque clinique (GCRM) est un modèle de validation de principe visant à prévoir et à prévenir les événements neurologiques fréquents chez les personnes âgées, tels que le délire, la syncope et les crises d'épilepsie.
Ce modèle combine six domaines de risque pondérés, basés sur des données publiées et des simulations rétrospectives : polymédication, troubles cognitifs, fragilité, maladie aiguë, hospitalisation récente et médicaments à haut risque.
Ce modèle se veut applicable à l'échelle mondiale, y compris dans les contextes de soins de santé aux ressources limitées, sans nécessiter d'installations de laboratoire.
L’objectif de ce projet est de proposer un modèle transparent et en libre accès, qui sera validé ultérieurement par une collaboration internationale et des retours d’expert
Investigating the relationship between individual differences in face recognition ability and the computational processes that support face perception
No full textPreviously, we investigated the effects of visual familiarity on latent variables estimated by evidence-accumulation modelling during a face recognition task (https://osf.io/azyvu/overview). This previous study revealed that the drift rate parameter (reflecting the signal to noise ratio provided by the stimulus) and the threshold (reflecting response caution) are affected by visual familiarity. Based on these findings, the aim of the current study is to investigate the extent to which these parameters vary across individuals as a function of face recognition ability
Host plant life history and AM fungal genetic composition predicts plant soil feedbacks
No full textData and code for "Host plant life history and arbuscular mycorrhizal fungal genetic composition predicts plant soil feebacks, but host plant phylogeny does not