Prosodic discrimination skills mediate the association between musical aptitude and vocal emotion recognition ability.

The current study tested the hypothesis that the association between musical ability and vocal emotion recognition skills is mediated by accuracy in prosody perception. Furthermore, it was investigated whether this association is primarily related to musical expertise, operationalized by long-term engagement in musical activities, or musical aptitude, operationalized by a test of musical perceptual ability. To this end, we conducted three studies: In Study 1 (N = 85) and Study 2 (N = 93), we developed and validated a new instrument for the assessment of prosodic discrimination ability. In Study 3 (N = 136), we examined whether the association between musical ability and vocal emotion recognition was mediated by prosodic discrimination ability. We found evidence for a full mediation, though only in relation to musical aptitude and not in relation to musical expertise. Taken together, these findings suggest that individuals with high musical aptitude have superior prosody perception skills, which in turn contribute to their vocal emotion recognition skills. Importantly, our results suggest that these benefits are not unique to musicians, but extend to non-musicians with high musical aptitude.

Perceptions of artificial intelligence system's aptitude to judge morality and competence amidst the rise of Chatbots.

This paper examines how humans judge the capabilities of artificial intelligence (AI) to evaluate human attributes, specifically focusing on two key dimensions of human social evaluation: morality and competence. Furthermore, it investigates the impact of exposure to advanced Large Language Models on these perceptions. In three studies (combined N = 200), we tested the hypothesis that people will find it less plausible that AI is capable of judging the morality conveyed by a behavior compared to judging its competence. Participants estimated the plausibility of AI origin for a set of written impressions of positive and negative behaviors related to morality and competence. Studies 1 and 3 supported our hypothesis that people would be more inclined to attribute AI origin to competence-related impressions compared to morality-related ones. In Study 2, we found this effect only for impressions of positive behaviors. Additional exploratory analyses clarified that the differentiation between the AI origin of competence and morality judgments persisted throughout the first half year after the public launch of popular AI chatbot (i.e., ChatGPT) and could not be explained by participants' general attitudes toward AI, or the actual source of the impressions (i.e., AI or human). These findings suggest an enduring belief that AI is less adept at assessing the morality compared to the competence of human behavior, even as AI capabilities continued to advance.

Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities.

BACKGROUND: Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes. AIMS: The current study investigated whether and how parents' perfectionistic strivings and concerns were associated with young children's mathematical abilities through home mathematical activities, children's approach motivation to learn mathematics, and children's avoidance motivation to learn mathematics. SAMPLE: Participants included 211 kindergarteners in Hong Kong and their parents. METHODS: Data were collected through individual child tests and parent questionnaires. RESULTS: Structural equation modelling revealed that parents' perfectionistic strivings had a direct positive link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via home mathematical activities, and then approach motivation. Parents' perfectionistic concerns had a direct negative link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via avoidance motivation to learn mathematics. CONCLUSIONS: Early childhood practitioners are recommended to raise parents' awareness of how to communicate high-performance targets to children in a constructive manner.

Evaluation experts: Relations between ability emotional intelligence and attitude strength indicators.

New efforts to understand the processes involved in ability-related emotional intelligence (ability EI) could reinvigorate this area of scholarship and research. It is proposed that participants with higher levels of ability EI are evaluation experts, which should be evident in the attitude domain. Study 1 (n = 148) probed for affective, cognitive, and behavioral reactions to a diverse set of attitude objects. In addition, attitude certainty ratings were collected. Higher levels of ability EI, but not self-reports of EI, were linked to attitudes that were more extreme, certain, and structurally integrated. In Study 2 (n = 602), participant employees completed standard personality and job satisfaction assessments. Higher levels of ability EI were predictive of greater polarization (as assessed in extremity-related terms) in both domains. The individual differences assessed by ability EI, these results suggest, also tend to support attitudes and opinions with stronger features. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The stability of cognitive abilities: A meta-analytic review of longitudinal studies.

Cognitive abilities, including general intelligence and domain-specific abilities such as fluid reasoning, comprehension knowledge, working memory capacity, and processing speed, are regarded as some of the most stable psychological traits, yet there exist no large-scale systematic efforts to document the specific patterns by which their rank-order stability changes over age and time interval, or how their stability differs across abilities, tests, and populations. Determining the conditions under which cognitive abilities exhibit high or low degrees of stability is critical not just to theory development but to applied contexts in which cognitive assessments guide decisions regarding treatment and intervention decisions with lasting consequences for individuals. In order to supplement this important area of research, we present a meta-analysis of longitudinal studies investigating the stability of cognitive abilities. The meta-analysis relied on data from 205 longitudinal studies that involved a total of 87,408 participants, resulting in 1,288 test-retest correlation coefficients among manifest variables. For an age of 20 years and a test-retest interval of 5 years, we found a mean rank-order stability of ρ = .76. The effect of mean sample age on stability was best described by a negative exponential function, with low stability in preschool children, rapid increases in stability in childhood, and consistently high stability from late adolescence to late adulthood. This same functional form continued to best describe age trends in stability after adjusting for test reliability. Stability declined with increasing test-retest interval. This decrease flattened out from an interval of approximately 5 years onward. According to the age and interval moderation models, minimum stability sufficient for individual-level diagnostic decisions (rtt = .80) can only be expected over the age of 7 and for short time intervals in children. In adults, stability levels meeting this criterion are obtained for over 5 years. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Associations between the resting EEG aperiodic slope and broad domains of cognitive ability.

Recent studies suggest that the EEG aperiodic exponent (often represented as a slope in log-log space) is sensitive to individual differences in momentary cognitive skills such as selective attention and information processing speed. However, findings are mixed, and most of the studies have focused on just a narrow range of cognitive domains. This study used an archival dataset to help clarify associations between resting aperiodic features and broad domains of cognitive ability, which vary in their demands on momentary processing. Undergraduates (N = 166) of age 18-52 years completed a resting EEG session as well as a standardized, individually administered assessment of cognitive ability that included measures of processing speed, working memory, and higher-order visuospatial and verbal skills. A subsample (n = 110) also completed a computerized reaction time task with three difficulty levels. Data reduction analyses revealed strong correlations between the aperiodic offset and slope across electrodes, and a single component accounted for ~60% of variance in slopes across the scalp, in both eyes-closed and eyes-open conditions. Structural equation models did not support relations between the slope and specific domains tapping momentary processes. However, secondary analyses indicated that the eyes-open slope was related to higher overall performance, as represented by a single general ability factor. A latent reaction time variable was significantly inversely related to both eyes-closed and eyes-open resting exponents, such that faster reaction times were associated with steeper slopes. These findings support and help clarify the relation of the resting EEG exponent to individual differences in cognitive skills.

Form perception is a cognitive correlate of the relation between subitizing ability and math performance.

"Subitizing" defines a phenomenon whereby approximately four items can be quickly and accurately processed. Studies have shown the close association between subitizing and math performance, however, the mechanism for the association remains unclear. The present study was conducted to investigate whether form perception assessed on a serial figure matching task is a potential non-numerical mechanism between subitizing ability and math performance. Three-hundred and seventy-three Chinese primary school students completed four kinds of dot comparison tasks, serial figure matching task, math performance tasks (including three arithmetic computation tasks and math word problem task), and other cognitive tasks as their general cognitive abilities were observed as covariates. A series of hierarchical regression analyses showed that after controlling for age, gender, nonverbal matrix reasoning, and visual tracking, subitizing comparison (subitizing vs. subitizing, subitizing vs. estimation) still contributed to simple addition or simple subtraction but not to complex subtraction ability or math word problem. After taking form perception as an additional control variable, the predictive power of different dot comparison conditions disappeared. A path model also showed that form perception fully mediates the relation between numerosity comparison (within and beyond the subitizing range) and arithmetic performance. These findings support the claim that form perception is a non-numerical cognitive correlate of the relation between subitizing ability and math performance (especially arithmetic computation).

Validation and applicability of the music ear test on a large Chinese sample.

In the context of extensive disciplinary integration, researchers worldwide have increasingly focused on musical ability. However, despite the wide range of available music ability tests, there remains a dearth of validated tests applicable to China. The Music Ear Test (MET) is a validated scale that has been reported to be potentially suitable for cross-cultural distribution in a Chinese sample. However, no formal translation and cross-cultural reliability/validity tests have been conducted for the Chinese population in any of the studies using the Music Ear Test. This study aims to assess the factor structure, convergence, predictiveness, and validity of the Chinese version of the MET, based on a large sample of Chinese participants (n≥1235). Furthermore, we seek to determine whether variables such as music training level, response pattern, and demographic data such as gender and age have intervening effects on the results. In doing so, we aim to provide clear indications of musical aptitude and expertise by validating an existing instrument, the Music Ear Test, and provide a valid method for further understanding the musical abilities of the Chinese sample.

Coping in soccer athletes: a systematic review / Enfrentamento em atletas de futebol: uma revisão sistemática

ABSTRACT Objective: Review the studies that investigated coping in soccer. Methods: A systemic search was carried out in the following databases: Pubmed, Web of Science, Scielo, Scopus, PsychINFO and SPORTDiscus. The descriptors related to the terms (Coping skills, Sport and Football) were verified in the MeSH (Medical Subject Headings) database. The inclusion criteria used were: Empirical studies published in journals peer-reviewed scientific papers; b) Studies published from December 2014 to December 2019; c) with at least one quantitative measure; d) Studies with samples of soccer athletes; and e) Articles with specific reference to the topic 'Coping skills'. Results: The results showed that coping skills interact with important variables for good performance in elite soccer, such as competitive level, sports talent, psychopathologies, age group and sex. More specifically, it was noted that the development of some coping strategies, such as facing adversity, trust/motivation and performance under pressure, are potentially common to these variables. Conclusion: It is concluded that the development of some coping strategies is fundamental to the elite athlete, since it is positively associated with the optimal development of most of the variables analyzed in the synthesized studies.

RESUMO Objetivo: Revisar sistematicamente os estudos que investigaram o coping no futebol. Métodos: Foi realizada busca sistêmica nas seguintes bases de dados: Pubmed, Web of Science, Scielo, Scopus, PsychINFO e SPORTDiscus. Os descritores relacionados aos termos (Habilidades de enfrentamento, Esporte e Futebol) foram verificados na base de dados MeSH (Medical Subject Headings). Os critérios de inclusão utilizados foram: Estudos empíricos publicados em periódicos artigos científicos revisados por pares; b) Estudos publicados de dezembro de 2014 a dezembro de 2019; c) com pelo menos uma medida quantitativa; d) Estudos com amostras de atletas de futebol; e e) Artigos com referência específica ao tema 'Habilidades de enfrentamento'. Resultados: Os resultados mostraram que as habilidades de enfrentamento interagem com variáveis importantes para o bom desempenho no futebol de elite, como nível competitivo, talento esportivo, psicopatologias, faixa etária e sexo. Mais especificamente, notou-se que o desenvolvimento de algumas estratégias de enfrentamento, como enfrentar adversidades, confiança/motivação e desempenho sob pressão, são potencialmente comuns a essas variáveis. Conclusão: Conclui-se que o desenvolvimento de algumas estratégias de enfrentamento é fundamental para o atleta de elite, pois está positivamente associado ao desenvolvimento ótimo da maioria das variáveis analisadas nos estudos sintetizados.

Genetics and sports performance: the present and future in the identification of talent for sports based on DNA testing.

The impact of genetics on physiology and sports performance is one of the most debated research aspects in sports sciences. Nearly 200 genetic polymorphisms have been found to influence sports performance traits, and over 20 polymorphisms may condition the status of the elite athlete. However, with the current evidence, it is certainly too early a stage to determine how to use genotyping as a tool for predicting exercise/sports performance or improving current methods of training. Research on this topic presents methodological limitations such as the lack of measurement of valid exercise performance phenotypes that make the study results difficult to interpret. Additionally, many studies present an insufficient cohort of athletes, or their classification as elite is dubious, which may introduce expectancy effects. Finally, the assessment of a progressively higher number of polymorphisms in the studies and the introduction of new analysis tools, such as the total genotype score (TGS) and genome-wide association studies (GWAS), have produced a considerable advance in the power of the analyses and a change from the study of single variants to determine pathways and systems associated with performance. The purpose of the present study was to comprehensively review evidence on the impact of genetics on endurance- and power-based exercise performance to clearly determine the potential utility of genotyping for detecting sports talent, enhancing training, or preventing exercise-related injuries, and to present an overview of recent research that has attempted to correct the methodological issues found in previous investigations.

Cortical and white matter correlates of language-learning aptitudes.

People learn new languages with varying degrees of success but what are the neuroanatomical correlates of the difference in language-learning aptitude? In this study, we set out to investigate how differences in cortical morphology and white matter microstructure correlate with aptitudes for vocabulary learning, phonetic memory, and grammatical inferencing as measured by the first-language neutral LLAMA test battery. We used ultra-high field (7T) magnetic resonance imaging to estimate the cortical thickness and surface area from sub-millimeter resolved image volumes. Further, diffusion kurtosis imaging was used to map diffusion properties related to the tissue microstructure from known language-related white matter tracts. We found a correlation between cortical surface area in the left posterior-inferior precuneus and vocabulary learning aptitude, possibly indicating a greater predisposition for storing word-figure associations. Moreover, we report negative correlations between scores for phonetic memory and axial kurtosis in left arcuate fasciculus as well as mean kurtosis, axial kurtosis, and radial kurtosis of the left superior longitudinal fasciculus III, which are tracts connecting cortical areas important for phonological working memory.

External evaluations for dyslexia: do the data support parent concerns?

A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in the assessment of reading disabilities. These children were receiving instruction and intervention in reading across the tiers of instructional support in general and special education within their schools. On average, the children demonstrated equivalent deficits in print literacy skills on norm-referenced assessments regardless of the intensity of their reading support, and the majority of children who were only receiving tier 1 instruction exhibited characteristics of dyslexia. Moreover, 69% of children only receiving tier 1 instruction, and all remaining children, performed below benchmark expectations on a curriculum-based measure of oral reading fluency. While these data are not an evaluation of the implementation of the state's dyslexia laws or the statewide implementation of RTI, they provide data characterizing the real struggles and lack of identification of children whose parents seek an external evaluation of their children's reading skills. However, they are set in the context of a state in which 66% of public-school children cannot read proficiently by the end of the third grade. The reading struggles highlighted in this clinic referral sample are unexceptional in the larger state context.

Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke.

BACKGROUND: There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. OBJECTIVE: To understand the relationship between locomotor learning and retention and cognition after stroke. METHODS: Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. RESULTS: Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning (R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (ΔR2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). CONCLUSIONS: Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

Similarities in cognitive abilities in older couples: a study of mutual influences.

Objective: Similarities between spouses in cognitive functions have been mainly explained by the assortative mating phenomenon and the convergence for age and education. The mutual influence between spouses is another explanation particularly relevant in the elderly population. Today, it remains difficult to determine whether cognitive similarities exclusively result from the convergence effect or from the mutual influence. Using a novel methodology, the present study aimed to assess the impact of the marital relationship on cognitive similarities among elderly couples.Methods: 1723 couples from the Three-City Cohort Study were classified in two groups of couples with homogeneous and heterogeneous age and education. We also constituted two groups of pseudo-couples by a random association of individuals, with homogeneous and heterogeneous age and education. Dyadic analyses were conducted in the four groups, regarding the similarities in lexicosemantic abilities, executive functions, memory and global cognitive functioning.Results: Similarities were found on lexicosemantic abilities both in mate-assorted couples and in couples heterogeneous in age and education but no similarity was found in pseudo-couples.Discussion: Beyond the convergence effect, the fact that the spouses co-construct their lifestyles may contribute to cognitive similarities in the lexicosemantic domain.

Individual magnitudes of neural variability quenching are associated with motion perception abilities.

Remarkable trial-by-trial variability is apparent in cortical responses to repeating stimulus presentations. This neural variability across trials is relatively high before stimulus presentation and then reduced (i.e., quenched) ∼0.2 s after stimulus presentation. Individual subjects exhibit different magnitudes of variability quenching, and previous work from our lab has revealed that individuals with larger variability quenching exhibit lower (i.e., better) perceptual thresholds in a contrast discrimination task. Here, we examined whether similar findings were also apparent in a motion detection task, which is processed by distinct neural populations in the visual system. We recorded EEG data from 35 adult subjects as they detected the direction of coherent motion in random dot kinematograms. The results demonstrated that individual magnitudes of variability quenching were significantly correlated with coherent motion thresholds, particularly when presenting stimuli with low dot densities, where coherent motion was more difficult to detect. These findings provide consistent support for the hypothesis that larger magnitudes of neural variability quenching are associated with better perceptual abilities in multiple visual domain tasks.NEW & NOTEWORTHY The current study demonstrates that better visual perception abilities in a motion discrimination task are associated with larger quenching of neural variability. In line with previous studies and signal detection theory principles, these findings support the hypothesis that cortical sensory neurons increase reproducibility to enhance detection and discrimination of sensory stimuli.

The neural differences of arithmetic verification performance depend on math skill: Evidence from event-related potential.

AIM: Math skill is a basic need for an individual, as a career prospect. However, little is known about early brain processes of arithmetic between individuals with different math skill. Therefore, we questioned the modulation of the amplitude of an early negative component by math skill level in an arithmetic verification paradigm using event-related potential (ERP). METHODS: Thirty-six right-handed participants were assigned in two groups of high- and low-performing students. Their electroencephalogram was recorded while they completed an arithmetic verification task. Simple arithmetic operands were made by random digits from 1 to 9. Addition and subtraction operations were equally used in correct and incorrect responses. The accuracy scores, reaction times, and peak amplitude of the negativity in 200-400 ms time window were analyzed. RESULTS: The high-performing group showed significantly higher response speeds, and they were more accurate than the low-performing group. The group × region interaction effect was significant. The high-performing group showed a significantly greater negativity, particularly in parietal region, while the low-performing group showed a significantly deeper negativity in frontal and prefrontal region. In the low-performing group, there were significant peak amplitude differences between the anterior and posterior areas. However, such differences were not detected in the high-performing group. CONCLUSION: Students with different mathematical performance showed distinct patterns in early processing of arithmetic verification, as reflected by differences in negativity at 200-400 ms at anterior and posterior. This suggests that ERPs could be used to differentiate math mastery at neural level which is beneficial in educational and clinical contexts.

Effects of a 10-week active recess program in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in elementary school children. A randomised-controlled trial.

The aim of this study was to assess the effects of a 10-week active recess programme in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in children. A total of 114 children (age range = 8-12 years old, 47.3% girls) participated in this study. The students were randomly assigned to two groups, experimental group (EG) and control group (CG). The EG performed a programme of physical exercise at moderate to vigorous intensity with cognitive engagement for 10 weeks, three times a week. Physical fitness, school aptitudes, creativity, and cognitive flexibility were tested. Non-significant differences were found in physical fitness (both pre-test and post-test) between groups. The EG experienced significant improvements in all school aptitudes, creativity and cognitive flexibility (TMT test). In addition, the EG showed greater increase (p<0.05) than the CG in all variables of school aptitudes (p<0.01), creativity (p<0.001) and cognitive flexibility (p<0.05). Significant correlation between ∆ TMT-B and ∆ V.O2max (r=-0.289, p=0.031) was found. In conclusion, active recess based on high intensity training can be a proper tool to improve some cognitive skills, such as school aptitudes, creativity, and cognitive flexibility.

Experts, but not novices, exhibit StartReact indicating experts use the reticulospinal system more than novices.

Motor skill acquisition utilizes a wide array of neural structures; however, few articles evaluate how the relative contributions of these structures shift over the course of learning. Recent evidence from rodents and songbirds suggests there is a transfer from cortical to subcortical structures following intense, repetitive training. Evidence from humans indicate that the reticulospinal system is modulated over the course of skill acquisition and may be a subcortical facilitator of learning. The objective of this study was to evaluate how reticulospinal contributions are modulated by task expertise. Reticulospinal contributions were assessed using StartReact (SR). We hypothesized that expert typists would show SR during an individuated, keystroke task but SR would be absent in novices. Expert (75.2 ± 9.8 WPM) and novice typists (41.6 ± 8.2 WPM) were evaluated during an individuated, keystroke movements. In experts, SR was present but was absent in novices. Together, these results suggest that experts use reticulospinal contributions more for movement than novices indicating that the reticular formation becomes increasingly important for movement execution in highly trained, skilled tasks even those that require individuated movement of the fingers.

Reference Ability Neural Network-selective functional connectivity across the lifespan.

Previous studies have demonstrated that four latent variables, or reference abilities (RAs), can account for the majority of age-related changes in cognition: these being episodic memory, fluid reasoning, speed of processing, and vocabulary. In the current study, we focused on RA-selective functional connectivity patterns that vary with both age and behavior. We analyzed fMRI data from 287 community-dwelling adults (20-80 years) on a battery of tests relating to the four RAs (three tests per RA = 12 tests). Functional connectivity values were calculated between a pre-defined set of 264 ROIs (nodes). Across all participants, we (a) identified connections (edges) that correlated with an RA-specific indicator variable and, indexing only these edges; (b) performed linear regression analysis per edge, regressing indicator correlations (Model 1) and connectivity values (Model 2) on Age, Behavioral Performance, and the Interaction term; and (c) took the conjunction of significant edges between models. Results revealed a different subset of edges for each RA whose connectivity strength and domain-selectivity varied with age and behavior. Strikingly, the fluid reasoning RA was particularly vulnerable to the effects of age and displayed the most extensive connectivity and selectivity "footprint" for behavior. These findings indicate that different functional networks are recruited across RA, with fluid reasoning displaying a special status among them.

Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers.

A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD + HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.