The many faces of moralized self-control: Puritanical morality is not reducible to cooperation concerns.

Fitouchi et al.'s moral disciplining approach highlights the significant role social evaluations of self-control appear to play in human moral judgment. At the same time, attributing the wide range of puritanical concerns to a singular focus on self-control seems unwarranted. A more pluralistic approach would enrich understanding of moral judgment in all its cultural and historical diversity.

Dwell times showcase how goal structure informs preschoolers' analysis of unfolding motion patterns.

Using Hard et al.'s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5-4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical goal-related motion. Preschoolers' knowledge of goal structure systematically modulated attention to event boundaries across slideshows despite surface differences, even when controlling for pixel change (an index of changes in motion). These findings showcase the value of the dwell time paradigm, and illuminate how children deploy attention as goal-related expectations shape their analysis of continuously unfolding activity.

Thiamine supplementation holds neurocognitive benefits for breastfed infants during the first year of life.

Women reliant on mostly rice-based diets can have inadequate thiamine intake, placing breastfed infants at risk of thiamine deficiency and, in turn, physical and cognitive impairments. We investigated the impact of maternal thiamine supplementation doses on infants' cognitive, motor, and language development across the first year. In this double-blind, four-parallel-arm, randomized controlled trial, healthy mothers of exclusively breastfed newborn infants were recruited in Kampong Thom, Cambodia. At 2 weeks postnatal, women (n = 335) were randomized to one of four treatment groups to consume one capsule/day with varying amounts of thiamine for 22 weeks: 0, 1.2, 2.4, and 10 mg. At 2, 12, 24, and 52 weeks of age, infants were assessed with the Mullen Scales of Early Learning (MSEL) and the Caregiver Reported Early Development Instrument (CREDI). Multiple regression and mixed effects modeling suggest that by 6 months of age, the highest maternal thiamine dose (10 mg/day) held significant benefits for infants' language development, but generally not for motor or visual reception development. Despite having achieved standardized scores on the MSEL that approximated U.S. norms by 6 months, infants showed a significant drop relative to these norms in both language domains following trial completion, indicating that nutritional interventions beyond 6 months may be necessary.

Low-dose thiamine supplementation of lactating Cambodian mothers improves human milk thiamine concentrations: a randomized controlled trial.

BACKGROUND: Infantile beriberi-related mortality is still common in South and Southeast Asia. Interventions to increase maternal thiamine intakes, and thus human milk thiamine, are warranted; however, the required dose remains unknown. OBJECTIVES: We sought to estimate the dose at which additional maternal intake of oral thiamine no longer meaningfully increased milk thiamine concentrations in infants at 24 wk postpartum, and to investigate the impact of 4 thiamine supplementation doses on milk and blood thiamine status biomarkers. METHODS: In this double-blind, 4-parallel arm randomized controlled dose-response trial, healthy mothers were recruited in Kampong Thom, Cambodia. At 2 wk postpartum, women were randomly assigned to consume 1 capsule, containing 0, 1.2 (estimated average requirement), 2.4, or 10 mg of thiamine daily from 2 through 24 weeks postpartum. Human milk total thiamine concentrations were measured using HPLC. An Emax curve was plotted, which was estimated using a nonlinear least squares model in an intention-to-treat analysis. Linear mixed-effects models were used to test for differences between treatment groups. Maternal and infant blood thiamine biomarkers were also assessed. RESULTS: In total, each of 335 women was randomly assigned to1 of the following thiamine-dose groups: placebo (n = 83), 1.2 mg (n = 86), 2.4 mg (n = 81), and 10 mg (n = 85). The estimated dose required to reach 90% of the maximum average total thiamine concentration in human milk (191 µg/L) is 2.35 (95% CI: 0.58, 7.01) mg/d. The mean ± SD milk thiamine concentrations were significantly higher in all intervention groups (183 ± 91, 190 ± 105, and 206 ± 89 µg/L for 1.2, 2.4, and 10 mg, respectively) compared with the placebo group (153 ± 85 µg/L; P < 0.0001) and did not significantly differ from each other. CONCLUSIONS: A supplemental thiamine dose of 2.35 mg/d was required to achieve a milk total thiamine concentration of 191 µg/L. However, 1.2 mg/d for 22 wk was sufficient to increase milk thiamine concentrations to similar levels achieved by higher supplementation doses (2.4 and 10 mg/d), and comparable to those of healthy mothers in regions without beriberi. This trial was registered at clinicaltrials.gov as NCT03616288.

Assessment of salt intake to consider salt as a fortification vehicle for thiamine in Cambodia.

Thiamine deficiency is a public health issue in Cambodia. Thiamine fortification of salt has been proposed; however, the salt intake of lactating women, the target population, is currently unknown. We estimated salt intakes among lactating women (<6 months postpartum) using three methods: repeat observed-weighed intake records and 24-h urinary sodium excretions (n = 104), and household salt disappearance (n = 331). Usual salt intake was estimated by adjusting for intraindividual intakes using the National Cancer Institute method, and a thiamine salt fortification scenario was modeled using a modified estimated average requirement (EAR) cut-point method. Unadjusted salt intake from observed intakes was 9.3 (8.3-10.3) g/day, which was not different from estimated salt intake from urinary sodium excretions, 9.0 (8.4-9.7) g/day (P = 0.3). Estimated salt use from household salt disappearance was 11.3 (10.7-11.9) g/person/day. Usual (adjusted) salt intake from all sources was 7.7 (7.4-8.0) g/day. Assuming no stability losses, a modeled fortification dose of 275 mg thiamine/kg salt could increase thiamine intakes from fortified salt to 2.1 (2.0-2.2) mg/day, with even low salt consumers reaching the EAR of 1.2 mg/day from fortified salt alone. These findings, in conjunction with future sensory and stability research, can inform a potential salt fortification program in Cambodia.

How Does the Mind Render Streaming Experience as Events?

Events-the experiences we think we are having and recall having had-are constructed; they are not what actually occurs. What occurs is ongoing dynamic, multidimensional, sensory flow, which is somehow transformed via psychological processes into structured, describable, memorable units of experience. But what is the nature of the redescription processes that fluently render dynamic sensory streams as event representations? How do such processes cope with the ubiquitous novelty and variability that characterize sensory experience? How are event-rendering skills acquired and how do event representations change with development? This review considers emerging answers to these questions, beginning with evidence that an implicit tendency to monitor predictability structure via statistical learning is key to event rendering. That is, one way that the experience of bounded events (e.g., actions within behavior, words within speech) arises is with the detection of "troughs" in sensory predictability. Interestingly, such troughs in predictability are often predictable; these regions of predictable-unpredictability provide articulation points to demarcate one event from another in representations derived from the actual streaming information. In our information-optimization account, a fluent event-processor predicts such troughs and selectively attends to them-while suppressing attention to other regions-as sensory streams unfold. In this way, usage of attentional resources is optimized for efficient sampling of the most relevant, information-rich portions of the unfolding flow of sensation. Such findings point to the development of event-processing fluency-whether in action, language, or other domains-depending crucially on rapid and continual cognitive reorganization. As knowledge of predictability grows, attention is adaptively redeployed. Accordingly, event experiences undergo continuous alteration.

Discussing those not present: comprehension of references to absent caregivers.

The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that is at least somewhat independent of the current context. Despite its centrality to language development, the emergence of absent reference understanding has received little systematic attention. The present research investigated the responses of 60 infants aged 1;0 to 2 ; 6 to a researcher talking about both present and absent caregivers. When infants aged 1 ; 3 and older heard talk about absent caregivers they displayed a complex of nonverbal communicative responses that were divergent from their responses to talk about a present person. Infants aged 2 ; 0 and older provided responses indicating understanding of absent reference. The findings suggest that by 1 ; 3 infants may have at least a tacit appreciation of language as a device for coordinating conversational focus, and hint at increased sophistication in infants' absent reference comprehension skills at 2 ; 0.

Children use whole-part juxtaposition as a pragmatic cue to word meaning.

When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtaposition to accurately interpret novel part terms and (b) how they might do so. Study 1 confirmed that children indeed use juxtaposition to guide learning of novel part terms. Furthermore, 2 control conditions clarified that children's use of juxtaposition was not simply due to memory effects, such as the facilitation of lexical access, nor to recognition of the grammatical frame that typically accompanies juxtaposition. Study 2 revealed that children readily use juxtaposition in a novel, gestural format. Such flexibility in recognizing and utilizing novel variants of juxtaposition strongly suggests that pragmatic understanding lies at the heart of children's sensitivity to whole-part juxtaposition.