Maltreatment type differences in cortisol stress response trajectories across adolescence.

This study examined cortisol stress response trajectories across adolescence in 454 maltreated and comparison youth recruited from Los Angeles County between 2002 and 2005 (66.7% maltreated; 46.7% girls; 39.0% Latino; 37.7% Black; 12.3% Mixed or Biracial; 11.0% White; Mage = 10.9 years, SD = 1.2). Adolescents' peak activation and cortisol reactivity and recovery slopes following the Trier Social Stress Test for Children were calculated at four waves, then used to model peak activation and cortisol reactivity and recovery trajectories arrayed by age. Maltreated youth had blunted cortisol reactivity at age 9 relative to comparison youth (b = -.19, p = .02). Sexually and physically abused youth showed blunted cortisol reactivity and recovery trajectories relative to emotionally abused and neglected youth.

General cognitive processing for orthographic discrepancy engages foveal attention during sentence comprehension.

Words are processed in the parafovea and fovea in succession during natural reading, but the classic rapid serial visual presentation (RSVP) paradigm presents words only in the fovea. Unlike the RSVP paradigm, the RSVP with flanker (RSVP-flanker) paradigm is similar to natural text reading. Previous studies using the RSVP-flanker paradigm have suggested that high-level semantic/syntactic integration engages foveal fixation after parafoveal semantic access. However, it is less clear how general cognitive processing, such as discrepancy monitoring and error correction, unfolds across the parafoveal and foveal visual fields. In the current study, Chinese sentences were presented with the RSVP-flanker paradigm. Critical words were manipulated so that they were expected (EXP), semantically violated (VIO), or orthographically similar (ORT). Because of the nuanced differences between the EXP and ORT conditions, the processing of ORT critical words required more general cognitive processing, such as discrepancy monitoring and error correction. In contrast, the processing of VIO words may require more semantic integration. The ERP results showed more positive foveal late positive component (LPC) in ORT versus VIO. Moreover, there was no parafoveal LPC effect, but a robust foveal LPC effect, in the contrasts of VIO/ORT versus EXP, replicating previous results. Together, the results provide substantial evidence that general cognitive processing for orthographic discrepancy occurs at the foveal perception.

Variation in State COVID-19 Disease Reporting Forms on Social Identity, Social Needs, and Vaccination Status.

To assess variation in the way state health departments collect data on social identity, social needs, and vaccination status for people testing positive for COVID-19, we reviewed all state health department Web sites for COVID-19 disease reporting forms. We located forms for 39 states and coded each one for the presence and format of fields on race, ethnicity, disability, language, sexual and gender identity, comorbidities, pregnancy status, and social needs such as housing stability, occupation, and prior COVID-19 vaccination status. We find considerable variation in both type and format of data collected. For example, 10% of state forms have fields for race and ethnicity that are more disaggregated than the 5 US Census categories, 18% have fields on mental or physical ability, 37% have nonbinary or other fields for gender identity, 28% have fields on housing stability, and 15% have fields on vaccination status. Our findings suggest that national efforts to address COVID-19 may be limited by lack of standardization of data collection methods.

The parallel mechanism of semantic context influences and parafoveal word identification.

Previous event-related potential (ERP) studies have shown that the N400 effect tracks with the isolation point of a word in spoken language comprehension. These results suggested the semantic context of a sentence influences word processing before word identification. However, this delayed effect of N400 latency is not often the case in written language comprehension. The present study combined ERP with a rapid serial visual presentation with flanker (RSVP-flanker) method to examine this issue when words were presented in the parafovea. We manipulated three kinds of critical words: expected (EXP), semantically violated (VIO) and semantically cohort violated (COH-VIO). The ERP results showed that the parafoveal N400 effect was delayed in the contrast of COH-VIO vs. EXP than the contrast of VIO vs. EXP. These results suggested that the semantic context influences parafoveal word processing before word identification in written language comprehension.

Manual directional gestures facilitate cross-modal perceptual learning.

Action and perception interact in complex ways to shape how we learn. In the context of language acquisition, for example, hand gestures can facilitate learning novel sound-to-meaning mappings that are critical to successfully understanding a second language. However, the mechanisms by which motor and visual information influence auditory learning are still unclear. We hypothesize that the extent to which cross-modal learning occurs is directly related to the common representational format of perceptual features across motor, visual, and auditory domains (i.e., the extent to which changes in one domain trigger similar changes in another). Furthermore, to the extent that information across modalities can be mapped onto a common representation, training in one domain may lead to learning in another domain. To test this hypothesis, we taught native English speakers Mandarin tones using directional pitch gestures. Watching or performing gestures that were congruent with pitch direction (e.g., an up gesture moving up, and a down gesture moving down, in the vertical plane) significantly enhanced tone category learning, compared to auditory-only training. Moreover, when gestures were rotated (e.g., an up gesture moving away from the body, and a down gesture moving toward the body, in the horizontal plane), performing the gestures resulted in significantly better learning, compared to watching the rotated gestures. Our results suggest that when a common representational mapping can be established between motor and sensory modalities, auditory perceptual learning is likely to be enhanced.