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Objectives: Despite its numerous benefits, practicing mindfulness involves certain challenges. This study investigates the impact of various characteristics of recorded mindfulness practice instructions on recipients' evaluations, focusing on elements that may evoke negative reactions and hinder mindfulness practice. Method: A total of 138 participants evaluated 24 recordings of mindfulness practice excerpts. The recordings differed in terms of the speaker's gender, the form and pace of the message, the presence of whispering, and the number of artifacts. Respondents rated each recording using a scale and provided open-ended responses about their subjective perception of the recordings. The study employed hierarchical multilevel modeling to analyze the collected data. Results: The results indicated that recipient gender did not influence preferences for male or female-voiced recordings. However, properties such as form, pace, whispering, and artifacts did affect evaluations. Least favored instruction elements included plural pronouns, slow pacing, primarily whispered speech, and a high number of artifacts. Some differences in evaluations were observed between female and male recording conditions. Additionally, qualitative data revealed participants' subjective reactions to recordings with varying characteristics, and the study identified the most favorable characteristics of the recordings. Conclusions: The study results identified which qualities of recorded mindfulness instructions are least preferred and may present obstacles to initiating or continuing the practice. Therefore, this study may help create more optimal instructions and improve the design of apps and platforms offering mindfulness practice recordings, enhancing the quality and accessibility of practice for a broader audience. Preregistration: This study is not preregistered. [ABSTRACT FROM AUTHOR]

As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students' exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes. [ABSTRACT FROM AUTHOR]

Existing sets of social and emotional stimuli suitable for social cognition research are limited in many ways, including size, unimodal stimulus delivery, and restriction to major universal emotions. Existing measures of social cognition could be improved by taking advantage of item response theory and adaptive testing technology to develop instruments that obtain more efficient measures of multimodal social cognition. However, for this to be possible, large pools of emotional stimuli must be obtained and validated. We present the development of a large, high-quality multimedia stimulus set produced by professional adult and child actors (ages 5 to 74) containing both visual and vocal emotional expressions. We obtained over 74,000 audiovisual recordings of a wide array of emotional and social behaviors, including the main universal emotions (happiness, sadness, anger, fear, disgust, and surprise), as well as more complex social expressions (pride, affection, sarcasm, jealousy, and shame). The actors generated a high quantity of technically superior, ecologically valid stimuli that were digitized, archived, and rated for accuracy and intensity of expressions. A subset of these facial and vocal expressions of emotion and social behavior were submitted for quantitative ratings to generate parameters for validity and discriminability. These stimuli are suitable for affective neuroscience-based psychometric tests, functional neuroimaging, and social cognitive rehabilitation programs. The purposes of this report are to describe the method of obtaining and validating this database and to make it accessible to the scientific community. We invite all those interested in participating in the use and validation of these stimuli to access them at . [ABSTRACT FROM AUTHOR]

The aim of this paper is to evaluate which context determines the illocutionary force of written or recorded utterances-those involved in written texts, films and images, conceived as recordings that can be seen or heard in different occasions. More precisely, my paper deals with the 'metaphysical' or constitutive role of context-as opposed to its epistemic or evidential role: my goal is to determine which context is semantically relevant in order to fix the illocutionary force of a speech act, as distinct from the information the addressee uses to ascertain the semantically relevant context. In particular I will try to assess two different perspectives on this problem, a Conventionalist Perspective and an Intentionalist Perspective. Drawing on the literature on indexicals in written texts and recorded messages, I will argue in favor of the Intentionalist Perspective: the relevant context is the one intended by the speaker. Bringing intentions into the picture, however, requires qualification; in particular, I will distinguish my Weak Intentionalist proposal from a Strong Intentionalist one. I will show that the Weak Intentionalist Perspective is flexible enough to deal with cases of delayed communication, but not so unrestricted as to yield counter-intuitive consequences. [ABSTRACT FROM AUTHOR]

In recent years, building reference speech corpora was an important part of the activities which provided the necessary linguistic infrastructure in many European countries, for languages with many speakers (e.g., French, German, Spanish, Italian) as well as for those with smaller numbers of speakers (e.g., Swedish, Dutch, Czech, Slovak). This paper describes the process of the creation of a reference speech corpus and its distribution to potential users, as it was done in the case of the Slovene corpus GOS. The corpus structure and fieldwork experiences with recording, labelling system, and two levels of transcription (pronunciation-based and standardized) are described, as well as the main characteristics of the corpus interface (web concordancer) and the availability of the original corpus files. [ABSTRACT FROM AUTHOR]

The parabrachial nucleus in mammals is intimately connected with other vocalization controlling brainstem structures. It, along with ventromedially adjacent structures, also has been identified as the pneumotaxic center, and as such shows strong respiratory related activity in the anesthetized cat. The current study examines the neuronal activity in cat parabrachial regions during production of instrumentally conditioned vocalizations. Most of the units in our sample show considerable activity during periods between vocalizations. For many units, firing rate fluctuates during the respiratory cycle, although apparently not as strongly as reported in the decerebrate cat. Also, there is often strong phasic activity during periods where animals are licking to ingest their food rewards. During the peri-vocalization period, various neural activity patterns can be recorded. Most common is an activity increase during the vocalization itself. Moreover, in some units, this activity increase has an auditory component. A smaller number of units show other activity patterns, including a suppression of activity during vocalization and activity increases preceding the vocalization. Overall, our results suggest that the parabrachial region's involvement in vocal control is quite complex, involving convergence of respiratory, acoustic, vocalization-related, and perhaps somatosensory influences. [ABSTRACT FROM AUTHOR]