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Recent years have been marked by important developments in artificial intelligence (AI). These developments have highlighted serious limitations in human rationality and shown that computers can be highly creative. There are also important positive outcomes for psychologists studying creativity. It is now possible to design entirely new classes of experiments that are more promising than the simple tasks typically used for studying creativity in psychology. In addition, given the current and future AI algorithms for developing new data structures and programs, novel theories of creativity are on the horizon. Thus, AI opens up entire new avenues for studying human creativity in psychology.

Theory building in science requires replication and integration of findings regarding a particular research question. Second-order meta-analysis (i.e., a meta-analysis of meta-analyses) offers a powerful tool for achieving this aim, and we use this technique to illuminate the controversial field of cognitive training. Recent replication attempts and large meta-analytic investigations have shown that the benefits of cognitive-training programs hardly go beyond the trained task and similar tasks. However, it is yet to be established whether the effects differ across cognitive-training programs and populations (children, adults, and older adults). We addressed this issue by using second-order meta-analysis. In Models 1 (k = 99) and 2 (k = 119), we investigated the impact of working-memory training on near-transfer (i.e., memory) and far-transfer (e.g., reasoning, speed, and language) measures, respectively, and whether it is mediated by the type of population. Model 3 (k = 233) extended Model 2 by adding six meta-analyses assessing the far-transfer effects of other cognitive-training programs (video-games, music, chess, and exergames). Model 1 showed that working-memory training does induce near transfer, and that the size of this effect is moderated by the type of population. By contrast, Models 2 and 3 highlighted that far-transfer effects are small or null. Crucially, when placebo effects and publication bias were controlled for, the overall effect size and true variance equaled zero. That is, no impact on far-transfer measures was observed regardless of the type of population and cognitive-training program. The lack of generalization of skills acquired by training is thus an invariant of human cognition.

Several congenital disorders can cause end stage bladder disease and possibly renal damage in children. The current gold standard therapy is enterocystoplasty, a bladder augmentation using an intestinal segment. However, the use of bowel tissue is associated with numerous complications such as metabolic disturbance, stone formation, urine leakage, chronic infections, and malignancy. Urinary diversions using engineered bladder tissue would obviate the need for bowel for bladder reconstruction. Despite impressive progress in the field of bladder tissue engineering over the past decades, the successful transfer of the approach into clinical routine still represents a major challenge. In this review, we discuss major achievements and challenges in bladder tissue regeneration with a focus on different strategies to overcome the obstacles and to meet the need for living functional tissue replacements with a good growth potential and a long life span matching the pediatric population.

It is a classic result in cognitive science that chess masters can recall briefly presented positions better than weaker players when these positions are meaningful, but that their superiority disappears with random positions. However, Gobet and Simon (1996a) have recently shown that there is a skill effect with random chess positions as well. The impact of this result for theories of expert memory is discussed. CHREST, a computational, chunking model of chess expertise based on EPAM (Feigenbaum & Simon, 1984) accounts for this skill difference. The model is also compared with human data from an experiment where the role of presentation time for random positions was systematically varied from 1 second to 60 seconds. Simulations show that the model captures the main features of the human data, thus adding support to the EPAM theory. They also corroborate earlier estimates that visual short-term memory may contain three or four chunks.

We identified a putative novel atypical BTV serotype ‘36’ in Swiss goat flocks. In the initial flock clinical signs consisting of multifocal purulent dermatitis, facial oedema and fever were observed. Following BTV detection by RT-qPCR, serotyping identified BTV-25 and also a putative novel BTV serotype in several of the affected goats. We successfully propagated the so-called “BTV-36-CH2019” strain in cell culture, developed a specific RT-qPCR targeting Segment 2, and generated the full genome by high-throughput sequencing. Furthermore, we experimentally infected goats with BTV-36-CH2019. Regularly, EDTA blood, serum and diverse swab samples were collected. Throughout the experiment, neither fever nor clinical disease was observed in any of the inoculated goats. Four goats developed BTV viremia, whereas one inoculated goat and the two contact animals remained negative. No viral RNA was detected in the swab samples collected from nose, mouth, eye, and rectum, and thus the experimental infection of goats using this novel BTV serotype delivered no indications for any clinical symptoms or vector-free virus transmission pathways. The subclinical infection of the four goats is in accordance with the reports for other atypical BTVs. However, the clinical signs of the initial goat flock did most likely not result from infection with the novel BTV-36-CH0219.

This research represents an attempt to model the child's acquisition of syntactic categories. A computational model, based on the EPAM theory of perception and learning, is developed. The basic assumptions are that (1) syntactic categories are actively constructed by the child using distributional learning abilities; and (2) cognitive constraints in learning rate and memory capacity limit these learning abilities. We present simulations of the syntax acquisition of a single subject, where the model learns to build up multi-word utterances by scanning a sample of the speech addressed to the subject by his mother.

Most research on reading has used Western languages, which have the property of being spaced. This paper examines how spacing and meaning affect reading in Thai, a modem, alphabetic and unspaced language. Results show that subjects were faster in reading and made less errors when spaces were added. Meaning facilitates reading as well, and does not interact with spacing. Finally, ability to read unspaced texts in Thai does not transfer to English. The results support the hypothesis that spaces, when present at all, offer perceptual cues that facilitate reading. Efficiency considerations raise the question of whether Thai should follow the example of Western languages and incorporate spaces and punctuation.