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Purpose: Processing real-world sounds requires acoustic and higher-order semantic information. We tested the theory that individuals with autism spectrum disorder (ASD) show enhanced processing of acoustic features and impaired processing of semantic information. Methods: We used a change deafness task that required detection of speech and non-speech auditory objects being replaced and a speech-in-noise task using spoken sentences that must be comprehended in the presence of background speech to examine the extent to which 7-15 year old children with ASD (n = 27) rely on acoustic and semantic information, compared to age-matched (n = 27) and IQ-matched (n = 27) groups of typically developing (TD) children. Within a larger group of 7-15 year old TD children (n = 105) we correlated IQ, ASD symptoms, and the use of acoustic and semantic information. Results: Children with ASD performed worse overall at the change deafness task relative to the age-matched TD controls, but they did not differ from IQ-matched controls. All groups utilized acoustic and semantic information similarly and displayed an attentional bias towards changes that involved the human voice. Similarly, for the speech-in-noise task, age-matched--but not IQ-matched--TD controls performed better overall than the ASD group. However, all groups used semantic context to a similar degree. Among TD children, neither IQ nor the presence of ASD symptoms predict the use of acoustic or semantic information. Conclusion: Children with and without ASD used acoustic and semantic information similarly during auditory change deafness and speech-in-noise tasks.

Julie F. Codell. The Victorian Artist: Artists' Lifewritings in Britain, ca. 1870-1910. Cambridge: Cambridge UP, 2003. 376 pp. ISBN 0-5218-1757-9, 60.00 £, $90.00. Julie F. Codell's book on artists' lifewritings […]

ABSTRACT: Knowledge is lacking on separation strategies that can best prepare calves to final separation from the dam in cow-calf contact (CCC) systems. This controlled trial compared the effects of 2 different methods to gradually reduce cows' access to their calf termed “debonding” on calf growth in a cow-driven CCC system. Initially, cows (Norwegian Red breed) had 24 h/d computer-controlled access to their calves. In the long debonding (LDB) treatment (n = 16), a gradual reduction of cows' access to their calves was initiated 28 d after calving over a total duration of 28 d; first to 12 h/d (14 d), and then to 6 h/d (14 d). In the short debonding (SDB) treatment (n = 14), reduction was initiated 45 d after calving over a total duration of 10 d; first to 12 h/d (5 d), and then to 6 h/d (5 d). From 6 h/d, access was finally reduced to 0 h/d for 4 d for both treatments, resulting in a study period of 60 d in total. Calves had ad libitum access to concentrate, hay and water throughout the study. Independent of treatment, ad libitum access to whole milk from an automatic feeder was granted once cow access was reduced. Cows and calves had the possibility for fence line contact at all times. The primary outcome variable calf weight gain was registered biweekly. Calf ADG was analyzed with a linear mixed model. The ADG was similar across treatments during 24 h/d access (1.04 ± 0.07 kg). Debonding treatment affected calf growth differently with each gradual reduction in cow access (12 h/d, 6 h/d and 0 h/d); however, no main effect of treatment was detected. The SDB calves had a pattern of increased ADG with the first reduction in access (+0.39 ± 0.18kg), followed by significant growth checks as access was reduced further to 6 h/d and 0 h/d (−0.41 ± 0.20 kg and −1.15 ± 0.31 kg, respectively). The LDB calves only showed significant weight checks at the final reduction in access (0 h/d access), yet at a lower degree (−0.46 ± 0.21 kg) than SDB calves. As expected, ADG was negatively associated with health events but positively associated with intake of concentrate and supplemental milk. Collectively, the results from the present study might point toward a long adaptation to separation which is initiated at a younger age being more favorable for calf performance.

Abstract INTRODUCTION We aimed to assess the knowledge of social norms in patients with behavioral variant frontotemporal dementia (bvFTD) with the Dutch version of the Social Norms Questionnaire (SNQ‐NL). METHODS The SNQ‐NL was administered in 34 patients with bvFTD, 20 prodromal mutation carriers, 76 presymptomatic mutation carriers, and 56 controls. Group differences and correlations with other neuropsychological tests and gray matter volume were examined. RESULTS Patients with bvFTD had lower total SNQ‐NL scores and more over‐adherence errors than presymptomatic mutation carriers and controls (P

Diversity has been shown to improve the ability of groups to problem solve and make predictions, as well as guarding against groupthink and overconfidence. Marginalized groups within the Science, Technology, Engineering, and Mathematics (STEM) fields are still largely underrepresented despite various efforts to increase diversity in STEM. This study focused on the gap in representation of Hispanics/Latinxs in the STEM fields. While most science programs focus on directly encouraging students to pursue STEM careers as a way to increase Latinx representation, our study focused on Latinx parents. This study explored the types of informal science activities Latinx parents engage in with their children. In order to connect with Latinx parents, we organized 15 family science night events in a small city in central Texas that has a large Hispanic population. At the events, parents completed a parental involvement survey to find out what types of informal science activities they are involved in with their children. We utilized common household items or materials that were inexpensive in designing the activities for the family science events to ensure they were accessible to all families. Eighteen Latinx parents participated in the study. On the parental involvement survey, Latinx parents identified 27 science activities that they have performed with their children, with 63% of those being structured and indoor activities and 59% being free activities. In terms of parent participation, the majority of Latinx parents (73%) preferred free activities. This study outlines the design of family science events and can help inform school districts, principals, teachers, and informal science education organizations on strategies for increasing Latinx parents' involvement in their childrens' science education.

Although efforts have been made in the United States to increase diversity within the Science, Technology, Engineering, and Mathematics (STEM) fields, the Latino population is still largely underrepresented. This novel study focused on Latino underrepresentation by exploring Latino parents' attitudes toward science. We organized 15 family science events in which parents completed a pre- and post-event attitude toward science survey to find out their attitudes toward science. Fourteen Latino parents participated in the study. Latino parents' pre- and post-event attitude differences were statistically significant with a p-value of (p= 0.009). This study may inform organizations on strategies for changing Latino parents' attitudes toward science.

The purpose of this three-year study was to examine middle school female and male students' attitudes about science in four different categories before and after being with PhD science graduate students, "resident scientists," in their classrooms every week. The study was based upon a National Science Foundation (NSF) program called "Project Flowing Waters," a five-year NSF Graduate STEM Fellows in K-12 Education (GK-12) program. This study covers the final two years of the program, Year 4, Year 5, and also includes a control year, Year 6, that occurred after the program and thus, lacked resident scientists. In Year 4 and 5, the program funded 17 doctoral students, known as NSF GK-12 fellows, who served as bi-weekly resident scientists in science classrooms in local schools. A newly developed science attitude survey, "My Attitude Toward Science Scale" (MATS) (Hillman, Zeeman, Tilburg & List 2016) was used to survey student attitudes in four categories. Matched pre- and post- student attitude surveys were obtained. Seventeen resident scientist/teacher partnerships were analyzed, involving [n=1075 students] in the 2011/12 (Year 4) and 2012/13 (Year 5) school years and 366 students in 2015/16 (Year 6-Control) school years using the survey. Results indicated significant gender differences in attitudes only in Year 5, with male students being more positive than female students about their attitudes towards science, desire to be a scientist, value of science to society and holding less stereotypical perceptions of scientists.

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-8365.2008.00643.x Byline: Michaela Giebelhausen (1) Author Affiliation: (1)University of Essex