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The interaction between phenotypic plasticity, e.g. learning, and evolution is an important topic both in Evolutionary Biology and Machine Learning. The evolution of learning is commonly studied in Evolutionary Biology, while the use of an evolutionary process to improve learning is of interest to the field of Machine Learning. This paper takes a different point of view by studying the effect of learning on the evolutionary process, the so-called Baldwin effect. A well-studied result in the literature about the Baldwin effect is that learning affects the speed of convergence of the evolutionary process towards some genetic configuration, which corresponds to the environment-induced plastic response. This paper demonstrates that learning can change the outcome of evolution, i.e., lead to a genetic configuration that does not correspond to the plastic response. Results are obtained both analytically and experimentally by means of an agent-based model of a foraging task, in an environment where the distribution of resources follows seasonal cycles and the foraging success on different resource types is conditioned by trade-offs that can be evolved and learned. This paper attempts to answer a question that has been overlooked: whether learning has an effect on what genotypic traits are evolved, i.e. the selection of a trait that enables a plastic response changes the selection pressure on a different trait, in what could be described as co-evolution between different traits in the same genome. [ABSTRACT FROM AUTHOR]

Knowledge and motivation of a teacher are two unchallenged, essential characteristics for successful education. Whilst the relevance of teachers’ professional knowledge for successful students’ learning has been studied in a sophisticated manner for years, the meaning of teachers’ motivational orientations for students’ performance still lacks a differentiated consideration. This construct is conceptualized by three domains: (1) self-efficacy, (2) subject-specific enthusiasm, and (3) enthusiasm for teaching the subject. Motivational orientations overall have shown to be relevant predictors of students’ learning. However, there are several dimensions of motivation and their relative importance remains unclear. Our study goes beyond the available findings by considering in detail each of the three domains’ relations to students’ performance. Thus, we aim to further contribute to the clarification of the predictors of students’ performance in school teaching. For this purpose, we conducted a study with 48 biology teachers and their 1036 students. To assess the three domains of teachers’ motivational orientations, we applied paper and pencil tests. Concept maps and paper and pencil tests were used to measure students’ performance. By specifying multilevel structural equation models, we examined the relationship between the domains of teachers’ motivational orientations and the performance of the students. Our results reveal no relationship between teachers’ self-efficacy and students’ performance, but a significant positive relationship between the latter and teachers’ subject-specific enthusiasm. Moreover, our results show a positive trend in the relationship between enthusiasm for teaching the subject and students’ performance. The results provide a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher. We discuss our findings in terms of possible effect mechanisms and their relevance for further research on teacher motivation and the improvement of teacher education programmes. [ABSTRACT FROM AUTHOR]

Over the past decades, plagiarism has been classified as a multi-layer phenomenon of dishonesty that occurs in higher education. A number of research papers have identified a host of factors such as gender, socialisation, efficiency gain, motivation for study, methodological uncertainties or easy access to electronic information via the Internet and new technologies, as reasons driving plagiarism. The paper at hand examines whether such factors are still effective and if there are any differences between German and Slovene students’ factors influencing plagiarism. A quantitative paper-and-pencil survey was carried out in Germany and Slovenia in 2017/2018 academic year, with a sample of 485 students from higher education institutions. The major findings of this research reveal that easy access to information-communication technologies and the Web is the main reason driving plagiarism. In that regard, there are no significant differences between German and Slovene students in terms of personal factors such as gender, motivation for study, and socialisation. In this sense, digitalisation and the Web outrank national borders. [ABSTRACT FROM AUTHOR]

Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system’s effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime. [ABSTRACT FROM AUTHOR]

Slope one is a popular recommendation algorithm due to its simplicity and high efficiency for sparse data. However, it often suffers from under-fitting since the global information of all relevant users/items are considered. In this paper, we propose a new scheme called enhanced slope one recommendation through local information embedding. First, we employ clustering algorithms to obtain the user clusters as well as item clusters to represent local information. Second, we predict ratings using the local information of users and items in the same cluster. The local information can detect strong localized associations shared within clusters. Third, we design different fusion approaches based on the local information embedding. In this way, both under-fitting and over-fitting problems are alleviated. Experiment results on the real datasets show that our approaches defeats slope one in terms of both mean absolute error and root mean square error. [ABSTRACT FROM AUTHOR]

This paper explores which demographic characteristics substantially bias self-reported physical and cognitive health status of older Europeans. The analysis utilises micro-data for 19 European countries from the Survey of Health, Ageing and Retirement in Europe to compare performance-tested outcomes of mobility and memory with their self-reported equivalents. Relative importance analysis based on multinomial logistic regressions shows that the bias in self-reported health is mostly due to reporting heterogeneities between countries and age groups, whereas gender contributes little to the discrepancy. Concordance of mobility and cognition measures is highly related; however, differences in reporting behaviour due to education and cultural background have a larger impact on self-assessed memory than on self-assessed mobility. Southern as well as Central and Eastern Europeans are much more likely to misreport their physical and cognitive abilities than Northern and Western Europeans. Overall, our results suggest that comparisons of self-reported health between countries and age groups are prone to significant biases, whereas comparisons between genders are credible for most European countries. These findings are crucial given that self-assessed data are often the only information available to researchers and policymakers when asking health-related questions. [ABSTRACT FROM AUTHOR]

Existing algorithms of speech-based deception detection are severely restricted by the lack of sufficient number of labelled data. However, a large amount of easily available unlabelled data has not been utilized in reality. To solve this problem, this paper proposes a semi-supervised additive noise autoencoder model for deception detection. This model updates and optimizes the semi-supervised autoencoder and it consists of two layers of encoder and decoder, and a classifier. Firstly, it changes the activation function of the hidden layer in network according to the characteristics of the deception speech. Secondly, in order to prevent over-fitting during training, the specific ratio dropout is added at each layer cautiously. Finally, we directly connected the supervised classification task in the output of encoder to make the network more concise and efficient. Using the feature set specified by the INTERSPEECH 2009 Emotion Challenge, the experimental results on Columbia-SRI-Colorado (CSC) corpus and our own deception corpus show that the proposed model can achieve more advanced performance than other alternative methods with only a small amount of labelled data. [ABSTRACT FROM AUTHOR]

Background: Against a backdrop of more than four decades of war, conflict and insecurity, Afghanistan is recognised as suffering from endemic violence and children are exposed to multiple forms of violence, including at the family and school levels. This paper presents the results of an evaluation of school-based peace education and a community-based intervention to change harmful social norms and practices related to gender and the use of violence in conflict resolution, implemented in Afghanistan with the aim of reducing violence against and between children. Methods: The evaluation consisted of a cross-sectional, interrupted time series design with three data collection points over 12 months. Data was collected from students in 11 secondary schools (seven girls’ and four boys’ schools) in Jawzjan province of Afghanistan, with a total of 361 boys and 373 girls sampled at endline. All children were interviewed with a questionnaire developed for the study. Key outcomes included children’s experience of peer violence (both perpetration and victimization) at school, corporal punishment both at home and at school, and observation of family violence. Other outcomes included children’s gender equitable attitudes, attitudes towards child punishment, depression and school performance. Results: Between baseline and endline evaluation points, there were significant reductions in various forms of violence at the school level, including both boys’ and girls’ past month experience of peer violence victimization, peer violence perpetration, and corporal punishment by teachers. There were also significant reductions in boys’ and girls’ experience of corporal punishment at home and observation of family violence, with a particularly strong effect observed among girls. Both boys and girls had significantly more equitable gender attitudes and significantly less violence-supportive attitudes in relation to children’s punishment, and significantly fewer symptoms of depression. Girls’ school attendance was also significantly higher at endline. Discussion: To our knowledge this is the first time that a peace education program has been evaluated in Afghanistan, with or without a community intervention to change harmful social norms and practices related to gender and the use of violence for conflict resolution. The evaluation suggests that the intervention may have led to a reduction in various forms of violence, including children’s peer violence, corporal punishment of children both at school and at home, and in children’s reports of domestic violence against women at the household level. [ABSTRACT FROM AUTHOR]

Motivational intensity has been previously linked to information processing. In particular, it has been argued that affects which are high in motivational intensity tend to narrow cognitive scope. A similar effect has been attributed to negative affect, which has been linked to narrowing of cognitive scope. In this paper, we investigated how these phenomena manifest themselves during visual word search. We conducted three studies in which participants were instructed to perform word category identification. We manipulated motivational intensity by controlling reward expectations and affect via reward outcomes. Importantly, we altered visual search paradigms, assessing the effects of affective manipulations as modulated by information arrangement. We recorded multiple physiological signals (EEG, EDA, ECG and eye tracking) to assess whether motivational states can be predicted by physiology. Across the three studies, we found that high motivational intensity narrowed visual attentional scope by altering visual search strategies, especially when information was displayed sparsely. Instead, when information was vertically listed, approach-directed motivational intensity appeared to improve memory encoding. We also observed that physiology, in particular eye tracking, may be used to detect biases induced by motivational intensity, especially when information is sparsely organised. [ABSTRACT FROM AUTHOR]

This paper analyses the representations and discourse of 41 trainee teachers on the inclusion of gaming elements in education and their potential contribution to covering social problems in the curriculum, and to education on and for gender equality between men and women. The study follows the principles of mixed methods research, based on the transcription, coding, categorisation, and analysis of data obtained from 34 semi-structured interviews and two focus groups, in addition to their descriptive quantitative analysis. The results showed optimum reception of gamification as a useful formative strategy in the various stages of education and that it can be validly used to include gender as a category of analysis in the teaching of social sciences. [ABSTRACT FROM AUTHOR]

When listening to music, humans can easily identify and move to the beat. Numerous experimental studies have identified brain regions that may be involved with beat perception and representation. Several theoretical and algorithmic approaches have been proposed to account for this ability. Related to, but different from the issue of how we perceive a beat, is the question of how we learn to generate and hold a beat. In this paper, we introduce a neuronal framework for a beat generator that is capable of learning isochronous rhythms over a range of frequencies that are relevant to music and speech. Our approach combines ideas from error-correction and entrainment models to investigate the dynamics of how a biophysically-based neuronal network model synchronizes its period and phase to match that of an external stimulus. The model makes novel use of on-going faster gamma rhythms to form a set of discrete clocks that provide estimates, but not exact information, of how well the beat generator spike times match those of a stimulus sequence. The beat generator is endowed with plasticity allowing it to quickly learn and thereby adjust its spike times to achieve synchronization. Our model makes generalizable predictions about the existence of asymmetries in the synchronization process, as well as specific predictions about resynchronization times after changes in stimulus tempo or phase. Analysis of the model demonstrates that accurate rhythmic time keeping can be achieved over a range of frequencies relevant to music, in a manner that is robust to changes in parameters and to the presence of noise. [ABSTRACT FROM AUTHOR]

Visual design, learning sciences, and nanotechnology may be strange bedfellows; yet, as this paper highlights, peer interaction between a designer and a scientist is an effective method for helping scientists acquire visual design skills. We describe our findings from observing twelve sessions at the Design Help Desk, a tutoring center at the University of Washington. At each session, a scientist (who is expert in his own domain but a novice in design) consulted a designer (who is expert in design but a novice in science) in order to receive advice and guidance on how to improve a scientific visualization. At the Design Help Desk, this pairing consistently produced a momentary disequilibrium in the scientist’s thought process: a disequilibrium that led to agency (where the scientist gained ownership of his/her own learning) and conceptual change in the scientist’s understanding of visual design. Scientists who visited the Design Help Desk were satisfied with their experience, and their published work demonstrated an improved ability to visually communicate research findings—a skill critical to the advancement of science. To our knowledge, the Design Help Desk is a unique effort to educate scientists in visual design; we are not aware of any other design-advice/tutoring centers at public or private universities in the United States or abroad. [ABSTRACT FROM AUTHOR]

Human populations show rich cultural diversity. Underpinning this diversity of tools, rituals, and cultural norms are complex interactions between cultural evolutionary and demographic processes. Most models of cultural change assume that individuals use the same learning modes and methods throughout their lives. However, empirical data on ‘learning life histories’—the balance of dominant modes of learning (for example, learning from parents, peers, or unrelated elders) throughout an individual’s lifetime—suggest that age structure may play a crucial role in determining learning modes and cultural evolutionary trajectories. Thus, studied in isolation, demographic and cultural evolutionary models show only part of the picture. This paper describes a mathematical and computational framework that combines demographic and cultural evolutionary methods. Using this general framework, we examine interactions between the ways in which culture is spread throughout an individual’s lifetime and cultural change across generations. We show that including demographic structure alongside cultural dynamics can help to explain domain-specific patterns of cultural evolution that are a persistent feature of cultural data, and can shed new light on rare but significant demographic events. [ABSTRACT FROM AUTHOR]

Early-age exposure to noise may have long-term health implications of which we have little knowledge of today. Age-specific hearing, learning inadequate coping strategies, and alterations in biological stress regulatory responses could play a role in the long-term health impacts. In Sweden about half a million children in the age between 1–5 years attend preschool. The noise exposure at preschools is intermittent and unpredictable and levels reach up to 84 dB LAeq (time indoors) with maximum levels of 118 dB LAF, mostly due to child activity. To increase the overall understanding of the possible implications of preschool noise environments for children, this paper describes children’s behavioral and emotional reactions to and coping with their everyday sound environment from a teachers perspective. A postal questionnaire study performed in 2013–2014 with answers from 3,986 preschool teachers provided the data. Content analysis was combined with quantitative analysis. Eighty-two percent of the personnel considered that children’s behavior was affected rather or very much by preschool noise. The most prevalent behaviors were categorized into: be heard, be distracted, show negative internal emotions, crowd, avoid, withdraw, be exhausted, and learning. The quantitative analyses confirmed an association between the perceived loudness and noise annoyance at preschool and affirmative reporting on noise affecting the children´s behavior. Age of the personnel, with the youngest age group reporting noise related behavior less often, and age distribution of the class, with 1–5 years old seeming less affected by noise, were also indicated, while pedagogic orientation was not a significant factor. Future studies should address the long-term health effects of these behaviors. [ABSTRACT FROM AUTHOR]

Recognizing a person in a crowded environment is a challenging, yet critical, visual-search task for both humans and machine-vision algorithms. This paper explores the possibility of combining a residual neural network (ResNet), brain-computer interfaces (BCIs) and human participants to create “cyborgs” that improve decision making. Human participants and a ResNet undertook the same face-recognition experiment. BCIs were used to decode the decision confidence of humans from their EEG signals. Different types of cyborg groups were created, including either only humans (with or without the BCI) or groups of humans and the ResNet. Cyborg groups decisions were obtained weighing individual decisions by confidence estimates. Results show that groups of cyborgs are significantly more accurate (up to 35%) than the ResNet, the average participant, and equally-sized groups of humans not assisted by technology. These results suggest that melding humans, BCI, and machine-vision technology could significantly improve decision-making in realistic scenarios. [ABSTRACT FROM AUTHOR]

This paper assesses the psychometric properties of four child care quality instruments administered in 404 child care centers in Ecuador: the Classroom Assessment Scoring System for Toddlers, the Infant/Toddler Environment Rating Scale–Revised Edition, the Child Care Infant/Toddler Home Observation for Measurement of the Environment, and the Missouri Infant/Toddler Responsive Caregiving Checklist. We examined their internal consistency, tested the underlying subscale structure by means of confirmatory factor analysis (CFA), verified construct validity by testing associations with quality-related factors (e.g., child-caregiver ratio), and checked concurrent validity of the instruments’ total scores. We found high internal consistency of the instruments at the full scale level and moderate to high at the subscale/domain level. CFA showed high factor loadings, but goodness of fit statistics were low. Construct validity results varied from low to very low depending on the quality-related factor, and concurrent validity from low to very high depending on the instruments compared. This validity exercise provides useful information for policy-makers and researchers interested in using these instruments in the Ecuadorian context or elsewhere in the region. The findings will also inform future research and development of affordable and culturally-appropriate tools for monitoring process quality in child care centers in Latin American countries. [ABSTRACT FROM AUTHOR]

Our personalities (who we are) influence our social relationships (how we relate to people around us), and our social relationships influence our personalities. However, little is known about the specific processes underlying the complex interplay of personality and social relationships. According to the PERSOC framework, the identification of underlying social interaction processes promotes the understanding of how personality and social relationships are expressed, develop, and influence each other over time. The aim of the present paper is twofold: First, we outline and discuss four methodological challenges that arise when trying to empirically realize a process approach to the personality-relationship interplay. Second, we describe two data sets that are designed to meet these challenges and that are open for collaborative investigations: a laboratory-based process approach (Personality Interaction Laboratory Study; PILS) and a field-based process approach (CONNECT). We provide detailed information on the samples (two student samples; PILS: N = 311; CONNECT: N = 131), procedures (longitudinal and multimethodological), and measures (personality and social relationships, appearance and behavior, interpersonal perceptions), for which we present descriptive information, reliabilities, and intercorrelations. We summarize how these studies’ designs targeted the introduced methodological challenges, discuss the advantages and limitations of laboratory- and field-based process approaches, and call for their combination. We close by outlining an open research policy, aimed at accelerated collaborative efforts to further open the process black box, ultimately leading to a better understanding of the expression, development, and complex interplay of personality and social relationships. [ABSTRACT FROM AUTHOR]

The existence of a functional relationship between speech perception and production systems is now widely accepted, but the exact nature and role of this relationship remains quite unclear. The existence of idiosyncrasies in production and in perception sheds interesting light on the nature of the link. Indeed, a number of studies explore inter-individual variability in auditory and motor prototypes within a given language, and provide evidence for a link between both sets. In this paper, we attempt to simulate one study on coupled idiosyncrasies in the perception and production of French oral vowels, within COSMO, a Bayesian computational model of speech communication. First, we show that if the learning process in COSMO includes a communicative mechanism between a Learning Agent and a Master Agent, vowel production does display idiosyncrasies. Second, we implement within COSMO three models for speech perception that are, respectively, auditory, motor and perceptuo-motor. We show that no idiosyncrasy in perception can be obtained in the auditory model, since it is optimally tuned to the learning environment, which does not include the motor variability of the Learning Agent. On the contrary, motor and perceptuo-motor models provide perception idiosyncrasies correlated with idiosyncrasies in production. We draw conclusions about the role and importance of motor processes in speech perception, and propose a perceptuo-motor model in which auditory processing would enable optimal processing of learned sounds and motor processing would be helpful in unlearned adverse conditions. [ABSTRACT FROM AUTHOR]

This paper analyzes distributional properties that facilitate the categorization of words into lexical categories. First, word-context co-occurrence counts were collected using corpora of transcribed English child-directed speech. Then, an unsupervised k-nearest neighbor algorithm was used to categorize words into lexical categories. The categorization outcome was regressed over three main distributional predictors computed for each word, including frequency, contextual diversity, and average conditional probability given all the co-occurring contexts. Results show that both contextual diversity and frequency have a positive effect while the average conditional probability has a negative effect. This indicates that words are easier to categorize in the face of uncertainty: categorization works best for words which are frequent, diverse, and hard to predict given the co-occurring contexts. This shows how, in order for the learner to see an opportunity to form a category, there needs to be a certain degree of uncertainty in the co-occurrence pattern. [ABSTRACT FROM AUTHOR]

The ability to innovatively use or even manufacture different tools depending on a current situation can be silhouetted against examples of stereotyped, inborn tool use/manufacture and is thus often associated to advanced cognitive processing. In this study we confronted non-specialized, yet innovative tool making birds, Goffin’s cockatoos (Cacatua goffiniana), with an apparatus featuring an out-of-reach food reward that could be placed at different distances from a tool opening. Alternatively, the food stayed at a constant distance but the tool opening in the front of the apparatus had different diameters. We used a novel material for tool manufacture (cardboard) that demanded an incrementally increased manufacturing effort from the actor, depending on the length of the tool required. We found that our subjects used two strategies to succeed in this tasks: either by making carboard-stripe tools using the full length of the material sheets originally offered or by adjusting the lengths of their tools to different goal distances. Subjects also discarded cardboard stripes that were too short to reach the goal prior to use and discarded longer pieces when the goal was further away than when it was close. Nevertheless, likely due to morphological constraints, the birds failed to adjust the widths of their tools depending on the diameter of the tool opening. [ABSTRACT FROM AUTHOR]

Smartphones and other mobile devices have fundamentally changed patterns of Internet use in everyday life by making online access constantly available. The present paper offers a theoretical explication and empirical assessment of the concept of online vigilance, referring to users’ permanent cognitive orientation towards online content and communication as well as their disposition to exploit these options constantly. Based on four studies, a validated and reliable self-report measure of online vigilance was developed. In combination, the results suggest that the Online Vigilance Scale (OVS) shows a stable factor structure in various contexts and user populations and provides future work in communication, psychology, and other social sciences with a new measure of the individual cognitive orientation towards ubiquitous online communication. [ABSTRACT FROM AUTHOR]

Workshops are used to explore a specific topic, to transfer knowledge, to solve identified problems, or to create something new. In funded research projects and other research endeavours, workshops are the mechanism used to gather the wider project, community, or interested people together around a particular topic. However, natural questions arise: how do we measure the impact of these workshops? Do we know whether they are meeting the goals and objectives we set for them? What indicators should we use? In response to these questions, this paper will outline rules that will improve the measurement of the impact of workshops. [ABSTRACT FROM AUTHOR]

Adult illiteracy is a major problem worldwide especially in developing countries. Adult Basic Education (ABE) programs working in this context are not very effective due to lack of motivation for the people who are not literate. The reason is inadequate learning content and content delivery methods. This situation calls for developing novel learning content and a learner-directed content delivery approach. This paper presents an exploratory study investigating the use of the Environmental Print Material (EPM) as learning content for the non-literate population of Pakistan. The EPM content is presented to the adult non-literate population in two ethnographic studies. The most frequently recognized content is selected and utilized as learning content in a Computer Assisted Learning (CAL) application. An empirical study is conducted upon two groups with 107 participants to compare the EPM-based learning content with Traditional Learning Content (TLC). As many as 54 participants participated in the experimental group (presented with EPM-based learning content), whereas 53 participants took part in the control group (presented with TLC content). The results reveal that the experimental group performed significantly better compared to the control group in recognition, pronunciation, and recall of the presented content. The meta-analysis of the results shows a large effect size of (1.05) with confidence interval in the range (0.798–1.315). The results claim that the EPM has potential to be considered as learning content in the ABE programs. [ABSTRACT FROM AUTHOR]

Purpose: The primary aim of this paper is to conduct a thorough and systematic review of the empirical and practitioner research on executive, leadership and business coaching to assess the current empirical evidence for the effectiveness of coaching and the mechanisms underlying it. Background: Organisations are increasingly using business coaching as an intervention to improve the productivity and performance of their senior personnel. A consequence of this increased application is the demand for empirical data to understand the process by which it operates and its demonstrable efficacy in achieving pre-set goals. Method: This paper is a systematic review of the academic and practitioner literature pertaining to the effectiveness of business and executive coaching as a developmental intervention for organisations. It focuses on published articles, conference papers and theses that cover business, leadership or executive coaching within organisations over the last 10 years. Conclusions: The main findings show that coaching is an effective tool that benefits organisations and a number of underlying facets contribute to this effectiveness. However, there is deficiency and scope for further investigation in key aspects of the academic research and we identify several areas that need further research and practitioner attention. ​ [ABSTRACT FROM AUTHOR]

The Bag-of-Visual-Words (BoVW) model is widely used for image classification, object recognition and image retrieval problems. In BoVW model, the local features are quantized and 2-D image space is represented in the form of order-less histogram of visual words. The image classification performance suffers due to the order-less representation of image. This paper presents a novel image representation that incorporates the spatial information to the inverted index of BoVW model. The spatial information is added by calculating the global relative spatial orientation of visual words in a rotation invariant manner. For this, we computed the geometric relationship between triplets of identical visual words by calculating an orthogonal vector relative to each point in the triplets of identical visual words. The histogram of visual words is calculated on the basis of the magnitude of these orthogonal vectors. This calculation provides the unique information regarding the relative position of visual words when they are collinear. The proposed image representation is evaluated by using four standard image benchmarks. The experimental results and quantitative comparisons demonstrate that the proposed image representation outperforms the existing state-of-the-art in terms of classification accuracy. [ABSTRACT FROM AUTHOR]

In this paper we report an initial validation of the Shape Trail Test–Child Version (STT-CV) with a non-clinical sample of children aged 6 to 9 years. The STT-CV has been developed as an age-appropriate and culturally fair direct downward extension of the Trail Making Test (TMT) for the assessment of cognitive flexibility. Children completed the STT-CV and four established measures of executive functions that assessed working memory, inhibitory control and task switching. Results showed the expected age-based differences in completion times for both parts of the STT-CV (Trail A and Trail B). Children’s performance on the STT-CV correlated significantly with all four measures of executive functions. After controlling for the effects of chronological age, completion times for Trail B remained correlated with most other measures of executive functions. These findings provide emerging evidence for the utility of the STT-CV, and highlight the need for designing and using appropriate variants of the TMT in the behavioural assessment of cognitive flexibility in developmentally and culturally diverse populations. [ABSTRACT FROM AUTHOR]

The paper estimates the effect of students’ position in the classroom register on their academic performance. We use a unique dataset from Poland which contains information on the academic outcomes of students in the humanities, science and mathematics lower secondary school exams as well as the position students occupy in their classroom register. We find that students whose names are recorded near the end of the class list have lower performance than those students whose names are recorded near the beginning of the list. The effect appears to be larger for performance in the humanities exam, and for low-achieving boys who attend large classes. [ABSTRACT FROM AUTHOR]

This paper addresses the formation of infant attachment types within the context of active inference: a holistic account of action, perception and learning in the brain. We show how the organised forms of attachment (secure, avoidant and ambivalent) might arise in (Bayesian) infants. Specifically, we show that these distinct forms of attachment emerge from a minimisation of free energy—over interoceptive states relating to internal stress levels—when seeking proximity to caregivers who have a varying impact on these interoceptive states. In line with empirical findings in disrupted patterns of affective communication, we then demonstrate how exteroceptive cues (in the form of caregiver-mediated AMBIANCE affective communication errors, ACE) can result in disorganised forms of attachment in infants of caregivers who consistently increase stress when the infant seeks proximity, but can have an organising (towards ambivalence) effect in infants of inconsistent caregivers. In particular, we differentiate disorganised attachment from avoidance in terms of the high epistemic value of proximity seeking behaviours (resulting from the caregiver’s misleading exteroceptive cues) that preclude the emergence of coherent and organised behavioural policies. Our work, the first to formulate infant attachment in terms of active inference, makes a new testable prediction with regards to the types of affective communication errors that engender ambivalent attachment. [ABSTRACT FROM AUTHOR]

Young children not only need to learn how to perform isolated actions, but also temporally and spatially coordinated actions such as using a knife and fork. Routes to learning such coordinated actions include imitation and participation in joint action. However, little is known about the mechanisms guiding transmission of coordinated actions through observation and joint action performance. This paper reports an experiment comparing children’s tendency to imitate multiple, coordinated actions following demonstration by a single model acting bimanually (Bimanual Observation condition), two models performing the same actions jointly with one performing each hand action (Joint Observation condition) and a condition in which the child actively takes part in the joint action demonstration by performing one part in coordination with a partner (Joint Action condition). When children were subsequently left alone to perform the task independently, they were more likely to imitate both coordinated actions in the two observation conditions than in the Joint Action condition, with no difference between performance in Bimanual and Joint Observation conditions. It is argued that this is due to children being more able to form a global representation of both actions and the relations between the two when observing from a distance than when actively involved in the task. [ABSTRACT FROM AUTHOR]

A long-term goal of AI is to produce agents that can learn a diversity of skills throughout their lifetimes and continuously improve those skills via experience. A longstanding obstacle towards that goal is catastrophic forgetting, which is when learning new information erases previously learned information. Catastrophic forgetting occurs in artificial neural networks (ANNs), which have fueled most recent advances in AI. A recent paper proposed that catastrophic forgetting in ANNs can be reduced by promoting modularity, which can limit forgetting by isolating task information to specific clusters of nodes and connections (functional modules). While the prior work did show that modular ANNs suffered less from catastrophic forgetting, it was not able to produce ANNs that possessed task-specific functional modules, thereby leaving the main theory regarding modularity and forgetting untested. We introduce diffusion-based neuromodulation, which simulates the release of diffusing, neuromodulatory chemicals within an ANN that can modulate (i.e. up or down regulate) learning in a spatial region. On the simple diagnostic problem from the prior work, diffusion-based neuromodulation 1) induces task-specific learning in groups of nodes and connections (task-specific localized learning), which 2) produces functional modules for each subtask, and 3) yields higher performance by eliminating catastrophic forgetting. Overall, our results suggest that diffusion-based neuromodulation promotes task-specific localized learning and functional modularity, which can help solve the challenging, but important problem of catastrophic forgetting. [ABSTRACT FROM AUTHOR]

Therapeutic education in diabetes helps patients take responsibility for self-control of their disease, and providing technological support systems facilitates this education. In this paper, we present an augmented reality game to support therapeutic education for patients with diabetes. Our game helps children (aged 5–14 years) to learn carbohydrate (carb) content of different foods. The game shows virtual foods on a real dish. The number of carb choices corresponding to the visualized food is also shown (1 carb choice = 10 grams of carbs). A study to determine the effectiveness of the game in terms of learning and perceived satisfaction and usability was carried out. A total of seventy children with diabetes participated in the study. From the results, we observed that the initial knowledge about carb choices of the children who participated in the study was low (a mean of 2 on a scale from 0 to 9). This indicates that therapeutic education for patients with diabetes is needed. When the results for the pre-knowledge questionnaire and the post-knowledge questionnaire were compared, it was shown that the children learned about carb choices by playing our game. We used two post-knowledge questionnaires (one post-knowledge questionnaire that contained the same foods as the pre-knowledge questionnaire and a second post-knowledge questionnaire that contained foods that were different from the ones on the pre-knowledge questionnaire). There were no statistically significant differences between these two different post-knowledge questionnaires. Moreover, the knowledge acquired was independent of gender and age. We also evaluated usability and perceived satisfaction. The children were satisfied with the game and considered that the game offers a high degree of usability. This game could be a valuable therapeutic education tool for patients with diabetes. [ABSTRACT FROM AUTHOR]

Emotions play a significant role in internal regulatory processes. In this paper, we advocate four key ideas. First, novelty detection can be grounded in the sensorimotor experience and allow higher order appraisal. Second, cognitive processes, such as those involved in self-assessment, influence emotional states by eliciting affects like boredom and frustration. Third, emotional processes such as those triggered by self-assessment influence attentional processes. Last, close emotion-cognition interactions implement an efficient feedback loop for the purpose of top-down behavior regulation. The latter is what we call ‘Emotional Metacontrol’. We introduce a model based on artificial neural networks. This architecture is used to control a robotic system in a visual search task. The emotional metacontrol intervenes to bias the robot visual attention during active object recognition. Through a behavioral and statistical analysis, we show that this mechanism increases the robot performance and fosters the exploratory behavior to avoid deadlocks. [ABSTRACT FROM AUTHOR]

This paper presents five studies on the development and validation of a scale of intellectual humility. This scale captures cognitive, affective, behavioral, and motivational components of the construct that have been identified by various philosophers in their conceptual analyses of intellectual humility. We find that intellectual humility has four core dimensions: Open-mindedness (versus Arrogance), Intellectual Modesty (versus Vanity), Corrigibility (versus Fragility), and Engagement (versus Boredom). These dimensions display adequate self-informant agreement, and adequate convergent, divergent, and discriminant validity. In particular, Open-mindedness adds predictive power beyond the Big Six for an objective behavioral measure of intellectual humility, and Intellectual Modesty is uniquely related to Narcissism. We find that a similar factor structure emerges in Germanophone participants, giving initial evidence for the model’s cross-cultural generalizability. [ABSTRACT FROM AUTHOR]

Developing interventions that address psychosocial wellbeing of people living with HIV is critical to ensure strong linkages to and retention in HIV care. This paper describes the development of Sondela, an HIV adjustment and coping intervention for heterosexual men and women living with HIV, and its relevance and feasibility in the South African context. Sondela is a six three-hour, small group-based, participatory workshop series. We followed an iterative, multi-phased process of curriculum development that involved research, theoretical frameworks and piloting. A systematic review highlighted the absence of psychosocial interventions targeting heterosexual HIV positive populations living in high HIV prevalence and resource-poor settings. Formative studies demonstrated risk and social factors associated with adjustment and coping with HIV, emphasising the need for interventions that acknowledge gendered experiences. Our pilot of Sondela demonstrated high levels of relevance and feasibility. Men appreciated the workshop “space” to openly talk about their HIV positive status and what is means for their role as partners and fathers and friends. Women valued the skills and approaches because they were relevant to “real life” situations and not just about HIV. Sondela promises to be valuable in supporting health system initiatives and psychosocial support to strengthen linkages to and retention in HIV care, and this suggests a need for rigorous evaluation of Sondela to establish evidence for its effectiveness in a general population. [ABSTRACT FROM AUTHOR]

Collective behaviour is a fascinating and easily observable phenomenon, attractive to a wide range of researchers. In biology, computational models have been extensively used to investigate various properties of collective behaviour, such as: transfer of information across the group, benefits of grouping (defence against predation, foraging), group decision-making process, and group behaviour types. The question ‘why,’ however remains largely unanswered. Here the interest goes into which pressures led to the evolution of such behaviour, and evolutionary computational models have already been used to test various biological hypotheses. Most of these models use genetic algorithms to tune the parameters of previously presented non-evolutionary models, but very few attempt to evolve collective behaviour from scratch. Of these last, the successful attempts display clumping or swarming behaviour. Empirical evidence suggests that in fish schools there exist three classes of behaviour; swarming, milling and polarized. In this paper we present a novel, artificial life-like evolutionary model, where individual agents are governed by linguistic fuzzy rule-based systems, which is capable of evolving all three classes of behaviour. [ABSTRACT FROM AUTHOR]

Melioration learning is an empirically well-grounded model of reinforcement learning. By means of computer simulations, this paper derives predictions for several repeatedly played two-person games from this model. The results indicate a likely convergence to a pure Nash equilibrium of the game. If no pure equilibrium exists, the relative frequencies of choice may approach the predictions of the mixed Nash equilibrium. Yet in some games, no stable state is reached. [ABSTRACT FROM AUTHOR]

The article discusses the contribution of chemist Rosalind E. Franklin in the discovery of double helix and highlights the changes and developments in the research practices and genomic collaborations as of 2016. Topics discussed include the rise of coauthorship in scientific papers, the underrepresentation of women in terms of authorship and the differences between the propensity of men and women to collaborate in research.

This paper investigates a biologically motivated model of peripersonal space through its implementation on a humanoid robot. Guided by the present understanding of the neurophysiology of the fronto-parietal system, we developed a computational model inspired by the receptive fields of polymodal neurons identified, for example, in brain areas F4 and VIP. The experiments on the iCub humanoid robot show that the peripersonal space representation i) can be learned efficiently and in real-time via a simple interaction with the robot, ii) can lead to the generation of behaviors like avoidance and reaching, and iii) can contribute to the understanding the biological principle of motor equivalence. More specifically, with respect to i) the present model contributes to hypothesizing a learning mechanisms for peripersonal space. In relation to point ii) we show how a relatively simple controller can exploit the learned receptive fields to generate either avoidance or reaching of an incoming stimulus and for iii) we show how the robot can select arbitrary body parts as the controlled end-point of an avoidance or reaching movement. [ABSTRACT FROM AUTHOR]

This paper advances theories of social learning through an empirical examination of how social networks change over time. Social networks are important for learning because they constrain individuals’ access to information about the behaviors and cognitions of other people. Using data on a large social network of mobile device users over a one-month time period, we test three hypotheses: 1) attraction homophily causes individuals to form ties on the basis of attribute similarity, 2) aversion homophily causes individuals to delete existing ties on the basis of attribute dissimilarity, and 3) social influence causes individuals to adopt the attributes of others they share direct ties with. Statistical models offer varied degrees of support for all three hypotheses and show that these mechanisms are more complex than assumed in prior work. Although homophily is normally thought of as a process of attraction, people also avoid relationships with others who are different. These mechanisms have distinct effects on network structure. While social influence does help explain behavior, people tend to follow global trends more than they follow their friends. [ABSTRACT FROM AUTHOR]

Natural animals are renowned for their ability to acquire a diverse and general skill set over the course of their lifetime. However, research in artificial intelligence has yet to produce agents that acquire all or even most of the available skills in non-trivial environments. One candidate algorithm for encouraging the production of such individuals is Novelty Search, which pressures organisms to exhibit different behaviors from other individuals. However, we hypothesized that Novelty Search would produce sub-populations of specialists, in which each individual possesses a subset of skills, but no one organism acquires all or most of the skills. In this paper, we propose a new algorithm called Curiosity Search, which is designed to produce individuals that acquire as many skills as possible during their lifetime. We show that in a multiple-skill maze environment, Curiosity Search does produce individuals that explore their entire domain, while a traditional implementation of Novelty Search produces specialists. However, we reveal that when modified to encourage intra-life behavioral diversity, Novelty Search can produce organisms that explore almost as much of their environment as Curiosity Search, although Curiosity Search retains a significant performance edge. Finally, we show that Curiosity Search is a useful helper objective when combined with Novelty Search, producing individuals that acquire significantly more skills than either algorithm alone. [ABSTRACT FROM AUTHOR]

This paper presents the MnemoCity task, which is a 3D application that introduces the user into a totally 3D virtual environment to evaluate spatial short-term memory. A study has been carried out to validate the MnemoCity task for the assessment of spatial short-term memory in children, by comparing the children’s performance in the developed task with current approaches. A total of 160 children participated in the study. The task incorporates two types of interaction: one based on standard interaction and another one based on natural interaction involving physical movement by the user. There were no statistically significant differences in the results of the task using the two types of interaction. Furthermore, statistically significant differences were not found in relation to gender. The correlations between scores were obtained using the MnemoCity task and a traditional procedure for assessing spatial short-term memory. Those results revealed that the type of interaction used did not affect the performance of children in the MnemoCity task. [ABSTRACT FROM AUTHOR]

Cooperation amongst resource users holds the key to overcoming the social dilemma that characterizes community-based common-pool resource management. But is cooperation alone enough to achieve sustainable resource use? The short answer is no. Developing management strategies in a complex social-ecological environment also requires ecological knowledge and approaches to deal with perceived environmental uncertainty. Recent behavioral experimental research indicates variation in the degree to which a group of users can identify a sustainable exploitation level. In this paper, we identify social-ecological micro-foundations that facilitate cooperative sustainable common-pool resource use. We do so by using an agent-based model (ABM) that is informed by behavioral common-pool resource experiments. In these experiments, groups that cooperate do not necessarily manage the resource sustainably, but also over- or underexploit. By reproducing the patterns of the behavioral experiments in a qualitative way, the ABM represents a social-ecological explanation for the experimental observations. We find that the ecological knowledge of each group member cannot sufficiently explain the relationship between cooperation and sustainable resource use. Instead, the development of a sustainable exploitation level depends on the distribution of ecological knowledge among the group members, their influence on each other’s knowledge, and the environmental uncertainty the individuals perceive. The study provides insights about critical social-ecological micro-foundations underpinning collective action and sustainable resource management. These insights may inform policy-making, but also point to future research needs regarding the mechanisms of social learning, the development of shared management strategies and the interplay of social and ecological uncertainty. [ABSTRACT FROM AUTHOR]

There is a long history of experiments in which participants are instructed to generate a long sequence of binary random numbers. The scope of this line of research has shifted over the years from identifying the basic psychological principles and/or the heuristics that lead to deviations from randomness, to one of predicting future choices. In this paper, we used generalized linear regression and the framework of Reinforcement Learning in order to address both points. In particular, we used logistic regression analysis in order to characterize the temporal sequence of participants’ choices. Surprisingly, a population analysis indicated that the contribution of the most recent trial has only a weak effect on behavior, compared to more preceding trials, a result that seems irreconcilable with standard sequential effects that decay monotonously with the delay. However, when considering each participant separately, we found that the magnitudes of the sequential effect are a monotonous decreasing function of the delay, yet these individual sequential effects are largely averaged out in a population analysis because of heterogeneity. The substantial behavioral heterogeneity in this task is further demonstrated quantitatively by considering the predictive power of the model. We show that a heterogeneous model of sequential dependencies captures the structure available in random sequence generation. Finally, we show that the results of the logistic regression analysis can be interpreted in the framework of reinforcement learning, allowing us to compare the sequential effects in the random sequence generation task to those in an operant learning task. We show that in contrast to the random sequence generation task, sequential effects in operant learning are far more homogenous across the population. These results suggest that in the random sequence generation task, different participants adopt different cognitive strategies to suppress sequential dependencies when generating the “random” sequences. [ABSTRACT FROM AUTHOR]

This paper examines a cognitive mechanism that drives perspective-taking and egocentrism in interpersonal communication. Using a conceptual referential communication task, in which participants describe a range of abstract geometric shapes, Experiment 1 shows that perspective-taking and egocentric communication are frequent communication strategies. Experiment 2 tests a selection heuristic account of perspective-taking and egocentric communication. It uses participants’ shape description ratings to predict their communication strategy. Participants’ communication strategy was predicted by how informative they perceived the different shape descriptions to be. When participants’ personal shape description was perceived to be more informative than their addressee’s shape description, there was a strong bias to communicate egocentrically. By contrast, when their addressee’s shape description was perceived to be more informative, there was a strong bias to take their addressee’s perspective. When the shape descriptions were perceived to be equally informative, there was a moderate bias to communicate egocentrically. This simple, but powerful, selection heuristic may be critical to the cumulative cultural evolution of human communication systems, and cumulative cultural evolution more generally. [ABSTRACT FROM AUTHOR]

The tendency to mimic the behaviour of others is affected by a variety of social factors, and it has been argued that such “mirroring” is often unconsciously deployed as a means of increasing affiliation during interpersonal interactions. However, the relationship between automatic motor imitation and status/power is currently unclear. This paper reports five experiments that investigated whether social status (Experiments , , and ) or power (Experiments and ) had a moderating effect on automatic imitation (AI) in finger-movement tasks, using a series of different manipulations. Experiments 1 and 2 manipulated the social status of the observed person using an associative learning task. Experiment 3 manipulated social status via perceived competence at a simple computer game. Experiment 4 manipulated participants’ power (relative to the actors) in a card-choosing task. Finally, Experiment 5 primed participants using a writing task, to induce the sense of being powerful or powerless. No significant interactions were found between congruency and social status/power in any of the studies. Additionally, Bayesian hypothesis testing indicated that the null hypothesis should be favoured over the experimental hypothesis in all five studies. These findings are discussed in terms of their implications for AI tasks, social effects on mimicry, and the hypothesis of mimicry as a strategic mechanism to promote affiliation. [ABSTRACT FROM AUTHOR]

Mirror neurons are visuo-motor neurons found in primates and thought to be significant for imitation learning. The proposition that mirror neurons result from associative learning while the neonate observes his own actions has received noteworthy empirical support. Self-exploration is regarded as a procedure by which infants become perceptually observant to their own body and engage in a perceptual communication with themselves. We assume that crude sense of self is the prerequisite for social interaction. However, the contribution of mirror neurons in encoding the perspective from which the motor acts of others are seen have not been addressed in relation to humanoid robots. In this paper we present a computational model for development of mirror neuron system for humanoid based on the hypothesis that infants acquire MNS by sensorimotor associative learning through self-exploration capable of sustaining early imitation skills. The purpose of our proposed model is to take into account the view-dependency of neurons as a probable outcome of the associative connectivity between motor and visual information. In our experiment, a humanoid robot stands in front of a mirror (represented through self-image using camera) in order to obtain the associative relationship between his own motor generated actions and his own visual body-image. In the learning process the network first forms mapping from each motor representation onto visual representation from the self-exploratory perspective. Afterwards, the representation of the motor commands is learned to be associated with all possible visual perspectives. The complete architecture was evaluated by simulation experiments performed on DARwIn-OP humanoid robot. [ABSTRACT FROM AUTHOR]

In this paper we propose an exoskeleton control method for adaptive learning of assistive joint torque profiles in periodic tasks. We use human muscle activity as feedback to adapt the assistive joint torque behaviour in a way that the muscle activity is minimised. The user can then relax while the exoskeleton takes over the task execution. If the task is altered and the existing assistive behaviour becomes inadequate, the exoskeleton gradually adapts to the new task execution so that the increased muscle activity caused by the new desired task can be reduced. The advantage of the proposed method is that it does not require biomechanical or dynamical models. Our proposed learning system uses Dynamical Movement Primitives (DMPs) as a trajectory generator and parameters of DMPs are modulated using Locally Weighted Regression. Then, the learning system is combined with adaptive oscillators that determine the phase and frequency of motion according to measured Electromyography (EMG) signals. We tested the method with real robot experiments where subjects wearing an elbow exoskeleton had to move an object of an unknown mass according to a predefined reference motion. We further evaluated the proposed approach on a whole-arm exoskeleton to show that it is able to adaptively derive assistive torques even for multiple-joint motion. [ABSTRACT FROM AUTHOR]

We tested the effectiveness of an intensive, on average 17-session, adaptive and computerized working-memory training program for improving performance on untrained, paper and pencil working memory tasks, standardized school achievement tasks, and teacher ratings of classroom behavior. Third-grade children received either a computerized working memory training for about 30 minutes per session (n = 156) or participated in regular classroom activities (n = 126). Results indicated strong gains in the training task. Further, pretest and posttest transfer measures of working memory and school achievement, as well as teacher ratings, showed substantial correlations with training task performance, suggesting that the training task captured abilities that were relevant for the transfer tasks. However, effect sizes of training-specific transfer gains were very small and not consistent across tasks. These results raise questions about the benefits of intensive working-memory training programs within a regular school context. [ABSTRACT FROM AUTHOR]

To date, it has been shown that cognitive map representations based on cartographic visualisations are systematically distorted. The grid is a traditional element of map graphics that has rarely been considered in research on perception-based spatial distortions. Grids do not only support the map reader in finding coordinates or locations of objects, they also provide a systematic structure for clustering visual map information (“spatial chunks”). The aim of this study was to examine whether different cartographic kinds of grids reduce spatial distortions and improve recall memory for object locations. Recall performance was measured as both the percentage of correctly recalled objects (hit rate) and the mean distance errors of correctly recalled objects (spatial accuracy). Different kinds of grids (continuous lines, dashed lines, crosses) were applied to topographic maps. These maps were also varied in their type of characteristic areas (LANDSCAPE) and different information layer compositions (DENSITY) to examine the effects of map complexity. The study involving 144 participants shows that all experimental cartographic factors (GRID, LANDSCAPE, DENSITY) improve recall performance and spatial accuracy of learned object locations. Overlaying a topographic map with a grid significantly reduces the mean distance errors of correctly recalled map objects. The paper includes a discussion of a square grid's usefulness concerning object location memory, independent of whether the grid is clearly visible (continuous or dashed lines) or only indicated by crosses. [ABSTRACT FROM AUTHOR]