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27 results on '"Riedl, Lydia"'

1. Brainhack: Developing a culture of open, inclusive, community-driven neuroscience

Author

Gau, Rémi, Noble, Stephanie, Heuer, Katja, Bottenhorn, Katherine L, Bilgin, Isil P, Yang, Yu-Fang, Huntenburg, Julia M, Bayer, Johanna MM, Bethlehem, Richard AI, Rhoads, Shawn A, Vogelbacher, Christoph, Borghesani, Valentina, Levitis, Elizabeth, Wang, Hao-Ting, Van Den Bossche, Sofie, Kobeleva, Xenia, Legarreta, Jon Haitz, Guay, Samuel, Atay, Selim Melvin, Varoquaux, Gael P, Huijser, Dorien C, Sandström, Malin S, Herholz, Peer, Nastase, Samuel A, Badhwar, AmanPreet, Dumas, Guillaume, Schwab, Simon, Moia, Stefano, Dayan, Michael, Bassil, Yasmine, Brooks, Paula P, Mancini, Matteo, Shine, James M, O’Connor, David, Xie, Xihe, Poggiali, Davide, Friedrich, Patrick, Heinsfeld, Anibal S, Riedl, Lydia, Toro, Roberto, Caballero-Gaudes, César, Eklund, Anders, Garner, Kelly G, Nolan, Christopher R, Demeter, Damion V, Barrios, Fernando A, Merchant, Junaid S, McDevitt, Elizabeth A, Oostenveld, Robert, Craddock, R Cameron, Rokem, Ariel, Doyle, Andrew, Ghosh, Satrajit S, Nikolaidis, Aki, Stanley, Olivia W, Uruñuela, Eneko, Community, The Brainhack, Anousheh, Nasim, Arnatkeviciute, Aurina, Auzias, Guillaume, Bachar, Dipankar, Bannier, Elise, Basanisi, Ruggero, Basavaraj, Arshitha, Bedini, Marco, Bellec, Pierre, Benn, R Austin, Berluti, Kathryn, Bollmann, Steffen, Bollmann, Saskia, Bradley, Claire, Brown, Jesse, Buchweitz, Augusto, Callahan, Patrick, Chan, Micaela Y, Chandio, Bramsh Q, Cheng, Theresa, Chopra, Sidhant, Chung, Ai Wern, Close, Thomas G, Combrisson, Etienne, Cona, Giorgia, Constable, R Todd, Cury, Claire, Dadi, Kamalaker, Damasceno, Pablo F, Das, Samir, De Vico Fallani, Fabrizio, DeStasio, Krista, Dickie, Erin W, Dorfschmidt, Lena, Duff, Eugene P, DuPre, Elizabeth, Dziura, Sarah, Esper, Nathalia B, Esteban, Oscar, Fadnavis, Shreyas, Flandin, Guillaume, Flannery, Jessica E, and Flournoy, John

Subjects
Biological Psychology, Biomedical and Clinical Sciences, Neurosciences, Psychology, Communication, Congresses as Topic, Internet, Practice Guidelines as Topic, Brainhack Community, Brainhack, best practices, collaboration, community building, hackathon, inclusivity, neuroscience, open science, reproducibility, training, Cognitive Sciences, Neurology & Neurosurgery, Biological psychology
Abstract

Brainhack is an innovative meeting format that promotes scientific collaboration and education in an open, inclusive environment. This NeuroView describes the myriad benefits for participants and the research community and how Brainhacks complement conventional formats to augment scientific progress.

Published
2021

3. Teaching open and reproducible scholarship:a critical review of the evidence base for current pedagogical methods and their outcomes

Author

Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., De Oliveira, Catia M.F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann Marie, Stewart, Suzanne L.K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., De Oliveira, Catia M.F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann Marie, Stewart, Suzanne L.K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, and Jamieson, Michelle

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Published
2023

4. Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Author

Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., de Oliveira, Catia M. F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle-Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann-Marie, Stewart, Suzanne L. K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, FORRT, Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., de Oliveira, Catia M. F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle-Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann-Marie, Stewart, Suzanne L. K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, and FORRT

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Published
2023

5. Examples of best practice in embedding open and reproducible scholarship from Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Author

Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., de Oliveira, Catia M. F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle-Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann-Marie, Stewart, Suzanne L. K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, Tromp, Myrthe Vel, Yeung, Siu Kit, Vasilev, Martin R., Gourdon-Kanhukamwe, Amélie, Micheli, Leticia, Konkol, Markus, Moreau, David, Bartlett, James E., Clark, Kait, Brekelmans, Gwen, Gkinopoulos, Theofilos, Tyler, Samantha L., Röer, Jan Philipp, Ilchovska, Zlatomira G., Madan, Christopher R., Robertson, Olly, Iley, Bethan J., Guay, Samuel, Sladekova, Martina, and Sadhwani, Shanu

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Published
2023
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6. Netzwerk der Open-Science-Initiativen (NOSI)

Author

Schönbrodt, Felix, Baumert, Anna, Glöckner, Andreas, Back, Mitja, Arslan, Ruben, Voracek, Martin, Horstmann, Kai, Rohrer, Julia, Mueller, Erik, Stahl, Christoph, Fiebach, Christian, Miller, Robert, Schultheiss, Oliver, Brohmer, Hilmar, Renkewitz, Frank, Janssen, Lieneke, Stefan, Angelika, Heycke, Tobias, Schmidt, Nadya-Daniela, Röseler, Lukas, Rademacher, Lena, Kauff, Mathias, Schoedel, Ramona, Schiestel, Lena, Sust, Larissa, Tomczyk, Samuel, Schneider, Jürgen, Baum, Myriam, Hart, Alexander, Wennerhold, Lasse, Friese, Malte, Schmitt, Tina, Höffler, Jan, Bellhäuser, Henrik, Weber, Marcel, Neuendorf, Claudia, Röer, Jan, Reer, Aaron, Jacobsen, Nadine, Schmidt, Birgit, Stern, Julia, Zapko-Willmes, Alexandra, Meissner, Sibylle, Rausch, Manuel, Germar, Markus, Berkessel, Jana, Schneider, Sabrina, and Riedl, Lydia

Subjects
open science committee
Abstract

This project is the central platform for the Network of (German-speaking) Open Science Initiatives (Netzwerk der Open-Science-Initiativen, NOSI). We're providing protocols, links, and resources that might be of interest to others interested in Open Science.

Published
2022
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7. A multimodal speech-gesture training intervention for patients with schizophrenia and its neural underpinnings. Data and materials

Author

Riedl, Lydia

Subjects
language, training, brain, fmri, speech, multimodal, imaging, social cognition, metaphor, schizophrenia spectrum disorder, abstract, schizophrenia, social functioning, quality of life, gesture, speech-gesture integration, neural, intervention, embodiment, SSD
Abstract

Dysfunctional social communication is one of the most stable characteristics in patients with schizophrenia that also affects quality of life. Interpreting abstract speech and integrating nonverbal modalities is particularly affected. Considering the impact of communication on social life but failure to treat communication dysfunctions with usual treatment, we investigated the possibility to improve communication skills and hence quality of life in schizophrenia by applying a multimodal speech-gesture training (MSG training). Clinical Trial Registration: DRKS.de, identifier DRKS00015118.

Published
2022
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8. Open Data With OSF - an Overview

Author

Riedl, Lydia

Subjects
open science, publishing, open data, OSF, repositories
Abstract

Mix of data? Lack of documentation? Confusion about all the platforms out there? OSF might help. This short overview about using open repositories and publishing data was part of the Marburg Brainhack 2022. Click here to view the whole project.

Published
2022
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9. Open Access With Marburg University - an Overview

Author

Riedl, Lydia

Subjects
open access, open science, publishing, gold open access, green open access, diamond open access
Abstract

Gold? Green? Diamond? We clarify about the color mix and learn how the university supports you with all these colors. This short overview about using open repositories and publishing data was part of the Marburg Brainhack 2022. Click here to view the whole project.

Published
2022
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10. Brainhack_Marburg_2022

Author

Riedl, Lydia, Vogelbacher, Christoph, Leinweber, Katrin, Pfarr, Julia-Katharina, M., Monica, García Alanis, José, Thome, Ina, Hartmann, Thomas, and Siepe, Björn

Subjects
Marburg, open science, brainhack
Abstract

Here we publish materials from the Brainhack Marburg 2022

Published
2022
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11. Brainhack: developing a culture of open, inclusive, community-driven neuroscience

Author

Gau, Remi, Noble, Stephanie, Heuer, Katja, Bottenhorn, Katherine, Bilgin, Isil, Yang, Yu-Fang, Huntenburg, Julia, Bayer, Johanna, Bethlehem, Richard, Rhoads, Shawn, Vogelbacher, Christoph, Borghesani, Valentina, Levitis, Elizabeth, Wang, Hao-Ting, Van Den Bossche, Sofie, Kobeleva, Xenia, Legarreta Gorroño, Jon Haitz, Guay, Samuel, ATAY, Melvin, Varoquaux, Gael, Huijser, Dorien, Sandström, Malin, Herholz, Peer, Nastase, Samuel, Badhwar, AmanPreet, Dumas, Guillaume, Schwab, Simon, Moia, Stefano, Dayan, Michael, Bassil, Yasmine, Brooks, Paula, Mancini, Matteo, Shine, James, O'Connor, David, Xie, Xihe, Poggiali, Davide, Friedrich, Patrick, Heinsfeld, Anibal, Riedl, Lydia, Toro, Roberto, Caballero-Gaudes, César, Eklund, Anders, Garner, Kelly, Nolan, Christopher, Demeter, Damion, Barrios, Fernando, Merchant, Junaid, McDevitt, Elizabeth, Oostenveld, Robert, Craddock, Cameron, Rokem, Ariel, Doyle, Andrew, Esper, Nathalia, Ghosh, Satrajit, Langs, Georg, Nikolaidis, Aki, Stanley, Olivia, Uruñuela, Eneko, Vohryzek, Jakub, and community, Brainhack

Subjects
neuroscience, inclusivity, training, hackathon, open science, best practices, Brainhack, reproducibility, collaboration, community building
Abstract

Brainhack is an innovative meeting format that promotes scientific collaboration and education in an open and inclusive environment. Departing from the formats of typical scientific workshops, these events are based on grassroots projects and training, and foster open and reproducible scientific practices. We describe here the multifaceted, lasting benefits of Brainhacks for individual participants, particularly early career researchers. We further highlight the unique contributions that Brainhacks can make to the research community, contributing to scientific progress by complementing opportunities available in conventional formats.

Published
2022
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13. data

Author

Riedl, Lydia

Abstract

Data from the project "A multimodal speech-gesture training intervention for patients with schizophrenia and its neural underpinnings" (DOI 10.17605/OSF.IO/UH4F9)

Published
2022
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14. material

Author

Riedl, Lydia

Abstract

Material used in the project "A multimodal speech-gesture training intervention for patients with schizophrenia and its neural underpinnings" (DOI 10.17605/OSF.IO/UH4F9)

Published
2022
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16. A Novel Intervention Approach Focusing on Social Communicative Functioning in Patients with Schizophrenia Spectrum Disorder: Effects of a Specific Speech-Gesture Training on Quality of Life and Neural Processing

Author

Riedl, Lydia and Straube, Benjamin (Prof. Dr.)

Subjects
neurale Korrelate, sozial-kommunikative Störungen, Sprache, training, speech, concretism, Lebensqualität, social-communicative dysfunctions, Gestik, neural correlates, Konkretismus, intervention, gesture, Schizophrenie, Training, quality of life, Intervention, schizophrenia, Medizin, Medical sciences Medicine, ddc:610
Abstract

Dysfunctional social communication is one of the most stable characteristics in patients with schizophrenia that severely affects quality of life. Interpreting abstract speech and integrating nonverbal information is particularly affected. Considering the difficulty to treat communication dysfunctions with usual intervention, we investigated the possibility to improve quality of life and co-verbal gesture processing in patients with schizophrenia by applying a multimodal speech-gesture (MSG) training. In the MSG training, we offered eight sessions (60 min each) including perceptive and expressive tasks as well as meta-learning elements and transfer exercises to 29 patients with schizophrenia spectrum disorder (SSD). Patients were randomized to a waiting-first group (N=20) or a training-first group (N=9), and were compared to healthy controls (N=17). Outcomes were quality of life and related changes in the neural processing of abstract speech-gesture information, which were measured pre-post training through standardized psychological questionnaires and functional Magnetic Resonance Imaging, respectively. Pre-training, patients showed reduced quality of life as compared to controls but improved significantly during the training. Strikingly, this improvement was correlated with neural activation changes in the middle temporal gyrus for the processing of abstract multimodal content. Improvement during training, self-report measures and ratings of relatives confirmed the MSG-related changes. Together, we provide first promising results of a novel multimodal speech-gesture training for patients with schizophrenia. We could link training induced changes in speech-gesture processing to changes in quality of life, demonstrating the relevance of intact communication skills and gesture processing for well-being.

Published
2022

17. A Novel Multimodal Speech-Gesture Training and Its Impact on Quality of Life and Neural Processing in Patients With Schizophrenia Spectrum Disorder. A Pilot Randomized Controlled Trial

Author

Riedl, Lydia, primary, Nagels, Arne, additional, Sammer, Gebhard, additional, Choudhury, Momoko, additional, Nonnenmann, Annika, additional, Sütterlin, Anne, additional, Feise, Chiara, additional, Haslach, Maxi, additional, Bitsch, Florian, additional, and Straube, Benjamin, additional

Published
2021
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19. Unravelling the Neural Basis of Spatial Delusions After Stroke

Author

Thiebaut De Schotten, Michel, Noble, Stephanie, Heuer, Katja, Bottenhorn, Katherine, Bilgin, Isil, Yang, Yu-Fang, Huntenburg, Julia, Bayer, Johanna M.M., Bethlehem, Richard A.I., Rhoads, Shawn, Vogelbacher, Christoph, Borghesani, Valentina, Levitis, Elizabeth, Wang, Hao-Ting, Van Den Bossche, Sofie, Kobeleva, Xenia, Legarreta, Jon Haitz, Guay, Samuel, Atay, Selim Melvin, Varoquaux, Gael, Huijser, Dorien, Sandström, Malin, Herholz, Peer, Nastase, Samuel, Badhwar, AmanPreet, Dumas, Guillaume, Schwab, Simon, Moia, Stefano, Dayan, Michael, Bassil, Yasmine, Brooks, Paula, Mancini, Matteo, Shine, James, O’Connor, David, Xie, Xihe, Poggiali, Davide, Friedrich, Patrick, Heinsfeld, Anibal, Riedl, Lydia, Toro, Roberto, Caballero-Gaudes, César, Eklund, Anders, Garner, Kelly, Nolan, Christopher, Demeter, Damion, Barrios, Fernando, Merchant, Junaid, McDevitt, Elizabeth, Oostenveld, Robert, Craddock, R. Cameron, Rokem, Ariel, Doyle, Andrew, Ghosh, Satrajit, Nikolaidis, Aki, Stanley, Olivia, Uruñuela, Eneko, Anousheh, Nasim, Arnatkeviciute, Aurina, Auzias, Guillaume, Bachar, Dipankar, Bannier, Elise, Basanisi, Ruggero, Basavaraj, Arshitha, Bedini, Marco, Bellec, Pierre, Benn, R. Austin, Berluti, Kathryn, Bollmann, Steffen, Bollmann, Saskia, Bradley, Claire, Brown, Jesse, Buchweitz, Augusto, Callahan, Patrick, Chan, Micaela, Chandio, Bramsh, Cheng, Theresa, Chopra, Sidhant, Chung, Ai Wern, Close, Thomas, Combrisson, Etienne, Cona, Giorgia, Constable, R. Todd, Cury, Claire, Dadi, Kamalaker, Damasceno, Pablo, Das, Samir, De Vico Fallani, Fabrizio, DeStasio, Krista, Dickie, Erin, Dorfschmidt, Lena, Duff, Eugene, Dupre, Elizabeth, Dziura, Sarah, Esper, Nathalia, Esteban, Oscar, Fadnavis, Shreyas, Flandin, Guillaume, Flannery, Jessica, Flournoy, John, Franco, Alexandre, Ganesan, Saampras, Gao, Siyuan, García Alanis, José, Garyfallidis, Eleftherios, Glatard, Tristan, Glerean, Enrico, Gonzalez-Castillo, Javier, Gould van Praag, Cassandra, Greene, Abigail, Gupta, Geetika, Hahn, Catherine Alice, Halchenko, Yaroslav, Handwerker, Daniel, Hartmann, Thomas, Hayot-Sasson, Valérie, Heunis, Stephan, Hoffstaedter, Felix, Hohmann, Daniela, Horien, Corey, Ioanas, Horea-Ioan, Iordan, Alexandru, Jiang, Chao, Joseph, Michael, Kai, Jason, Karakuzu, Agah, KENNEDY, David, Keshavan, Anisha, Khan, Ali, Kiar, Gregory, Klink, P. Christiaan, Koppelmans, Vincent, Koudoro, Serge, Laird, Angela, Langs, Georg, Laws, Marissa, Licandro, Roxane, Liew, Sook-Lei, Lipic, Tomislav, Litinas, Krisanne, Lurie, Daniel, Lussier, Désirée, Madan, Christopher, Mais, Lea-Theresa, Mansour L, Sina, Manzano-Patron, J.P., Maoutsa, Dimitra, Marcon, Matheus, Margulies, Daniel, Marinato, Giorgio, Marinazzo, Daniele, Markiewicz, Christopher, Meneguzzi, Felipe, Meunier, David, Milham, Michael, Mills, Kathryn, Momi, Davide, Moreau, Clara, Motala, Aysha, Moxon-Emre, Iska, Nichols, Thomas, Nielson, Dylan, Nilsonne, Gustav, Novello, Lisa, O’Brien, Caroline, Olafson, Emily, Oliver, Lindsay, Onofrey, John, Orchard, Edwina, Oudyk, Kendra, Park, Patrick, Parsapoor, Mahboobeh, Pasquini, Lorenzo, Peltier, Scott, Pernet, Cyril, Pienaar, Rudolph, Pinheiro-Chagas, Pedro, Poline, Jean-Baptiste, Qiu, Anqi, Quendera, Tiago, Rice, Laura, Rocha-Hidalgo, Joscelin, Rutherford, Saige, Scharinger, Mathias, Scheinost, Dustin, Shariq, Deena, Shaw, Thomas, Siless, Viviana, Simmonite, Molly, Sirmpilatze, Nikoloz, Spence, Hayli, Sprenger, Julia, Stajduhar, Andrija, Szinte, Martin, Takerkart, Sylvain, Tam, Angela, Tejavibulya, Link, Thome, Ina, Tomaz da Silva, Laura, Traut, Nicolas, Uddin, Lucina, Vallesi, Antonino, VanMeter, John, Vijayakumar, Nandita, di Oleggio Castello, Matteo Visconti, Vohryzek, Jakub, Vukojević, Jakša, Whitaker, Kirstie Jane, Whitmore, Lucy, Wideman, Steve, Witt, Suzanne, Xie, Hua, Xu, Ting, Yan, Chao-Gan, Yeh, Fang-Cheng, Yeo, B.T. Thomas, Zuo, Xi-Nian, Alves, Pedro, Fonseca, Ana, Silva, Daniela, Andrade, Matilde, Pinho‐e‐Melo, Teresa, Martins, Isabel, Institut des Maladies Neurodégénératives [Bordeaux] (IMN), Université de Bordeaux (UB)-Centre National de la Recherche Scientifique (CNRS), and Repositório da Universidade de Lisboa

Subjects
0301 basic medicine, Male, medicine.medical_specialty, Support Vector Machine, Reduplicative paramnesia, Audiology, Logistic regression, Delusions, 03 medical and health sciences, [SCCO]Cognitive science, 0302 clinical medicine, Neuroimaging, Image Interpretation, Computer-Assisted, medicine, Humans, Functional disconnection, Prospective Studies, Stroke, ComputingMilieux_MISCELLANEOUS, Aged, Aged, 80 and over, Brain Mapping, business.industry, Anosognosia, Confounding, 16. Peace & justice, medicine.disease, Magnetic Resonance Imaging, 030104 developmental biology, Neurology, Case-Control Studies, Female, Neurology (clinical), Disconnection, business, Tomography, X-Ray Computed, 030217 neurology & neurosurgery
Abstract

© 2021 American Neurological Association, Objective: Knowing explicitly where we are is an interpretation of our spatial representations. Reduplicative paramnesia is a disrupting syndrome in which patients present a firm belief of spatial mislocation. Here, we studied the largest sample of patients with delusional misidentifications of space (i.e. reduplicative paramnesia) after stroke to shed light on their neurobiology. Methods: In a prospective, cumulative, case-control study, we screened 400 patients with acute right-hemispheric stroke. We included 64 cases and 233 controls. First, lesions were delimited and normalized. Then, we computed structural and functional disconnection maps using methods of lesion-track and network-mapping. The maps were compared, controlling for confounders. Second, we built a multivariate logistic model including clinical, behavioural and neuroimaging data. Finally, we performed a nested cross-validation of the model with a support-vector machine analysis. Results: The most frequent misidentification subtype was confabulatory mislocation (56%), followed by place reduplication (19%) and chimeric assimilation (13%). Our results indicate that structural disconnection is the strongest predictor of the syndrome and included two distinct streams, connecting right fronto-thalamic and right occipito-temporal structures. In the multivariate model, the independent predictors of reduplicative paramnesia were the structural disconnection map, lesion sparing of right dorsal fronto-parietal regions, age and anosognosia. Good discrimination accuracy was demonstrated (area under the curve = 0.80[0.75-0.85]). Interpretation: Our results localize the anatomical circuits that may have a role in the abnormal spatial-emotional binding and in the defective updating of spatial representations underlying reduplicative paramnesia. This novel data may contribute to better understand the pathophysiology of delusional syndromes after stroke., The authors acknowledge our colleagues from the Department of Neurology and from the Language Research Laboratory for their contribution to patient screening. This work received funding from “PRÉMIO JOÃO LOBO ANTUNES” – SCML (grant to P.N.A.), from “Bolsa de Investigação em Doenças Vasculares Cerebrais 2017”–SPAVC (grant to P.N.A.) and from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 818521 to M.T.S.).“Data were provided in part bythe Human Connectome Project, WU-Minn Consortium(Principal Investigators: David Van Essen and KamilUgurbil; 1U54 MH091657) funded by the 16 NIH Institutes and Centers that support the NIH Blueprint for Neuroscience Research; and by the McDonnell Center for Systems Neuroscience at Washington University.

Published
2021
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20. Brainhack: Developing a culture of open, inclusive, community-driven neuroscience.

Author

UCL - SSH/IPSY - Psychological Sciences Research Institute, Gau, Remi, Noble, Stephanie, Heuer, Katja, Bottenhorn, Katherine L, Bilgin, Isil P, Yang, Yu-Fang, Huntenburg, Julia M, Bayer, Johanna M M, Bethlehem, Richard A I, Rhoads, Shawn A, Vogelbacher, Christoph, Borghesani, Valentina, Levitis, Elizabeth, Wang, Hao-Ting, Van Den Bossche, Sofie, Kobeleva, Xenia, Legarreta, Jon Haitz, Guay, Samuel, Atay, Selim Melvin, Varoquaux, Gael P, Huijser, Dorien C, Sandström, Malin S, Herholz, Peer, Nastase, Samuel A, Badhwar, AmanPreet, Dumas, Guillaume, Schwab, Simon, Moia, Stefano, Dayan, Michael, Bassil, Yasmine, Brooks, Paula P, Mancini, Matteo, Shine, James M, O'Connor, David, Xie, Xihe, Poggiali, Davide, Friedrich, Patrick, Heinsfeld, Anibal S, Riedl, Lydia, Toro, Roberto, Caballero-Gaudes, César, Eklund, Anders, Garner, Kelly G, Nolan, Christopher R, Demeter, Damion V, Barrios, Fernando A, Merchant, Junaid S, McDevitt, Elizabeth A, Oostenveld, Robert, Craddock, R Cameron, Rokem, Ariel, Doyle, Andrew, Ghosh, Satrajit S, Nikolaidis, Aki, Stanley, Olivia W, Uruñuela, Eneko, Brainhack Community, UCL - SSH/IPSY - Psychological Sciences Research Institute, Gau, Remi, Noble, Stephanie, Heuer, Katja, Bottenhorn, Katherine L, Bilgin, Isil P, Yang, Yu-Fang, Huntenburg, Julia M, Bayer, Johanna M M, Bethlehem, Richard A I, Rhoads, Shawn A, Vogelbacher, Christoph, Borghesani, Valentina, Levitis, Elizabeth, Wang, Hao-Ting, Van Den Bossche, Sofie, Kobeleva, Xenia, Legarreta, Jon Haitz, Guay, Samuel, Atay, Selim Melvin, Varoquaux, Gael P, Huijser, Dorien C, Sandström, Malin S, Herholz, Peer, Nastase, Samuel A, Badhwar, AmanPreet, Dumas, Guillaume, Schwab, Simon, Moia, Stefano, Dayan, Michael, Bassil, Yasmine, Brooks, Paula P, Mancini, Matteo, Shine, James M, O'Connor, David, Xie, Xihe, Poggiali, Davide, Friedrich, Patrick, Heinsfeld, Anibal S, Riedl, Lydia, Toro, Roberto, Caballero-Gaudes, César, Eklund, Anders, Garner, Kelly G, Nolan, Christopher R, Demeter, Damion V, Barrios, Fernando A, Merchant, Junaid S, McDevitt, Elizabeth A, Oostenveld, Robert, Craddock, R Cameron, Rokem, Ariel, Doyle, Andrew, Ghosh, Satrajit S, Nikolaidis, Aki, Stanley, Olivia W, Uruñuela, Eneko, and Brainhack Community

Abstract

Brainhack is an innovative meeting format that promotes scientific collaboration and education in an open, inclusive environment. This NeuroView describes the myriad benefits for participants and the research community and how Brainhacks complement conventional formats to augment scientific progress.

Published
2021

26. Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Author

Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., de Oliveira, Catia M. F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle-Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann-Marie, Stewart, Suzanne L. K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, Tromp, Myrthe Vel, Yeung, Siu Kit, Vasilev, Martin R., Gourdon-Kanhukamwe, Amélie, Micheli, Leticia, Konkol, Markus, Moreau, David, Bartlett, James E., Clark, Kait, Brekelmans, Gwen, Gkinopoulos, Theofilos, Tyler, Samantha L., Röer, Jan Philipp, Ilchovska, Zlatomira G., Madan, Christopher R., Robertson, Olly, Iley, Bethan J., Guay, Samuel, Sladekova, Martina, Sadhwani, Shanu, Pownall, Madeleine, Azevedo, Flávio, König, Laura M., Slack, Hannah R., Evans, Thomas Rhys, Flack, Zoe, Grinschgl, Sandra, Elsherif, Mahmoud M., Gilligan-Lee, Katie A., de Oliveira, Catia M. F., Gjoneska, Biljana, Kalandadze, Tamara, Button, Katherine, Ashcroft-Jones, Sarah, Terry, Jenny, Albayrak-Aydemir, Nihan, Děchtěrenko, Filip, Alzahawi, Shilaan, Baker, Bradley J., Pittelkow, Merle-Marie, Riedl, Lydia, Schmidt, Kathleen, Pennington, Charlotte R., Shaw, John J., Lüke, Timo, Makel, Matthew C., Hartmann, Helena, Zaneva, Mirela, Walker, Daniel, Verheyen, Steven, Cox, Daniel, Mattschey, Jennifer, Gallagher-Mitchell, Tom, Branney, Peter, Weisberg, Yanna, Izydorczak, Kamil, Al-Hoorie, Ali H., Creaven, Ann-Marie, Stewart, Suzanne L. K., Krautter, Kai, Matvienko-Sikar, Karen, Westwood, Samuel J., Arriaga, Patrícia, Liu, Meng, Baum, Myriam A., Wingen, Tobias, Ross, Robert M., O'Mahony, Aoife, Bochynska, Agata, Jamieson, Michelle, Tromp, Myrthe Vel, Yeung, Siu Kit, Vasilev, Martin R., Gourdon-Kanhukamwe, Amélie, Micheli, Leticia, Konkol, Markus, Moreau, David, Bartlett, James E., Clark, Kait, Brekelmans, Gwen, Gkinopoulos, Theofilos, Tyler, Samantha L., Röer, Jan Philipp, Ilchovska, Zlatomira G., Madan, Christopher R., Robertson, Olly, Iley, Bethan J., Guay, Samuel, Sladekova, Martina, and Sadhwani, Shanu

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students’ scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students’ attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

27. Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes.

Author

Pownall M, Azevedo F, König LM, Slack HR, Evans TR, Flack Z, Grinschgl S, Elsherif MM, Gilligan-Lee KA, de Oliveira CMF, Gjoneska B, Kalandadze T, Button K, Ashcroft-Jones S, Terry J, Albayrak-Aydemir N, Děchtěrenko F, Alzahawi S, Baker BJ, Pittelkow MM, Riedl L, Schmidt K, Pennington CR, Shaw JJ, Lüke T, Makel MC, Hartmann H, Zaneva M, Walker D, Verheyen S, Cox D, Mattschey J, Gallagher-Mitchell T, Branney P, Weisberg Y, Izydorczak K, Al-Hoorie AH, Creaven AM, Stewart SLK, Krautter K, Matvienko-Sikar K, Westwood SJ, Arriaga P, Liu M, Baum MA, Wingen T, Ross RM, O'Mahony A, Bochynska A, Jamieson M, Tromp MV, Yeung SK, Vasilev MR, Gourdon-Kanhukamwe A, Micheli L, Konkol M, Moreau D, Bartlett JE, Clark K, Brekelmans G, Gkinopoulos T, Tyler SL, Röer JP, Ilchovska ZG, Madan CR, Robertson O, Iley BJ, Guay S, Sladekova M, and Sadhwani S

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship., Competing Interests: We declare we have no competing interests., (© 2023 The Authors.)

Published
2023
Full Text
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