Corrigendum: Searching for the Critical p of Macphail's Null Hypothesis: The Contribution of Numerical Abilities of Fish

[This corrects the article on p. 55 in vol. 11, PMID: 32116895.].

Numerical ordinality in a wild nectarivore

Ordinality is a numerical property that nectarivores may use to remember the specific order in which to visit a sequence of flowers, a foraging strategy also known as traplining. In this experiment, we tested whether wild, free-living rufous hummingbirds (Selasphorus rufus) could use ordinality to visit a rewarded flower. Birds were presented with a series of linear arrays of 10 artificial flowers; only one flower in each array was rewarded with sucrose solution. During training, birds learned to locate the correct flower independent of absolute spatial location. The birds' accuracy was independent of the rewarded ordinal position (1st, 2nd, 3rd or 4th), which suggests that they used an object-indexing mechanism of numerical processing, rather than a magnitude-based system. When distance cues between flowers were made irrelevant during test trials, birds could still locate the correct flower. The distribution of errors during both training and testing indicates that the birds may have used a so-called working up strategy to locate the correct ordinal position. These results provide the first demonstration of numerical ordinal abilities in a wild vertebrate and suggest that such abilities could be used during foraging in the wild.

Human Activity Sensing with Wireless Signals: A Survey

Wireless networks have been widely deployed with a high demand for wireless data traffic. The ubiquitous availability of wireless signals brings new opportunities for non-intrusive human activity sensing. To enhance a thorough understanding of existing wireless sensing techniques and provide insights for future directions, this survey conducts a review of the existing research on human activity sensing with wireless signals. We review and compare existing research of wireless human activity sensing from seven perspectives, including the types of wireless signals, theoretical models, signal preprocessing techniques, activity segmentation, feature extraction, classification, and application. With the development and deployment of new wireless technology, there will be more sensing opportunities in human activities. Based on the analysis of existing research, the survey points out seven challenges on wireless human activity sensing research: robustness, non-coexistence of sensing and communications, privacy, multiple user activity sensing, limited sensing range, complex deep learning, and lack of standard datasets. Finally, this survey presents four possible future research trends, including new theoretical models, the coexistence of sensing and communications, awareness of sensing on receivers, and constructing open datasets to enable new wireless sensing opportunities on human activities.

Searching for the Critical p of Macphail's Null Hypothesis: The Contribution of Numerical Abilities of Fish

In 1985, Macphail argued that there are no differences among the intellects of non-human vertebrates and that humans display unique cognitive skills because of language. Mathematical abilities represent one of the most sophisticated cognitive skills. While it is unquestionable that humans exhibit impressive mathematical skills associated with language, a large body of experimental evidence suggests that Macphail hypothesis must be refined in this field. In particular, the evidence that also small-brained organisms, such as fish, are capable of processing numerical information challenges the idea that humans display unique cognitive skills. Like humans, fish may take advantage of using continuous quantities (such as the area occupied by the objects) as proxy of number to select the larger/smaller group. Fish and humans also showed interesting similarities in the strategy adopted to learn a numerical rule. Collective intelligence in numerical estimation has been also observed in humans and guppies. However, numerical acuity in humans is considerably higher than that reported in any fish species investigated, suggesting that quantitative but not qualitative differences do exist between humans and fish. Lastly, while it is clear that contextual factors play an important role in the performance of numerical tasks, inter-species variability can be found also when different fish species were tested in comparable conditions, a fact that does not align with the null hypothesis of vertebrate intelligence. Taken together, we believe that the recent evidence of numerical abilities in fish call for a deeper reflection of Macphail's hypothesis.

Columban Simulation Project 2.0: Numerical Competence and Orthographic Processing in Pigeons and Primates

Thirty years ago Burrhus Frederic Skinner and Robert Epstein began what is known as the Columban Simulation Project. With pigeons as their subjects, they simulated a series of studies that purportedly demonstrated insight, self-recognition, and symbolic communication in chimpanzees. In each case, with the appropriate training, they demonstrated that pigeons performed in a comparable manner to chimpanzees. When discussing these studies in the context of his Null Hypothesis, Macphail paid little attention to how the pigeons and chimpanzees solved the tasks and simply assumed that successful performance on the tasks reflected a similar underlying mechanism. Here, following a similar process to the original Columban Simulation Project, we go beyond this success testing and employ the signature testing approach to assess whether pigeons and primates employ a similar mechanism on tasks that tap numerical competence and orthographic processing. Consistent with the Null Hypothesis, pigeons and primates successfully passed novel transfer tests and, critically, displayed comparable cognitive signatures. While these findings demonstrate the absence of a qualitative difference, the time taken to train pigeons on these tasks revealed a clear quantitative difference.

Why doesn't emotional valence affect subitising and counting in simple enumeration?

Accurate visual-spatial enumeration involves either the subitising process (for 1-4 items) or the counting process (for larger numbers of items). Although these processes differ, both are thought to involve attentional selection. Many studies show that emotional valence, the negativity or positivity of a stimulus, influences attention and yet Watson and Blagrove found valence had no effect on simple enumeration (enumeration without distractors). To shed light on this surprising finding, we had participants enumerate 1 to 9 dots after viewing emotional scenes, using images from the International Affective Picture System (IAPS) to manipulate valence and arousal. To ensure valence and arousal categorisations were valid for each participant, we individualised them based on their own ratings. Results indicated that both valence and arousal affected enumeration latencies, with enumeration fastest after positive high arousal images and slowest after negative low arousal images. Disengagement deficits were apparent from slowed enumeration after negative images, but there was no evidence that valence affected the breadth of the attentional focus (no interactions with display area). Despite hints that valence may affect subitising and counting differently (weak trends to a cross-over interaction in RT slopes), no firm conclusions can be made because differences were small (<20 ms/item).

Paircounting

X inactivation presents two longstanding puzzles: the counting and choice of X chromosomes. Here, we consider counting and choice in the context of pairing, both of the X and of the autosomes.

Ontogenetic Origins of Human Integer Representations

Do children learn number words by associating them with perceptual magnitudes? Recent studies argue that approximate numerical magnitudes play a foundational role in the development of integer concepts. Against this, we argue that approximate number representations fail both empirically and in principle to provide the content required of integer concepts. Instead, we suggest that children's understanding of integer concepts proceeds in two phases. In the first phase, children learn small exact number word meanings by associating words with small sets. In the second phase, children learn the meanings of larger number words by mastering the logic of exact counting algorithms, which implement the successor function and Hume's principle (that one-to-one correspondence guarantees exact equality). In neither phase do approximate number representations play a foundational role.

Machine learning approach of automatic identification and counting of blood cells

A complete blood cell count is an important test in medical diagnosis to evaluate overall health condition. Traditionally blood cells are counted manually using haemocytometer along with other laboratory equipment's and chemical compounds, which is a time-consuming and tedious task. In this work, the authors present a machine learning approach for automatic identification and counting of three types of blood cells using ‘you only look once’ (YOLO) object detection and classification algorithm. YOLO framework has been trained with a modified configuration BCCD Dataset of blood smear images to automatically identify and count red blood cells, white blood cells, and platelets. Moreover, this study with other convolutional neural network architectures considering architecture complexity, reported accuracy, and running time with this framework and compare the accuracy of the models for blood cells detection. They also tested the trained model on smear images from a different dataset and found that the learned models are generalised. Overall the computer-aided system of detection and counting enables us to count blood cells from smear images in less than a second, which is useful for practical applications.

Evidence for a Mixed Timing and Counting Strategy in Mice Performing a Mechner Counting Task

Numerosity, or the ability to understand and distinguish between discrete quantities, was first formalized for study in animals by Mechner (1958a). Rats had to press one lever (the counting lever) n times to arm food release from pressing a second lever (the reward lever). The only cue that n presses had been made to the counting lever was the animal's representation of how many times it had pressed it. In the years that have passed since, many researchers have modified the task in meaningful ways to attempt to tease apart timing-based and count-based strategies. Strong evidence has amassed that the two are fundamentally different and separable skills but, to date, no study has effectively examined the differential contributions of the two strategies in Mechner's original task. By examining performance mid-trial and correlating it with whole-trial performance, we were able to identify patterns of correlation consistent with counting and timing strategies. Due to the independent nature of these correlation patterns, this technique was uniquely able to provide evidence for strategies that combined both timing and counting components. The results show that most mice demonstrated this combined strategy. This provides direct evidence that mice can and do use numerosity to complete Mechner's original task. A rational agent with fallible estimates of both counts made and time elapsed in making them should use both estimates when deciding when to switch to the second lever.

Infants recognize counting as numerically relevant

Children do not understand the meanings of count words like "two" and "three" until the preschool years. But even before knowing the meanings of these individual words, might they recognize that counting is "about" the dimension of number? Here in five experiments, we asked whether infants already associate counting with quantities. We measured 14- and 18-month olds' ability to remember different numbers of hidden objects that either were or were not counted by an experimenter before hiding. As in previous research, we found that infants failed to differentiate four hidden objects from two when the objects were not counted-suggesting an upper limit on the number of individual objects they could represent in working memory. However, infants succeeded when the objects were simply counted aloud before hiding. We found that counting also helped infants differentiate four hidden objects from six (a 2:3 ratio), but not three hidden objects from four (a 3:4 ratio), suggesting that counting helped infants represent the arrays' approximate cardinalities. Hence counting directs infants' attention to numerical aspects of the world, showing that they recognize counting as numerically relevant years before acquiring the meanings of number words.

Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality

How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively, it may delay development by decreasing the need for a comprehensive abstract principle to understand and label exact numerosities (Piantadosi et al., 2012). In this study, preschoolers (N = 106, M_age   = 4;8) were randomly assigned to one of three conditions: (a) count-and-label, wherein children spent 6 weeks both counting and labeling sets arranged in canonical patterns like pips on a die; (b) label-first,wherein children spent the first 3 weeks learning to label the set sizes without counting before spending 3 weeks identical to the count-and-label condition; (c) print referencing control. Both counting conditions improved understanding of cardinality through increases in children's ability to label set sizes without counting. In addition to this indirect effect, there was a direct effect of the count-and-label condition on progress toward understanding of cardinality. Results highlight the roles of set labeling and equifinality in the development of children's understanding of number concepts.

Linear Spatial-Numeric Associations Aid Memory for Single Numbers

Memory for numbers improves with age. One source of this improvement may be learning linear spatial–numeric associations, but previous evidence for this hypothesis likely confounded memory span with quality of numerical magnitude representations and failed to distinguish spatial–numeric mappings from other numeric abilities, such as counting or number word-cardinality mapping. To obviate the influence of memory span on numerical memory, we examined 39 3- to 5-year-olds’ ability to recall one spontaneously produced number (1–20) after a delay, and the relation between numeric recall (controlling for non-numeric recall) and quality of mapping between symbolic and non-symbolic quantities using number-line estimation, give-a-number estimation, and counting tasks. Consistent with previous reports, mapping of numerals to space, to discrete quantities, and to numbers in memory displayed a logarithmic-to-linear shift. Also, linearity of spatial–numeric mapping correlated strongly with multiple measures of numeric recall (percent correct and percent absolute error), even when controlling for age and non-numeric memory. Results suggest that linear spatial–numeric mappings may aid memory for number over and above children’s other numeric skills.

Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information

Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children’s counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children’s reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS.

[Toward the Proper Biophysical Characterization of Aggregates in Biopharmaceuticals]

Biopharmaceuticals are often formulated as liquid dosage forms. During manufacturing and storage, protein molecules and active pharmaceutical ingredients form aggregates due to various stresses, including shaking and agitation, as well as by contact with silicone oils coated on pre-fillable syringes. The diameter of protein aggregates ranges from 15-20 nm, and that of dimers comprising a large number of antibody molecules can be up to 100 μm. Among these aggregates, those with a diameter of <100 nm are called nanometer aggregates, while those ranging between 100 nm and 1 μm are called sub-micron aggregates, and those ranging between 1 and 100 μm are called micron aggregates. In the last ten years, aggregates have been studied to determine their physical characteristics and their impact on immunogenicity. As a result, novel analytical methods and instruments for such characterizations have been established for a majority of aggregates, including those that are difficult to evaluate. Here, the biophysical features of protein aggregates are explained, followed by an introduction to the different methods for aggregate characterization, including their advantages and actual results. Finally, future perspectives and expectations regarding the characterization of protein aggregates are proposed.

Differential Development of Children's Understanding of the Cardinality of Small Numbers and Zero

Counting and the understanding of cardinality are important steps in children’s numerical development. Recent studies have indicated that language and visuospatial abilities play an important role in the development of children’s cardinal knowledge of small numbers. However, predictors for the knowledge about zero were usually not considered in these studies. Therefore, the present study investigated whether the acquisition of cardinality knowledge on small numbers and the concept of zero share cross-domain and domain-specific numerical predictors. Particular interest was paid to the question whether visuospatial abilities – in addition to language abilities – were associated with children’s understanding of small numbers and zero. Accordingly, we assessed kindergarteners aged 4 to 5 years in terms of their understanding of small numbers and zero as well as their visuospatial, general language, counting, Arabic number identification abilities, and their finger number knowledge. We observed significant zero-order correlations of vocabulary, number identification, finger knowledge, and counting abilities with children’s knowledge about zero as well as understanding of the cardinality of small numbers. Subsequent regression analyses substantiated the influences of counting abilities on knowledge about zero and the influences of both counting abilities and finger knowledge on children’s understanding of the cardinality of small numbers. No significant influences of cross-domain predictors were observed. In sum, these results indicate that domain-specific numerical precursor skills seem to be more important for children’s development of an understanding of the cardinality of small numbers as well as of the concept of zero than the more proximal cross-domain abilities such as language and visuospatial abilities.

Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense

Children’s early numerical capacities form the building blocks for later arithmetic proficiency. Linear number placements and counting skills are indicative of mapping, as an important precursor to arithmetic skills, and have been suggested to be of vital importance to arithmetic development. The current study investigated whether fostering mapping skills is more efficient through a counting or a number line training program. Effects of both programs were compared through a quasi-experimental design, and moderation effects of age and socio-economic status (SES) were investigated. Ninety kindergartners were divided into three conditions: a counting, a number line, and a control condition. Pretests and posttests included an arithmetic (addition) task and a battery of number sense tasks (comparison, number lines, and counting). Results showed significantly greater gains in arithmetic, counting, and symbolic number lines in the counting training group than in the control group. The number line training group did not make significantly greater gains than the control group. Training gains were moderated by age, but not SES. We concluded that counting training improved numerical capacities effectively, whereas no such improvements could be found for the number line training. This suggests that only a counting approach is effective for fostering number sense and early arithmetic skills in kindergarten. Future research should elaborate on the parameters of training programs and the consequences of variation in these parameters.

Spatial and Verbal Routes to Number Comparison in Young Children

The ability to compare the numerical magnitude of symbolic numbers represents a milestone in the development of numerical skills. However, it remains unclear how basic numerical abilities contribute to the understanding of symbolic magnitude and whether the impact of these abilities may vary when symbolic numbers are presented as number words (e.g., "six vs. eight") vs. Arabic numbers (e.g., 6 vs. 8). In the present study on preschool children, we show that comparison of number words is related to cardinality knowledge whereas the comparison of Arabic digits is related to both cardinality knowledge and the ability to spatially map numbers. We conclude that comparison of symbolic numbers in preschool children relies on multiple numerical skills and representations, which can be differentially weighted depending on the presentation format. In particular, the spatial arrangement of digits on the number line seems to scaffold the development of a "spatial route" to understanding the exact magnitude of numerals.

How Evolution Constrains Human Numerical Concepts

The types of cognitive and neural mechanisms available to children for making concepts depend on the problems their brains evolved to solve over the past millions of years. Comparative research on numerical cognition with humans and nonhuman primates has revealed a system for quantity representation that lays the foundation for quantitative development. Nonhuman primates in particular share many human abilities to compute quantities, and are likely to exhibit evolutionary continuity with humans. While humans conceive of quantity in ways that are similar to other primates, they are unique in their capacity for symbolic counting and logic. These uniquely human constructs interact with primitive systems of numerical reasoning. In this article, I discuss how evolution shapes human numerical concepts through evolutionary constraints on human object-based perception and cognition, neural homologies among primates, and interactions between uniquely human concepts and primitive logic.

An Embodiment Perspective on Number-Space Mapping in 3.5-Year-Old Dutch Children

Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.

Accurate Carbohydrate Counting Is an Important Determinant of Postprandial Glycemia in Children and Adolescents With Type 1 Diabetes on Insulin Pump Therapy

BACKGROUND

Carbohydrate (CHO) counting is a key nutritional intervention utilized in the management of diabetes to optimize postprandial glycemia. The aim of the study was to examine the impact of accuracy of CHO counting on the postprandial glucose in children and adolescents with type 1 diabetes on insulin pump therapy.

METHODS

Children/adolescents with type 1 diabetes who were on insulin pump therapy for a minimum of 6 months are enrolled in the study. Patients were instructed to record details of meals consumed, estimated CHO count per meal, and 2-hour postprandial glucose readings over 3-5 days. Meals' CHO contents were recounted by an experienced clinical dietician, and those within 20% of the dietician's counting were considered accurate.

RESULTS

A total of 30 patients (21 females) were enrolled. Age range (median) was 8-18 (SD 13) years. Data of 247 meals were analyzed. A total of 165 (67%) meals' CHO contents were accurately counted. Of those, 90 meals (55%) had in-target postprandial glucose ( P < .000). There was an inverse relationship between inaccurate CHO estimates and postprandial glucose. Of the 63 underestimated meals, 55 had above-target glucose, while 12 of the 19 overestimated meals were followed by low glucose. There was no association between accuracy and meal size (Spearman's rho = .019).

CONCLUSION

Accuracy of CHO counting is an important determining factor of postprandial glycemia. However, other factors should be considered when advising on prandial insulin calculation. Underestimation and overestimation of CHO result in postprandial hyperglycemia and hypoglycemia, respectively. Accuracy does not correlate with meal size.

Number prompts left-to-right spatial mapping in toddlerhood

Toddlers performed a spatial mapping task in which they were required to learn the location of a hidden object in a vertical array and then transpose this location information 90° to a horizontal array. During the vertical training, they were given (a) no labels, (b) alphabetical labels, or (c) numerical labels for each potential spatial location. After the array was transposed to become a horizontal continuum, the children who were provided with numerical labels during training and those who heard alphabetical labels and formed a strong memory for the vertical location, selectively chose the location corresponding to a left-to-right mapping bias. Children who received no concurrent ordinal labels during training were not able to transpose the array, and did not exhibit any spatial directionality bias after transposition. These results indicate that children exhibit more flexible spatial mapping than other animals, and this mapping is modulated depending on the type of concurrent ordinal information the child receives. (PsycINFO Database Record

Counting nuclei released from microcarrier-based cultures using pro-fluorescent nucleic acid stains and volumetric flow cytometry

Counting nuclei released from intact cells is a convenient and reliable approach to assess cell density during microcarrier-based culture of adherent cells. However, commonly used methods for counting nuclei, such as crystal violet staining and quantification with a hemocytometer/automated imaging system or a Coulter counter, are imprecise, laborious and, limited in throughput. Here, we describe the use of high-affinity pro-fluorescent nucleic acid stains and volumetric flow cytometry for automated counting of nuclei released from cells attached to microcarriers with improved precision and high sample throughput. This simple procedure facilitates rapid and precise assessment of cell attachment, survival, and proliferation on microcarriers, and can provide information about the cell cycle, all without the need for cell detachment. Consequently, various microcarrier-based applications, from small-scale multi-factor experiments to large-scale functional genetic screens and clinical/industrial cultures, could be enhanced by this approach.

Automatic Biological Cell Counting Using a Modified Gradient Hough Transform

We present a computational method for pseudo-circular object detection and quantitative characterization in digital images, using the gradient accumulation matrix as a basic tool. This Gradient Accumulation Transform (GAT) was first introduced in 1992 by Kierkegaard and recently used by Kaytanli & Valentine. In the present article, we modify the approach by using the phase coding studied by Cicconet, and by adding a "local contributor list" (LCL) as well as a "used contributor matrix" (UCM), which allow for accurate peak detection and exploitation. These changes help make the GAT algorithm a robust and precise method to automatically detect pseudo-circular objects in a microscopic image. We then present an application of the method to cell counting in microbiological images.

How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study

Studies have stressed the importance of counting with children to promote formal numeracy abilities; however, little work has investigated when parents begin to engage in this behavior with their young children. In the current study, we investigated whether parents elaborated on numerical information when reading a counting book to their preverbal infants and whether developmental differences in numerical input exist even in the 1st year of life. Parents and their 5–10 months old infants were asked to read, as they would at home, two books to their infants: a counting book and another book that did not have numerical content. Parents’ spontaneous statements rarely focused on number and those that did consisted primarily of counting, with little emphasis on labeling the cardinality of the set. However, developmental differences were observed even in this age range, such that parents were more likely to make numerical utterances when reading to older infants. Together, results are the first to characterize naturalistic reading behaviors between parents and their preverbal infants in the context of counting books, suggesting that although counting books promote numerical language in parents, infants still receive very little in the way of numerical input before the end of the 1st year of life. While little is known regarding the impact of number talk on the cognitive development of young infants, the current results may guide future work in this area by providing the first assessment of the characteristics of parental numerical input to preverbal infants.