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Pradeu T, Thomma BPHJ, Girardin SE, Lemaitre B. The conceptual foundations of innate immunity: Taking stock 30 years later. Immunity 2024; 57:613-631. [PMID: 38599162 DOI: 10.1016/j.immuni.2024.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2024] [Revised: 02/23/2024] [Accepted: 03/06/2024] [Indexed: 04/12/2024]
Abstract
While largely neglected over decades during which adaptive immunity captured most of the attention, innate immune mechanisms have now become central to our understanding of immunology. Innate immunity provides the first barrier to infection in vertebrates, and it is the sole mechanism of host defense in invertebrates and plants. Innate immunity also plays a critical role in maintaining homeostasis, shaping the microbiota, and in disease contexts such as cancer, neurodegeneration, metabolic syndromes, and aging. The emergence of the field of innate immunity has led to an expanded view of the immune system, which is no longer restricted to vertebrates and instead concerns all metazoans, plants, and even prokaryotes. The study of innate immunity has given rise to new concepts and language. Here, we review the history and definition of the core concepts of innate immunity, discussing their value and fruitfulness in the long run.
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Affiliation(s)
- Thomas Pradeu
- CNRS UMR 5164 ImmunoConcept, University of Bordeaux, Bordeaux, France; Department of Biological and Medical Sciences, University of Bordeaux, Bordeaux, France; Presidential Fellow, Chapman University, Orange, CA, USA.
| | - Bart P H J Thomma
- Institute for Plant Sciences, University of Cologne, Cologne, Germany
| | - Stephen E Girardin
- Department of Laboratory Medicine and Pathobiology, University of Toronto, Toronto, ON M5S 1A8, Canada
| | - Bruno Lemaitre
- Global Health Institute, School of Life Science, École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland.
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Pesnot Lerousseau J, Summerfield C. Space as a scaffold for rotational generalisation of abstract concepts. eLife 2024; 13:RP93636. [PMID: 38568075 PMCID: PMC10990485 DOI: 10.7554/elife.93636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2024] Open
Abstract
Learning invariances allows us to generalise. In the visual modality, invariant representations allow us to recognise objects despite translations or rotations in physical space. However, how we learn the invariances that allow us to generalise abstract patterns of sensory data ('concepts') is a longstanding puzzle. Here, we study how humans generalise relational patterns in stimulation sequences that are defined by either transitions on a nonspatial two-dimensional feature manifold, or by transitions in physical space. We measure rotational generalisation, i.e., the ability to recognise concepts even when their corresponding transition vectors are rotated. We find that humans naturally generalise to rotated exemplars when stimuli are defined in physical space, but not when they are defined as positions on a nonspatial feature manifold. However, if participants are first pre-trained to map auditory or visual features to spatial locations, then rotational generalisation becomes possible even in nonspatial domains. These results imply that space acts as a scaffold for learning more abstract conceptual invariances.
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Fisher AG. Cell and developmental biology: grand challenges. Front Cell Dev Biol 2024; 12:1377073. [PMID: 38559812 PMCID: PMC10978741 DOI: 10.3389/fcell.2024.1377073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 02/19/2024] [Indexed: 04/04/2024] Open
Affiliation(s)
- Amanda G. Fisher
- Department of Biochemistry, University of Oxford, Oxford, United Kingdom
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Zettersten M, Bredemann C, Kaul M, Ellis K, Vlach HA, Kirkorian H, Lupyan G. Nameability supports rule-based category learning in children and adults. Child Dev 2024; 95:497-514. [PMID: 37728552 PMCID: PMC10922161 DOI: 10.1111/cdev.14008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 05/07/2023] [Accepted: 07/25/2023] [Indexed: 09/21/2023]
Abstract
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., "red") or difficult (e.g., "mauve") to name. Adults (d = 1.06) and-to a lesser extent-children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.
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Affiliation(s)
- Martin Zettersten
- University of Wisconsin-Madison, Department of Psychology, 1202 W Johnson St, Madison, WI 53706, USA
- Princeton University, Department of Psychology, South Dr, Princeton, NJ 08540, USA
| | - Catherine Bredemann
- University of Wisconsin-Madison, Department of Educational Psychology, 1025 W Johnson St, Madison, WI 53706, USA
| | - Megan Kaul
- University of Wisconsin-Madison, Department of Educational Psychology, 1025 W Johnson St, Madison, WI 53706, USA
| | - Kaitlynn Ellis
- University of Wisconsin-Madison, Department of Educational Psychology, 1025 W Johnson St, Madison, WI 53706, USA
| | - Haley A. Vlach
- University of Wisconsin-Madison, Department of Educational Psychology, 1025 W Johnson St, Madison, WI 53706, USA
| | - Heather Kirkorian
- University of Wisconsin-Madison, Human Development and Family Studies Department, 1300 Linden Dr, Madison, WI 53706, USA
| | - Gary Lupyan
- University of Wisconsin-Madison, Department of Psychology, 1202 W Johnson St, Madison, WI 53706, USA
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Leshin J, Carter MJ, Doyle CM, Lindquist KA. Language access differentially alters functional connectivity during emotion perception across cultures. Front Psychol 2024; 14:1084059. [PMID: 38425348 PMCID: PMC10901990 DOI: 10.3389/fpsyg.2023.1084059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 12/15/2023] [Indexed: 03/02/2024] Open
Abstract
Introduction It is often assumed that the ability to recognize the emotions of others is reflexive and automatic, driven only by observable facial muscle configurations. However, research suggests that accumulated emotion concept knowledge shapes the way people perceive the emotional meaning of others' facial muscle movements. Cultural upbringing can shape an individual's concept knowledge, such as expectations about which facial muscle configurations convey anger, disgust, or sadness. Additionally, growing evidence suggests that access to emotion category words, such as "anger," facilitates access to such emotion concept knowledge and in turn facilitates emotion perception. Methods To investigate the impact of cultural influence and emotion concept accessibility on emotion perception, participants from two cultural groups (Chinese and White Americans) completed a functional magnetic resonance imaging scanning session to assess functional connectivity between brain regions during emotion perception. Across four blocks, participants were primed with either English emotion category words ("anger," "disgust") or control text (XXXXXX) before viewing images of White American actors posing facial muscle configurations that are stereotypical of anger and disgust in the United States. Results We found that when primed with "disgust" versus control text prior to seeing disgusted facial expressions, Chinese participants showed a significant decrease in functional connectivity between a region associated with semantic retrieval (the inferior frontal gyrus) and regions associated with semantic processing, visual perception, and social cognition. Priming the word "anger" did not impact functional connectivity for Chinese participants relative to control text, and priming neither "disgust" nor "anger" impacted functional connectivity for White American participants. Discussion These findings provide preliminary evidence that emotion concept accessibility differentially impacts perception based on participants' cultural background.
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Affiliation(s)
- Joseph Leshin
- Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Maleah J. Carter
- Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Cameron M. Doyle
- Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Kristen A. Lindquist
- Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
- Biomedical Research Imaging Center, School of Medicine, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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Persichetti AS, Shao J, Denning JM, Gotts SJ, Martin A. Taxonomic structure in a set of abstract concepts. Front Psychol 2024; 14:1278744. [PMID: 38239478 PMCID: PMC10794597 DOI: 10.3389/fpsyg.2023.1278744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Accepted: 12/08/2023] [Indexed: 01/22/2024] Open
Abstract
A large portion of human knowledge comprises "abstract" concepts that lack readily perceivable properties (e.g., "love" and "justice"). Since abstract concepts lack such properties, they have historically been treated as an undifferentiated category of knowledge in the psychology and neuropsychology literatures. More recently, the categorical structure of abstract concepts is often explored using paradigms that ask participants to make explicit judgments about a set of concepts along dimensions that are predetermined by the experimenter. Such methods require the experimenter to select dimensions that are relevant to the concepts and further that people make explicit judgments that accurately reflect their mental representations. We bypassed these requirements by collecting two large sets of non-verbal and implicit judgments about which dimensions are relevant to the similarity between pairs of 50 abstract nouns to determine the representational space of the concepts. We then identified categories within the representational space using a clustering procedure that required categories to replicate across two independent data sets. In a separate experiment, we used automatic semantic priming to further validate the categories and to show that they are an improvement over categories that were defined within the same set of abstract concepts using explicit ratings along predetermined dimensions. These results demonstrate that abstract concepts can be characterized beyond their negative relation to concrete concepts and that categories of abstract concepts can be defined without using a priori dimensions for the concepts or explicit judgments from participants.
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Affiliation(s)
- Andrew S. Persichetti
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, ML, United States
| | - Jiayu Shao
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, ML, United States
| | - Joseph M. Denning
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, United States
| | - Stephen J. Gotts
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, ML, United States
| | - Alex Martin
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, ML, United States
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Dolan H, Taylor-Piliae R. Expanding the Health Belief Model for exploring inpatient fall risk perceptions: A methodology paper. J Adv Nurs 2023. [PMID: 38146788 DOI: 10.1111/jan.16003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 10/16/2023] [Accepted: 11/19/2023] [Indexed: 12/27/2023]
Abstract
AIMS Inpatient falls among older adults are a relentless problem, and extant inpatient fall prevention research and interventions lack the older adults' perspectives and experiences of their own fall risk in the hospital. Theory-guided research is essential in nursing, and the purpose of this paper was to describe the process of developing a theoretical framework for a phenomenological nursing study exploring older adults' lived experiences of being at risk for falling in the hospital. METHOD Based on philosophical nursing underpinnings, the Health Belief Model (HBM) was selected as the theoretical model. The limitations of the model led to expansion of the model with established concepts associated with accidental falls among older adults. RESULTS The HBM was selected as the guiding model due to its ability to capture a broad range of perceptions of a health threat. The HBM was expanded with the concepts of embarrassment, independence, fear of falling, dignity and positivity effect. The addition of these concepts made the theoretical framework more applicable to age-related developmental behaviours of older adult and more applicable to nursing research. CONCLUSION The Expanded HBM theoretical framework may guide future nursing research to develop fall prevention interventions to decrease fall rates among hospitalized older adults. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Hanne Dolan
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona, USA
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Koldestam M, Rolander B, Broström A, Lindqvist G, Knutsson S. Undergraduate nursing student's attitudes to learning during clinical practice in different semesters when using a conceptual learning model grounded in a caritative caring perspective - A cross-sectional study. Scand J Caring Sci 2023. [PMID: 38041229 DOI: 10.1111/scs.13229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 11/03/2023] [Accepted: 11/18/2023] [Indexed: 12/03/2023]
Abstract
AIM To describe undergraduate nursing students' attitudes to learning during clinical practice in different semesters when using the conceptual learning model, Model for Improvements in Learning Outcomes (MILO) grounded in a caritative caring perspective. BACKGROUND With the intention to support interlinking between theory and praxis and offer understanding and structure to facilitate learning, MILO, theoretically grounded in hermeneutics and a caritative caring perspective based on ethical values, was implemented. MILO consists of four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision) and four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety). METHODS A descriptive comparative quantitative study design was applied at a Swedish university, 3 hospitals and 13 municipalities in one county. Cross-sectional data collected via a questionnaire developed to assess attitudes to learning related to MILO's contextual and intrapersonal concepts and their applications were used. RESULTS 209 students in semester 3, 4 and 6 participated in 6 different clinical practice courses. In comparison, intrapersonal concepts, that is, the student's own characteristics and abilities were viewed to be of greater value for learning than contextual, that is, organisational-related concepts in all semesters. Understanding the needs of others and reflective learning were rated to be of major importance. Students in semester 3 valued the use of the applications the highest. To be supervised in pairs was rated the lowest in semester 6. Some of the concepts and their applications were to great extent not applied. CONCLUSIONS In all semesters, fundamentals in caritative caring and characteristics and abilities related to the individual student were rated to be of greater importance for learning than environmental support. Providing students opportunities to develop independency seems essential. Use of a learning model such as MILO is dependent on a bearing of a caritative caring culture and a shared understanding between all involved in student learning during clinical practice.
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Affiliation(s)
- Maria Koldestam
- Department of Accident and Emergency, Region Jönköping County, Jonkoping, Sweden
- Department of Medical and Health Sciences, Linköping University, Linkoping, Sweden
- Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, Vaxjo, Sweden
| | - Bo Rolander
- Futurum, Academy for Health and Care, Jönköping County Council, Jonkoping, Sweden
- Department of Social Work, School of Health and Welfare, Jönköping University, Jonkoping, Sweden
| | - Anders Broström
- Department of Nursing, School of Health and Welfare, Jönköping University, Jonkoping, Sweden
- Department of Clinical Neurophysiology, University Hospital, Linkoping, Sweden
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Gunilla Lindqvist
- Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, Vaxjo, Sweden
| | - Susanne Knutsson
- Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, Vaxjo, Sweden
- CHILD Research Group, Jönköping University, Jonkoping, Sweden
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9
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Abstract
Background The Informed Health Choices (IHC) Key Concepts is a framework that provides a basis for developing educational resources and evaluating people's ability to think critically about health actions. We developed the original Key Concepts framework by reviewing texts and checklists for the public, journalists, and health professionals and collecting structured feedback from an international advisory group. We revised the original 2015 framework yearly from 2016 to 2018 based on feedback and experience using the framework. The objectives of this paper are to describe the development of the framework since 2018 and summarise their basis. Methods For the 2019 version, we responded to feedback on the 2018 version. For the current 2022 version, in addition to responding to feedback on the 2019 version, we reviewed the evidence base for each of the concepts. Whenever possible, we referenced systematic reviews that provide a basis for a concept. We screened all Cochrane methodology reviews and searched Epistemonikos, PubMed, and Google Scholar for methodology reviews and meta-epidemiological studies. Results The original framework included 32 concepts in six groups. The 2019 version and the current 2022 version include 49 concepts in the same three main groups that we have used since 2016. There are now 10 subgroups or higher-level concepts. For each concept, there is an explanation including one or more examples, the basis for the concept, and implications. Over 600 references are cited that support the concepts, and over half of the references are systematic reviews. Conclusions There is a large body of evidence that supports the IHC key concepts and we have received few suggestions for changes since 2019.
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Affiliation(s)
- Andrew D. Oxman
- Centre for Epidemic Interventions Research, Norwegian Institute of Public Health, Oslo, Norway
| | - Iain Chalmers
- Centre for Evidence-Based Medicine, Department of Primary Care, University of Oxford, Oxford, UK
| | - Astrid Dahlgren
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
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10
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Abstract
People have a unique ability to represent other people's internal thoughts and feelings-their mental states. Mental state knowledge has a rich conceptual structure, organized along key dimensions, such as valence. People use this conceptual structure to guide social interactions. How do people acquire their understanding of this structure? Here we investigate an underexplored contributor to this process: observation of mental state dynamics. Mental states-including both emotions and cognitive states-are not static. Rather, the transitions from one state to another are systematic and predictable. Drawing on prior cognitive science, we hypothesize that these transition dynamics may shape the conceptual structure that people learn to apply to mental states. Across nine behavioral experiments (N = 1,439), we tested whether the transition probabilities between mental states causally shape people's conceptual judgments of those states. In each study, we found that observing frequent transitions between mental states caused people to judge them to be conceptually similar. Computational modeling indicated that people translated mental state dynamics into concepts by embedding the states as points within a geometric space. The closer two states are within this space, the greater the likelihood of transitions between them. In three neural network experiments, we trained artificial neural networks to predict real human mental state dynamics. The networks spontaneously learned the same conceptual dimensions that people use to understand mental states. Together these results indicate that mental state dynamics-and the goal of predicting them-shape the structure of mental state concepts. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Affiliation(s)
- Mark A. Thornton
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover NH 03755
| | - Milena Rmus
- Department of Psychology, University of California, Berkeley, Berkeley CA 94720
| | - Amisha D. Vyas
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover NH 03755
| | - Diana I. Tamir
- Department of Psychology, Princeton University, Princeton NJ 08540
- Princeton Neuroscience Institute, Princeton University, Princeton NJ 08540
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Knobe J, Cushman F. The common effect of value on prioritized memory and category representation. Trends Cogn Sci 2023; 27:892-900. [PMID: 37460339 DOI: 10.1016/j.tics.2023.06.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 06/20/2023] [Accepted: 06/21/2023] [Indexed: 09/15/2023]
Abstract
The way we represent categories depends on both the frequency and value of the members of that category. Thus, for instance, prototype representations can be impacted by both information about what is statistically frequent and judgments about what is valuable. Notably, recent research on memory suggests that prioritized memory is also influenced by both statistical frequency and value judgments. Although work on conceptual representation and work on prioritized memory have so far proceeded almost entirely independently, the patterns of existing findings provide evidence for a link between these two phenomena. In particular, these patterns provide evidence for the hypothesis that the impact of value on conceptual representation arises from its co-dependent relationship with prioritized memory.
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Alsaqqa HH, Alwawi A. Digital intervention for public health: searching for implementing characteristics, concepts and recommendations: scoping review. Front Public Health 2023; 11:1142443. [PMID: 37790710 PMCID: PMC10544338 DOI: 10.3389/fpubh.2023.1142443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Accepted: 09/04/2023] [Indexed: 10/05/2023] Open
Abstract
Studying the impact of digital interventions on public health can help ensure that the offered services produce the desired results. In order to address these factors, the subsequent study uses a scope review to evaluate the state of the field while concentrating on ideas and suggestions that represent factors that have been crucial in the management of digital intervention for public health. To shed light on the traits, ideas and suggestions related to public health digital intervention, a scoping review was carried out. Five electronic databases were used to locate pertinent research that were published before February 2022. All texts were examined, and study abstracts were scrutinized to determine their eligibility. The last analysis of this study included fifteen publications; five reviews, four qualitative studies, two quantitative studies, one viewpoint study, one mixed-method study, one perspective study, and one interventional study. The key ideas for digital interventions in population management and health studies are presented in this overview. Many concepts, implementation characteristics and recommendations have been raised which highlight the future role of these interventions to enhance public engagement and health equity.
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Affiliation(s)
- Hatem H. Alsaqqa
- Deanship of Scientific Research, Al-Quds University, Jerusalem, Palestine
- Ministry of Health, Gaza Strip, Palestine
| | - Abdallah Alwawi
- Anesthesia and Resuscitation Technology, Health Professions Faculty, Al Quds University, Jerusalem, Palestine
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Loreau M, Jarne P, Martiny JBH. Opportunities to advance the synthesis of ecology and evolution. Ecol Lett 2023; 26 Suppl 1:S11-S15. [PMID: 36731905 DOI: 10.1111/ele.14175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 01/18/2023] [Accepted: 01/21/2023] [Indexed: 02/04/2023]
Abstract
Despite decades of research on the interactions between ecology and evolution, opportunities still remain to further integrate the two disciplines, especially when considering multispecies systems. Here, we discuss two such opportunities. First, the traditional emphasis on the distinction between evolutionary and ecological processes should be further relaxed as it is particularly unhelpful in the study of microbial communities, where the very notion of species is hard to define. Second, key processes of evolutionary theory such as adaptation should be exported to hierarchical levels higher than populations to make sense of biodiversity dynamics. Together, we argue that broadening our perspective of eco-evolutionary dynamics to be more inclusive of all biodiversity, both phylogenetically and hierarchically, will open up fertile new research directions and help us to address one of the major scientific challenges of our time, that is, to understand and predict changes in biodiversity in the face of rapid environmental change.
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Affiliation(s)
- Michel Loreau
- Theoretical and Experimental Ecology Station, CNRS, Moulis, France
| | - Philippe Jarne
- CEFE, UMR 5175, CNRS-Université de Montpellier-Université Paul-Valéry Montpellier-IRD-EPHE, Montpellier, France
| | - Jennifer B H Martiny
- Department of Ecology and Evolutionary Biology, University of California Irvine, Irvine, California, USA
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Hackel LM, Kalkstein DA. Social Concepts Simplify Complex Reinforcement Learning. Psychol Sci 2023; 34:968-983. [PMID: 37470669 DOI: 10.1177/09567976231180587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2023] Open
Abstract
Humans often generalize rewarding experiences across abstract social roles. Theories of reward learning suggest that people generalize through model-based learning, but such learning is cognitively costly. Why do people seem to generalize across social roles with ease? Humans are social experts who easily recognize social roles that reflect familiar semantic concepts (e.g., "helper" or "teacher"). People may associate these roles with model-free reward (e.g., learning that helpers are rewarding), allowing them to generalize easily (e.g., interacting with novel individuals identified as helpers). In four online experiments with U.S. adults (N = 577), we found evidence that social concepts ease complex learning (people generalize more and at faster speed) and that people attach reward directly to abstract roles (they generalize even when roles are unrelated to task structure). These results demonstrate how familiar concepts allow complex behavior to emerge from simple strategies, highlighting social interaction as a prototype for studying cognitive ease in the face of environmental complexity.
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Affiliation(s)
- Leor M Hackel
- Department of Psychology, University of Southern California
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15
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Jarne P, Pinay G. Towards closer integration between ecology and evolution. Ecol Lett 2023; 26 Suppl 1:S5-S10. [PMID: 37840023 DOI: 10.1111/ele.14298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 07/24/2023] [Accepted: 07/25/2023] [Indexed: 10/17/2023]
Affiliation(s)
- Philippe Jarne
- CEFE, UMR 5175, CNRS-Université de Montpellier-IRD-EPHE, Montpellier Cedex 5, France
| | - Gilles Pinay
- Environnement, Ville & Société (EVS), UMR 5600, CNRS-, Lyon Cedex 08, France
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Bulla AJ, Duke M, Turcios O, Brooks K, Talbot R, Lile C, Davis K. A preliminary investigation to establish conceptual behavior in gray wolves (Canis lupus). J Exp Anal Behav 2023; 120:21-35. [PMID: 37098753 DOI: 10.1002/jeab.848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 04/07/2023] [Indexed: 04/27/2023]
Abstract
Conceptual behavior represents a type of complex stimulus control where an organism differentially responds to examples and nonexamples of instances within a stimulus class. Different species have demonstrated conceptual behavior both in their natural environments and through experimental investigations. The current paper investigates preliminary methods to teach conceptual behavior to gray wolves (Canis lupus). The researchers used a match-to-sample arrangement to teach three shapes: a triangle, square, and cross varying in size, color, and positions. Probe trials used a novel set of stimuli to test for the emergence of conceptual behavior. Although the wolves did not show an immediate transfer to novel stimuli following initial match-to-sample training, they did show improvement after explicit discrimination training. We discuss the implications of these results as well as future methods that may enhance experimental procedures investigating concept learning in canids.
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Affiliation(s)
- Andrew J Bulla
- Georgia Southern University-Armstrong, Savannah, GA, USA
| | - Madisen Duke
- Georgia Southern University-Armstrong, Savannah, GA, USA
| | - Oscar Turcios
- Georgia Southern University-Armstrong, Savannah, GA, USA
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17
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Räz T. Methods for identifying emergent concepts in deep neural networks. Patterns (N Y) 2023; 4:100761. [PMID: 37409048 PMCID: PMC10318355 DOI: 10.1016/j.patter.2023.100761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 07/07/2023]
Abstract
The present perspective discusses methods to detect concepts in internal representations (hidden layers) of deep neural networks (DNNs), such as network dissection, feature visualization, and testing with concept activation vectors (TCAV). I argue that these methods provide evidence that DNNs are able to learn non-trivial relations between concepts. However, the methods also require users to specify or detect concepts via (sets of) instances. This underdetermines the meaning of concepts, making the methods unreliable. The problem could be overcome, to some extent, by systematically combining the methods and by using synthetic datasets. The perspective also discusses how conceptual spaces-sets of concepts in internal representations-are shaped by a trade-off between predictive accuracy and compression. I argue that conceptual spaces are useful, or even necessary, to understand how concepts are formed in DNNs but that there is a lack of method for studying conceptual spaces.
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Affiliation(s)
- Tim Räz
- University of Bern, Institute of Philosophy, Länggassstrasse 49a, 3012 Bern, Switzerland
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18
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Agyeman AS, Bandukwala A, Bouri K, Hawes J, Krainak DM, Lababidi S, Mattes WB, Mishina EV, Turfle P, Wang SJ, Thekkudan T. US FDA public meeting: identification of concepts and terminology for multicomponent biomarkers. Biomark Med 2023; 17:523-531. [PMID: 37713233 DOI: 10.2217/bmm-2023-0351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/16/2023] Open
Abstract
The US FDA convened a virtual public workshop with the goals of obtaining feedback on the terminology needed for effective communication of multicomponent biomarkers and discussing the diverse use of biomarkers observed across the FDA and identifying common issues. The workshop included keynote and background presentations addressing the stated goals, followed by a series of case studies highlighting FDA-wide and external experience regarding the use of multicomponent biomarkers, which provided context for panel discussions focused on common themes, challenges and preferred terminology. The final panel discussion integrated the main concepts from the keynote, background presentations and case studies, laying a preliminary foundation to build consensus around the use and terminology of multicomponent biomarkers.
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Affiliation(s)
- Abena S Agyeman
- Division of Pharmacology & Toxicology-Rare Diseases, Pediatrics, Urologic & Reproductive Medicine, Office of New Drugs (OND), Center for Drug Evaluation & Research (CDER), US FDA, Silver Spring, MD 20993, USA
| | - Abbas Bandukwala
- Division of Biomedical Informatics, Research, & Biomarker Development, OND, CDER, FDA, Silver Spring, MD 20993, USA
| | - Khaled Bouri
- Office of Regulatory Science & Innovation, Office of the Chief Scientist, Office of the Commissioner (OC), FDA, Silver Spring, MD 20993, USA
| | - Jessica Hawes
- Division of Systems Biology, Office of Research, National Center for Toxicological Research, FDA, Jefferson, AR 72079, USA
| | - Daniel M Krainak
- Division of Radiological Imaging & Radiation Therapy Devices, Office of Radiological Health, Office of Product Evaluation & Quality, Center for Devices & Radiological Health, FDA, Silver Spring, MD 20993, USA
| | - Samir Lababidi
- Office of Data, Analytics & Research, Office of Digital Transformation, Office of the Commissioner (OC), FDA, Silver Spring, MD 20993, USA
| | - William B Mattes
- Office of the Center Director, Center for Food Safety & Applied Nutrition (CFSAN), FDA, College Park, MD 20740, USA
| | - Elena V Mishina
- Division of Individual Health Science, Office of Science, Center for Tobacco Products (CTP), FDA, Beltsville, MD 20705, USA
| | - Phillip Turfle
- Division of Companion Animal Drugs, Office of New Animal Drug Evaluation, Center for Veterinary Medicine (CVM), FDA, Rockville, MD 20855, USA
| | - Sue-Jane Wang
- Division of Biometrics I, Office of Biostatistics, Office of Translational Sciences, CDER, Silver Spring, MD 20993, USA
| | - Theresa Thekkudan
- Division of Nonclinical Science, Office of Science, Center for Tobacco Products, FDA, Beltsville, MD 20705, USA
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19
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Puri A. Lateral ankle instability - repair/ reconstruct what's new. J Orthop Surg (Hong Kong) 2023; 31:10225536231182348. [PMID: 37449536 DOI: 10.1177/10225536231182348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/18/2023] Open
Abstract
Lateral ankle instability is a common condition which responds well to non-surgical management. However, the chronic symptomatic instability may require surgical intervention. The acceptable and practiced procedure is the Brostom Gould modification and it has a high patient satisfaction score. However, the current understanding and newer techniques for stabilising the lateral ligament complex has resulted in arthroscopic repairs, augmentation and tendon graft reconstructions. The literature does not provide an answer to the efficacy of these new techniques but there is some preliminary information favouring some of the latest procedures. It is now accepted practise to include ankle arthroscopy as a pre repair step. Augmentation of anatomical repair is also favoured in a select group of patients. This article provides an up to date account of the newer techniques for lateral ankle stabilisation.
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Affiliation(s)
- Arvind Puri
- Department of Orthopaedics, Cairns Hospital, Queensland, Australia
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20
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Abstract
Although adults use metaphors to guide their thinking and reasoning, less is known about whether metaphors might facilitate cognition earlier in development. Previous research shows that preschoolers understand metaphors, but less is known about whether preschoolers can learn from metaphors. The current preregistered experiment investigated whether adults (n = 64) and 3- and 4-year-olds (n = 128) can use metaphors to make new inferences. In a between-subjects design, participants heard information about novel artifacts, conveyed through either only positive metaphors (e.g., "Daxes are suns") or positive and negative metaphors (e.g., "Daxes are suns. Daxes are not clouds."). In both conditions, participants of all ages successfully formed metaphor-consistent inferences about abstract, functional features of the artifacts (e.g., that daxes light up rather than let out water). Moreover, participants frequently provided explanations appealing to the metaphors when justifying their responses. Consequently, metaphors may be a powerful learning mechanism from early childhood onward.
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Affiliation(s)
- Rebecca Zhu
- Department of Psychology, University of California, Berkeley
| | - Alison Gopnik
- Department of Psychology, University of California, Berkeley
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21
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Mixter PF, Kleinschmit AJ, Lal A, Vanniasinkam T, Condry DLJ, Taylor RT, Justement LB, Pandey S. Immune Literacy: a Call to Action for a System-Level Change. J Microbiol Biol Educ 2023; 24:00203-22. [PMID: 37089234 PMCID: PMC10117064 DOI: 10.1128/jmbe.00203-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Accepted: 01/13/2023] [Indexed: 05/03/2023]
Abstract
Immune literacy-the ability to hear, learn, read, write, explain, and discuss immunological content with varied audiences-has become critically important in recent years. Yet, with its complex terminology and discipline-specific concepts, educating individuals about the immune system and its role in health and disease may seem daunting. Here, we reflect on how to demystify the discipline and increase its accessibility for a broader audience. To address this, a working group of immunology educators from diverse institutions associated with the research coordination network, ImmunoReach, convened virtually. As a result of these discussions, we request a call to action for a system-level change and present a set of practical recommendations that novice and experienced educators from diverse institutions, professional societies, and policymakers may adopt to foster immune literacy in their classrooms and communities.
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Affiliation(s)
- Philip F. Mixter
- School of Molecular Biosciences, Washington State University, Pullman, Washington, USA
| | - Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA
| | - Archana Lal
- Department of Biology, Labette Community College, Parsons, Kansas, USA
| | - Thiru Vanniasinkam
- School of Dentistry and Medical Sciences, Charles Sturt University, Bathurst, New South Wales, Australia
| | - Danielle L. J. Condry
- Department of Microbiological Sciences, North Dakota State University, Fargo, North Dakota, USA
| | - Rebekah T. Taylor
- Department of Biology, Frostburg State University, Frostburg, Maryland, USA
| | - Louis B. Justement
- Department of Microbiology, The University of Alabama–Birmingham, Birmingham, Alabama, USA
| | - Sumali Pandey
- Department of Biosciences, Minnesota State University–Moorhead, Moorhead, Minnesota, USA
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22
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Abstract
Many social and legal conflicts hinge on semantic disagreements. Understanding the origins and implications of these disagreements necessitates novel methods for identifying and quantifying variation in semantic cognition between individuals. We collected conceptual similarity ratings and feature judgements from a variety of words in two domains. We analyzed this data using a non-parametric clustering scheme, as well as an ecological statistical estimator, in order to infer the number of different variants of common concepts that exist in the population. Our results show at least ten to thirty quantifiably different variants of word meanings exist for even common nouns. Further, people are unaware of this variation, and exhibit a strong bias to erroneously believe that other people share their semantics. This highlights conceptual factors that likely interfere with productive political and social discourse.
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Affiliation(s)
- Louis Marti
- University of California, Berkeley, Berkeley, CA
| | - Shengyi Wu
- University of California, Berkeley, Berkeley, CA
| | | | - Celeste Kidd
- University of California, Berkeley, Berkeley, CA
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23
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Radaelli CM. Occupy the semantic space! Opening up the language of better regulation. J Eur Public Policy 2023; 30:1860-1883. [PMID: 37465059 PMCID: PMC10351582 DOI: 10.1080/13501763.2023.2181852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Accepted: 02/14/2023] [Indexed: 07/20/2023]
Abstract
Policy agendas are often cast in semantic constructions that portray them as universally desirable outcomes. These semantic constructions protect and reinforce the power of dominant coalitions and make it hard to pursue alternatives. The semantic space is entirely occupied by the dominant concepts. At the same time, within the dominant coalition, ideational conflict is muted by decontesting concepts. Drawing on political theory, I show the presence of this double act of reducing the semantic space and decontesting concepts with the case of 'better regulation'. Then I briefly extend the argument to other terms such as policy coherence, agile governance, smart cities and social value judgements. The critical discussion of the implications of dominant language brings in transparency, allows other coalitions to articulate their vision in a discursive level-playing-field, and offers citizens the possibility to discuss what is really 'better' and 'for whom'.
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Affiliation(s)
- Claudio M. Radaelli
- School of Transnational Governance, European University Institute, Florence, Italy
- School of Public Policy, University College London, London, UK
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24
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Frisby SL, Halai AD, Cox CR, Lambon Ralph MA, Rogers TT. Decoding semantic representations in mind and brain. Trends Cogn Sci 2023; 27:258-281. [PMID: 36631371 DOI: 10.1016/j.tics.2022.12.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 12/12/2022] [Accepted: 12/13/2022] [Indexed: 01/11/2023]
Abstract
A key goal for cognitive neuroscience is to understand the neurocognitive systems that support semantic memory. Recent multivariate analyses of neuroimaging data have contributed greatly to this effort, but the rapid development of these novel approaches has made it difficult to track the diversity of findings and to understand how and why they sometimes lead to contradictory conclusions. We address this challenge by reviewing cognitive theories of semantic representation and their neural instantiation. We then consider contemporary approaches to neural decoding and assess which types of representation each can possibly detect. The analysis suggests why the results are heterogeneous and identifies crucial links between cognitive theory, data collection, and analysis that can help to better connect neuroimaging to mechanistic theories of semantic cognition.
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Affiliation(s)
- Saskia L Frisby
- Medical Research Council (MRC) Cognition and Brain Sciences Unit, Chaucer Road, Cambridge CB2 7EF, UK.
| | - Ajay D Halai
- Medical Research Council (MRC) Cognition and Brain Sciences Unit, Chaucer Road, Cambridge CB2 7EF, UK
| | - Christopher R Cox
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
| | - Matthew A Lambon Ralph
- Medical Research Council (MRC) Cognition and Brain Sciences Unit, Chaucer Road, Cambridge CB2 7EF, UK
| | - Timothy T Rogers
- Department of Psychology, University of Wisconsin-Madison, 1202 West Johnson Street, Madison, WI 53706, USA.
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25
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Henningsen-Schomers MR, Garagnani M, Pulvermüller F. Influence of language on perception and concept formation in a brain-constrained deep neural network model. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210373. [PMID: 36571136 PMCID: PMC9791487 DOI: 10.1098/rstb.2021.0373] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
A neurobiologically constrained model of semantic learning in the human brain was used to simulate the acquisition of concrete and abstract concepts, either with or without verbal labels. Concept acquisition and semantic learning were simulated using Hebbian learning mechanisms. We measured the network's category learning performance, defined as the extent to which it successfully (i) grouped partly overlapping perceptual instances into a single (abstract or concrete) conceptual representation, while (ii) still distinguishing representations for distinct concepts. Co-presence of linguistic labels with perceptual instances of a given concept generally improved the network's learning of categories, with a significantly larger beneficial effect for abstract than concrete concepts. These results offer a neurobiological explanation for causal effects of language structure on concept formation and on perceptuo-motor processing of instances of these concepts: supplying a verbal label during concept acquisition improves the cortical mechanisms by which experiences with objects and actions along with the learning of words lead to the formation of neuronal ensembles for specific concepts and meanings. Furthermore, the present results make a novel prediction, namely, that such 'Whorfian' effects should be modulated by the concreteness/abstractness of the semantic categories being acquired, with language labels supporting the learning of abstract concepts more than that of concrete ones. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Malte R. Henningsen-Schomers
- Department of Philosophy and Humanities, Brain Language Laboratory, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany,Cluster of Excellence ‘Matters of Activity. Image Space Material’, Humboldt-Universität zu Berlin, 10099 Berlin, Germany
| | - Max Garagnani
- Department of Philosophy and Humanities, Brain Language Laboratory, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany,Department of Computing, Goldsmiths, University of London, London, SE14 6NW, UK
| | - Friedemann Pulvermüller
- Department of Philosophy and Humanities, Brain Language Laboratory, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany,Berlin School of Mind and Brain, 10099 Berlin, Germany,Einstein Center for Neurosciences, 10117 Berlin, Germany,Cluster of Excellence ‘Matters of Activity. Image Space Material’, Humboldt-Universität zu Berlin, 10099 Berlin, Germany
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26
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Abstract
While the idea of a 'concept' has been defined in diverse ways, researchers in the cognitive science of language have largely agreed that linguistic concepts are objects, whether mental or physical, that bits of language stand for. This O-axis view (where O = object), focusing on sign-object relations, sees linguistic concepts as ideas that stand in a static relation to signs, with the function of mediating relations between agents and their environments. But this is only half the story. Because every linguistic concept is moored to a bit of language, and bits of language are mostly learned and encountered in sequences of social interaction, then we must look not only at what signs stand for (their objects), but at the interpretants, or rational responses, that they elicit. By focusing on sign-interpretant relations, and thus taking an I-axis view (where I = interpretant), we not only acknowledge the direct link between concepts and social interaction, we also discover causal mechanisms that explain how linguistic concepts are distributed in relatively stable form in populations. We find that while concepts are indeed mental objects, they function as choice architectures in the dynamic flow of situated language usage. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- N. J. Enfield
- Discipline of Linguistics, The University of Sydney, Sydney, New South Wales, 2006, Australia
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27
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Abstract
Research on concepts has focused on categorization. Categorization starts with a stimulus. Equally important are episodes that start with a thought. We engage in thinking to draw out new consequences from stored information, or to work out how to act. Each of the concepts out of which thought is constructed provides access to a large body of stored information. Access is not always just a matter of retrieving a stored belief (semantic memory). Often it depends on running a simulation. Simulation allows conceptual thought to draw on information in special-purpose systems, information stored in special-purpose computational dispositions and special-purpose representational structures. While the utility of simulation, prospection or imagination is widely appreciated, the role of concepts in the process is not well understood. This paper turns to cognitive and computational neuroscience for a model of how simulations enable thinkers to reach novel conclusions. Carried over to conceptual thought, the model suggests that concepts are 'plug & play' devices. The distinctive power of thought-driven simulation derives from the ability of concepts to plug into two kinds of structure at once: the combinatorial structure of a thought at one end and special-purpose structural representations at the other. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Nicholas Shea
- Faculty of Philosophy, University of Oxford, Radcliffe Humanities, Woodstock Road, Oxford OX2 6GG, UK,Institute of Philosophy, University of London School of Advanced Study, Senate House, Malet Street, London WC1E 7HU, UK
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28
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Abstract
There has been a lot of recent interest in the way that language might enhance embodied cognition. This interest is driven in large part by a growing body of evidence implicating the language system in various aspects of semantic memory-including, but not limited to, its apparent contribution to abstract concepts. In this essay, I develop and defend a novel account of the cognitive role played by language in our concepts. This account relies on the embodied nature of the language system itself, diverges in significant ways from traditional accounts, and is part of a flexible, multimodal and multilevel view of our conceptual system. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Guy O. Dove
- Department of Philosophy, University of Louisville, 313 Humanities Building, Louisville, KY 40292, USA
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29
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Rączaszek-Leonardi J, Zubek J. Is love an abstract concept? A view of concepts from an interaction-based perspective. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210356. [PMID: 36571127 PMCID: PMC9791471 DOI: 10.1098/rstb.2021.0356] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
Research concerning concepts in the cognitive sciences has been dominated by the information-processing approach, which has resulted in a certain narrowing of the range of questions and methods of investigation. Recent trends have sought to broaden the scope of such research, but they have not yet been integrated within a theoretical framework that would allow us to reconcile new perspectives with the insights already obtained. In this paper, we focus on the processes involved in early concept acquisition and demonstrate that certain aspects of these processes remain largely understudied. These aspects include the primacy of movement and coordination with others within a structured social environment as well as the importance of first-person experiences pertaining to perception and action. We argue that alternative approaches to cognition, such as ecological psychology, enactivism and interactivism, are helpful for foregrounding these understudied areas. These approaches can complement the extant research concerning concepts to help us obtain a more comprehensive view of knowledge structures, thus providing us with a new perspective on recurring problems, suggesting novel questions and enriching our methodological toolbox. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Joanna Rączaszek-Leonardi
- Human Interactivity and Language Lab, Faculty of Psychology, University of Warsaw, Warsaw, Mazovian 00-183, Poland
| | - Julian Zubek
- Human Interactivity and Language Lab, Faculty of Psychology, University of Warsaw, Warsaw, Mazovian 00-183, Poland
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30
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Borghi AM, Osińska A, Roepstorff A, Raczaszek-Leonardi J. Editorial concepts in interaction: social engagement and inner experiences. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210351. [PMID: 36571137 PMCID: PMC9791470 DOI: 10.1098/rstb.2021.0351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
This theme issue aims to view the literature on concepts through a novel lens, that of social interaction and its influence on inner experiences. It discusses unsolved problems in literature on concepts, emphasizing the distinction between concrete versus abstract concepts and external versus internal grounding. This introductory article reflects the two research streams that the theme aims to bridge-in this area, the dimension of embodied interaction with others and how this influences the interaction with ourselves is still underexplored. In the first part, we discuss recent trends in social cognition, showing how interacting with others influences our concepts. In the second part, we address how social interactions become part of our inner world in a Vygotskian fashion. First, we illustrate how interoception, emotion and metacognition are connected with concepts and knowledge. Second, we deal with how language, in both its outer and inner form, can empower cognition and concepts. We also briefly describe how novel experimental and computational methods contribute to investigating the online use of concepts. Overall, this introductory article outlines the potentialities of an integrated and interactive approach that can give new, fresh life to a topic, that of concepts, which lies at the root of human cognition. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Anna M. Borghi
- Dynamic and Clinical Psychology, and Health Studies, Sapienza University of Rome, 00185 Rome, Lazio, Italy,Institute of Cognitive Sciences and Technologies, National Research Council, 00185 Rome, Lazio, Italy
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31
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Madani O. An information theoretic score for learning hierarchical concepts. Front Comput Neurosci 2023; 17:1082502. [PMID: 37201121 PMCID: PMC10185805 DOI: 10.3389/fncom.2023.1082502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 02/21/2023] [Indexed: 05/20/2023] Open
Abstract
How do humans learn the regularities of their complex noisy world in a robust manner? There is ample evidence that much of this learning and development occurs in an unsupervised fashion via interactions with the environment. Both the structure of the world as well as the brain appear hierarchical in a number of ways, and structured hierarchical representations offer potential benefits for efficient learning and organization of knowledge, such as concepts (patterns) sharing parts (subpatterns), and for providing a foundation for symbolic computation and language. A major question arises: what drives the processes behind acquiring such hierarchical spatiotemporal concepts? We posit that the goal of advancing one's predictions is a major driver for learning such hierarchies and introduce an information-theoretic score that shows promise in guiding the processes, and, in particular, motivating the learner to build larger concepts. We have been exploring the challenges of building an integrated learning and developing system within the framework of prediction games, wherein concepts serve as (1) predictors, (2) targets of prediction, and (3) building blocks for future higher-level concepts. Our current implementation works on raw text: it begins at a low level, such as characters, which are the hardwired or primitive concepts, and grows its vocabulary of networked hierarchical concepts over time. Concepts are strings or n-grams in our current realization, but we hope to relax this limitation, e.g., to a larger subclass of finite automata. After an overview of the current system, we focus on the score, named CORE. CORE is based on comparing the prediction performance of the system with a simple baseline system that is limited to predicting with the primitives. CORE incorporates a tradeoff between how strongly a concept is predicted (or how well it fits its context, i.e., nearby predicted concepts) vs. how well it matches the (ground) "reality," i.e., the lowest level observations (the characters in the input episode). CORE is applicable to generative models such as probabilistic finite state machines (beyond strings). We highlight a few properties of CORE with examples. The learning is scalable and open-ended. For instance, thousands of concepts are learned after hundreds of thousands of episodes. We give examples of what is learned, and we also empirically compare with transformer neural networks and n-gram language models to situate the current implementation with respect to state-of-the-art and to further illustrate the similarities and differences with existing techniques. We touch on a variety of challenges and promising future directions in advancing the approach, in particular, the challenge of learning concepts with a more sophisticated structure.
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32
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Knafo D, Oxholm B, Snyder SA. In our own words: key terms and trends in psychoanalytic history. Am J Psychoanal 2022; 82:512-47. [PMID: 36509993 DOI: 10.1057/s11231-022-09376-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Inspired by the work of Fonagy (2008) and Dent and Christian (2019), this study applies a form of quantitative textual analysis to 300 terms of psychoanalytic interest in the PEP archives by tracking their historical prevalence in five-year increments using the aggregate number of articles featuring each term in the field's journals. Our results confirm some of the more well-known inflection points in the history and application of psychoanalytic theory, while also revealing some intriguing surprises. Psychoanalysis remains fundamentally a depth psychology, yet it has increasingly acknowledged the external causes of distress and trauma. Changes in the prevalence of terminology around psychopathology, defense mechanisms, development, gender and sexuality, and psychoanalytic technique are discussed.
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33
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Affiliation(s)
- Anna M Borghi
- Laboratory BALLAB (Body Action Language LAB), Department of Dynamic and Clinical Psychology and Health Studies, Sapienza University of Rome, Rome, Italy.,Institute of Cognitive Sciences and Technologies, Italian National Research Council, Rome, Italy
| | - Chiara Fini
- Laboratory BALLAB (Body Action Language LAB), Department of Dynamic and Clinical Psychology and Health Studies, Sapienza University of Rome, Rome, Italy
| | - Claudia Mazzuca
- Laboratory BALLAB (Body Action Language LAB), Department of Dynamic and Clinical Psychology and Health Studies, Sapienza University of Rome, Rome, Italy
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34
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Birchley G, Ives J. Fallacious, misleading and unhelpful: The case for removing 'systematic review' from bioethics nomenclature. Bioethics 2022; 36:635-647. [PMID: 35390186 PMCID: PMC9321889 DOI: 10.1111/bioe.13024] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Revised: 02/11/2022] [Accepted: 03/04/2022] [Indexed: 05/28/2023]
Abstract
Attempts to conduct systematic reviews of ethical arguments in bioethics are fundamentally misguided. All areas of enquiry need thorough and informative literature reviews, and efforts to bring transparency and systematic methods to bioethics are to be welcomed. Nevertheless, the raw materials of bioethical articles are not suited to methods of systematic review. The eclecticism of philosophy may lead to suspicion of philosophical methods in bioethics. Because bioethics aims to influence medical and scientific practice it is tempting to adopt scientific language and methods. One manifestation is the increasing innovation in, and use of, systematic reviews of ethical arguments in bioethics. Yet bioethics, as a broadly philosophical area of enquiry, is unsuited to systematic review. Bioethical arguments are evaluative, so notions of quality and bias are inapplicable. Bioethical argument is conceptual rather than numerical, and the classification of concepts is itself a process of argument that cannot aspire to neutrality. Any 'systematic review' of ethical arguments in bioethics thus falls short of that name. Furthermore, labels matter. Although the bioethics research community may find that adopting the language and the outward methods of clinical science offers apparent prospects of credibility, policy influence and funding, we argue that such misdirection carries risks and is unlikely to pay dividends in the long term. Bioethical sources are amenable to the review methods of the social sciences, and it is on these methods that specific methods of bioethics literature review should be built.
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Affiliation(s)
- Giles Birchley
- Centre for Ethics in MedicineUniversity of Bristol, Bristol, United Kingdom of Britain and Northern Ireland
| | - Jonathan Ives
- Centre for Ethics in MedicineUniversity of Bristol, Bristol, United Kingdom of Britain and Northern Ireland
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35
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Clewley R, Nixon J. Penguins, Birds, and Pilot Knowledge: Can an Overlooked Attribute of Human Cognition Explain Our Most Puzzling Aircraft Accidents? Hum Factors 2022; 64:662-674. [PMID: 33021409 PMCID: PMC9136366 DOI: 10.1177/0018720820960877] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Accepted: 08/29/2020] [Indexed: 05/30/2023]
Abstract
OBJECTIVE We extend the theory of conceptual categories to flight safety events, to understand variations in pilot event knowledge. BACKGROUND Experienced, highly trained pilots sometimes fail to recognize events, resulting in procedures not being followed, damaging safety. Recognition is supported by typical, representative members of a concept. Variations in typicality ("gradients") could explain variations in pilot knowledge, and hence recognition. The role of simulations and everyday flight operations in the acquisition of useful, flexible concepts is poorly understood. We illustrate uses of the theory in understanding the industry-wide problem of nontypical events. METHOD One hundred and eighteen airline pilots responded to scenario descriptions, rating them for typicality and indicating the source of their knowledge about each scenario. RESULTS Significant variations in typicality in flight safety event concepts were found, along with key gradients that may influence pilot behavior. Some concepts were linked to knowledge gained in simulator encounters, while others were linked to real flight experience. CONCLUSION Explicit training of safety event concepts may be an important adjunct to what pilots may variably glean from simulator or operational flying experiences, and may result in more flexible recognition and improved response. APPLICATION Regulators, manufacturers, and training providers can apply these principles to develop new approaches to pilot training that better prepare pilots for event diversity.
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Thorne SR, Smortchkova J, Quilty-Dunn J, Shea N, Hampton JA. Is Concept Appraisal Modulated by Procedural or Declarative Manipulations? Front Psychol 2022; 13:774629. [PMID: 35391988 PMCID: PMC8982259 DOI: 10.3389/fpsyg.2022.774629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
A recent study has established that thinkers reliably engage in epistemic appraisals of concepts of natural categories. Here, five studies are reported which investigated the effects of different manipulations of category learning context on appraisal of the concepts learnt. It was predicted that dimensions of concept appraisal could be affected by manipulating either procedural factors (spacing of learning, perceptual fluency) or declarative factors (causal knowledge about categories). While known effects of these manipulations on metacognitive judgements such as category learning judgements and confidence at test were replicated, procedural factors had no reliable effects on the dimensions of concept appraisal. Effects of declarative manipulations on some forms of concept appraisal were observed.
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Affiliation(s)
- Sapphira R Thorne
- Department of Psychology, City, University of London, London, United Kingdom
| | - Joulia Smortchkova
- Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom.,Faculty of Philosophy, University of Oxford, Oxford, United Kingdom
| | - Jake Quilty-Dunn
- Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom.,Faculty of Philosophy, University of Oxford, Oxford, United Kingdom.,Philosophy-Neuroscience-Psychology Program, Department of Philosophy, Washington University in St. Louis, St. Louis, MO, United States
| | - Nicholas Shea
- Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom.,Faculty of Philosophy, University of Oxford, Oxford, United Kingdom
| | - James A Hampton
- Department of Psychology, City, University of London, London, United Kingdom
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Abstract
The grounded cognition approach posits the involvement of sensory-motor processes in the representation of knowledge. However, the functional impact of these processes on cognition has been questioned, and some authors have explored the effect of motor interference on memory to test causally this hypothesis. In a seminal study, Dutriaux and Gyselinck (2016) showed that keeping the hands behind the back during learning decreases the memory of manipulable objects, but not the memory of nonmanipulable objects. The aim of this paper is to shed light on the mechanism behind the effect of posture in memory observed by Dutriaux and Gyselinck. The present experiment replicated the posture manipulation during learning but asked participants to keep their hands behind the back during recall. Results showed a similar detrimental effect of the hands behind the back specific to manipulable objects. This shows that the mechanism behind this effect arises from postural interference rather than from a compatibility between the posture during learning and the posture during recall and adds new evidence in favor of the sensory-motor grounding of knowledge.
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Affiliation(s)
- Léo Dutriaux
- Institut de Psychologie, Université de Paris, LMC2, Paris, France.,University of Trento, Center for Mind/Brain Sciences (CIMeC), Trento, Italy
| | - Valérie Gyselinck
- Université Gustave Eiffel, Université de Paris, LaPEA, Versailles, France
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38
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Hansen BR, Whitehouse CL, Nkimbeng M, Beer K, Mackintosh K, Allgood S, Petchler C, Wright R. Capturing the value and core concepts of the Clinical Research Nurse. J Res Nurs 2022; 27:32-47. [PMID: 35392206 PMCID: PMC8980561 DOI: 10.1177/17449871211073760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background As nurses, we identify our profession as a caring one, but how does this identity translate from a conceptual definition, to real-world practice for the Clinical Research Nurse? Aim To offer a novel, four-point conceptual model that encapsulates the Clinical Research Nurse's intrinsic value, active leadership, and direct contribution to high quality, person-centered, safe care, addressing current misperceptions of research nursing. Methods This paper describes the provision of 'care', safely delivered by the Clinical Research Nurse through a four-point conceptual model and case-driven example. Discussion Clinical research nursing is conceptualized within the domains of Care and Trust, Role, Impact, and Integration. The case example demonstrates real-world application of these domains and the expertise required to balance the complexities of clinical needs and research demands in a healthcare environment. Conclusions This paper offers a mechanism for understanding the importance of the Clinical Research Nurse and their role in maintaining safety and a high-level view of the care arena. These reflections are considered with an international application for the role.
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Affiliation(s)
- Bryan R Hansen
- Assistant Professor, Johns Hopkins School of Nursing, Baltimore, Maryland, USA
| | - Claire L Whitehouse
- Senior Nurse for Nursing, Midwifery and Allied Health Professions Research, The James Paget University Hospitals NHS Foundation Trust, Norfolk, UK
| | - Manka Nkimbeng
- Assistant Professor, University of Minnesota School of Public Health, Minnesota, MN, USA
| | - Kelly Beer
- Clinical Research Manager, Perron Institute for Neurological and Translational Science, Murdoch University, Perth, WA, Australia
| | - Katherine Mackintosh
- Clinical Research Nurse, The James Paget University Hospitals NHS Foundation Trust, Norfolk, UK
| | - Sarah Allgood
- Assistant Professor, Johns Hopkins University School of Nursing, Baltimore, MD, USA
| | - Claire Petchler
- DNP/PhD student, Johns Hopkins University School of Nursing, Baltimore, MD, USA
| | - Rebecca Wright
- Assistant Professor, Johns Hopkins University School of Nursing, Baltimore, MD, USA
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39
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Andrews-Hanna JR, Woo CW, Wilcox R, Eisenbarth H, Kim B, Han J, Reynolds Losin EA, Wager TD. The conceptual building blocks of everyday thought: Tracking the emergence and dynamics of ruminative and nonruminative thinking. J Exp Psychol Gen 2022; 151:628-642. [PMID: 34498906 PMCID: PMC8904643 DOI: 10.1037/xge0001096] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
How do thoughts arise, unfold, and change over time? Are the contents and dynamics of everyday thought rooted in conceptual associations within one's semantic networks? To address these questions, we developed the Free Association Semantic task (FAST), whereby participants generate dynamic chains of conceptual associations in response to seed words that vary in valence. Ninety-four adults from a community sample completed the FAST task and additionally described and rated six of their most frequently occurring everyday thoughts. Text analysis and valence ratings revealed similarities in thematic and affective content between FAST concept chains and recurrent autobiographical thoughts. Dynamic analyses revealed that individuals higher in rumination were more strongly attracted to negative conceptual spaces and more likely to remain there longer. Overall, these findings provide quantitative evidence that conceptual associations may act as a semantic scaffold for more complex everyday thoughts, and that more negative and less dynamic conceptual associations in ruminative individuals mirror maladaptive repetitive thoughts in daily life. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Jessica R. Andrews-Hanna
- Department of Psychology, University of Arizona, Tucson, AZ, USA,Cognitive Science, University of Arizona, Tucson, AZ, USA
| | - Choong-Wan Woo
- Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon, South Korea,Department of Biomedical Engineering, Sungkyunkwan University, Suwon, South Korea,Biomedical Institute for Convergence at SKKU, Sungkyunkwan University, Suwon, South Korea,Department of Intelligent Precision Healthcare Convergence, Sungkyunkwan University, Suwon, Korea
| | - Ramsey Wilcox
- Department of Psychology, University of Illinois, Champaign, IL, USA
| | - Hedwig Eisenbarth
- School of Psychology, Victoria University of Wellington, Wellington, New Zealand
| | - Byeol Kim
- Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon, South Korea,Department of Biomedical Engineering, Sungkyunkwan University, Suwon, South Korea
| | - Jihoon Han
- Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon, South Korea,Department of Biomedical Engineering, Sungkyunkwan University, Suwon, South Korea,Department of Intelligent Precision Healthcare Convergence, Sungkyunkwan University, Suwon, Korea
| | | | - Tor D. Wager
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover, NH, USA
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Abstract
Few questions in science are as controversial as human nature. At stake is whether our basic concepts and emotions are all learned from experience, or whether some are innate. Here, I demonstrate that reasoning about innateness is biased by the basic workings of the human mind. Psychological science suggests that newborns possess core concepts of "object" and "number." Laypeople, however, believe that newborns are devoid of such notions but that they can recognize emotions. Moreover, people presume that concepts are learned, whereas emotions (along with sensations and actions) are innate. I trace these beliefs to two tacit psychological principles: intuitive dualism and essentialism. Essentialism guides tacit reasoning about biological inheritance and suggests that innate traits reside in the body; per intuitive dualism, however, the mind seems ethereal, distinct from the body. It thus follows that, in our intuitive psychology, concepts (which people falsely consider as disembodied) must be learned, whereas emotions, sensations, and emotions (which are considered embodied) are likely innate; these predictions are in line with the experimental results. These conclusions do not speak to the question of whether concepts and emotions are innate, but they suggest caution in its scientific evaluation.
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Affiliation(s)
- Iris Berent
- Department of Psychology, Northeastern University, Boston, MA 02115
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41
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Persichetti AS, Denning JM, Gotts SJ, Martin A. A Data-Driven Functional Mapping of the Anterior Temporal Lobes. J Neurosci 2021; 41:6038-6049. [PMID: 34083253 PMCID: PMC8276737 DOI: 10.1523/jneurosci.0456-21.2021] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Revised: 05/03/2021] [Accepted: 05/12/2021] [Indexed: 12/14/2022] Open
Abstract
Although the anterior temporal lobe (ATL) comprises several anatomic and functional subdivisions, it is often reduced to a homogeneous theoretical entity, such as a domain-general convergence zone, or "hub," for semantic information. Methodological limitations are largely to blame for the imprecise mapping of function to structure in the ATL. There are two major obstacles to using fMRI to identify the precise functional organization of the ATL: the difficult choice of stimuli and tasks to activate, and dissociate, specific regions within the ATL; and poor signal quality because of magnetic field distortions near the sinuses. To circumvent these difficulties, we developed a data-driven parcellation routine using resting-state fMRI data (24 females, 64 males) acquired using a sequence that was optimized to enhance signal in the ATL. Focusing on patterns of functional connectivity between each ATL voxel and the rest of the brain, we found that the ATL comprises at least 34 distinct functional parcels that are arranged into bands along the lateral and ventral cortical surfaces, extending from the posterior temporal lobes into the temporal poles. In addition, the anterior region of the fusiform gyrus, most often cited as the location of the semantic hub, was found to be part of a domain-specific network associated with face and social processing, rather than a domain-general semantic hub. These findings offer a fine-grained functional map of the ATL and offer an initial step toward using more precise language to describe the locations of functional responses in this heterogeneous region of human cortex.SIGNIFICANCE STATEMENT The functional role of the anterior aspects of the temporal lobes (ATL) is a contentious issue. While it is likely that different regions within the ATL subserve unique cognitive functions, most studies revert to vaguely referring to particular functional regions as "the ATL," and, thus, the mapping of function to anatomy remains unclear. We used resting-state fMRI connectivity patterns between the ATL and the rest of the brain to reveal that the ATL comprises at least 34 distinct functional parcels that are organized into a three-level functional hierarchy. These results provide a detailed functional map of the anterior temporal lobes that can guide future research on how distinct regions within the ATL support diverse cognitive functions.
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Affiliation(s)
- Andrew S Persichetti
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland 20892
| | - Joseph M Denning
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland 20892
| | - Stephen J Gotts
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland 20892
| | - Alex Martin
- Section on Cognitive Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland 20892
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42
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Kirmani BF, Shapiro LA, Shetty AK. Neurological and Neurodegenerative Disorders: Novel Concepts and Treatment. Aging Dis 2021; 12:950-953. [PMID: 34221540 PMCID: PMC8219500 DOI: 10.14336/ad.2021.0530] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Accepted: 05/30/2021] [Indexed: 01/06/2023] Open
Abstract
The journal "Aging and Disease" has released a special issue focused on novel concepts in understanding the pathophysiology and treatment of neurological and neurodegenerative disorders. The special issue comprises review and original research articles discussing the various disease mechanisms and/or treatment updates on aging, mild cognitive impairment, dementia, acute stroke, pediatric stroke, super-refractory status epilepticus, reflex epilepsy, drug-resistant epilepsy, Parkinson's disease, and traumatic brain injury. This editorial discusses the highlights from these articles.
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Affiliation(s)
- Batool F Kirmani
- Comprehensive Epilepsy and Functional Neurosurgery Program, Endovascular Therapy & Interventional Stroke Program, Department of Neurology, St. Joseph Bryan Regional Hospital, CHI St. Joseph Health, Bryan, TX, USA.
- Texas A&M University College of Medicine, College Station, TX, USA.
| | - Lee A Shapiro
- Department of Neuroscience and Experimental Therapeutics, Texas A&M University College of Medicine, Brayan, TX, USA.
| | - Ashok K Shetty
- Institute for Regenerative Medicine, Department of Molecular and Cellular Medicine, Texas A&M University College of Medicine, College Station, TX, USA.
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43
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Abstract
Conceptual abstraction and analogy-making are key abilities underlying humans' abilities to learn, reason, and robustly adapt their knowledge to new domains. Despite a long history of research on constructing artificial intelligence (AI) systems with these abilities, no current AI system is anywhere close to a capability of forming humanlike abstractions or analogies. This paper reviews the advantages and limitations of several approaches toward this goal, including symbolic methods, deep learning, and probabilistic program induction. The paper concludes with several proposals for designing challenge tasks and evaluation measures in order to make quantifiable and generalizable progress in this area.
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44
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Thompson C, Adams J, Vidgen HA. Are We Closer to International Consensus on the Term 'Food Literacy'? A Systematic Scoping Review of Its Use in the Academic Literature (1998-2019). Nutrients 2021; 13:nu13062006. [PMID: 34200872 PMCID: PMC8230497 DOI: 10.3390/nu13062006] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 05/27/2021] [Accepted: 06/04/2021] [Indexed: 02/04/2023] Open
Abstract
(1) Background: The term ‘food literacy’ has gained momentum globally; however, a lack of clarity around its definition has resulted in inconsistencies in use of the term. Therefore, the objective was to conduct a systematic scoping review to describe the use, reach, application and definitions of the term ‘food literacy’ over time. (2) Methods: A search was conducted using the PRISMA-ScR guidelines in seven research databases without any date limitations up to 31 December 2019, searching simply for use of the term ‘food literacy’. (3) Results: Five hundred and forty-nine studies were included. The term ‘food literacy’ was used once in 243 articles (44%) and mentioned by researchers working in 41 countries. Original research was the most common article type (n = 429, 78%). Food literacy was published across 72 In Cites disciplines, with 456 (83%) articles from the last 5 years. In articles about food literacy (n = 82, 15%), review articles were twice as prevalent compared to the total number of articles (n = 10, 12% vs. n = 32, 6%). Fifty-one different definitions of food literacy were cited. (4) Conclusions: ‘Food literacy’ has been used frequently and broadly across differing article types and disciplines in academic literature internationally. However, agreement on a standardised definition of food literacy endorsed by a peak international agency is needed in order to progress the field.
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Affiliation(s)
- Courtney Thompson
- School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology (QUT), Victoria Park Road, Kelvin Grove, QLD 4059, Australia;
- Correspondence:
| | - Jean Adams
- Centre for Diet and Activity Research (CEDAR), MRC Epidemiology Unit, University of Cambridge School of Clinical Medicine, Cambridge CB2 0SL, UK;
| | - Helen Anna Vidgen
- School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology (QUT), Victoria Park Road, Kelvin Grove, QLD 4059, Australia;
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45
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Strick K, Abbott R, Thompson Coon J, Garside R. Meta-ethnography of the purpose of meaningful occupation for people living with dementia. Int J Older People Nurs 2021; 16:e12391. [PMID: 34075707 DOI: 10.1111/opn.12391] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Revised: 05/06/2021] [Accepted: 05/07/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Guidance on provision of care for people with dementia states that occupation people find meaningful is essential for well-being; however, definitions of 'meaningful occupation' are often broad, with intrinsic meaning coming from within the person rather than the activity, leading to an inconsistent understanding of its purpose. OBJECTIVES This study aimed to create a conceptual framework depicting the types of meaning that are seen as stemming from occupation. METHOD Six electronic databases were searched (CINAHL, PubMed Central, PsycINFO, Embase, AMED, ASSIA) using a pre-specified search strategy to identify qualitative studies relating to meaningful occupation for people living with dementia. From 114 eligible full-text articles, six qualitative studies were identified as sufficiently rich, topically relevant and explicit in their definition of meaningful activity. A further 14 were purposefully sampled for their ability to refute or advance the emerging conceptual framework. The synthesis is based on meta-ethnography and is reported following eMERGe guidance. RESULTS We found the fundamental purpose of occupation is to support the person living with dementia to feel they are living a meaningful and fulfilling life. Three overlapping concepts were identified: (i) catalytic environment, (ii) meaningful life and (iii) occupation as a tool. CONCLUSION The framework proposes how occupation could support meaning in multiple ways and considers how these forms of meaning were influenced by the worldviews and values of the individual, and context in which they were experienced. IMPLICATIONS FOR PRACTICE The conceptual framework offers a consistent theoretical grounding with which to measure effectiveness of meaningful occupation for people living with dementia.
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Affiliation(s)
- Katherine Strick
- European Centre for Environment and Human Health, University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Rebecca Abbott
- Evidence Synthesis Team, NIHR CLAHRC South West Peninsula (PenCLAHRC), College of Medicine and Health, University of Exeter, Exeter, UK
| | - Jo Thompson Coon
- Evidence Synthesis Team, NIHR CLAHRC South West Peninsula (PenCLAHRC), College of Medicine and Health, University of Exeter, Exeter, UK
| | - Ruth Garside
- European Centre for Environment and Human Health, University of Exeter Medical School, University of Exeter, Exeter, UK
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46
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Blobel B, Rubin K. Defining a Reference Architecture for Transformed Health Ecosystems. Stud Health Technol Inform 2021; 281:143-7. [PMID: 34042722 DOI: 10.3233/SHTI210137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
Abstract
The paper discusses requirements and solutions for design and management of transformed health ecosystems. After introducing related definitions with reference to the transformation of health to P5 medicine, basics on systems, knowledge representation and management as well as system development processes and their formal representation/modelling from the perspectives of systems theory, theory of knowledge, languages and grammars are considered in some detail. As result, the ISO 23903 reference architecture is shortly introduced and compared with other existing approaches and standards.
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Marsh JK, Ungson ND, Packer DJ. Of Pandemics and Zombies: The Influence of Prior Concepts on COVID-19 Pandemic-Related Behaviors. Int J Environ Res Public Health 2021; 18:5207. [PMID: 34068857 PMCID: PMC8153630 DOI: 10.3390/ijerph18105207] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 04/30/2021] [Accepted: 05/11/2021] [Indexed: 11/17/2022]
Abstract
We use a concepts and categories research perspective to explore how prior conceptual knowledge influences thinking about a novel disease, namely COVID-19. We collected measures of how similar people thought COVID-19 was to several existing concepts that may have served as other possible comparison points for the pandemic. We also collected participants' self-reported engagement in pandemic-related behaviors. We found that thinking the COVID-19 pandemic was similar to other serious disease outbreaks predicted greater social distancing and mask-wearing, whereas likening COVID-19 to the seasonal flu predicted engaging in significantly fewer of these behaviors. Thinking of COVID-19 as similar to zombie apocalypse scenarios or moments of major societal upheaval predicted stocking-up behaviors, but not disease mitigation behaviors. These early category comparisons influenced behaviors over a six-month span of longitudinal data collection. Our findings suggest that early conceptual comparisons track with emergent disease categories over time and influence the behaviors people engage in related to the disease. Our research illustrates how early concept formation influences behaviors over time, and suggests ways for public health experts to communicate with the public about emergent diseases.
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Affiliation(s)
- Jessecae K. Marsh
- Department of Psychology, Lehigh University, Bethlehem, PA 18018, USA; (N.D.U.); (D.J.P.)
| | - Nick D. Ungson
- Department of Psychology, Lehigh University, Bethlehem, PA 18018, USA; (N.D.U.); (D.J.P.)
- Department of Psychology, Albright College, Bethlehem, PA 18018, USA
| | - Dominic J. Packer
- Department of Psychology, Lehigh University, Bethlehem, PA 18018, USA; (N.D.U.); (D.J.P.)
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48
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Greenwood J, Crowden A. Thinking about the idea of consent in data science genomics: How 'informed' is it? Nurs Philos 2021; 22:e12347. [PMID: 33979474 DOI: 10.1111/nup.12347] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 12/21/2020] [Indexed: 02/03/2023]
Abstract
In this paper we argue that 'informed' consent in Big Data genomic biobanking is frequently less than optimally informative. This is due to the particular features of genomic biobanking research which render it ethically problematic. We discuss these features together with details of consent models aimed to address them. Using insights from consent theory, we provide a detailed analysis of the essential components of informed consent which includes recommendations to improve consent performance. In addition, and using insights from philosophy of mind and language and psycholinguistics we support our analyses by identifying the nature and function of concepts (ideas) operational in human cognition and language together with an implicit coding/decoding model of human communication. We identify this model as the source of patients/participants poor understanding. We suggest an alternative, explicit model of human communication, namely, that of relevance-theoretic inference which obviates the limitations of the code model. We suggest practical strategies to assist health service professionals to ensure that the specific information they provide concerning the proposed treatment or research is used to inform participants' decision to consent. We do not prescribe a standard, formal approach to decision-making where boxes are ticked; rather, we aim to focus attention towards the sorts of considerations and questions that might usefully be borne in mind in any consent situation. We hope that our theorising will be of real practical benefit to nurses and midwives working on the clinical and research front-line of genomic science.
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Affiliation(s)
- Jennifer Greenwood
- School of Historical and Philosophical Inquiry, University of Queensland, St Lucia, QLD, Australia
| | - Andrew Crowden
- School of Historical and Philosophical Inquiry, University of Queensland, St Lucia, QLD, Australia
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49
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Rybář M, Poli R, Daly I. Decoding of semantic categories of imagined concepts of animals and tools in fNIRS. J Neural Eng 2021; 18. [PMID: 33780916 DOI: 10.1088/1741-2552/abf2e5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 03/29/2021] [Indexed: 11/11/2022]
Abstract
Objective.Semantic decoding refers to the identification of semantic concepts from recordings of an individual's brain activity. It has been previously reported in functional magnetic resonance imaging and electroencephalography. We investigate whether semantic decoding is possible with functional near-infrared spectroscopy (fNIRS). Specifically, we attempt to differentiate between the semantic categories of animals and tools. We also identify suitable mental tasks for potential brain-computer interface (BCI) applications.Approach.We explore the feasibility of a silent naming task, for the first time in fNIRS, and propose three novel intuitive mental tasks based on imagining concepts using three sensory modalities: visual, auditory, and tactile. Participants are asked to visualize an object in their minds, imagine the sounds made by the object, and imagine the feeling of touching the object. A general linear model is used to extract hemodynamic responses that are then classified via logistic regression in a univariate and multivariate manner.Main results.We successfully classify all tasks with mean accuracies of 76.2% for the silent naming task, 80.9% for the visual imagery task, 72.8% for the auditory imagery task, and 70.4% for the tactile imagery task. Furthermore, we show that consistent neural representations of semantic categories exist by applying classifiers across tasks.Significance.These findings show that semantic decoding is possible in fNIRS. The study is the first step toward the use of semantic decoding for intuitive BCI applications for communication.
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Affiliation(s)
- Milan Rybář
- Brain-Computer Interfacing and Neural Engineering Laboratory, School of Computer Science and Electronic Engineering, University of Essex, Colchester, United Kingdom
| | - Riccardo Poli
- Brain-Computer Interfacing and Neural Engineering Laboratory, School of Computer Science and Electronic Engineering, University of Essex, Colchester, United Kingdom
| | - Ian Daly
- Brain-Computer Interfacing and Neural Engineering Laboratory, School of Computer Science and Electronic Engineering, University of Essex, Colchester, United Kingdom
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50
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Viganò S, Piazza M. The hippocampal-entorhinal system represents nested hierarchical relations between words during concept learning. Hippocampus 2021; 31:557-568. [PMID: 33675679 DOI: 10.1002/hipo.23320] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 01/27/2021] [Accepted: 02/17/2021] [Indexed: 11/09/2022]
Abstract
A fundamental skill of an intelligent mind is that of being able to rapidly discover the structural organization underlying the relations across the objects or the events in the world. Humans, thanks to language, master this skill. For example, a child learning that dolphins and cats can also be referred to as mammals, not only will infer the presence of a hierarchical organization for which dolphins and cats are subordinate exemplars of the category mammals, but will also derive that dolphins are, at least at one conceptual level, more similar to cats than to sharks, despite their indisputable higher perceptual similarity to the latter. The hippocampal-entorhinal system, classically known for its involvement in relational and inferential memory, is a likely candidate to construct and hold these complex relational structures between concepts. To test this hypothesis, we trained healthy human adults to organize a novel audio-visual object space into categories labeled with novel words. Crucially, a hierarchical taxonomy existed between the object categories, and participants discovered it via inference during a simple associative object-to-word training. Using functional MRI after learning, and a combination of ROI-based multivariate analyses, we found that both the mid-anterior hippocampus and the entorhinal cortex represented the inferred hierarchical structure between words: subordinate-level words were represented more similarly to their related superordinate than to unrelated ones. This was paired, in the entorhinal cortex, by an additional signature of internalized structural representation of nested hierarchy: words referring to subordinate concepts belonging to the same superordinate category were represented more similarly compared with those not belonging to the same superordinate level: interestingly, this similarity was never directly taught to subjects nor it was made explicit during the task, but only indirectly derived through a logical inferential process and, crucially, contrasted the evidence coming from the definitional perceptual properties of the concepts. None of these results were observed before learning, when the same words were not yet semantically organized. A whole-brain searchlight revealed that the effect in the entorhinal cortex extends to a wider network of areas, encompassing the prefrontal, temporal, and parietal cortices, partially overlapping with the semantic network.
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Affiliation(s)
- Simone Viganò
- CIMeC - Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Manuela Piazza
- CIMeC - Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
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