Building young children’s emotional competence and self- regulation from birth : the begin to... ECSEL approach

Neuroscientific advances and child development studies show 0-6 years represents a sensitive period for the development of emotional competence—the ability to identify, understand, express and regulate emotion, all foundational to self-regulation. Research suggests optimum teaching of emotional competence and self-regulation skills from birth is through interventions emphasizing co-regulation. This study aimed to examine begin to...ECSEL, an emotional cognitive and social early learning approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk and causal talk in the emotional experience. The study collected data over three years from 100 students, aged 2-6, receiving begin to...ECSEL. Study goals were to: (1) examine growth over one academic year among students receiving begin to...ECSEL on measures of attachment/relationship, initiative, self- regulation, emotion knowledge, emotion regulation, and related constructs involving empathy, prosocial skills, positive reactions to frustration, negative emotions and aggressive behaviours; (2) examine differences between these students and national normative samples on measures of attachment/relationship, initiative, and self- regulation; and (3) explore differences between these students and normative samples on all the aforementioned constructs. Results demonstrated students significantly improved over time in these constructs and outperformed normative samples on emotionally regulated/prosocial skills, empathy, self-regulation, attachment and initiative.peer-reviewe

Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings

The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child’s abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children’s skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs

Critical points and resonance of hyperplane arrangements

If F is a master function corresponding to a hyperplane arrangement A and a collection of weights y, we investigate the relationship between the critical set of F, the variety defined by the vanishing of the one-form w = d log F, and the resonance of y. For arrangements satisfying certain conditions, we show that if y is resonant in dimension p, then the critical set of F has codimension at most p. These include all free arrangements and all rank 3 arrangements.Comment: revised version, Canadian Journal of Mathematics, to appea

On the Rational Type 0f Moment Angle Complexes

In this note it is shown that the moment angle complexes Z(K;(D^2,,S^1)) which are rationally elliptic are a product of odd spheres and a diskComment: This version avoids the use of an incorrect result from the literature in the proof of Theorem 1.3. There is some text overlap with arXiv:1410.645

Modelling the Emergence and Dynamics of Perceptual Organisation in Auditory Streaming

Many sound sources can only be recognised from the pattern of sounds they emit, and not from the individual sound events that make up their emission sequences. Auditory scene analysis addresses the difficult task of interpreting the sound world in terms of an unknown number of discrete sound sources (causes) with possibly overlapping signals, and therefore of associating each event with the appropriate source. There are potentially many different ways in which incoming events can be assigned to different causes, which means that the auditory system has to choose between them. This problem has been studied for many years using the auditory streaming paradigm, and recently it has become apparent that instead of making one fixed perceptual decision, given sufficient time, auditory perception switches back and forth between the alternatives—a phenomenon known as perceptual bi- or multi-stability. We propose a new model of auditory scene analysis at the core of which is a process that seeks to discover predictable patterns in the ongoing sound sequence. Representations of predictable fragments are created on the fly, and are maintained, strengthened or weakened on the basis of their predictive success, and conflict with other representations. Auditory perceptual organisation emerges spontaneously from the nature of the competition between these representations. We present detailed comparisons between the model simulations and data from an auditory streaming experiment, and show that the model accounts for many important findings, including: the emergence of, and switching between, alternative organisations; the influence of stimulus parameters on perceptual dominance, switching rate and perceptual phase durations; and the build-up of auditory streaming. The principal contribution of the model is to show that a two-stage process of pattern discovery and competition between incompatible patterns can account for both the contents (perceptual organisations) and the dynamics of human perception in auditory streaming

Chamber basis of the Orlik-Solomon algebra and Aomoto complex

We introduce a basis of the Orlik-Solomon algebra labeled by chambers, so called chamber basis. We consider structure constants of the Orlik-Solomon algebra with respect to the chamber basis and prove that these structure constants recover D. Cohen's minimal complex from the Aomoto complex.Comment: 16 page

Auditory Multi-Stability: Idiosyncratic Perceptual Switching Patterns, Executive Functions and Personality Traits

Multi-stability refers to the phenomenon of perception stochastically switching between possible interpretations of an unchanging stimulus. Despite considerable variability, individuals show stable idiosyncratic patterns of switching between alternative perceptions in the auditory streaming paradigm. We explored correlates of the individual switching patterns with executive functions, personality traits, and creativity. The main dimensions on which individual switching patterns differed from each other were identified using multidimensional scaling. Individuals with high scores on the dimension explaining the largest portion of the inter-individual variance switched more often between the alternative perceptions than those with low scores. They also perceived the most unusual interpretation more often, and experienced all perceptual alternatives with a shorter delay from stimulus onset. The ego-resiliency personality trait, which reflects a tendency for adaptive flexibility and experience seeking, was significantly positively related to this dimension. Taking these results together we suggest that this dimension may reflect the individual?s tendency for exploring the auditory environment. Executive functions were significantly related to some of the variables describing global properties of the switching patterns, such as the average number of switches. Thus individual patterns of perceptual switching in the auditory streaming paradigm are related to some personality traits and executive functions.</p

Impact of Radiotherapy, Chemotherapy and Surgery in Multimodal Treatment of Locally Advanced Esophageal Cancer

Objectives: It was the aim of this study to assess our institutional experience with definitive chemoradiation (CRT) versus induction chemotherapy followed by CRT with or without surgery (C-CRT/S) in esophageal cancer. Methods: We retrospectively analyzed 129 institutional patients with locally advanced esophageal cancer who had been treated by either CRT in analogy to the RTOG 8501 trial (n = 78) or C-CRT/S (n = 51). Results: The median, 2-and 5-year overall survival (OS) of the entire collective was 17.6 months, 42 and 24%, respectively, without a significant difference between the CRT and C-CRT/S groups. In C-CRT/S patients, surgery statistically improved the locoregional control (LRC) rates (2-year LRC 73.6 vs. 21.2%; p = 0.003); however, this was translated only into a trend towards improved OS (p = 0.084). The impact of escalated radiation doses (>= 60.0 vs. <60.0 Gy) on LRC was detectable only in T1-3 N0-1 M0 patients of the CRT group (2-year LRC 77.8 vs. 42.3%; p = 0.036). Conclusion: Definitive CRT and a trimodality approach including surgery (C-CRT/S) had a comparable outcome in this unselected patient collective. Surgery and higher radiation doses improve LRC rates in subgroups of patients, respectively, but without effect on OS. Copyright (C) 2012 S. Karger AG, Base