Neopolyploidy increases stress tolerance and reduces fitness plasticity across multiple urban pollutants: support for the "general-purpose" genotype hypothesis.

Whole-genome duplication is a common macromutation with extensive impacts on gene expression, cellular function, and whole-organism phenotype. As a result, it has been proposed that polyploids have "general-purpose" genotypes that perform better than their diploid progenitors under stressful conditions. Here, we test this hypothesis in the context of stresses presented by anthropogenic pollutants. Specifically, we tested how multiple neotetraploid genetic lineages of the mostly asexually reproducing greater duckweed (Spirodela polyrhiza) perform across a favorable control environment and 5 urban pollutants (iron, salt, manganese, copper, and aluminum). By quantifying the population growth rate of asexually reproducing duckweed over multiple generations, we found that across most pollutants, but not all, polyploidy decreased the growth rate of actively growing propagules but increased that of dormant ones. Yet, when considering total propagule production, polyploidy increased tolerance to most pollutants, and polyploids maintained population-level fitness across pollutants better than diploids. Furthermore, broad-sense genetic correlations in growth rate among pollutants were all positive in neopolyploids but not so for diploids. Our results provide a rare test and support for the hypothesis that polyploids are more tolerant of stressful conditions and can maintain fitness better than diploids across heterogeneous stresses. These results may help predict that polyploids may be likely to persist in stressful environments, such as those caused by urbanization and other human activities.

Do children's number words begin noisy?

How do children acquire exact meanings for number words like three or forty-seven? In recent years, a lively debate has probed the cognitive systems that support learning, with some arguing that an evolutionarily ancient "approximate number system" drives early number word meanings, and others arguing that learning is supported chiefly by representations of small sets of discrete individuals. This debate has centered around the findings generated by Wynn's (, ) Give-a-Number task, which she used to categorize children into discrete "knower level" stages. Early reports confirmed Wynn's analysis, and took these stages to support the "small sets" hypothesis. However, more recent studies have disputed this analysis, and have argued that Give-a-Number data reveal a strong role for approximate number representations. In the present study, we use previously collected Give-a-Number data to replicate the analyses of these past studies, and to show that differences between past studies are due to assumptions made in analyses, rather than to differences in data themselves. We also show how Give-a-Number data violate the assumptions of parametric tests used in past studies. Based on simple non-parametric tests and model simulations, we conclude that (a) before children learn exact meanings for words like one, two, three, and four, they first acquire noisy preliminary meanings for these words, (b) there is no reliable evidence of preliminary meanings for larger meanings, and (c) Give-a-Number cannot be used to readily identify signatures of the approximate number system.

The Role of Design and Training in Artifact Expertise: The Case of the Abacus and Visual Attention.

Previous accounts of how people develop expertise have focused on how deliberate practice transforms the cognitive and perceptual representations and processes that give rise to expertise. However, the likelihood of developing expertise with a particular tool may also depend on the degree to which that tool fits pre-existing perceptual and cognitive abilities. The present studies explored whether the abacus-a descendent of the first human computing devices-may have evolved to exploit general biases in human visual attention, or whether developing expertise with the abacus requires learning special strategies for allocating visual attention to the abacus. To address this question, we administered a series of visual search tasks to abacus experts and subjects who had little to no abacus experience, in which search targets and distractors were overlaid atop abacus "beads." Across three studies, we found that both experts and naïve subjects were faster to detect targets in semantically relevant components of the abacus, suggesting that abacus training is not required to exhibit attentional biases toward these components of the abacus. This finding suggests that the attentional biases that scaffold numerical processing of the abacus may emerge from general properties of visual attention that are exploited by the design of the abacus itself.

Why is number word learning hard? Evidence from bilingual learners.

Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic - i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n+1. Consistent with past studies, we found that children's knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development.

Slow mapping: color word learning as a gradual inductive process.

Most current accounts of color word acquisition propose that the delay between children's first production of color words and adult-like understanding is due to problems abstracting color as a domain of meaning. Here we present evidence against this hypothesis, and show that, from the time children produce color words in a labeling task they use them to represent color. In Experiment 1, an analysis of early color word errors finds that, before acquiring adult-like understanding, children make systematic hypotheses about color word meanings, which are best characterized as overextensions of adult meanings. Using a comprehension task, Experiment 2 finds that these overextensions are due to overly broad color categories, rather than a communicative strategy. These results indicate that the delay between production and adult-like understanding of color words is not due to difficulties abstracting color, but is largely attributable to the problem of determining the color boundaries marked by specific languages.

Multidisciplinary approach to vocal cord dysfunction diagnosis and treatment in one session: a single institutional outcome study.

OBJECTIVE: To determine whether the multidisciplinary approach to the management of vocal cord dysfunction (VCD), which combines patient education and behavioral intervention in the same session that VCD is diagnosed, provides long-term therapeutic benefits. METHODS: Chart review and telephone interviews of patients treated for VCD at The Children's Hospital of Philadelphia were performed in this retrospective nonrandomized study. All forty patients diagnosed with VCD from October 2007 to April 2009 were included. Patients were evaluated with a multidisciplinary team approach, including speech therapy assessment, otolaryngology exam and flexible laryngoscopy. Patients with VCD were educated about their condition and instructed about breathing techniques in the same session. RESULTS: Twenty-two patients were available for a phone interview. Mean age of patients was 13.4 ± 3.0 years. Sixteen patients were female. Mean number of clinic visits was 1.3 ± 0.8. Average time between phone interview and first clinical encounter was 14.0 ± 7.2 months. Compliance rate to demonstrate breathing exercises was 90.9%. Nineteen out of 22 patients (86.4%) reported improvement of their symptoms in frequency and/or severity. Six patients (27.3%) sought additional medical advice related to their respiratory symptoms. Twenty-one patients (95.5%) were able to maintain or increase their level of physical activity following clinic visit. CONCLUSION: Combining the diagnostic encounter with multidisciplinary behavioral intervention in a single visit is an efficacious approach for the long-term management of VCD in the pediatric population.

Synaesthetic associations decrease during infancy.

Early development is characterized by a period of exuberant neural connectivity followed by a retraction and reweighting of connections over the course of development. It has been proposed that this connectivity may facilitate arbitrary sensory experiences in infants that are unlike anything experienced by typical adults but are similar to the sensory experiences of adults with synaesthesia, a rare sensory phenomenon that has been associated with exuberant neural connectivity and that is characterized by strong arbitrary associations between different sensations. We provide the first evidence for this infant-synaesthesia hypothesis by showing that the presence of particular shapes influences color preferences in typical 2- and 3-month-olds, but not in 8-month-olds or adults. These results are consistent with the possibility that exuberant neural connectivity facilitates synaesthetic associations during infancy that are typically eliminated during development, but that a failure of the retraction process leads in rare cases to synaesthesia in adults.

Operant variability when reinforcement is delayed.

Operant responses are often weakened when delays are imposed between the responses and reinforcers. We examined what happens when delayed reinforcers were contingent upon operant response variability. Three groups of rats were rewardedfor varying their response sequences, with onegroup rewarded for high variability, another for middle, and the third for low levels. Consistent with many reports in the literature, responding slowed significantly in all groups as delays were lengthened. Consistent with other reports, large differences in variability were maintained across the three groups despite the delays. Reinforced variability appears to be relatively immune to disruption by such things as delays, response slowing, prefeeding, and noncontingent reinforcement. Furthermore, the small effects on variability depended on baseline levels: As delays lengthened, variability increased in the low group, was statistically unchanged in the middle group, and decreased in the high group, an interaction similar to that reported previously when reinforcement frequencies were lowered. Thus, variable operant responding is controlled by reinforcement contingencies, but sometimes differently than more commonly studied repetitive responding.