The Laughing Princess

JAMES GLANZ Of Physics, Friendship and Nazi Germany's Atomic Bomb and the Nazi Atomic Bomb Project, A Study in German Culture Werner Heisenberg, a German theoretical physicist, proposed in

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About Robert Maynard Hutchins. Robert Maynard Hutchins. Robert Maynard Hutchins LL. While he was president of the University of Chicago, Hutchins implemented wide-ranging and controversial reforms of the University, including the elimination of vars Robert Maynard Hutchins LL.

While he was president of the University of Chicago, Hutchins implemented wide-ranging and controversial reforms of the University, including the elimination of varsity football. The most far-reaching reforms involved the undergraduate College of the University of Chicago, which was retooled into a novel pedagogical system built on Great Books, Socratic dialogue, comprehensive examinations and early entrance to college.

Although the substance of this Hutchins Plan was abandoned by the University shortly after Hutchins resigned in , an adapted version of the program survives at Shimer College in Chicago. He was the husband of novelist Maude Hutchins. Books by Robert Maynard Hutchins. Trivia About The Higher Learni No trivia or quizzes yet. Welcome back. Just a moment while we sign you in to your Goodreads account. Other stories filed under Head to Head.

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Comments are closed. Security concerns surface after student brings gun A student brought a gun to school on Sept. Here, we investigated the neurophysiological patterns underpinning the learning of functions for novel objects in year-old healthy children. Additionally, 50 familiar real objects and 50 other unknown non-objects for which no functions were taught were presented at both MEG sessions.

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Pre- and post-learning ERFs differences were analyzed first in sensor then in source space. Results in sensor space disclosed a learning-dependent modulation of ERFs for newly learned non-objects, developing — msec after stimulus onset. Analyses in the source space windowed over this late temporal component of interest disclosed underlying activity in right parietal, bilateral orbito-frontal and right temporal regions. Altogether, our results suggest that learning-related evolution in late ERF components over those regions may support the challenging task of rapidly creating new semantic representations supporting the processing of the meaning and functions of novel objects in children.

This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist. During their development, children have to rapidly assimilate the meaning of countless novel objects.

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Functional properties are powerful determinants in the way novel objects are categorized and learned [1] ; for a review see [2]. For instance, it has been shown that month old infants are more likely to group objects into a category when functional commonalities between objects have been demonstrated during learning than when objects merely present perceptual similarities [3]. Furthermore, when functions of novel objects are demonstrated, children as young as 2 years old can generalize the name of these objects to novel objects presenting similar functions [4]. Hence, learning about meaning and functions of novel objects crucially contributes to the development of semantic representations, eventually providing a broad cognitive and conceptual basis onto which children can map words of language [5] , [6].

In this respect, determining the functional neuroanatomical patterns supporting the retrieval of newly learned semantic properties about objects and their functions in healthy children might provide insights to understand the pathophysiology of conditions leading to abnormal language development e. To the best of our knowledge however, few existing neuroimaging studies have focused on the learning of new functions of objects.

It is assumed that functional properties of familiar objects belong to semantic memory [12] , the component of declarative memory where knowledge-based information and concepts are stored independently of their spatio-temporal context of acquisition [13]. Furthermore, it has been suggested that abstract functional features of semantic representations may be merely grounded in multimodal integrative brain regions for a review see [14]. Accordingly, Yee et al.

The latter temporal regions were characterized as multi-modal areas integrating information from unimodal cortices for a review see [16] , suggesting that the temporal lobe may support the encoding of functional properties by integrating information about shape and manipulation incoming from other areas. Additionally, Ishibashi et al. Conversely, rTMS over the left inferior parietal lobule affect manipulation judgments about objects [17] , mirroring apraxic patients with parietal lobe damage [19].

In this perspective, the processing of well stored functional features might be represented over the temporal lobe, allowing flexible and integrative mechanisms to deal with abstracts concepts that are not linked to a particular modality in adults [15] , [17] , for a review see [14] but further research is needed to understand the cerebral processes subtending the learning of new semantic representations. The present magneto-encephalography MEG study is aimed at describing the neurophysiological processes subtending the acquisition of functionalities and meanings for novel objects in children.

To do so, we recorded evoked magnetic responses elicited by the visual processing of novel non-objects to-be-learned non-object; LNO before Session 1; S1 and after Session 2; S2 years old healthy children learned their functional properties through short verbal definitions during a behavioural session. Functional properties were taught for half of the non-objects during a behavioral learning session after MEG session 1 S1 , thus becoming learned non object LNO at session 2 S2.

No associations were taught for the other 50 non-objects that remained unknown unlearned non-objects UNO at both sessions 1 and 2. All children were native French speakers with no known learning, language or neurological problem. Consequently, the final sample was composed of eleven healthy children 3 boys; mean age: Stimuli included single 2D coloured outline drawings of 50 familiar objects FO and of unfamiliar non-objects see example Fig.

Non-objects were adapted from two databases of non-objects [21] , [22] and matched to the physical properties of familiar objects FO. FO were selected on the basis of their high incidence in the receptive and expressive vocabularies of French-speaking young children high lexical frequency, Lexique3 [23].

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FO included both artefacts e. This pre-test revealed, on the one hand, that most children usually knew both the function and the name of each FO object and, on the other hand, that none of the non-objects was associated with any specific meaning or that a meaning might be erroneously deduced from the shape of the non-object.

The definitions, in French, were 4 to 7 words long e. Four lists of 50 LNO stimuli randomly selected from the set of non-objects were created and assigned to each child for the learning phase in counterbalanced order. During each MEG session S1 and S2 , all stimuli were presented twice to enhance signal-to-noise ratio, in a randomized order. The next trial was initiated msec after the subject's response Fig. In order to mimic as close as possible an ecological situation of learning novel objects during childhood, a non-word label was also provided for each to-be-learned non-object e.

However children were not mandatorily required to memorize the non-word labels which were not included in the analyses. Non-word labels were paired to the names of FO stimuli in terms of number of syllables, phonotactic regularities and bigrams position.

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Post-learning session 2 S2 was then conducted immediately after the end of the behavioural learning session. Evoked MEG responses were again recorded using the same procedure than in S1 using the previously shown 50 familiar objects [FO] and 50 unknown and unlearned non-objects [UNO], and the 50 novel non-objects now associated with novel functional properties during the learning session [LNO]. MEG recording took place in a light-weight magnetically shielded room MaxShield, Elekta Oy, Finland using a helmet-shaped channel whole head neuromagnetometer Vectorview, Elekta Oy, Finland , the characteristics of which are described elsewhere [24].

The system contains triple sensor elements, each composed of two orthogonal planar gradiometers and one magnetometer. Planar gradiometers best detect signal directly above an active cortical area, whereas magnetometers are best suited to detect deeper sources activity.


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  6. MEG Correlates of Learning Novel Objects Properties in Children.
  7. Band-pass was 0. Eye movements and blinking artefacts were monitored with electrodes attached vertically around the eyes. Mouth movements were monitored using two electrodes vertically around the mouth orbicularis oris muscle. Head position inside the MEG helmet was measured before each recording session then continuously monitored using four head tracking coils two at the front and two behind the ears [25].

    The locations of the coils with respect to anatomical fiducials nasion and two tragus were determined using an electromagnetic tracker system Fastrak, Polhemus, Colchester, VT, USA. Analysis of MEG recordings aimed at revealing changes in neurophysiological responses to novel non-objects, from before to after learning their functional properties while controlling for stimulus repetition effects.

    In the SSS method, the field patterns originating from outside a sphere encompassing the sensor array are separated from those originating inside, which contains the head and the brain activity of interest [26]. As compared to adults, the smaller head size of children allows for larger head movements inside the measurement helmet during the experiment, which can eventually lead to loss of spatial details and inaccurate localization of the brain activity [27]. Therefore, we used the SSS method that extrapolates the measured signals each msec from different head positions of the child to a virtual array fixed with respect to its head [25] in order to compensate the MEG signal for head movements for further details see [27].

    Subsequent pre-processing and analysis steps were performed using SPM8 version 8. MEG signals from gradiometers and magnetometers were filtered fifth-order Butterworth band-pass filter at 0. Data were then downsampled at Hz. Single image per condition for gradiometers generated from root-mean-square values combining the two planar gradiometers at each location were then entered in a factorial design model using conventional SPM procedures [28] at the random effect level with within-subject Session pre- [S1] vs.

    An explicit temporal mask was included to restrict statistical analysis within a specific time window of interest 50— msec post-stimulus onset.