Downloads and Free Reading Options

N/A

N/A

N/A

Registration for study 2, please see attached protocol.

Pre-registration for a study looking at cognitive deficits associated with COVID-19 infection in a large online sample.

Pre-registration for a study looking at cognitive deficits associated with COVID-19 infection in a large online sample.

Präregistrierung der Hauptstudie zum Thema prädezisionale Informationsverzerrung. In der präregistrierten Untersuchung soll der Basisbefund der prädezisionalen Verzerrung von Informationen repliziert werden. Zudem möchten wir untersuchen, ob das Persönlichkeitsmerkmal Need for Cognitionen einen Einfluss auf die Stärke des Effekts der prädezisionalen Informationsverzerrung hat.

This study seeks to explore environmental impacts on creative cognition. The beneficial effects of natural environments have been demonstrated on cognition (Berman et al., 2008; Berto et al., 2009; Taylor & Kuo, 2009), mental executive functioning (Bourrier et al., 2018), mood regulation (Berman et al., 2012; Bratman et al., 2015; Cackowski & Nasar, 2003), stress reduction (Parsons et al., 1998; Ulrich et al., 1991), attention restoration (Lee et al., 2015), wellbeing (Colley et al., 2015) and physical health (Ulrich, 1984). However, environmental effects on creativity are less researched. Accumulating evidence suggests time in natural environments promotes creative thinking (Atchley et al., 2012; Ferraro, 2015; Studente et al., 2015), however these papers operationalise creativity as associative convergent thinking. No studies have explored environmental effects on divergent thinking, a critical component of creative cognition. Divergent thinking is cognition that leads in various directions (Runco, 2011) and underpins open-ended questions which lead to numerous responses. Creative thinking is a process involving multiple stages, often conceptualised through Wallas’ four stage model; ‘Preparation phase’, ‘Incubation phase’, ‘Idea phase’ and ‘Evaluation phase’ (Wallas, 1926). In a study exploring the effects of nature on creativity, Williams et al. (2018) posit a model in which natural environments foster creativity specifically during the ‘Incubation phase’ of the creative process, through encouraging oscillations between low arousal internal focus (Mind Wandering) and low arousal external focus (Soft Fascination). Williams et al (2018) found that although evidence is accumulating in support of time spent in natural environments promoting creativity, few studies have considered how this occurs. Starting with the premise that attentional state can vary along two dimensions of low/high arousal and internal/external focus (see Lenartowicz (2013)), this study explores if differing environmental conditions (natural vs urban) influence divergent thinking via environmental impact on attentional state. This study aims to address the research gap on the impact of environmental experience on divergent thinking, through exploring if creative performance is influenced by exposure to ‘natural’ or ‘urban’ environments during the incubation phase of the creative process, and if these effects are exerted via arousal state. This study will further examine the oscillation frequency of an individual’s internal and external attentional states during ‘nature’ vs ‘urban’ environmental exposure, to test if any difference observed can predict differences in creative performance.

This study seeks to explore environmental impacts on creative cognition. The beneficial effects of natural environments have been demonstrated on cognition (Berman et al., 2008; Berto et al., 2009; Taylor & Kuo, 2009), mental executive functioning (Bourrier et al., 2018), mood regulation (Berman et al., 2012; Bratman et al., 2015; Cackowski & Nasar, 2003), stress reduction (Parsons et al., 1998; Ulrich et al., 1991), attention restoration (Lee et al., 2015), wellbeing (Colley et al., 2015) and physical health (Ulrich, 1984). However, environmental effects on creativity are less researched. Accumulating evidence suggests time in natural environments promotes creative thinking (Atchley et al., 2012; Ferraro, 2015; Studente et al., 2015), however these papers operationalise creativity as associative convergent thinking. No studies have explored environmental effects on divergent thinking, a critical component of creative cognition. Divergent thinking is cognition that leads in various directions (Runco, 2011) and underpins open-ended questions which lead to numerous responses. Creative thinking is a process involving multiple stages, often conceptualised through Wallas’ four stage model; ‘Preparation phase’, ‘Incubation phase’, ‘Idea phase’ and ‘Evaluation phase’ (Wallas, 1926). In a study exploring the effects of nature on creativity, Williams et al. (2018) posit a model in which natural environments foster creativity specifically during the ‘Incubation phase’ of the creative process, through encouraging oscillations between low arousal internal focus (Mind Wandering) and low arousal external focus (Soft Fascination). Williams et al (2018) found that although evidence is accumulating in support of time spent in natural environments promoting creativity, few studies have considered how this occurs. Starting with the premise that attentional state can vary along two dimensions of low/high arousal and internal/external focus (see Lenartowicz (2013)), this study explores if differing environmental conditions (natural vs urban) influence divergent thinking via environmental impact on attentional state. This study aims to address the research gap on the impact of environmental experience on divergent thinking, through exploring if creative performance is influenced by exposure to ‘natural’ or ‘urban’ environments during the incubation phase of the creative process, and if these effects are exerted via arousal state. This study will further examine the oscillation frequency of an individual’s internal and external attentional states during ‘nature’ vs ‘urban’ environmental exposure, to test if any difference observed can predict differences in creative performance.

This project assesses the stability, reliability, and predictability of great ape cognition. We repeatedly test ~40 great apes on 5 cognitive tasks. At the same time, we record a range of variables, which we use to predict variation in cognitive performance.

The current study will take inspiration from the second study from the previous published work "Intuitive Sociology: Children Recognize Decision-Making Structures and Prefer Groups With Less-Concentrated Power" in terms of whether or not children prefer more egalitarian or hierarchal typed groups. This study however, is interested in whether or not children will prefer an egalitarian group or hierarchal group when physically viewing the scenarios, rather than deciding based off of hearing the scenario described in a script.

A survey design study that will look at cognition in bicultural Pakistani individuals. This study will look at self-construals and responses to specific images and optical illusions and see if there are differences in responses when Bicultural Pakistani's are primed in different cultures.

Interpersonal Cognition; a self-released album by Bebe Ruhi (Adil Saribay)

Decoding social environments and engaging meaningfully with other people are critical aspects of human cognition. Multiple cognitive systems, including social and semantic cognition, work alongside each other to support these processes. This study will investigate shared processing between social and semantic systems using neuroimaging data collected during movie-viewing, which captures the multimodal environment in which social knowledge is exchanged. Semantic and social content from movie events (event-level) and movie transcripts (word-level) will be used in parametric modulation analyses to test (1) the degree to which semantic and social information is processed within each respective network and (2) engagement of the same cross-network regions or the same domain-general hub located within the semantic network during semantic and social processing, which would indicate integration between the social and semantic cognitive systems. This will reveal the neural basis of social and semantic cognition during naturalistic processing.

This project examined the association between suicidal cognition and nonfatal opioid overdose in adults with opioid use disorder.

The National Institutes of Health (NIH) initiative, Environmental Influences on Child Health Outcomes (ECHO), is an ambitious program aiming to study the impact of early environmental exposures on pediatric health outcomes. As the ECHO Research Resource Patient Reported Outcomes (PRO) Core, we lead efforts to enable, curate, and, where needed, enhance existing or develop new person-reported outcomes (PROs), and in particular child PROs (cPROs), for use in achieving the overall objectives of the ECHO Consortium. As such, ECHO PRO Core is seeking to conduct an ancillary remote validation study of anthropometrics and general cognition data elements to investigate the feasibility and validity of a fully remote ECHO protocol for assessment of anthropometrics and cognition data elements among English- and Spanish-speaking children aged between 0-17 years old.

The purpose of this experiment is to threefold. One, we aim to determine whether we can, again, replicate the event updating effect. Secondly, we aim to determine whether we can replicate the finding of better memory for words encoded following a shift. Finally, if we can replicate the latter effect, we aim to determine whether this is due to increased attention following an event shift, or due to less interference within smaller events.

The purpose of this experiment is to threefold. One, we aim to determine whether we can, again, replicate the event updating effect. Secondly, we aim to determine whether we can replicate the finding of better memory for words encoded following a shift. Finally, if we can replicate the latter effect, we aim to determine whether this is due to increased attention following an event shift, or due to less interference within smaller events.

Cognitive-motor interference refers to the observation that combining 2 tasks may result in performance decrement in either or both tasks, due to the assumed limited capacity of the brain to divide attention between 2 unrelated tasks. In this experiment we focus on the combination of locomotion and cognition. How well can humans combine normal walking and effortful thought processing? At what level will performance decrements (if any) be visible in outcome measures related to gait kinematics and cognitive performance? We aim to perform a (partial) replication and extension of an innovative study of Shapiro et al. (2022). In that study a group of healthy elderly and young was compared; in our study we focus only on young participants for practical purposes. We aim to (a) test a larger sample to study the robustness of the findings of Shapiro, (b) include a larger set of cognitive tasks, and (c) look at more kinematic variables, which better capture gait efficiency. Shapiro M, Shaki S, Gottlieb U, Springer S. Random walk: Random number generation during backward and forward walking- the role of aging. Frontiers in Aging Neuroscience. 2022 Sept 28;14. doi:10.3389/fnagi.2022.888979

Space use horticulture systems are currently being developed and will be an important part in long duration space exploration. However, it is mostly unknown what effect exposure to these systems (specific LED lights and plants) will have on people. While exposure to nature is often associated with reduced stress, increased cognitive performance and positive emotion, research investigating LED lit environments has found effects vary depending on the lighting qualities (e.g., wavelength, intensity) among other factors. No published studies could be identified that investigate the effects of the light necessary to grow plants without sunlight. Therefore, utilizing a within-subjects design, this study will compare the short-term effects of sitting near two horticulture models: one with the light optimized for plant growth, the other, a normalized white light. Effects for emotional affect will be measured via the Positive and Negative Affect Schedule (PANAS), emotional arousal via the Subjective Units of Distress Scale (SUDS), cognition via the Psychomotor Vigilance Test (PVT), and indicators of stress (cognitive performance and heart rate variability) measured during the Montreal Stress Imaging Test (MIST). Implications will include guiding further research aimed at developing horticulture systems which optimize both plant growth and their effect on humans in space and comparable indoor environments on earth.

The aim of this meta-analysis is to investigate the effect of behavioral activation on affect-laden cognition.

The cognitive abilities developed in infancy are the foundation for the complex ones required throughout life. Yet, it is unclear how environmental factors influence the development of such abilities. Literature suggests that caregiving quality is associated with cognition. Traditionally, research on the topic has divided caregiving behaviour into two categories, emotional and cognitive, and investigated them separately. However, a recent framework proposes that children require both emotional and cognitive input from caregivers for optimal cognitive development. Additionally, previous studies on the topic relied on behavioural methods that cannot precisely assess separate cognitive factors, such as scales and indices. The current study investigates the associations between the emotional and cognitive aspects of caregiving and several cognitive factors in in 8-month-old infants. Observations of mother-infant interactions during a diaper change and a semi-structured play situation will be used to assess the emotional and cognitive aspects of caregiving. The interactions will be scored by trained observers according to scales of maternal behaviour (see ‘Variables’ section). To assess emotional input, a composite score based on maternal sensitivity, cooperation, and positive/negative regard towards the infant will be created. To assess cognitive input, a score regarding the stimulation of development provided by the caregiver will be used. A Bayesian cognitive model informed by eye-tracking data (i.e., saccadic latencies, looking time, and look-aways) will be used to separately assess several indices of infant cognition, such as their processing speed, curiosity, reaction time, learning efficacy, and baseline attention during a visual learning eye-tracking task (see ‘Variables’ section). It is hypothesized that more cognitive and emotional input from the caregiver is associated with higher cognitive performance. Bayesian linear regressions will be used to test the main effects and interactions of emotional and cognitive aspects of caregiving on the different infant cognitive factors.

N/A

Note this registration has been withdrawn: In this study, we pre-register an online study in which we test the effect of charismatic signaling on memory.

The claim selected for replication from Rinaldi et al (2016; experiment 3) is that visuomotor routines of both finger counting (FC) and reading direction (RD) influence the representation of non-numerical ordered sequences (days of the week), so the fastest mappings result when both routines are compatibly oriented. Reaction times were corrected for finger baseline, and those more than two standard deviations from the overall mean were excluded from the analysis. A 2 x 2 x 2 repeated measures ANOVA with days-direction (thumb-little finger, little finger-thumb), hand posture (prone, supine) and language (English, Hebrew) as within-subjects variables was carried out, yielding a significant triple interaction, F(1, 19) = 16.69, p < .002, partial eta squared = .47, such that the compatible mappings (Mapping A for English, Mapping G for Hebrew) were the fastest.

Within the field of Neuro Robotics we are driven primarily by the desire to understand how humans and animals live and grow and solve everyday problems. To this aim we adopted a learn by doing approach by building artificial systems, e.g. robots, that not only look like human beings but also represent a model of some brain process. They should, ideally, behave and interact like human beings (being situated). The main emphasis in robotics has been on systems that act as a reaction to an external stimulus (e.g. tracking, reaching), rather than as a result of an internal drive to explore or understand the environment. We think it is now appropriate to try to move from acting, in the sense explained above, to understanding. As a starting point we addressed the problem of learning about the effects and consequences of self-generated actions. How does the robot learn how to pull an object toward itself or to push it away? How does the robot learn that spherical objects roll while a cube only slides if pushed? Interacting with objects is important because it implicitly explores object representation, even understanding, and can provide definition of objecthood that could not be grasped with a mere passive observation of the world. Further, learning to understand what one's own body can do is an essential step toward learning by imitation. In this view two actions are similar not only if their kinematics and dynamics are similar but rather if the effects on the external world are the same.

Structural views assume that a single, comprehensive system of thought underlies cognitive activity. Although developmental research with both children and adults has tended to assume the validity of a structural model of cognitive development, this assumption may be invalid when applied to the social cognitive judgments of adults. There are two basic concerns in examining the area of social cognition in adulthood. First, the concept of social cognition, its measurement and definition, cannot be simply conceived in a unitary fashion. Social judgments across a variety of different situations suggest patterns of heterogeneity and inconsistency across empirical studies. Secondly, social cognitive understanding represents development of the personal domain of knowledge. Knowledge in adulthood becomes increasingly domain-specific and expert. Adult competence within the logico-mathematico domain alone appears incapable of explaining the social cognitive skills of adulthood. However, domain-general descriptions of the unique qualitative dimensions of post-formal thinking by themselves are not sufficient to account for the emerging facility of adult social cognitive expertise. Social cognitive performance in adulthood is simultaneously marked by the growth of both post-formal thinking styles and expert knowledge within the personal domain. A reference list is appended. (NRB)

Autism spectrum disorder (ASD) is a neurodevelopmental condition that is characterized by social deficits and restrictive and repetitive behaviors. Fragile X syndrome (FXS) is the most common single-gene cause of ASD (Kidd et al., 2014; Lozano et al., 2016; Stone et al., 2024). One of the domains where both children with FXS and ASD experience difficulties is social cognition. Social cognition entails the ability to perceive and process social signals in order to make adequate social responses (Adolphs, 2001). It involves both lower and higher order cognitive processes, such as facial processing, joint attention, or Theory of Mind (ToM; (Kilford et al., 2016). Social deficits may occur when one or more of these processes are disturbed (Beaudoin & Beauchamp, 2020). This study aims to investigate the phenotypical overlap in social cognition between children with ASD and children with FXS in terms of visual attention, autonomic arousal and neuropsychological functioning. Social cognition results from the dynamic and complex development of brain functions and networks during development. Depending on genetic factors and environmental influences, brain areas involved in perceiving and understanding social information mature and facilitate social cognitive development. Difficulties with social cognition impact how children perceive and interact with their environment, which is affected in a broad range of psychopathology, including ASD. Children and adolescents with FXS show higher percentages of challenges regarding social cognition, compared to their peers (for a review see: Marlborough et al., 2021). Since social impairments have a great impact on everyday life, an objective study of social cognitive abilities of children and adolescents with FXS is warranted. Individuals with FXS often show higher arousal levels in social situations or while maintaining eye contact, as demonstrated by changes in pupil size, cortisol levels, and skin conductance (Cregenzán-Royo et al., 2022; Farzin et al., 2009; Hessl et al., 2006; Williams et al., 2013). A hallmark behavior in FXS is social avoidance, particularly avoiding eye contact (Garrett et al., 2004). Previous research therefore suggests that gaze aversion might serve as a coping mechanism to reduce arousal in individuals with FXS (Hall et al., 2006; Hessl et al., 2002). Atypical arousal has also been consistently observed in individuals with ASD and is proposed to contribute to impaired emotion recognition due to disrupted social attention and perception (Hogan et al., 2022; Turi et al., 2018). However, findings regarding pupil size in individuals with ASD are inconsistent. Both patterns of hyperarousal and hypoarousal have been reported, alongside studies finding no differences in pupil size compared to TD controls (Aguillon-Hernandez et al., 2020; Cuve, 2018; Traynor et al., 2019). It remains unknown how differences in autonomic reactivity might contribute to the social deficit in visual emotional processing and how it differs between FXS, ASD, and TD individuals. In order to assess phenotypical overlap in terms of visual attention and autonomic arousal, we conducted an emotional oddball task (see 12) on typically developing (TD) children and adolescents, children and adolescents with ASD, and children and adolescents with FXS. During this task, we measured visual attention and pupil size as a measure of autonomic arousal using an eye-tracker. In order to assess phenotypical differences on a neuropsychological level, we utilized the Social Perception subtask of the NEPSY-II (Kirk et al., 2007). Measures of social interactive and communicative behavior and global cognitive functioning will be used to get insight in general cognitive and social abilities of the FXS group, as compared to a typical control group and the ASD control group.

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The proposed study aims to determine if different types of childhood maltreatment – physical, emotional and sexual abuse; and physical and emotional neglect – can independently account for any variation in global cognition, executive function and episodic memory in middle aged adults when controlling for events in childhood and adulthood. These events include childhood socioeconomic conditions and childhood trauma not otherwise measured as well as adulthood socioeconomic conditions, adulthood health history, adulthood trauma and discrimination, adulthood social support and adulthood lifestyle habits.

Everyday social interactions involve rapid exchanges of information that enable us to coordinate actions, thoughts, and affect. One vital source of information is a social partner’s face, which provides both fixed (e.g., age) and flexible information (e.g., facial expressions). Facial information guides behaviour and decision-making in social interactions, as people infer motives/intentions from facial expressions (Van Kleef et al, 2010). However, while previous research has often considered facial information in isolation, another vital source of information is the surrounding context. Contextual factors such as body posture (Aviezer et al, 2008), other faces (Mumenthaler & Sander, 2012), eye gaze (Adams & Kleck, 2005), and visual background (Namba et al., 2020), all influence how facial expressions are perceived (for a review see Aviezer et al (2017)). In social interactions smiles are ubiquitous, and research indicates there are distinct smile types that communicate different motives/intentions (reward, affiliation, and dominance; Rychlowska et al., 2017). In a recent study, our research group found that context significantly influenced how these different types of smiles were evaluated (Day et al., 2023, study 1) Furthermore, in line with other extant research indicating that contextual effects are bidirectional (Hess et al, 2018, 2020; Lecker et al, 2020), we also found that explicit evaluations of situations were affected by the smile displayed by people within the situation. Importantly however, unlike positive and neutral situations, explicit evaluations of negative situations were not affected by the type of smile displayed. To build upon these previous findings, we now intend to replicate these studies, but this time include an eye tracking dependent variable. Replication with eye tracking is important in order to distinguish between two competing theories for the above interaction. On one hand, it is possible that smiles are discounted in negative situations because they are unexpected/deviant social signals. On the other hand, it is possible that negative situations are simply more attention demanding. Hence, in negative situations, the context is attended to more than the smile relative to other types of situations, ultimately reducing the relative effects of each smile. Our study will consist of two sub-experiments. In each sub-experiment, the participants will see exactly the same stimuli. However, their instructions will change between sub-experiments. In one sub-experiment, participants will be instructed to evaluate the facial expressions displayed (in line with Day et al., 2023, study 1). In the other sub-experiment, participants will instead be instructed to evaluate the situation (in line with Day et al., 2023, study 2). This will allows us to assess how attention is deployed when viewing faces in context, and how this differs according to the participant’s task. The order of sub-experiments will be counterbalanced across participants.

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The accurate attribution of causes to outcomes is an important part of learning and decision-making. This process may be affected in people with depressive symptoms, whose ‘depressogenic’ cognitive style may promote the attribution of negative events to causes perceived to be internal, stable and global. Research in neurotypicals has shown that internal metacognitive signals can be misattributed and influence other cognitive processes, as well as shown biases in learning more from positive than negative outcomes. As depression is associated with low confidence, the misattribution of negatively biased metacognitive signals could lead to broader disruptions in learning and decision-making. This research aims to investigate whether people misattribute metacognitive signals to value-based decision making, and whether this is especially disruptive in those with clinical depression. It further aims to determine whether clinical depression is related to alterations in the attribution of valenced outcomes to external causes, such as a reduced tendency to externally attribute negative outcomes. Clinically relevant effects will be assessed by comparing healthy controls with participants with a current clinical diagnosis of depression (Major Depressive Disorder, MDD). Additionally, this study will include a group of participants who are remitted from a diagnosis of depression, to investigate whether any relevant effects are linked to a general vulnerability to developing depression (seen in both those with current and remitted depression), or specific to current mood (seen in those with a current diagnosis, but not those remitted).

In the context of the current novel coronavirus disease 2019 (COVID-19) pandemic, researchers have applied social cognition models to identify the modifiable predictors of behaviors aimed at preventing the transmission of the coronavirus that causes COVID-19, such as social distancing, hand washing, and use of facemasks and other personal protective equipment (PPE). Such research has value as it may identify potential targets for behavior interventions aimed at promoting participation in these preventive behaviors to minimize rates of infection. In addition, these behaviors are not only relevant to the prevention of the spread of COVID-19, but also to the prevention of other similar respiratory infections, such as the common cold and influenza. In the context of the pandemic, it is timely to investigate the extent to which social cognition models are effective in explaining variance in individuals’ participation in these preventive behaviors. In the present study, we aim to quantitatively synthesize relations between constructs derived from key social cognition theories and these preventive behaviors using meta-analysis. This research will provide government and policy makers, healthcare practitioners, and scientists and researchers with cumulative evidence of the constructs that are consistently related to these behaviors and assist in estimating the true variability of these relations once methodological artefacts (sampling error) have been corrected for. The extent of the variability may provide an indication of whether the relations are consistent across illnesses (e.g., influenza, common cold, COVID-19) or whether moderator variables exists. The research has value in that it will not only assist in informing intervention targets, but also demonstrate whether interventions targeting particular social cognition constructs will be effective regardless of the illness. This is particularly important in the midst of the current pandemic given the very real threat of a ‘second wave’ of COVID-19 infections and also the risks of parallel outbreaks of influenza and other common respiratory infections that may exacerbate the human and economic burden on healthcare provision. It may also inform future interventions to promote preventive behaviors in the event of future pandemics.

From August, 15, 2001 through August 14, 2002 a facility for housing the 3T fMRI unit was constructed, the 3T MRI unit installed and the essential accessory items (stimulus/response computers, digital projection system, eye-tracking system, auditory system) integrated into the MRI system and made operational and initial, high quality human and non-human subject data have been obtained. An image analysis laboratory was equipped and made operational; this lab has six workstation-level computers for data processing and analysis. A large scale server (with 4 TB of tape storage) and local area network were installed to support the image analysis and data processing functions. A radio frequency (RF) coil lab was equipped and is in operation for designing and building custom MRI coils. A MRI system simulator was installed and modified to give full functionality for acclimating subjects and testing protocols prior to actual fMRI use. The primary support staff for the fMRI facility has been hired. Three workshops on fMRI, RF coil construction and fMRI data processing have been held for training the research staff at the UO in the technology of fMRI. Protocols for cognitive studies with fMRI have been approved and initial human subject studies are now underway.

In this article, the author suggests that children's natural inclination to explore nature, or biophilia, can be explored as a factor that encourages both cognitive engagement and language development. The author summarizes the types of scientific inquiries that bilingual elementary students and their university partners engaged in when guided to design their own projects at a predominantly Mexican-American school. Children inquiries took place at a "La Clase Mágica" site, an after school program in which university undergraduates, faculty, bilingual children, and the community come together with the purpose of learning and exploring technology through interdisciplinary methodologies. The findings indicate that children overwhelmingly chose living organisms and life-like processes as the focus of their inquiries. The author presents the work of an exemplary dyad to illustrate how children engaged in scientific inquiry while developing language and complex thinking.

This paper summarizes a report designed to provide the National Science Board Commission with information about recent advances in cognitive/behavioral science relevant to mathematics, science, and technology education, as well as prospective contributions from these fields if adequate levels of support are available. Following a summary statement, the report is organized into four sections: introduction; findings of recent research; research needs and opportunities; and structures for application and support. The first section focuses on two areas: problems of educational content (what to teach students so they can be effective in solving problems and reasoning about significant issues; what to teach about technology; and the role of basic mathematical and programming skills in the curriculum) and problems of increasing student participation in mathematics, science, and technology programs, and of increasing effective use of technological resources (including educational testing). Several examples (relating to physics text problems, arithmetic word problems, misconceptions, and others) are presented. Findings from recent research (section 2) and research needs (section 3) focus on the two major areas (content and participation problems) discussed in section 1. Conditions considered important for continued development and the use of scientific knowledge in cognitive/behavioral sciences relevant to mathematics/science/technology education are discussed in the last section. (JN)

This paper summarizes a report designed to provide the National Science Board Commission with information about recent advances in cognitive/behavioral science relevant to mathematics, science, and technology education, as well as prospective contributions from these fields if adequate levels of support are available. Following a summary statement, the report is organized into four sections: introduction; findings of recent research; research needs and opportunities; and structures for application and support. The first section focuses on two areas: problems of educational content (what to teach students so they can be effective in solving problems and reasoning about significant issues; what to teach about technology; and the role of basic mathematical and programming skills in the curriculum) and problems of increasing student participation in mathematics, science, and technology programs, and of increasing effective use of technological resources (including educational testing). Several examples (relating to physics text problems, arithmetic word problems, misconceptions, and others) are presented. Findings from recent research (section 2) and research needs (section 3) focus on the two major areas (content and participation problems) discussed in section 1. Conditions considered important for continued development and the use of scientific knowledge in cognitive/behavioral sciences relevant to mathematics/science/technology education are discussed in the last section. (JN)

This paper summarizes a report designed to provide the National Science Board Commission with information about recent advances in cognitive/behavioral science relevant to mathematics, science, and technology education, as well as prospective contributions from these fields if adequate levels of support are available. Following a summary statement, the report is organized into four sections: introduction; findings of recent research; research needs and opportunities; and structures for application and support. The first section focuses on two areas: problems of educational content (what to teach students so they can be effective in solving problems and reasoning about significant issues; what to teach about technology; and the role of basic mathematical and programming skills in the curriculum) and problems of increasing student participation in mathematics, science, and technology programs, and of increasing effective use of technological resources (including educational testing). Several examples (relating to physics text problems, arithmetic word problems, misconceptions, and others) are presented. Findings from recent research (section 2) and research needs (section 3) focus on the two major areas (content and participation problems) discussed in section 1. Conditions considered important for continued development and the use of scientific knowledge in cognitive/behavioral sciences relevant to mathematics/science/technology education are discussed in the last section. (JN)

This paper summarizes a report designed to provide the National Science Board Commission with information about recent advances in cognitive/behavioral science relevant to mathematics, science, and technology education, as well as prospective contributions from these fields if adequate levels of support are available. Following a summary statement, the report is organized into four sections: introduction; findings of recent research; research needs and opportunities; and structures for application and support. The first section focuses on two areas: problems of educational content (what to teach students so they can be effective in solving problems and reasoning about significant issues; what to teach about technology; and the role of basic mathematical and programming skills in the curriculum) and problems of increasing student participation in mathematics, science, and technology programs, and of increasing effective use of technological resources (including educational testing). Several examples (relating to physics text problems, arithmetic word problems, misconceptions, and others) are presented. Findings from recent research (section 2) and research needs (section 3) focus on the two major areas (content and participation problems) discussed in section 1. Conditions considered important for continued development and the use of scientific knowledge in cognitive/behavioral sciences relevant to mathematics/science/technology education are discussed in the last section. (JN)

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

Emerging evidence indicates that stressful childhood experiences may accelerate the timing and pace of maturation. Recent work (McDermott et al., 2021) has identified the timing of permanent molar eruption as a novel marker of the impact of early life stress (e.g., lower family income, exposure to adverse childhood experiences [ACES]) on the pace of development and as a strong predictor of cognitive ability (e.g., fluid reasoning, general factual knowledge). Less is understood, however, about how the timing of molar eruption may be reflected in the brain. Previous attempts to map the timing of molar eruption onto the development of various morphological properties of the brain known to predict cognition (e.g., cortical thickness, surface area) have proved inconclusive. However, childhood stress may also accelerate the pace of other brain features that can constrain plasticity and learning, such as myelination (McGee et al., 2005). Accelerated myelination may lead to stabilization of neural networks earlier in life and thus shortened windows of neuroplasticity. Here, we plan to examine how accelerated maturation, as indexed by molar eruption, is associated with cortical myelination in 4-7-year-old children. Additionally, to measure whether accelerated neural maturation may be related to early life stress and cognitive development, we will test whether cortical myelination is associated with socioeconomic status and performance on a standardized cognitive ability test.

This article is from Journal of Physiological Anthropology , volume 31 . Abstract Background: This study examines the effect of obstacle height cognition (OHC) on single-leg forward step (SFS) and Obstacle-SFS. Methods: In the SFS test, participants stepped 25 cm forward with one leg and returned it to its original position five times as quickly as possible. The Obstacle-SFS added an obstacle to the above condition in the SFS test. The participants were divided into two groups: tripping group, which tripped over an obstacle in the Obstacle-SFS test; and non-tripping group, which did not trip. Parameters were step time (T), the time it took to step forward (F), and the time it took to return to the original position (R). The OHC was determined by the difference between the elevated leg’s height and the obstacle height (10 cm), which was set at 60 cm in front of the participant. Results: OHC showed a significant and moderate relationship with all parameters of Obstacle-SFS (OSFS-T, OSFS-F and OSFS-R). The tripping group had significantly larger values in the OHC, OSFS-T and OSFS-F than the non-tripping group. Conclusions: In conclusion, the differences in obstacle height cognition ability may affect Obstacle-SFS movement.

This article is from Frontiers in Aging Neuroscience , volume 6 . Abstract It is relevant to unravel the factors that may mediate the cognitive decline observed during aging. Previous reports indicate that education has a positive influence on cognitive performance, while age, female gender and, especially, depressed mood were associated with poorer performances across multiple cognitive dimensions (memory and general executive function). Herein, the present study aimed to characterize the cognitive performance of community-dwelling individuals within distinct educational groups categorized by the number of completed formal school years: “less than 4,” “4, completed primary education,” and “more than 4.” Participants (n = 1051) were randomly selected from local health registries and representative of the Portuguese population for age and gender. Neurocognitive and clinical assessments were conducted in local health care centers. Structural equation modeling was used to derive a cognitive score, and hierarchical linear regressions were conducted for each educational group. Education, age and depressed mood were significant variables in directly explaining the obtained cognitive score, while gender was found to be an indirect variable. In all educational groups, mood was the most significant factor with effect on cognitive performance. Specifically, a depressed mood led to lower cognitive performance. The clinical disease indices cardiac and stroke associated with a more negative mood, while moderate increases in BMI, alcohol consumption and physical activity associated positively with improved mood and thus benefitted cognitive performance. Results warrant further research on the cause-effect (longitudinal) relationship between clinical indices of disease and risk factors and mood and cognition throughout aging.

The improvement of athletic performance can be achieved in several ways and performance does not necessarily mean faster or stronger but coordinated and controlled. Within this study, performance enhancement will be discussed in terms of injury prevention, motor control, learning, and development, and feedback techniques to augment skill learning for improved neuromuscular function. There is a substantial body of research put forward dedicated for musculoskeletal training, thus continuously increasing the research gap for cognitive learning and performance during isolated single leg movements. The relatively new tool, QASLS, is frequently used as an outcome measure for patient performance to monitor either improvements or regressions, yet the potential for this tool to be used as a training parameter for cognitive learning has not been utilised. This research proposes the integration of cognition and skill learning for single leg loading tasks (monitored through QASLS) and the use of external visual feedback due to the role in enhancing motor control performance. This approach seeks to bridge the gap in cognition and skill learning by measuring intrasession motor control performance and the influence of visual stimuli. This also has the potential to provide an alternative evidence-based approach to provide practitioners with greater understanding of cognitive learning in functional movement training. Potentially leading to a more effective training regimen and improved patient outcomes.

The purpose of this study is to assess the impact of a gamified vocabulary learning intervention of a new language (Spanish), on the cognitive functioning and overall well-being of older adults with subjective memory complaints.

Cultural tightness-looseness (TL) refers to the strength of the social norms in one’s environment as well the tolerance for norm violations (Gelfand et al. 2006). In tighter regions, the social norms are stronger and there is greater sanctioning for deviant behavior. Conversely, in looser regions, the social norms are weaker and there is little sanctioning for deviant behavior. Past research reveals that regional variation in TL explains a range of behaviors and outcomes. For example, compared to looser U.S. states, tighter states have lower illicit drug use per capita and less alcohol binge drinking (Harrington & Gelfand, 2014). These findings have been used to support the link between TL and self-control, such that tighter regions show greater self-regulatory strength and less impulsivity. In addition, compared to looser states, tighter U.S. states have more charges of employment discrimination per capita and smaller percentages of minority- and women-owned firms (Harrington & Gelfand, 2014). These findings have been used to link TL to discrimination, such that tighter regions show greater prejudice and inequality towards subordinated groups. Though these past findings suggest that TL relates to behaviors and outcomes that reflect self-regulation and discrimination, this work has not directly linked TL to psychological processes. To provide further insight into the processes related to TL, the present study seeks to examine the relationship between state-level TL and cognitive processes related to biased associations and control.

Cultural tightness-looseness (TL) refers to the strength of the social norms in one’s environment as well the tolerance for norm violations (Gelfand et al. 2006). In tighter regions, the social norms are stronger and there is greater sanctioning for deviant behavior. Conversely, in looser regions, the social norms are weaker and there is little sanctioning for deviant behavior. Past research reveals that regional variation in TL explains a range of behaviors and outcomes. For example, compared to looser U.S. states, tighter states have lower illicit drug use per capita and less alcohol binge drinking (Harrington & Gelfand, 2014). These findings have been used to support the link between TL and self-control, such that tighter regions show greater self-regulatory strength and less impulsivity. In addition, compared to looser states, tighter U.S. states have more charges of employment discrimination per capita and smaller percentages of minority- and women-owned firms (Harrington & Gelfand, 2014). These findings have been used to link TL to discrimination, such that tighter regions show greater prejudice and inequality towards subordinated groups. Though these past findings suggest that TL relates to behaviors and outcomes that reflect self-regulation and discrimination, this work has not directly linked TL to psychological processes. To provide further insight into the processes related to TL, the present study seeks to examine the relationship between state-level TL and cognitive processes related to biased associations and control.

Cultural tightness-looseness (TL) refers to the strength of the social norms in one’s environment as well the tolerance for norm violations (Gelfand et al. 2006). In tighter regions, the social norms are stronger and there is greater sanctioning for deviant behavior. Conversely, in looser regions, the social norms are weaker and there is little sanctioning for deviant behavior. Past research reveals that regional variation in TL explains a range of behaviors and outcomes. For example, compared to looser U.S. states, tighter states have lower illicit drug use per capita and less alcohol binge drinking (Harrington & Gelfand, 2014). These findings have been used to support the link between TL and self-control, such that tighter regions show greater self-regulatory strength and less impulsivity. In addition, compared to looser states, tighter U.S. states have more charges of employment discrimination per capita and smaller percentages of minority- and women-owned firms (Harrington & Gelfand, 2014). These findings have been used to link TL to discrimination, such that tighter regions show greater prejudice and inequality towards subordinated groups. Though these past findings suggest that TL relates to behaviors and outcomes that reflect self-regulation and discrimination, this work has not directly linked TL to psychological processes. To provide further insight into the processes related to TL, the present study seeks to examine the relationship between state-level TL and cognitive processes related to biased associations and control.

1How to Cook Fish

By Myrtle Reed

Olive Green is the pseudonym for the prolific late 19th Century/early 20th Century author, Myrtle Reed. She wrote over thirty-three books and hundreds of magazine articles and pamphlets during her short lifetime. Ms. Reed was best known for writing romance novels that often included themes of everlasting and unrequited love, ironic revenge, mystery, and the occult. Her best known book is <i>Lavender and Old Lace</i>, which later became the basis for <i>Arsenic and Old Lace</i>.<br /><br /> Ms. Reed used the name Olive Green to write books and articles about domestic homemaking and cooking. Her cookbooks include <i>How to Cook Fish</i>, <i>What to Have for Breakfast</i>, and <i>One Thousand Simple Soups</i>. Myrtle Reed committed suicide in 1911 just after the publishing of her last novel, <i>A Weaver of Dreams</i>.<br />(Summary by Mary)

2Spinster Book

By Olive Green and Myrtle Reed

A cross between guidebook and social commentary, The Spinster Book gives clever and humorous insights on topics such as courting, handling men and women, love letters, marriage and spinsterhood. (Summary by Kristin Hughes)

3Lavender and Old Lace

By Myrtle Reed

"Jane Hathaway and her niece, Ruth Thorne, have never met. Jane invites Ruth for a visit, but leaves before Ruth comes. Ruth agrees to come to Jane for quiet and rest. When Ruth arrives, the maid gives her a letter from her aunt. In the letter, Aunt Jane does not tell Ruth anything about her trip abroad but insists that Ruth light an oil lamp in the attic each night. Very soon, the all together forgotten past and the steady present are united." (Summary by Stav Nisser)

4Brenda, Her School and Her Club

By Helen Leah Reed

"Brenda was used to getting her own way. Her parents and older sisters spoiled her, her friends followed her lead, servants obeyed her, and she was truly beautiful. That was so, until her cousin Julia (who is everything that she is not) came to live with her family. And that's when our book starts." (Summary by Stav Nisser)

5At The Sign of The Jack O'Lantern

By Myrtle Reed

This begins with an odd inheritance at the end of a honeymoon, both parties being inexperienced. Then someone comes to visit, then another, until we've got a chaotic bedlam of New England's tragically off the wall odd-ball relations. Our protagonists may not communicate efficiently at first but at least they've got a sense of humour. The humourous style keeps up as well as some moments of lustre and rich feeling about the printed word itself. (Introduction by D. Wor)

6Ten Days that Shook the World

By John Reed

Ten Days that Shook the World (1919) is a book by American journalist and socialist John Reed about the October Revolution in Russia in 1917 which Reed experienced firsthand. Reed followed many of the prominent Bolshevik leaders, especially Grigory Zinoviev and Karl Radek, closely during his time in Russia.<br/><br/> John Reed died in 1920, shortly after the book was finished, and he is one of the few Americans buried at the Kremlin Wall Necropolis in Moscow, a site normally reserved only for the most prominent Soviet leaders.<br/><br/> Max Eastman recalls a meeting with John Reed in the middle of Sheridan Square during the period of time when Reed isolated himself writing the book:<br/> "...he wrote Ten Days that Shook the World - wrote it in another ten days and ten nights or little more. He was gaunt, unshaven, greasy-skinned, a stark sleepless half-crazy look on his slightly potato-like face - had come down after a night's work for a cup of coffee.<br/> 'Max, don't tell anybody where I am. I'm writing the Russian revolution in a book. I've got all the placards and papers up there in a little room and a Russian dictionary, and I'm working all day and all night. I haven't shut my eyes for thirty-six hours. I'll finish the whole thing in two weeks. And I've got a name for it too - Ten Days that Shook the World. Good-by, I've got to go get some coffee. Don't for God's sake tell anybody where I am!'<br/> Do you wonder I emphasize his brains? Not so many feats can be found in American literature to surpass what he did there in those two or three weeks in that little room with those piled-up papers in a half-known tongue, piled clear up to the ceiling, and a small dog-eared dictionary, and a memory, and a determination to get it right, and a gorgeous imagination to paint it when he go it. But I wanted to comment on now was the unqualified, concentrated joy in his mad eyes that morning. He was doing what he was made to do, writing a great book. And he had a name for it too - Ten Days that Shook the World!" (From Wikipedia)

Myrtle Reed may always be depended upon to write a story in which poetry, charm, tenderness and humor are combined into a clever and entertaining book. Her characters are delightful and she always displays a quaint humor of expression and a quiet feeling of pathos which give a touch of active realism to all her writings.<br /> In "A Spinner in the Sun" she tells an old-fashioned love story, of a veiled lady who lives in solitude and whose features her neighbors have never seen. There is a mystery at the heart of the book that throws over it the glamour of romance (Summary by Grosset & Dunlap publishers, 1913)

Myrtle Reed may always be depended upon to write a story in which poetry, charm, tenderness and humor are combined into a clever and entertaining book. Her characters are delightful and she always displays a quaint humor of expression and a quiet feeling of pathos which give a touch of active realism to all her writings. In "A Spinner in the Sun" she tells an old-fashioned love story, of a veiled lady who lives in solitude and whose features her neighbors have never seen. There is a mystery at the heart of the book that throws over it the glamour of romance (Summary by Summary by Grosset & Dunlap publishers, 1913)<br/><br/> <strong>Cast:</strong><br>Miss Evelina: <a href="http://librivox.org/reader/6548">Kristingj</a><br>Miss Mehitable: <a href="http://librivox.org/reader/3157">TriciaG</a><br>Doctor Dexter: <a href="http://librivox.org/reader/7061">AllenJohns</a><br>Doctor Ralph: <a href="http://librivox.org/reader/6333">Max Körlinge</a><br>Piper Tom: <a href="http://librivox.org/reader/7008">John Trevithick</a><br>Araminta: <a href="http://amingledyarn.wordpress.com/">Elizabeth Klett</a><br>Mr. Thorpe: <a href="http://librivox.org/reader/4705">Algy Pug</a><br>A Woman / Doctor Dexter’s maid / A Neighbor/ The Walls: <a href="http://librivox.org/reader/7171">April Gonzales</a><br>Narrator: <a href="http://librivox.org/reader/6544">Amanda Friday</a><br><br><b>Edited by:</b> Kristingj

9Old Rose And Silver

By Myrtle Reed

The novel follows the lives of Rose and her widowed Aunt, Madame Francesca Bernard, along with young visitor and cousin Isabel, whose lives are changed by the return of an old friend and neighbour Colonel Kent, and his grown son, Allison. Other characters that help shape their lives in significant ways are the Crosby twins, unconventional and uninhibited youths that set society at naught, and an unconventional doctor who specializes in the impossible. Through the limited "wide-scope" descriptions the reader is not sure of the historical setting or even in which decade it's set, but it helps to understand the focus of the story; after all it's about their own little world, and how their own hearts and lives fit together in the tight confines of their town, their garden, their friendships and lives. (Summary by wikipedia.org)

In the autumn of 1913 John Reed was sent to Mexico by the Metropolitan Magazine to report the Mexican Revolution. He shared the perils of Pancho Villa's army for four months, present with Villa's Constitutional Army when it defeated Federal forces at Torreón, opening the way for its advance on Mexico City. Reed's time with the Villistas resulted in a series of outstanding magazine articles that brought Jack a national reputation as a war correspondent. Reed deeply sympathized with the plight of the peons and vehemently opposed American intervention, which came shortly after he left. Jack adored Villa, while Carranza left him cold. Jack's Mexican reports were later republished in book form as <i>Insurgent Mexico</i>, which appeared in 1914. (Summary from Wikipedia)

11Shadow of Victory

By Myrtle Reed

This is another work by the author Myrtle Reed who is also the author of "The Spinster Book" and "Old Rose and Silver" and was a best-seller during 1903. (Summary by sidhu177)

A humorous book, hitting off the many writers who have returned to nature and made intimate friends in the Animal World. The author describes the super-human intelligence to be found by the discerning among our kindred of the wild. All those who love gentle humor will be entertained by the whimsical story of “Little Upsidaisi” and no reader can fail to laugh at the antics of “Jagg, The Skootaway Goat”. (from advertisement in the back of the book)

13Cock-House at Fellsgarth

By Talbot Baines Reed

A classic English Public School story with all the usual suspects: unruly juniors, wise upper form boys, and an outcast. Summary by Von

This is a book of poetry by Myrtle Reed. Ms. Reed is most famous for her love stories such as <i>A Spinner in the Sun</i> and <i>Old Rose and Silver</i>, and these sonnets are an exploration of the same theme through a different medium. - Summary by Carolin

15Threads of Grey and Gold

By Myrtle Reed

This is a collection of short stories and poems by Myrtle Reed. Many of the stories are short romances, and they share the unique, nostalgic, sometimes melancholy atmosphere so characteristic of Myrtle Reed's stories. - Summary by Carolin

16Master of the Vineyard

By Myrtle Reed

"Why don't you sell the vineyard?" she asked, though her heart sank at the mere suggestion. "Sell it? Why didn't the Ancient Mariner sell his albatross and take a nice little trip around the world on the proceeds? Mother would die of a broken heart if I mentioned it to her. The Marsh family have been the slaves of that vineyard since the first mistaken ancestor went into the grape business. We've fertilised it, pruned it, protected it, tied it up, sat up nights with it, fanned the insects away from it, hired people to pick the fruit and pack it, fed the people, entertained them, sent presents to their wives and children—we've done everything! And what have we had for it? Only a very moderate living, all the grapes we could eat, and a few bottles of musty old wine. "Mother, of course, has very little to do with it, and, to her, it has come to represent some sort of entailed possession that becomes more sacred every year. It's a family heirloom, like a title, or some very old and valuable piece of jewelry. Other people have family plate and family traditions, but we've got a vineyard, or, to speak more truthfully, it has us."

17Flower of the Dusk

By Myrtle Reed

Published in 1908, this is the story of two small families and the agreeable couple who help them. The heartfelt Norths, though clouded by disabilities, maintain the joy of life while struggling through sadness and loss. Their neighbours, the Austins, live comfortably if without much in the way of shared interest. As Eloise Wynne approaches to “bless” the Norths with her amiable fiancé, Doctor Allan Conrad, the two offspring in each family discover a hidden deception and how each parent, that they had grown up without, had met their fatal ends. - Summary by Daryl Wor

18Weed or Flower

By Helen Leah Reed

LibriVox volunteers bring you 12 recordings of Weed or Flower by Helen Leah Reed.<br> This was the Weekly Poetry project for September 22, 2019. <br> ------<br> American teacher and author; known for her children's books, which were entertaining as well as educative, the best remembered being her Brenda series of novels. - Summary by Wikisource

19Christmas Letter

By Helen Leah Reed

LibriVox volunteers bring you 11 of A Christmas Letter by Helen Leah Reed.<br> This was the Weekly Poetry project for December 8, 2019. <br> ------<br> The trials of writing thank you notes. - Summary by David Lawrence

20Tales of a Vanishing River

By Earl Reed

The background of this collection of sketches and stories is the country through which flowed one of the most interesting of our western rivers before its destruction as a natural waterway. <br> This book is not a history. It is intended as an interpretation of the life along the river that the author has come in contact with during many years of familiarity with the region. Names of places and characters have been changed for the reason that, while effort has been made to adhere to artistic truth, literary liberties have been taken with facts when they have not seemed essential to the story. - Summary by Earl H. Reed

21Master's Violin

By Myrtle Reed

Originally published in 1904, “The Master’s Violin” is the seventh novel by Myrtle Reed. It is set in a German town of Pennsylvania, East Lancaster, giving two characters fairly difficult accents to perform. The story entails a widow, Margaret Irving, and her son, Lynn. Returning to East Lancaster after 20 years they are hoping to further Lynn’s musical career under the tutelage of Herr Kaufmann, the master violinist.<br> <br> We find the young lady, Iris, brought up by her adopted Aunt Peace, interacting with her new neighbours, as she slowly learns to live on her own. As we get to know Doctor Brinkerhoff we discover who he has grown fond of over the years. The love stories of three couples continue throughout the novel and bring us to the potential they all carried throughout their lives.

Delightful and charmingly predictable, this sweet romance will make you reflect one minute and laugh out loud the next. It's the kind of cozy read that will make the ideal companion on a dreary afternoon or snowy winter's evening. Enjoy!! - Summary by Celine Major

23Modern Grandmother

By Helen Leah Reed

LibriVox volunteers bring you 15 recordings of A Modern Grandmother, by Helen Leah Reed.<br> This was the Fortnightly Poetry project for November 26, 2023. <br> ------<br> Helen Leah Reed is perhaps best known for her "Brenda" series of novels, which reflect at least some of the experiences in her own life in a women's university, and social work. In addition to novels, she both wrote her own poetry, and translated other poems. This is one of her lighter ones. - Summary by redrun

24Frightened

By Helen Leah Reed

LibriVox volunteers bring you 15 recordings of Frightened by Helen Leah Reed.<br> This was the Fortnightly Poetry project for September 1, 2024. <br> ------<br> Helen Leah Reed was an American teacher and author; a graduate of Radcliffe College: known for her children's books, which were entertaining as well as educative, the best remembered being her Brenda series of novels. (Wikisource)

25Song Of Spring

By Helen Leah Reed

LibriVox volunteers bring you 10 recordings of Song Of Spring by Helen Leah Reed.<br> This was the Weekly Poetry project for March 16, 2025. <br> ------<br> Helen Leah Reed was a Canadian-born American author. An essayist, a contributor to periodical literature, and the author of a volume of poems, a novel, and a series of historical stories for girls, she was also interested in education and philanthropy. (Summary by Wikipedia)

26Town And Country

By Helen Leah Reed

LibriVox volunteers bring you 18 recordings of Town And Country by Helen Leah Reed.<br> This was the Weekly Poetry project for May 18, 2025. <br> ------<br> Helen Leah Reed was a Canadian-born American author. An essayist, a contributor to periodical literature, and the author of a volume of poems, a novel, and a series of historical stories for girls. - Summary by Wikipedia