The effects of changes in the referential problem space of infants and toddlers (Homo sapiens): Implications for cross-species comparisons.

AbstractThe native subcellular localization or cellular compartment of a protein is the one in which it acts most often; it is one aspect of protein function. Do ten eukaryotic model organisms differ in their location spectrum, i.e. the fraction of its proteome in each of its seven major compartments? As experimental annotations of locations remain biased and incomplete, we need prediction methods to answer this question. To gauge the bias of prediction methods, we merged all available experimental annotations for the human proteome. In doing so, we found important values in both Swiss-Prot and the Human Protein Atlas (HPA). After systematic bias corrections, the complete but faulty prediction methods appeared to be more appropriate to compare location spectra between species than the incomplete more accurate experimental data. This work compared the location spectra for ten eukaryotes: Homo sapiens, Gorilla gorilla, Pan troglodytes, Mus musculus, Rattus norvegicus, Drosophila melanogaster, Anopheles gambiae, Caenorhabitis elegans, Saccharomyces cerevisiae and Schizosaccharomyces pombe. Overall, the predicted location spectra were similar. However, the detailed differences were significant enough to plot trees and 2D (PCA) maps relating the ten organisms using a simple Euclidean distance in seven states, corresponding to the seven studied localization classes. The relations based on the simple predicted location spectra captured aspects of cross-species comparisons usually revealed only by much more detailed evolutionary comparisons.

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Volubility, Consonant Emergence, and Syllabic Structure in Infants and Toddlers Later Diagnosed With Childhood Apraxia of Speech, Speech Sound Disorder, and Typical Development: A Retrospective Video Analysis

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-s-18-0046 ◽

2019 ◽

Vol 62 (6) ◽

pp. 1657-1675 ◽

Cited By ~ 4

Author(s):

Megan S. Overby ◽

Susan S. Caspari ◽

James Schreiber

Keyword(s):

Video Analysis ◽

Speech Sound ◽

Typical Development ◽

Apraxia Of Speech ◽

Infants And Toddlers ◽

Speech Sound Disorder ◽

Childhood Apraxia Of Speech ◽

Syllabic Structure ◽

Retrospective Video Analysis

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Bottom Line: Who Pays the Bill for Early Intervention Services?

ASHA Leader ◽

10.1044/leader.bml.18022013.26 ◽

2013 ◽

Vol 18 (2) ◽

pp. 26-27

Author(s):

Janet McCarty ◽

Laurie Havens

Keyword(s):

Early Intervention ◽

Private Insurance ◽

Infants And Toddlers ◽

Bottom Line ◽

Early Intervention Services ◽

Intervention Services

Medicaid, federal education funds and private insurance all cover the costs of speech-language and hearing services for infants and toddlers. Learn who pays for what.

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Cerebellar abnormalities in infants and toddlers with Williams syndrome

Developmental Medicine & Child Neurology ◽

10.1017/s0012162201002766 ◽

2002 ◽

Vol 44 (10) ◽

Cited By ~ 5

Author(s):

Wendy Jones ◽

John Hesselink ◽

Eric Courchesne ◽

Tim Duncan ◽

Kevin Matsuda ◽

...

Keyword(s):

Williams Syndrome ◽

Infants And Toddlers

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Moving to Solution

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000213 ◽

2013 ◽

Vol 60 (6) ◽

pp. 403-409 ◽

Cited By ~ 12

Author(s):

K. Werner ◽

M. Raab

Keyword(s):

Problem Solving ◽

Embodied Cognition ◽

Cognitive Functions ◽

Problem Space ◽

Arm Swing ◽

String Problem ◽

Problem Solving Process ◽

Problem Solving Task ◽

Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

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