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Editors of Brazilian journals – a hard life that is getting harder! [Originally published as the editorial in Anais da Academia Brasileira de Ciências vol. 89 no. 1]

Tue, 04/25/2017 - 13:46
The financing of journals of Brazil can be improved by extending the validity period of research grants, in order to allow publishers a better plan for articles publication. An editorial written by Alexander Kellner in the first issue of 2017 of Anais da Academia Brasileira de Ciências examines the challenge faced by editors of journals of Brazil and highlights their hard work in attracting relevant manuscripts, seeking to achieve ever greater levels of excellence and internationalization. … Read More →...

CORDEIRO, Y., & SCHUCK, P. (2015) Hot Topics in Biomedical Sciences. Anais da Academia Brasileira de Ciências, 87(2), 1271-1272. DOI: 10.1590/0001-376520158722  Hot Topics in Biomedical Sciences

Kellner, A., & Ponciano, L. (2008) H-index in the Brazilian Academy of Sciences: comments and concerns. Anais da Academia Brasileira de Ciências, 80(4), 771-781. DOI: 10.1590/S0001-37652008000400016  H-index in the Brazilian Academy of Sciences: comments and concerns

Madeira, R., & Marenco, A. (2016) Os desafios da internacionalização: mapeando dinâmicas e rotas da circulação internacional. Revista Brasileira de Ciência Política, 47-74. DOI: 10.1590/0103-335220161903  Os desafios da internacionalização: mapeando dinâmicas e rotas da circulação internacional

Meneghini, R., Packer, A., & Nassi-Calò, L. (2008) Articles by Latin American Authors in Prestigious Journals Have Fewer Citations. PLoS ONE, 3(11). DOI: 10.1371/journal.pone.0003804  Articles by Latin American Authors in Prestigious Journals Have Fewer Citations

Oliveira Filho, R., Hochman, B., Nahas, F., & Ferreira, L. (2005) Fomento à publicação científica e proteção do conhecimento científico. Acta Cirurgica Brasileira. DOI: 10.1590/S0102-86502005000800009  Fomento à publicação científica e proteção do conhecimento científico

Packer, A. (2011) Os periódicos brasileiros e a comunicação da pesquisa nacional. Revista USP, 26. DOI: 10.11606/issn.2316-9036.v0i89p26-61  Os periódicos brasileiros e a comunicação da pesquisa nacional

Rego, T. (2014) Produtivismo, pesquisa e comunicação científica: entre o veneno e o remédio. Educação e Pesquisa, 40(2), 325-346. DOI: 10.1590/S1517-97022014061843  Produtivismo, pesquisa e comunicação científica: entre o veneno e o remédio

Van Noorden R. (2013) Open access: The true cost of science publishing. Nature, 495(7442), 426-9. PMID: 23538808   Open access: The true cost of science publishing.

Vasconcelos, S., Sorenson, M., Watanabe, E., Foguel, D., & Palácios, M. (2015) Brazilian Science and Research Integrity: Where are We? What Next?. Anais da Academia Brasileira de Ciências, 87(2), 1259-1269. DOI: 10.1590/0001-3765201520150165  Brazilian Science and Research Integrity: Where are We? What Next?

KELLNER, A. (2017) Editors of Brazilian journals - a hard life that is getting harder!. Anais da Academia Brasileira de Ciências, 89(1), 1-2. DOI: 10.1590/0001-37652017891  Editors of Brazilian journals - a hard life that is getting harder!

Promising mouse model for Ngly1 deficiency

Mon, 04/24/2017 - 04:22
A recent study of Ngly1 deficient mice used a secondary knockout to create double knockouts with symptoms similar to human NGLY1 deficiency....

Fujihira H, Masahara-Negishi Y, Tamura M, Huang C, Harada Y, Wakana S, Takakura D, Kawasaki N, Taniguchi N, Kondoh G.... (2017) Lethality of mice bearing a knockout of the Ngly1-gene is partially rescued by the additional deletion of the Engase gene. PLoS genetics, 13(4). PMID: 28426790   Lethality of mice bearing a knockout of the Ngly1-gene is partially rescued by the additional deletion of the Engase gene.

Intrinsic Motivation Is Caused by Achievement

Sat, 04/22/2017 - 23:30
Education interventions (specifically those dealing with mathematics education) designed to increase achievement may be better uses of time than those designed to increase intrinsic motivation....

Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J., Séguin, J., Vitaro, F., & Tremblay, R. (2016) Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association. Child Development, 87(1), 165-175. DOI: 10.1111/cdev.12458  Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

Risking Limb for Life? (A Guest Post)

Tue, 04/11/2017 - 10:22
By Matthew Whitley Imagine you are walking alone in parking lot, when suddenly somebody grabs you by the arm and flashes a knife, demanding your money. Do you A) scream for help, B) try to wrestle the knife away, or C) remove your arm from your shoulder and make a break for it? Disarming your assailant may seem preferable to dis-arming yourself, but for a lizard option C is a likely response. A lizard tail left behind. Image by Metatron at Wikimedia Commons.You likely have heard before that many lizards can break off their tail when trying to make an escape. This ability is called caudal autotomy; autotomy meaning the ability to shed a limb, and caudal simply being a fancy word for tail. Of course, losing a limb is no simple procedure, and lizards possess many specialized features to make caudal autotomy possible. There are two main kinds of caudal autotomy in lizards: intervertebral and intravertebral. Intervertebral refers to when the tail breaks between vertebrae, and is considered the simpler and more primitive form. Intravertebral, on the other hand, involves some more complex features. The word intravertebral refers to fracture planes found in the middle of each vertebra in the middle of the lizard’s tail. At these fracture planes, the bone can easily snap in half. This snapping of bone is performed by the lizard itself—when its tail is caught, muscles surrounding the bone just above where its tail is held squeeze tight until the bone breaks. After the bone breaks, the rest of the tail follows: the skin stretches and breaks, muscles detach, any remaining tissue divides, and—POP—the tail falls off! After snapping your arm off to run from an attacker, you would probably just bleed out in your retreat, but lizards have that covered. In their tails, lizards have sphincters (rings of muscle) along their arteries—vessels that normally carry blood to the tail. When the tail is detached, these sphincters tighten to prevent blood from gushing out. Additionally, their veins, which normally bring blood back from the tail, have valves that prevent blood from flowing backwards, similar to the valves in your heart. And while the lizard makes its escape, the dislocated tail jerks and twitches, which distracts the lizard’s assailant. The tail owes its spastic actions to fast, glycolytic muscles, a variety of muscle that can act quickly and with a lot of force, but wears out quickly. After our reptilian friend has made its daring escape, it has a new problem—it has no tail. A lizard without its tail is at a disadvantage, just as you would be without your arm. Lizards rely on their tails for several functions, including movement, nutrient storage, and social and sexual behaviors. Fortunately, lizards that exercise caudal autotomy can actually re-grow their tails, a process which itself is highly complex. In lieu of a lengthy explanation of another amazing phenomenon, I’ll share this tidbit: to regain lost nutrients and help recover, some lizards have been known to go back and eat their lost tail! So when you tear off your arm to escape a mugger, don’t forget to return to the scene of the crime to self-cannibalize…or maybe just buy some pepper spray beforehand. Here you can see that the lizard is caught by the tail, pops it off and runs away, and the tail is left twitching.Works CitedBateman, P., & Fleming, P. (2009). To cut a long tail short: a review of lizard caudal autotomy studies carried out over the last 20 years Journal of Zoology, 277 (1), 1-14 DOI: 10.1111/j.1469-7998.2008.00484.xClause, A., & Capaldi, E. (2006). Caudal autotomy and regeneration in lizards Journal of Experimental Zoology Part A: Comparative Experimental Biology, 305A (12), 965-973 DOI: 10.1002/jez.a.346Gilbert, E., Payne, S., & Vickaryous, M. (2013). The Anatomy and Histology of Caudal Autotomy and Regeneration in Lizards Physiological and Biochemical Zoology, 86 (6), 631-644 DOI: 10.1086/673889...

Bateman, P., & Fleming, P. (2009) To cut a long tail short: a review of lizard caudal autotomy studies carried out over the last 20 years. Journal of Zoology, 277(1), 1-14. DOI: 10.1111/j.1469-7998.2008.00484.x  To cut a long tail short: a review of lizard caudal autotomy studies carried out over the last 20 years

Clause, A., & Capaldi, E. (2006) Caudal autotomy and regeneration in lizards. Journal of Experimental Zoology Part A: Comparative Experimental Biology, 305A(12), 965-973. DOI: 10.1002/jez.a.346  Caudal autotomy and regeneration in lizards

Gilbert, E., Payne, S., & Vickaryous, M. (2013) The Anatomy and Histology of Caudal Autotomy and Regeneration in Lizards. Physiological and Biochemical Zoology, 86(6), 631-644. DOI: 10.1086/673889  The Anatomy and Histology of Caudal Autotomy and Regeneration in Lizards

Are we in the GSM Radar?

Fri, 04/07/2017 - 14:18
Google Scholar Metrics (GSM) offers alternative metrics to the JCR Impact Factor and the SJR, namely the h-5 index. To enter this world ranking that covers more than 40,000 journals it is only necessary to publish an average of 20 articles per year and be cited. However, there are hundreds of journals (our journals) that are not being indexed in GSM. They're off Radar. … Read More →...

Enrique Ordua-Malea, Alberto Martín-Martín, Juan M. Ayllón, & Emilio Delgado López Cozar. (2016) La revolución Google Scholar: destapando la caja de Pandora académica. Universidad de Granada. info:/

New rice fights off drought

Tue, 04/04/2017 - 18:00
Researchers have created drought resistant transgenic rice using a gene from a small Eurasian flowering plant....

Selvaraj, M., Ishizaki, T., Valencia, M., Ogawa, S., Dedicova, B., Ogata, T., Yoshiwara, K., Maruyama, K., Kusano, M., Saito, K.... (2017) Overexpression of an galactinol synthase gene improves drought tolerance in transgenic rice and increased grain yield in the field . Plant Biotechnology Journal. DOI: 10.1111/pbi.12731   Overexpression of an galactinol synthase gene improves drought tolerance in transgenic rice and increased grain yield in the field

Researchers Finally Ask: Does Your Cat Even Like To Be Around You?

Tue, 04/04/2017 - 11:00
This cat has had enough and is running away from home. Photo by Danielle Menuey.While dogs happily and obliviously boast the reputation of being “man’s best friend”, cats have a reputation of being antisocial, independent, and downright grumpy. But do cats really deserve that? Scientists finally decided to find out.Kristin Vitale Shreve and Monique Udell from Oregon State University and Lindsay Mehrkam from Monmouth University asked 25 pet cats and 25 shelter cats their preferences. How do you ask a cat what it prefers, you ask? You run a preference test, of course! A preference test is an experiment in which you place two or more things at equal distances from a subject and then test which of those things the subject spends the most time with.Researchers suggest that these are some happy cats. Photo by Courtney Magnuson.The researchers wanted to know if cats preferred: (1) food, (2) toys, (3) social interactions with humans, or (4) interesting odors. The trouble with that, however, is that there are many different foods, toys, interactions, and odors to choose from. So first, the researchers tested each cats' preferences within each category.Will work for food. Photo by Charity Juang.For food, the researchers put a soft chicken-flavored treat, actual chicken, and tuna into and around three puzzle boxes (so the cats would have easy access to taste some of each food, but couldn’t quickly gobble it up) and measured where the cats spent their time over a 3-minute period. Most of the cats liked the tuna most, next followed by the chicken, and they liked the soft treat the least.For toys, the researchers made a movement toy by attaching a Dancer 101 Cat Dancer Interactive Cat Toy to a board and placing a GoCat Da Bird Feather Toy on the end with clear fishing line that was moved by an experimenter who was hidden outside the room. They then offered the movement toy, a still GoCat Da Bird Feather Toy on a board and a fuzzy shaker-mouse and they measured which toys the cats interacted with over a 3-minute period. Most of the cats liked the movement toy most, and they didn’t have much of a preference between the other two toys.To test for cat preferences for types of human interactions, the cat’s owner (if it was a pet cat) or a researcher (if it was a shelter cat) spent one minute talking to the cat, another minute petting the cat (or holding their hand out to offer petting), and another minute playing with the cat with the feather toy (or holding out the toy). Researchers measured what proportion of each minute the cat spent interacting with the human. The cats interacted most with the humans during the play condition, next followed by petting, and least of all talking.To see what odors cats preferred, the researchers put out cloths embedded with the scent of a gerbil (a potential prey), another cat, or catnip. The cats overwhelmingly preferred the catnip.The preference test. Image from Vitale Shreve et al. 2017.Once the researchers figured out what each cat preferred in each category, they set up a four-way grid with their favorite food, toy, social interaction, and odor and let them spend the next three minutes any way they liked. Although there was a lot of variation among cats, 50% of the cats most preferred the social interaction with the human... even over food! Interestingly, the pet cats (who interacted with their owners) were no different in this regard than the shelter cats (who interacted with a researcher). But 37% of the cats most preferred food (maybe you have one of these cats). 11% preferred toys over all else. Only 1 cat (a pet named Hallie) preferred odor… the catnip fiend!So although cats all have their own personalities, most of them really do like people. And they especially like to play with people. And, it turns out, they even do better at this than dogs (most of whom prefer food over people, when it really comes down to it). So go play with your kitty and give her some tuna… she’ll love you for it. And, yes. This means that even cats can be trained with human interaction and food: ...But maybe not this one:Some cats need more work than others. Photo by Jen Bray. Want to know more? Check this out:Vitale Shreve, K., Mehrkam, L., &...

Vitale Shreve, K., Mehrkam, L., & Udell, M. (2017) Social interaction, food, scent or toys? A formal assessment of domestic pet and shelter cat ( Felis silvestris catus ) preferences. Behavioural Processes. DOI: 10.1016/j.beproc.2017.03.016  Social interaction, food, scent or toys? A formal assessment of domestic pet and shelter cat ( Felis silvestris catus ) preferences

A clue towards understanding intrinsically disordered proteins

Tue, 04/04/2017 - 00:49
ntrinsically disordered proteins are thought to be fully functional, yet do not confirm to a single conformation, thereby identifying their structure via crystallography becomes problematic. Many intrinsically disordered proteins have been studied and analyzed using NMR methods, however the question as to why proteins are intrinsically disordered is still debatable....

Basile, W., Sachenkova, O., Light, S., & Elofsson, A. (2017) High GC content causes orphan proteins to be intrinsically disordered. PLOS Computational Biology, 13(3). DOI: 10.1371/journal.pcbi.1005375  High GC content causes orphan proteins to be intrinsically disordered

The perfect multilingual

Sun, 04/02/2017 - 06:17
P { margin-bottom: 0.08in; } In case you’re wondering, let me reassure you straight away that yes, the title of this post is meant to be sarcastic. Perfect multilinguals do exist, of course, though only in the minds of those of us who mistake ideals of perfection for reality. Multilingual perfection awardees must satisfy a number of criteria. If you are, or were, a language learner as an adult, forget it: not having acquired all of your languages as a young child automatically makes you a non-multilingual. Either your accent, or your choice of words, your delivery, proficiency, fluency, grammar, conversational skills, in one or more of your languages, or your physical appearance, or all of the above, won’t pass the perfection litmus test, which is a match to native(-like) standards. This is an intriguing criterion, because it assumes that we know what native users are, look like, and do with their languages. I recently came across a very entertaining report in Nature, about the woes of having articles submitted to journals anonymously peer reviewed in order to assess their scholarly quality, where I found this gem: “Another reviewer suggested that the [article] authors should find ‘someone who speaks English as a first language to proofread the paper’, even though all four authors – including two tenured professors – were native English speakers.”If, on the other hand, you’re a child acquiring your languages from birth, you may stand slightly higher up the qualifying ladder. But only slightly, because even though you might technically qualify as a native multilingual, there have been studies on such children reporting on their foreign accent in one or more of their languages, numbering their languages L1, L2, Ln to suggest sequential language learning, or arguing that one of their languages is dominant across an often unspecified board. As a young child, you are also bound to fail the LSRW condition, stipulating that being multilingual means proficiency in Listening, Speaking, Reading and Writing all of your languages. This acronymic criterion does two things: first, it disregards all of us for whom language use involves neither listening nor speaking; and second, it adds the ‘RW’ twist, drawing on the well-attested confusion between languages and their printed counterparts. If I read and write Latin, but don’t speak it, am I multilingual with Latin? If I’m a native user of Singlish, but never wrote anything in it, am I multilingual with Singlish? Fascinating questions, and fascinating criterion, because it means that young multilinguals, as well as multilinguals who are illiterate, or happen to use one or more of the vast majority of the world’s languages which lack printed versions, aren’t perfect multilinguals either. So who is? The issue is not so much that defining multilinguals looks pretty much like an exercise in shooting at a moving target: every time you think you’ve answered a question, about yourself or others (Am I multilingual? Are you?), you find that the question has changed. The issue is that the perfect multilingual matches the mythical being that I’ve called multi-monolingual and that can be represented like this:Cover of Cruz-Ferreira, M., Multilinguals are ...? Image © Dinusha Uthpala UpasenaPerfect multi-monolinguals, in short, have complete, unmixed, and parallel command of all of their languages. If taken seriously, this means, for example, that they must be dominant in all their languages which, if taken seriously, makes one wonder about the seriousness of the paradoxical claim that multilinguals must develop a single dominant language. Instead of taking seriously claims about multilingualism which make no sense at all, let’s leave the sarcastic mood and take a serious look at what these criteria imply: they say that there are perfect, and therefore imperfect, uses of language, which means that those uses are best judged rather than observed. They say that living up to language standards is what steers our language uses, which means that languages exist independently of their users. And they compound the myth that being multilingual means being lesser lingual. There is one good reason why questions about the perfect (real, proper, true, etc.) monolingual aren’t ever asked: they would just make us laugh. Which monolingual has perfect command of their single language, according to the criteria that should define a perfect multilingual? Real-life multilinguals are as linguistically perfect as their monolingual counterparts. All of us draw on all of the linguistic resources at our disposal in space and time, whether we label these resources mono- or multi-. And all of us are fair game for judgement and deprecation according to someone else’s and, not least, our own ideals of perfection....

Woolston, C. (2015) Scientists offer advice on how best to respond to reviewers. Nature, 522(7554), 9-9. DOI: 10.1038/522009f  Scientists offer advice on how best to respond to reviewers

Educational Achievement and Religiosity

Sat, 04/01/2017 - 14:30
Religiosity may be correlated with lower educational achievement because people have a finite amount of time and attention, and spending time learning about religion or engaging in religious activities necessarily takes time away from learning math and science....

Stoet, G., & Geary, D. (2017) Students in countries with higher levels of religiosity perform lower in science and mathematics. Intelligence. DOI: 10.1016/j.intell.2017.03.001  Students in countries with higher levels of religiosity perform lower in science and mathematics

I wrote this… I did not write this… now I write something else…

Fri, 03/31/2017 - 17:07
The emerging system of online scholarly communication incorporates a technological and ideologically approach different from the traditional one, where the articles initially appear as preprints versions and are modified until reaching the final version. In case of errors, these same technologies provide efficient opportunities to make partial or total corrections and even retractions, associating to the path of a document the history of its versions. It is time, therefore, to establish methodologies that allow to obtain the maximum of more updated information to support the scientific undertakings. … Read More →...

Virginia Barbour, Theodora Bloom, Jennifer Lin, & Elizabeth Moylan. (2017) Amending published articles: time to rethink retractions and corrections?. bioRxiv. DOI: 10.1101/118356  Amending published articles: time to rethink retractions and corrections?

Bottlenose Dolphins: The Ultimate Sea Bully? (A Guest Post)

Tue, 03/28/2017 - 16:48
By Kayla FullerImagine this situation: you’ve brought your favorite lunch to work. Everyone is jealous of your food, continuously eyeing it up. A few coworkers, who have brought in disappointing lunches in comparison, approach and demand that you hand it over. After you refuse, they beat you until your body lies lifeless and they take your lunch anyway. Woah, woah, woah… that took a dramatic turn! Photo of a harbour porpoise, taken by AVampireTear (Wikimedia Commons)But for harbour porpoises in the northeastern Atlantic, this fight for food has become a reality, and bottlenose dolphins are the suspected culprit. In 1996, Harry M. Ross (SAC Veterinary Services, U.K.) and Ben Wilson (University of Aberdeen, U.K.) documented fractured rib cages, damaged internal organs and joint dislocations of deceased harbour porpoises in the northeastern Atlantic. Why would bottlenose dolphins be causing such damage? Who could ever associate such a cute and cuddly creature with a horrific crime like this? Photo of a bottlenose dolphin, taken by NASA (Wikimedia Commons)Researchers Jérôme Spitz, Yann Rousseau, and Vincent Ridoux with the Center for Research on Marine Mammals: Institute for Coastal and Environmental Research at the University of La Rochelle in France become the judge and jury in this trial. Jérôme, Yann, and Vincent obtained 29 harbour porpoises and 25 bottlenose dolphins that had been beached and died in the Bay of Biscay (between Spain, France, and England). At the time of the study, more harbour porpoises were being found dead in the bay than in previous years. They hypothesized that bottlenose dolphins and harbour porpoises may have had similar enough diets to cause competition and violence between the two species. Photo of a harbour porpoise that received injuries thought to be from abottlenose dolphin before death (circled), from Ross and Wilson (1996)The researchers’ goal was to analyze stomach contents to directly see what each mammal was eating at the time of their death. To do this, Jérôme, Yann, and Vincent removed the stomachs from the harbour porpoise bodies and weighed them with all contents included. After weighing stomach casings separately, they calculated total weight inside of the animals’ stomachs. Then, they washed stomach contents through a filter to separate out larger matter. Now, if you have a weak stomach, this probably wouldn’t be the job for you. Jérôme, Yann, and Vincent separated food items within the stomachs into identifiable categories. It could sometimes be difficult to recognize whole animals in a stomach due to breakdown, so methods like pairing dismantled eyes or counting fish bones was necessary to identify them! This same process was repeated for bottlenose dolphin carcasses. From there, the scientists compared specimens for prey presence, abundance, mass, and size to see if there was overlap between diets of the harbour porpoises and bottlenose dolphins.So what did they find? More food mass, a greater number of species, and a more diverse size range of prey was found in the stomachs of bottlenose dolphins in comparison to harbour porpoises. Although bottlenose dolphins have a habitat that includes more deep-ocean areas while harbor porpoises inhabit coastal surroundings, certain prey species were eaten by both. Since bottlenose dolphins are bigger and hunt in larger groups, they would logically be more dominant in a face-off over a common prey item. Why are they fighting more over the same foods? This shift could be a result of humans harvesting species from the ocean that are diet items for bottlenose dolphins. It could also be a result of warming ocean temperatures that could be changing the dwelling places of available food for bottlenose dolphins. This would explain why more habour porpoises are being attacked by these marine tyrants moving into shallower waters. Poor porpoises, all they want to do is eat their lunch in peace. Who knows, maybe in the next few million years, we’ll see highly evolved harbour porpoises covered in spikes to ward off the dolphins. That’ll teach those bullies! References:Ross, H., & Wilson, B. (1996). Violent Interactions between Bottlenose Dolphins and Harbour Porpoises Proceedings of the Royal Society B: Biological Sciences, 263 (1368), 283-286 DOI: 10.1098/rspb.1996.0043 Spitz, J., Rousseau, Y., & Ridoux, V. (2006). Diet overlap between harbour porpoise and bottlenose dolphin: An argument in favour of interference competition for food? Estuarine, Coastal and Shelf Science, 70 (1-2), 259-270 DOI: 10.1016/j.ecss.2006.04.020...

Ross, H., & Wilson, B. (1996) Violent Interactions between Bottlenose Dolphins and Harbour Porpoises. Proceedings of the Royal Society B: Biological Sciences, 263(1368), 283-286. DOI: 10.1098/rspb.1996.0043  Violent Interactions between Bottlenose Dolphins and Harbour Porpoises

Spitz, J., Rousseau, Y., & Ridoux, V. (2006) Diet overlap between harbour porpoise and bottlenose dolphin: An argument in favour of interference competition for food?. Estuarine, Coastal and Shelf Science, 70(1-2), 259-270. DOI: 10.1016/j.ecss.2006.04.020  Diet overlap between harbour porpoise and bottlenose dolphin: An argument in favour of interference competition for food?

Pregnant women modify the labor progress when use warm bath and Swiss ball

Mon, 03/27/2017 - 15:12
Research demonstrates the use of warm shower and perineal exercises with Swiss ball alone or combined during labor improves fetal well-being, stimulates uterine contractions, reduces labor time and accelerates progression to outcome in normal birth. … Read More →...

Barbieri, M., Henrique, A., Chors, F., Maia, N., & Gabrielloni, M. (2013) Banho quente de aspersão, exercícios perineais com bola suíça e dor no trabalho de parto. Acta Paulista de Enfermagem, 26(5), 478-484. DOI: 10.1590/S0103-21002013000500012  Banho quente de aspersão, exercícios perineais com bola suíça e dor no trabalho de parto

Benfield, R., Hortobagyi, T., Tanner, C., Swanson, M., Heitkemper, M., & Newton, E. (2010) The Effects of Hydrotherapy on Anxiety, Pain, Neuroendocrine Responses, and Contraction Dynamics During Labor. Biological Research For Nursing, 12(1), 28-36. DOI: 10.1177/1099800410361535  The Effects of Hydrotherapy on Anxiety, Pain, Neuroendocrine Responses, and Contraction Dynamics During Labor

Gau, M., Chang, C., Tian, S., & Lin, K. (2011) Effects of birth ball exercise on pain and self-efficacy during childbirth: A randomised controlled trial in Taiwan. Midwifery, 27(6). DOI: 10.1016/j.midw.2011.02.004  Effects of birth ball exercise on pain and self-efficacy during childbirth: A randomised controlled trial in Taiwan

Henrique, A., Gabrielloni, M., Cavalcanti, A., Melo, P., & Barbieri, M. (2016) Hidroterapia e bola suíça no trabalho de parto: ensaio clínico randomizado. Acta Paulista de Enfermagem, 29(6), 686-692. DOI: 10.1590/1982-0194201600096  Hidroterapia e bola suíça no trabalho de parto: ensaio clínico randomizado

Multilingual neuromyths

Sun, 03/26/2017 - 08:27
P { margin-bottom: 0.08in; } Neuromyths are misconceptions about how the brain works. They are the topic of the Nature Neuroscience editorial The mythical brain, which highlights that they are as false as they are appealing, and that their appeal is what explains their resilience.Appealing seems to be the key word here, in its sense of ‘engaging’ with little or no rational engagement. Deena Skolnick Weisberg and colleagues showed this in The seductive allure of neuroscience explanations: when asked to choose between alternative nonsensical explanations of the same brain function, their informants systematically preferred the ones containing “logically irrelevant neuroscience information”. The mere mention of intimidating concepts like brain or neurology appears to lend credibility to any statement where they appear, in other words. Statements about the so-called ‘bilingual/multilingual brain’ are no exception, in the wake of the current exponential growth of academic and media news about brains and neuro-prefixed things. This growth reflects a shift in our ways of thinking about our brain along the past couple of decades. Late last century’s trends modelled the brain on the most sophisticated information gathering and processing device of the time, the computer. Since models naturally constrain our ways of thinking about what we’re modelling, our views of the brain came complete with computer-bound characteristics: brain space got allocated once and for all, and brains developed one way, towards decay. Related neuromyths had it that more than one language takes up brain space, or that aged brains lose language learning abilities. Early 21st century findings then spelled the death of brain death myths: ageing, which is what the brain and the rest of our bodies do from the moment we’re born, doesn’t entail brain decay. Brains were all but static, degenerative, limited-capacity CPUs: neural structures and functions evolve and regenerate themselves after all, in response to our experiences and needs, and both young and old brains retain the agility to do so. Brain plasticity duly became the new mantra and, not least, we could capture brains in action through imaging, our latest model. Related neuromyths have it that we now know what’s going on because we can see it, as Leonid Rozenblit and Frank Keil argue in The misunderstood limits of folk science: an illusion of explanatory depth. They show first, that we are experts at fooling ourselves that we “understand complex phenomena with far greater precision, coherence, and depth” than we actually do, and second, that “The illusion for explanatory knowledge is most robust where the environment supports real-time explanations with visible mechanisms.”Image © Thomas Schultz (Wikimedia Commons)Likewise, in What can functional neuroimaging tell the experimental psychologist?, Richard Henson warns us of the “real danger that pictures of blobs on brains seduce one into thinking that we can now directly observe psychological processes”. Blob-based evidence nevertheless continues to flourish, all the way from forensics, as Richard K. Sherwin observes in Visual jurisprudence, to education, as Sanne Dekker and colleagues show in Neuromyths in education: Prevalence and predictors of misconceptions among teachers or Paul A. Howard-Jones shows in Neuroscience and education: myths and messages. The seductive appeal of visual animations is irresistible, in sum, and it naturally sells very well, which is the topic of Diane M. Beck’s study The appeal of the brain in the popular press. But there are two problems. One is that the seduction is selective. Is it true, for example, that there is a bilingual/multilingual ‘advantage’, which may include inhibition of brain deterioration? Ellen Bialystok and colleagues say yes in Bilingualism, aging, and cognitive control: Evidence from the Simon Task, Shanna Kousaie and Natalie A. Phillips say no in Ageing and bilingualism: Absence of a “bilingual advantage” in Stroop interference in a nonimmigrant sample, and J. Bruce Morton and Sarah N. Harper, in What did Simon say? Revisiting the bilingual advantage, reserve judgement about whether multilingualism relates to brain performance at all until we understand what is really causing what. Meanwhile, Angela de Bruin and colleagues, in Cognitive Advantage in Bilingualism. An Example of Publication Bias?, conducted a meta-analysis of studies published between 1999 and 2012 on the so-called ‘bilingual advantage’, to conclude that the advantage may well lie in cherry-picking of findings....

Beck, D. (2010) The Appeal of the Brain in the Popular Press. Perspectives on Psychological Science, 5(6), 762-766. DOI: 10.1177/1745691610388779  The Appeal of the Brain in the Popular Press

de Bruin, A., Treccani, B., & Della Sala, S. (2015) Cognitive Advantage in Bilingualism. An Example of Publication Bias?. Psychological Science, 26(1), 99-107. DOI: 10.1177/0956797614557866  Cognitive Advantage in Bilingualism. An Example of Publication Bias?

Native multilinguals

Sat, 03/25/2017 - 13:06
P { margin-bottom: 0.08in; } Some of my language teaching students sometimes express out loud their heartfelt desire to become native speakers. I was quite baffled the first time I heard this: we’re all native speakers, surely, and we can’t become natives, if we take the word “native” to mean what I supposed it is meant to mean, ‘from birth’. But does it? It turned out that my students’ previous teacher training had included the mantra that “native” means ‘flawless’ in this collocation, and flawless, whatever we take this word to mean, is certainly something that all of us can at least aspire to become. This latter meaning of the word “native” has in fact been made quite explicit in the literature about “second” (or “foreign”) languages – with my profuse apologies for the scare quotes that will crop up all over this post: I’ve no idea what the scared words might mean, in this literature. This meaning explains, for example, why some of us think it a worthwhile endeavour to compare school language learners to “native speakers”, for purposes of language quality assessment. But there is a snag: if learning languages from birth entails flawless use of those languages, how come multilinguals across the board, including simultaneous multilinguals who learn more than one language from Day One, go on being compared to “native speakers”? The thing is that “native speaker” has yet a third meaning, ‘monolingual’, this time a covert one, which nevertheless heeds the overt, systematic practice of comparing any multilinguals to monolinguals. This meaning explains, for example, the virtual absence of acknowledgement that multilinguals can be “native” users of their languages. If we accept that multilingual proficiency should be assessed through comparison with “native” proficiency, then we’re saying that multilinguals and natives are two distinct kinds of language users, since we can’t compare a thing to itself.But there is another snag. If multilinguals aren’t native users of their languages, then they must be “non-native”, by the logic of the assumedly useful labels which populate research on language uses. However, they aren’t, because multilinguals get compared to non-natives, too. In addition, simultaneous multilinguals can’t be “non-native”, if their languages are there for them from Day One, which is one of the meanings of “native”. Multilinguals, in sum, appear to inhabit a Linguistic No Man’s Land.“Day One”, unfortunately, may not be what clinches the issue either. If the language(s) in which we’re brought up from birth happen to be imported languages, then those languages aren’t “ours”. And if we learn a new language in early childhood, though not exactly from Day One, how many days should we count to count as a native user of it? Can I, for example, claim French as native language, having lived with it from just before age 3? Or was I then already way past my native learning prime, as I must have been when I learned my other languages several years later? If you’re interested in the mysteries of “critical periods” which snipe at “native” language learning abilities, Carmen Muñoz and David Singleton’s state of the art discussion, A critical review of age-related research on L2 ultimate attainment, is a must-read. Scare-quoted terminological acrobatics about multilingualism would be hilarious, of course, if it didn’t appear in “serious” research, thereby proving that we’ve no idea what we’re talking about. Have a look in my article First language acquisition and teaching, to see what I mean. The muddle got compounded when researchers developed a preference for labelling the languages of a multilingual by means of numbers, possibly on the belief that identifying things by numbers makes them look scientifically unquestionable. There’s always some “L1” lurking in there somewhere, which means that there must be rankings of L2, ... Ln, where the numbers apparently serve the purpose of showing that languages either politely follow one another or should do so. But what do these numbers mean when, say, simultaneous multilinguals learn one or more new languages in school? Not much, it seems, because we prefer to stick to labels rather than acknowledge their undefinable uselessness. Since “L1” represents an inherently singular concept (in more than one sense of “singular”), the logic of cardinal and ordinal numbering requires that L1 = “first language”, whereby everyone must have a single “first” language, endowed with rights of primogeniture associated with other firstborns. If there’s no single chronological first language, no problem: we just assign one to children, for reasons of administrative expediency, and call it their “mother tongue”. Finally, by the logic that first = “best”, we end up talking about “dominant” and “balanced” languages, and about all the other hopeless labels which do no more than betray our hopeless beliefs that multilinguals are, in fact, funny monolinguals. This state of affairs may well explain why multilingualism goes on being blamed for anything that deviates from monolingualism, to which I’ll return some other day. Meanwhile, the next post, a guest post, goes back to where this post started, to report vivid encounters with “nativeness” from a language teacher who’s also had plenty of reasons to wonder about the meaning of this word....

Cruz-Ferreira, M. (2011) First language acquisition and teaching. AILA Review, 78-87. DOI: 10.1075/aila.24.06cru  First language acquisition and teaching

Sign-speech multilinguals

Sat, 03/25/2017 - 12:40
P { margin-bottom: 0.08in; } Opinions and decisions about multilingualism involving sign languages suffer from the same resilient fantasies which have plagued multilingualism in general over the past 100 years or so. With sign languages, however, there’s the aggravating factor that fantasies about them join the chorus. Only the other week, for example, I had a couple of (speech-speech) multilingual friends wonder why all the fuss about sign languages among linguists like me, since these languages are but a set of universal gestural primitives, like rubbing your tummy to indicate you’re hungry, as they put it. Aren’t they?, they nevertheless asked at the end of their reasoning. No, I replied. This would be roughly equivalent to saying that spoken languages are but a set of universal groany primitives to indicate your mood, as I put it. I took this chance to dispel their other illusion, that sign languages are straightforward fingerspelling systems, which draws on the interesting assumption that all signers must be literate. Many sign languages do include fingerspelling components, but the fact that, say, BSL (British Sign Language) and ASL (American Sign Language) use two-handed and one-handed spelling, respectively, for the same printed language, should help reassess the presumed straightforwardness of fingerspelling. In addition, BSL and ASL are as mutually unintelligible as other sign languages around the world. My friends are well educated, cosmopolitan professionals. Their take reflects the overarching myth that sign languages really aren’t languages at all, which goes on shaping policies devised by other professionals, those who have been empowered to deal with language education and who therefore aren’t in the habit of asking questions at the end of their reasonings. In a book chapter discussing The British Sign Language community up to the early 1990s, Paddy Ladd gives a distressing review of the ignorance and associated prejudice which, among other rulings, sanctioned physical violence to ‘cure’ deaf children of their signing ‘compulsion’. Just like, as I reported elsewhere, multilingualism came to be beaten out of hearing schoolchildren, the hands of deaf schoolchildren were tied behind their backs in order to force them to use spoken language. Just like, as I also reported elsewhere, multilingualism came to be medicalised, the language of deaf people was “pathologised” (Ladd’s word). Small wonder, then, that sign-speech multilinguals came to be viewed as doubly ‘handicapped’. When sign languages finally became legitimised, as it were, as objects of linguistic enquiry, sign multilingualism turned out, unsurprisingly, to match speech multilingualism. It comes complete with mixes, as David Quinto-Pozos reports for LSM (Lengua de Señas Mexicana) and ASL in Sign language contact and interference, for example, and with a lingua franca, International Sign, which Anja Hiddinga and Onno Crasborn discuss in Signed languages and globalization. But sign multilingualism remained the business of signers, so hearing communities needn’t bother with the eccentricities of deaf communities. Dealing with sign-speech multilingualism, however, appears to invite regression to hand-tied Fantasy Land: sign languages may be languages after all, but they are less so than spoken ones and should therefore not take priority in (so-called) multilingual education. It may help to understand that we’re talking about difference here, not winner-takes-it-all competition of gradable merits. It is as useful to compare the contexts of use of distinct linguistic modes as it’s useful to compare multilinguals and monolinguals. Insisting on doing so fails to recognise one of the many paradoxes reflecting our perennial difficulty in defining what languages are: do we want to say that speech beats sign, hands down, because we’re persuaded that auditory resources rank higher than visual ones in linguistic sophistication? Or should we rank those resources the other way around, because we believe that spoken languages are subsidiary to spelt ones? Language is as independent of the modes we’ve found to represent it – whether natural, sense-bound ones like sight, hearing, touch, or artificial ones like print – as music is independent of the instruments (our voice included) through which we produce it. What’s more, our senses seldom serve us to the exclusion of other senses. Manual gestures, for example, are intrinsic to spoken interaction, where attention to both visual and sound clues necessarily assists (de)coding. There’s even evidence that adequate gesturing enhances learning, as Martha W. Alibali and colleagues showed for a speech-based maths class in Students learn more when their teacher has learned to gesture effectively. In this sense, speakers and signers alike are multimodal users of language, and so are all of us, speakers or signers, who are literate. There may be some overlap between gestural uses in spoken and signed interaction, as Trevor Johnston argued for pointing gestures in Towards a comparative semiotics of pointing actions in signed and spoken languages, but the fundamental issue is that signs and speech belong to two different linguistic modes, each with their rules, standards and practices. Precisely for this reason, sign-speech multilinguals can avail themselves of means of linguistic expression which monomodal interaction lacks, in that “distinct modalities allow for simultaneous production of two languages”, as Karen Emmorey and colleagues discuss in Bimodal bilingualism. This means that sign-speech multilinguals, like any language users, must draw on the whole of their linguistic resources in order to be able to develop as human beings. The Position Statement on Early Cognitive and Language Development and Education of Deaf and Hard of Hearing Children, adopted by the NAD (National Association of the Deaf, USA) in June this year, makes for as engrossing reading as Paddy Ladd’s chapter – with many thanks to Beppie van den Bogaerde, who brought this publication to my attention on Twitter, @HU_DeafStudies. The document examines the relationship between sign, speech and print modes, debunking the usual myths about minority languages causing delayed development of mainstream languages (why never the other way around, one wonders?), about the primacy of spoken languages over signed ones, about reading abilities presupposing “...

Alibali, M., Young, A., Crooks, N., Yeo, A., Wolfgram, M., Ledesma, I., Nathan, M., Breckinridge Church, R., & Knuth, E. (2013) Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2), 210-233. DOI: 10.1075/gest.13.2.05ali  Students learn more when their teacher has learned to gesture effectively

QUINTO-POZOS, D. (2008) Sign language contact and interference: ASL and LSM. Language in Society, 37(02). DOI: 10.1017/S0047404508080251  Sign language contact and interference: ASL and LSM

Lines that do not meet? Different perspectives of psychology upon organizations and work

Fri, 03/24/2017 - 13:00
Is it possible to attach a single label to the different approaches and professional practices of Psychology regarding work? Are there irreconcilable differences between psychology approaches, for example, an approach with a concentrated focus on management and another focused on the health of workers? … Read More →...

BERNARDO, M., OLIVEIRA, F., SOUZA, H., & SOUSA, C. (2017) Linhas paralelas: as distintas aproximações da Psicologia em relação ao trabalho. Estudos de Psicologia (Campinas), 34(1), 15-24. DOI: 10.1590/1982-02752017000100003  Linhas paralelas: as distintas aproximações da Psicologia em relação ao trabalho

Study proposes fruition as a new attribute of information representation for works of contemporary art

Tue, 03/21/2017 - 13:00
It discusses information and art starting from the books of artists, from the collection of the Núcleo de Arte Contemporânea da Paraíba (NAC/UFPB), analyzing the performance of CI through the representation of information, in a collaborative working relationship between professionals. The representation of information could help in the treatment and organization of information, softening the complexity of these objects in the face of their possibilities of abstraction and fruition. … Read More →...

CATOIRA, T., & AZEVEDO NETTO, C. (2016) The importance of a differentiated representation of information for Contemporary Art: Use of fruition as a classification attribute. Transinformação, 28(3), 263-274. DOI: 10.1590/2318-08892016000300002  The importance of a differentiated representation of information for Contemporary Art: Use of fruition as a classification attribute

The Weirdest Animals on Earth: 12 Amazing Facts About Platypuses

Tue, 03/21/2017 - 10:04
What IS that? A photo by Stefan Kraft at Wikimedia Commons.1. Platypuses are so strange, that when British scientists first encountered one, they thought it was a joke: A Governor of New South Wales, Australia, sent a platypus pelt and sketch to British scientists in 1798. Even in their first published scientific description of the species, biologists thought that this duck-beaked, beaver-bodied, web-footed specimen may be some Frankenstein-like creation stitched together as a hoax. But this is only the beginning of their oddities…2. Platypuses are egg-laying mammals. Mammals are animals that have a backbone, are warm-blooded, and females produce milk for their young. Most females that nurse their young also carry their developing babies in their bodies and give birth to live young… But platypuses don’t play by those rules. Platypuses are monotremes, egg-laying mammals that include the platypus and four species of echidna. Most female mammals have two functional ovaries, but female platypuses, like most female birds, only have a functional left ovary. Once a year, a female platypus may produce a clutch of two or three small, leathery eggs (similar to reptile eggs), that develop in her uterus for 28 days. Because female platypuses don’t even have a vagina, when the eggs are ready, she lays them through her cloaca, an opening that serves for reproduction, peeing and pooping. (In fact, monotreme comes from the Greek for “one hole”). She then curls around them and incubates them for another 10 days until they hatch. 3. Platypuses sweat milk! Not only do female platypuses not have vaginas, they don’t have nipples either! Instead, lactating mothers ooze milk from pores in their skin, which pools in grooves on their bellies so the babies can lap it up. …And they’re not even embarrassed about it! 4. Adult platypuses are toothless. Baby platypuses (that is the actual technical term for them, by the way… not “puggles”, which would be way more fun) are born with teeth but they lose them around the time that they leave the breeding burrow. In their place are rigid-edged keratinized pads that they use as grinding plates. When they catch their prey (worms, bugs, shrimp, and even crayfish), they store it in their cheek pouches and carry it to the surface, where they use gravel to crush it in their toothless maw.5. The platypus “duck bill” is a sensory organ used to detect electric fields. Muscles and neurons use electrical impulses to function, and these impulses can be detected by electroreceptors. Although common in shark and ray species, electroreception is rare in mammals, only having been discovered in monotremes and the Guiana dolphin. Platypuses have rows of around 40,000 electroreceptors on their highly sensitive bill, which they wave back and forth in the water, much like a hammerhead shark, to determine the location of their prey. It’s a good thing this sense is so sensitive, since they close their eyes, nose and ears every time they dive. 6. Platypuses don’t use their tails like beavers do. Whereas beavers use their large, flat, leathery tails for swimming and slapping the water to send signals, platypuses don’t use their tails for any of that. Platypuses have large, flat tails for storing fat in case of a food shortage. Unlike beaver tails, platypus tails are covered in fur, which the mothers use to snuggle with their incubating eggs.A platypus ankle spur. Photo by E.Lonnon at Wikimedia Commons.7. Male platypuses have venomous ankle spurs. Their venom is strong enough to kill small animals and to create excruciating pain in humans. Since only males have it and they produce more venom during the breeding season, we think its main function may be to compete for mates and breeding territories.8. Platypuses are knuckle-walkers with a reptilian gait. Although they are well-built for swimming with their webbed feet and legs on the sides of their bodies, these traits make it quite awkward to get around on dry land. To walk, they pull in their webbing and walk on their knuckles, exposing their claws. Like reptiles and salamanders, platypuses flex their spines from side-to-side, supported by their sprawling legs. 9. Platypuses have unusually low body temperatures. As unusual as they are, platypuses are still mammals, which are defined, in part, by their ability to generate most of their own body heat with their metabolism. Platypuses do this as well, but whereas most mammals maintain body temperatures between 37-40 degrees C (99-104 degrees F), platypuses are happy with a body temperature of 32 degrees C (90 degrees F). This lower metabolism reduces the amount of calories they need to eat.10. They have no stomach. Stomachs are specialized protein-digesting chambers of digestive tracts that contain protein-digesting enzymes and acids to activate them. Not all animals have them, but most carnivores do. The most common exceptions to this rule are fish… and platypuses. Why? We don’t know for sure, but many of these animals consume diets high in calcium carbonate, which is a natural antacid. If their own diet would constantly neutralize their stomach acid, then the stomach really isn’t going to do them any good anyway.11. They have 10 sex chromosomes! Most mammals have two sex chromosomes, one from each parent. An individual that has two X chromosomes is usually female and an individual that has one X and one Y chromosome is usually male. Thus, female mammals pass along an X chromosome to each offspring and males can pass along an X or a Y. But platypuses are not content to be normal in any way…They have 10 sex chromosomes: 5 from mom and 5 from dad. All 5 chromosomes from mom are Xs, whereas a male sperm either contains 5 Xs or 5 Ys. Birds also have two sex chromosomes, but in birds, individuals with two of the same type are usually male and individuals with different chromosomes are usually female. Their system is called ZW, where the mammalian system is XY. The platypus X chromosome is more similar than the X chromosome of other mammals to the bird Z chromosome.12. The platypus genome is as much of a hodgepodge as its body. Only 80% of the platypus’ genes are like other mammals. Some of their genes have only previously been found in birds, reptiles, fish, or amphibians.To learn about more weird animals, go here.References:...

Scheich, H., Langner, G., Tidemann, C., Coles, R., & Guppy, A. (1986) Electroreception and electrolocation in platypus. Nature, 319(6052), 401-402. DOI: 10.1038/319401a0  Electroreception and electrolocation in platypus

Warren, W., Hillier, L., Marshall Graves, J., Birney, E., Ponting, C., Grützner, F., Belov, K., Miller, W., Clarke, L., Chinwalla, A.... (2008) Genome analysis of the platypus reveals unique signatures of evolution. Nature, 453(7192), 175-183. DOI: 10.1038/nature06936  Genome analysis of the platypus reveals unique signatures of evolution

Research analyzes use of TRS in organizational studies

Mon, 03/20/2017 - 13:00
Bibliometric research analyzes the use of Social Representation Theory (SRT) in Organizational Studies (OS). We investigated 90 papers published in journals and scientific events from 2001 to 2014. The results indicate that the use of SRT in OS is incipient, superficial and presents theoretical and methodological inconsistencies. … Read More →...

Martins-Silva, P., Silva Junior, A., Peroni, G., Medeiros, C., & Vitória, N. (2016) Teoria das representações sociais nos estudos organizacionais no Brasil: análise bibliométrica de 2001 a 2014. Cadernos EBAPE.BR, 14(4), 891-919. DOI: 10.1590/1679-395155900  Teoria das representações sociais nos estudos organizacionais no Brasil: análise bibliométrica de 2001 a 2014