Maltreatment type differences in cortisol stress response trajectories across adolescence.

This study examined cortisol stress response trajectories across adolescence in 454 maltreated and comparison youth recruited from Los Angeles County between 2002 and 2005 (66.7% maltreated; 46.7% girls; 39.

General cognitive processing for orthographic discrepancy engages foveal attention during sentence comprehension.

Words are processed in the parafovea and fovea in succession during natural reading, but the classic rapid serial visual presentation (RSVP) paradigm presents words only in the fovea. Unlike the RSVP paradigm, the RSVP with flanker (RSVP-flanker) paradigm is similar to natural text reading. Previous studies using the RSVP-flanker paradigm have suggested that high-level semantic/syntactic integration engages foveal fixation after parafoveal semantic access.

Variation in State COVID-19 Disease Reporting Forms on Social Identity, Social Needs, and Vaccination Status.

To assess variation in the way state health departments collect data on social identity, social needs, and vaccination status for people testing positive for COVID-19, we reviewed all state health department Web sites for COVID-19 disease reporting forms. We located forms for 39 states and coded each one for the presence and format of fields on race, ethnicity, disability, language, sexual and gender identity, comorbidities, pregnancy status, and social needs such as housing stability, occupation, and prior COVID-19 vaccination status. We find considerable variation in both type and format of data collected.

The parallel mechanism of semantic context influences and parafoveal word identification.

Previous event-related potential (ERP) studies have shown that the N400 effect tracks with the isolation point of a word in spoken language comprehension. These results suggested the semantic context of a sentence influences word processing before word identification. However, this delayed effect of N400 latency is not often the case in written language comprehension.

Manual directional gestures facilitate cross-modal perceptual learning.

Action and perception interact in complex ways to shape how we learn. In the context of language acquisition, for example, hand gestures can facilitate learning novel sound-to-meaning mappings that are critical to successfully understanding a second language. However, the mechanisms by which motor and visual information influence auditory learning are still unclear.