The order of stimuli matters when learning second-order transitional probabilities.

The order of stimuli within sequences and the transitional probabilities (TPs) it generates are central information in sequence processing. However, less is known about what type of information and how it is extracted by general learning mechanisms. The present study focused on statistical learning of second-order TPs.

A prospective comparison of WALANT technique and general anesthesia in forefoot surgery.

Introduction: Wide Awake Local Anesthesia No Tourniquet (WALANT) technique has been widely used in hand surgery, but there are few prospective data on its use in forefoot surgery.

Hypothesis: The WALANT technique reduces pain compared to general anesthesia for bone surgery on the first ray of forefoot.

Methods: This was a prospective, longitudinal, comparative, non-randomized cohort study in adult patients undergoing bone surgery on the first ray of forefoot.

Feedback in an Entrustment-Based Objective Structured Clinical Examination: Analysis of Content and Scoring Methods.

The integration of entrustable professional activities (EPAs) within objective structured clinical examinations (OSCEs) has yielded a valuable avenue for delivering timely feedback to residents. However, concerns about feedback quality persist. This study aimed to assess the quality and content alignment of verbal feedback provided by examiners during an entrustment-based OSCE.

Lunar eclipses illuminate timing and climate impact of medieval volcanism.

Explosive volcanism is a key contributor to climate variability on interannual to centennial timescales. Understanding the far-field societal impacts of eruption-forced climatic changes requires firm event chronologies and reliable estimates of both the burden and altitude (that is, tropospheric versus stratospheric) of volcanic sulfate aerosol. However, despite progress in ice-core dating, uncertainties remain in these key factors.

Probability, Dependency, and Frequency Are Not All Equally Involved in Statistical Learning.

The ability to learn sequences depends on different factors governing sequence structure, such as transitional probability (TP, probability of a stimulus given a previous stimulus), adjacent or nonadjacent dependency, and frequency. Current evidence indicates that adjacent and nonadjacent pairs are not equally learnable; the same applies to second-order and first-order TPs and to the frequency of the sequences. However, the relative importance of these factors and interactive effects on learning remain poorly understood.