We will discuss a recent paper by Taylor et al. (2023): https://www.sciencedirect.com/science/article/pii/S1053811923002896. They discuss the merits of highlighting results instead of hiding them; that is, clearly marking which voxels and clusters pass a given significance threshold, but still highlighting sub-threshold results, with opacity proportional to the strength of the effect. They use this to illustrate how there in fact may be more agreement between researchers than previously thought, using the NARPS dataset as an example. By adopting a continuous, "highlighted" approach, it becomes clear that the majority of effects are in the same location and that the effect size is in the same direction, compared to an approach that only permits rejecting or not rejecting the null hypothesis. We will also talk about the implications of this approach for creating figures, detecting artifacts, and aiding reproducibility.

Visual comparisons are ubiquitous, and they can also be an important source for learning (e.g., Gentner et al., 2016; Kok et al., 2013). In science, technology, engineering, and math (STEM), key information is often conveyed through figures, graphs, and diagrams (Mayer, 1993). Comparing within and across visuals is critical for gleaning insight into the underlying concepts, structures, and processes that they represent. This talk addresses how people make visual comparisons and how visual comparisons can be best supported to improve learning. In particular, the talk will present a series of studies exploring the Spatial Alignment Principle (Matlen et al., 2020), derived from Structure-Mapping Theory (Gentner, 1983). Structure-mapping theory proposes that comparisons involve a process of finding correspondences between elements based on structured relationships. The Spatial Alignment Principle suggests that spatially arranging compared figures directly – to support correct correspondences and minimize interference from incorrect correspondences – will facilitate visual comparisons. We find that direct placement can facilitate visual comparison in educationally relevant stimuli, and that it may be especially important when figures are less familiar. We also present complementary evidence illustrating the preponderance of visual comparisons in 7th grade science textbooks.

Fiber photometry (FP) is an adaptable method for recording in vivo neural activity in freely behaving animals. It has become a popular tool in neuroscience due to its ease of use, low cost, the ability to combine FP with freely moving behavior, among other advantages. However, analysis of FP data can be a challenge for new users, especially those with a limited programming background. Here, we present Guided Photometry Analysis in Python (GuPPy), a free and open-source FP analysis tool. GuPPy is provided as a Jupyter notebook, a well-commented interactive development environment (IDE) designed to operate across platforms. GuPPy presents the user with a set of graphic user interfaces (GUIs) to load data and provide input parameters. Graphs produced by GuPPy can be exported into various image formats for integration into scientific figures. As an open-source tool, GuPPy can be modified by users with knowledge of Python to fit their specific needs.

ONS figures suggest that at least 10% of individuals suffering COVID -19 Infection continue to experience several weeks after testing positive, and other studies report the proportions as even higher (e.g. Logue et al., 2021). One of the most prevalent reported symptoms among these “Long Covid” sufferers is cognitive dysfunction (Davis et al., 2020). However, to date the cognitive sequelae of COVID -19 are little understood. There are a number of reasons why COVID -19 infection might be associated with cognitive impairment and mental illness (e.g. Bougakov et al., 2020). In particular, increasing evidence indicates inflammation (e.g. Huang et al., 2020) and dysfunctional clotting (e.g. Taquet et al., 2021) as issues of major concern, both of which have been previously linked to a range of cognitive deficits (e.g. Vintimilla et al., 2019; Cumming et al., 2013). Indeed, evidence is beginning to emerge that cognitive issues may be widespread in the post-infection period, particularly among hospitalised and ventilated patients (e.g. Hampshire et al., 2020; Alemanno et al,. 2020). Here I shall present “Hot off the [SPSS]Press” results from a study on memory and cognition following COVID infection in a non-hospitalized cohort.

Over the past 50 years, sociolinguistic studies on black Americans have expanded in both theoretical and technical scope, and newer research has moved beyond seeing speakers, especially black speakers, as a monolithic sociolinguistic community (Wolfram 2007, Blake 2014). Yet there remains a dearth of critical work on complex identities existing within black American communities as well as how these identities are reflected and perceived in linguistic practice. At the same time, linguists have begun to take greater interest in the ways in which public figures, such as politicians, may illuminate the wider social meaning of specific linguistic variables. In this talk, I will present results from analyses of multiple aspects of ethnolinguistic variation in the speech of Vice President Kamala Harris during the 2019-2020 Democratic Party Primary debates. Together, these results show how VP Harris expertly employs both enregistered and subtle linguistic variables, including aspects of African American Language morphosyntax, vowels, and intonational phonology in the construction and performance of a highly specific sociolinguistic identity that reflects her unique positions politically, socially, and racially. The results of this study expand our knowledge about how the complexities of speaker identity are reflected in sociolinguistic variation, as well as press on the boundaries of what we know about how speakers in the public sphere use variation to reflect both who they are and who we want them to be.