text:
Dr Jenny Svanberg is the Consultant Clinical Psychologist at Forth Valley Substance Misuse Service, Dr Adrienne Withall is a Senior Lecturer and Senior Research Fellow at the School of Public Health and Community Medicine within the University of New South Wales, Prof Brian Draper is a Professor (Conjoint) at the School of Psychiatry, University of New South Wales and Prof Stephen Bowden is an Associate Professor at the School of Psychological Sciences, University of Melbourne.
Read our exclusive author interview and find out more about Alcohol and the Adult Brain.
There has been a huge change in our understanding of Alcohol Related Brain Damage, and more specificially, Wernicke-Korsakoff syndrome, in the last couple of decades. This condition may be treatable in many patients but the newer understanding of the condition, in terms of its definition, recognition and treatment, has not yet permeated all professional practice. Problems can still be attributed to alcohol use or intoxication when actually they might be a cause of underlying cognitive impairments, and if signs of impairment are missed, the person is likely to deteriorate further before receiving appropriate support. In addiction services you often hear discussions about whether someone is 'motivated to engage with treatment', and when someone has cognitive impairments of this type, their ability to be motivated in the same way as someone without those impairments changes. It's important because recognising ARBD earlier gives the best chance of recovery and a more hopeful prognosis. Attributing what is thought to be ARBD to the hard-to-treat effects of ethanol toxicity may distract from treatment of Wernicke-Korsakoff syndrome with high doses of thiamine (Vit B1) and result in patients missing out on effective treatment.
That if we improve early recognition and diagnosis of Wernicke-Korsakoff Syndrome, people will have a much greater chance of making a more complete recovery. This would have an enormous impact on people with ARBD in terms of their own wellbeing and that of their families, but would also have a positive impact in terms of the cost to society of chronic alcohol use and its impact.
People with alcohol and substance use problems are often stigmatised, but there are complex factors leading someone to become addicted to a substance, and compassionate, informed treatment can lead to significant benefits for those with substance use disorders with or without cognitive impairment.
Korsakoff's Syndrome, the chronic phase of Wernicke-Korsakoff Syndrome, has historically been described as a severe and specific memory impairment. However, there are a wide range of cognitive impairments of varying severity associated with WKS, and the focus on the memory impairment is likely to be one of the reasons why signs of WKS are often missed in cases of WKS with different clinical manifestations. This may have serious consequences, including missed opportunities to treat the condition.
Dr Jenny Svanberg is the Consultant Clinical Psychologist at Forth Valley Substance Misuse Service, Scotland, UK, and was previously Principal Clinical Psychologist at the ARBD Service, Glasgow, UK.
Dr Adrienne Withall is a Senior Lecturer and Senior Research Fellow at the School of Public Health and Community Medicine within the University of New South Wales and a clinician within Aged Care Psychiatry at the Prince of Wales Hospital, Sydney, Australia.
Prof Brian Draper is a Professor (Conjoint) at the School of Psychiatry, University of New South Wales, Sydney, and the Director of the Academic Department for Old Age Psychiatry at the Prince of Wales Hospital, Randwick, Australia.
Prof Stephen Bowden is a Professor at the School of Psychological Sciences, University of Melbourne, and Consultant Neuropsychologist at St. Vincent's Hospital, Melbourne, Australia.
"An impressive and timely overview of the growing health problem of alcohol and the brain. The book is well illustrated and comprehensive in its coverage. A definite and significant contribution to the field that will provide a firm foundation for future research." – David J. Nutt, Imperial College London, UK
Order a copy of Alcohol and the Adult Brain today!]]>
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Follow My Lead?
During #ASKDRTAN week, we shared some captivating videos with you and invited you to submit questions about them.
This "trio" of viral videos fascinated me, given my background in child development and psychology of music – and I was eager to share them with you! Two twin girls were filmed every August for 3 years, as they responded to their father playing his guitar – in a set of videos that have been viewed over 24 million times.
I used your questions to shape four Q & A posts about these videos, but saved the most frequently-asked one for my final post.
What was the most popular question?
We received questions via Psychology Press Twitter and Facebook from students, professors, and renowned researchers in several countries, and even a 9 year-old called Max.
So, what was the most popular question emerging from #ASKDRTAN week?
There seems to be a dominant child in the videos. The twin on the left seemed to be glancing over at the twin on the right for guidance. Does the dominant child dictate how both of them dance or do they react independently to their dad playing the guitar? – Alexis F (via Facebook)
It seems to me that the twin on the left follows the one on the right. Is there such a thing as a dominant twin? – @PlanetZooFilms (via Twitter)
[Similar questions were submitted by many others, including by Lia W and Logan H and Kyle H and Karyn B on Facebook and @Ben_Forhan and @amanlyant and @Kat_Russell321 via Twitter]
Is there a dominant twin? Is one "dancing twin" copying the other?
The question about whether there may be a "dominant twin" seems to fascinate the public more than twin researchers. It is not a strong focus of current research and most studies on this topic were published in the 1950s or 1960s. Still, it is an intriguing question as it relates to our "dancing twins"!
First, there is the question of what is meant by "dominant" – Is it the firstborn twin, the twin that is larger in stature, the one who is first to cut a tooth or sit or walk independently?
For instance, when it comes to stature, the interaction between "nature and nurture" begins long before birth. Even identical twins are not strictly genetically identical at birth, due to copy number variation, or to conditions in the womb. One twin may be more favorably positioned in the womb to receive oxygen and nutrients from the placenta than the other, or to move around more freely. Some twins share the same amniotic sac; others may each be "housed" in separate amniotic sacs; some twins share the same placenta and some receive sustenance from different placentas. So even identical twins may differ in size and physical development at birth – as the interaction of genes and environmental influences ("nature and nurture") are already at play in the womb.
Or – by "dominant twin" do we mean the one who is more socially dominant? In the case of our "dancing twins," many asked whether one twin primarily initiates the movements while the other tends to copy her?
Piontelli and colleagues found that among both identical and fraternal pairs of twins, one twin is often more active than the other – even before birth. They found that by 10 weeks old, one fetus was significantly more active than the other in 29 out of 30 pairs of twins they monitored by ultrasound scans. The active twin was also less reactive to the other twin's movements (perhaps because the other moved less) – and this was already apparent about 7 months before birth.
However, does the active twin initiate corresponding movements in the other twin? In another prenatal study, Sherer and colleagues monitored 30 twins and "failed to reveal evidence of a dominant twin in utero" (p. 460). The incidence of one twin "initiating the majority of coinciding fetal movements with statistical significance" was found for only 3 out of the 30 pairs of (identical and fraternal) twins.
But what about expressions of 'dominance' in more complex behaviors after birth? As I mentioned before, there are not many recent studies on this topic. One study reported in 2003 by Ebeling and colleagues, employed questionnaires completed by 22-30 year-old twins in a longitudinal study in Finland. Ebeling et al. examined different kinds of dominance – physical, psychological, and verbal – and their longterm implications.
They found that during adolescence, male twins reported dominance in the physical domain whereas female twins reported more psychological dominance (e.g., who decides on shared opinions, or serves as the "spokesperson"). With increasing age, however, they found that "dominant and submissive features are more likely to level off, and twins become more and more equal in their actions and behaviors" (p. 341). So even if there is such a thing as a more dominant twin, the differences seem to diminish over time.
Complementary roles
The notion of a "dominant twin" seems to be an oversimplification of the complex interactions of twins. As Ronald Wilson – author of another longitudinal study (Louisville Twin study) has explained, each twin probably "rules" over different domains (e.g., one may be more verbally dominant, while another may be more physically dominant, or a twin may be more dominant in decision-making in one area but not another). Rather than dominance, there may be complementarity.
For instance: As we watch the same "dancing twins" at play here at 9 months, the twin on the left may seem to be the initiator at first glance, as she plays the role of the lure in their game of 'you can have it; no you can't'. However, the other twin is just as active and shows just as much initiative in her attempts to 'steal' the rattle. Nor can we assess relative physical strength as the green handle is perfectly shaped for a baby's ulnar (whole hand) grasp; the other twin's strong hold on the odd-shaped knob is equally impressive. As I see it – just as in a dance – this interchange is marked by a complementarity of roles and equally active engagement. (I should also point out that – as if to foreshadow their viral videos – the rattle they are playing with is a guitar!)
Follow the music
When it comes to the trio of videos for the "dancing twins," there is also the role of the music in coordinating their movements. Sandra Trehub (1993) found that faster, rhythmic, rousing music (such as marching band-type music) elicited more spontaneous bouncing movements in infants of about 1 year old than slow, flowing, gentle music. So the rhythmic guitar music being played to the "dancing twins" is quite optimal for eliciting motor responses in the girls, and provides a structure for them to coordinate and match their movements together. (See also Tan, Pfordresher, and Harré, 2010, chapter 9) [This answers questions on tempo by @mattbezdek, @KZooAndrew, and @siaaaLaterrr, and style by Gunyeop L on Facebook]
In the last video, the girls are almost 3 years old and most of their movements reflect the tempo/pace of the music (as discussed in Part 2 and Part 3). As they grow, we can expect their movements to express more parameters of music, as Kohn and Eitan (2009) showed that 5- to 8-year old children increasingly reflect features of music in their body movements. In particular, increase in loudness (and to a lesser extent, rising pitch) is typically depicted by increasing speed of movement, energy, and rising and forward movements. [This answers a question for @Sean_Peterkin ]
So is it possible that one of our "dancing twins" may reference the other more during "co-action episodes" [see Part 1]? Or show more initiative in how the body moves to express parameters of music [see Part 2], or in the sensitive interpretation of features of the music [see Part 3]? Yes, it is possible. But can we draw any conclusions about their general level of so-called 'dominance' or 'leadership' within the pair - or each twin's relative musical aptitude [see Part 4]? Most likely not.
It is a delight to watch these twin girls develop and to appreciate them as individuals, each with their own strengths – musical and other. The videos of the twins dancing to their dad's guitar at (almost) 1 year, 2 years, and 3 years, are gems: A celebration of the pure joy of music and a marvelous record of early development. And we can only hope for another window into their lives in August 2015!
Our full series on the Dancing Twins
Here are my four previous posts about the "dancing twins", inspired by your questions:
(Please click on the icon to view each part)
Congratulations to our winners
Thanks to all who participated in #ASKDRTAN! In all, I responded to about 50% of your questions within themes that shaped my Q&A posts. It was not easy to select the winners for our best question awards as all your questions were intriguing.
Here are the winners for #ASKDRTAN - who will each receive a copy of my book Psychology of Music: From Sound to Significance:
My thanks again to all who participated, and to Trish Pomar at Psychology Press.
– Dr Siu-Lan Tan
About Dr Tan
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance, and has published research in numerous journals. She is a senior Professor of Psychology at Kalamazoo College, where she teaches courses in Psychology of Music and Child Development. She maintains a blog entitled What Shapes Film?
Ebeling, H., Porkka, T., Penninkilampi-Kerola, V., Berg, E., Järvi, S. & Moilanen, I. (2003). Intertwin relationships and mental health. Twin Research, 6, 334-343
Kohn, D., & Eitan, Z. (2009). Musical parameters and children's movement responses. In J. Louhivuori, T. Eerola, S. Saarikallio, T. Himberg, & P. S. Eerola (Eds.), Proceedings of the 7th Triennial Conference of European Society for the Cognitive Sciences of Music, (pp. 233–241). Jyväskylä, Finland: ESCOM
Piontelli, A., Bocconi, L., Boschetto, C., Kustermann, A., and Nicolini, U. (1999). Differences and similarities in the intra-uterine behaviour of monozygotic and dizygotic twins. Twin Research, 2, 264-273
Sherer, D. M., Nawrocki, M. N., Abramowicz, J. S., Peco, N. E., Metlay, L. A., Woods, J. R. (1992). Is there a "dominant twin" in utero? American Journal of Perinatology, 9, 460-463
Tan, S.-L., Pfordresher, P., Harré, R. (2010, 2013). Psychology of Music: From Sound to Significance. Hove/New York: Psychology Press
Trehub, S.E. (1993). Temporal auditory processing in infancy. Annals of the New York Academy of Sciences, 682, 137-149
© 2014 Siu-Lan Tan]]>
Duple Time
During our #ASKDRTAN week, I have fielded questions from students, a 9 year-old child, and professionals in many parts of the world – including twin researchers and musicologists. This spectrum of questions inspired new insights on our dancing twins that I would not have thought of alone. For Part 4, we turn to these two questions:
@DrChromo (an epigenetics researcher) inquired: Has anyone studied v young DZ and MZ twins' response to music?
@Jhang_12 (a student in introductory psychology) asked: What role does "the environment raised within" play in the reaction of the twins to the music?
There are few published twin studies focusing on musicality. Aside from the rarity of twins in the population, there is the difficulty of defining and 'measuring' musicality – in any of its forms - including potential, or ability, or accomplishment. Plagued with the same, if not greater, complexities as defining 'intelligence' or 'creativity', there does not seem to be an easy way to determine one's level of musicality.
Although we often refer to it in a singular fashion ("she has great musical ability"), musicality really seems to be not one, but a whole set or constellation of abilities. Is it an accurate ear for pitch and melody? Is it a good sense of rhythm? Is it dexterity, refined motor skills? A knack for expressive and sensitive interpretation? A deep capacity for responsiveness and enjoyment of music? Probably all of these and more.
Of the few existing twin studies, some have focused on a specific skill – especially pitch perception. For instance, Dennis Drayna and colleagues asked 136 pairs of identical twins and 148 fraternal twins (between 18 and 74 years old) to listen to 26 popular melodies and detect whether each contained an incorrect pitch or not. (This is known as the Distorted Tunes Test or DTT, a version of which can be found at this NIH site). The correlation of DTT scores for the identical (monozygotic) twins was higher than for the fraternal (dizygotic) twins. Heritability was 71% to 80%, depending on which technique was used for genetic model-fitting.
Similarly, in examinations of rare musical abilities such as absolute pitch or perfect pitch (the ability to identify musical tones – "that's an F#!" - without being given a reference pitch), studies often reveal higher concordance rates for incidence in monozygotic than dizygotic twins (e.g., Theusch & Gitschier, 2011). There are also earlier studies examining similarities in twins such as musical interest, performance in and out of school, and musical achievement (such as Coon and Carey in the 1980s, which emphasized the contribution of shared family environment over shared genes). And no, @drchromo, we don't have a body of published studies yet focusing on musical development in very young twins.
[Maybe these other twins are conducting research on the dancing twins?]
But if heritability seems so important, does practice and training count for much?
A couple decades ago, academics tended to swing toward the "talent" assumption (i.e., one's level of achievement is primarily determined by genetic endowment) or views that challenged it. For instance, K. Anders Ericsson and colleagues did not deny that genetics or inborn ability played a role, but argued that the role of innate capacities in achieving superior performance had been grossly overemphasized. In a 1993 paper, Ericsson et al. showed that violin students at a prestigious West Berlin conservatory who reached the 'best' level of achievement had spent more time on deliberate practice than those in the 'good' or lowest-achieving group (7,400 versus 5,300 and 3,400 hours). This was not just time logged on the violin engaged thoughtlessly in mere repetition - but concentrated "deliberate practice", which is highly-structured practice, with clear goals and strategies to address weaknesses and improve performance.
However, the separation between "genetics" versus "practice" has recently come into question. Could the propensity for long hours of effortful practice also have a genetic basis? Could genes influence what results we glean from an hour of practice, therefore motivating us to practice more – or less? In a recent brief report examining over 800 sets of same-sex twins, Hambrick and Tucker-Drobo (2014) reported a genetic effect on music practice: "It is likely that genetically influenced penchants and/or aptitudes for music could lead children to dedicate themselves to music practice" (p. 4, italics added).
In a surprising 2014 study, Miriam Mosing and colleagues studied 10,500 (monozygotic and dizygotic) twins aged late-20s to mid-50s – focusing on the relationship between music practice and musical ability. They found "no difference in ability within monozygotic twin pairs differing in their amount of practice, so that when genetic predisposition was controlled for, more practice was no longer associated with better music skills" (p. 1795). In other words, even when one identical (monozygotic) twin had accumulated thousands more hours of practice over their lifetime than the other, both twins tended to score similarly on tests of musical ability – namely: a pitch discrimination test, a melody test (detecting one note difference in short melodies), and a rhythm test.
I am a strong believer in effort and do not wish to be misconstrued to have said that practice does not count! Note that the Mosing study did not focus on music achievement or accomplishment as their measure. This study showed that scores on basic tests of musical sensitivity did not differ with practice. However, certainly an identical twin who has only tinkered on the piano for a year, and one who has trained for several years, would reach different levels of achievement on their musical instrument.
Twin researcher Dr Nancy Segal asked on Facebook: Twin studies reveal genetic effects on virtually all measured traits. Do you think the twins would respond do similarly if they heard the music alone, away from their twin?
Would the "dancing twins" (who, by their parents' report, are identical) move the same way to the music in the absence of the other? It is difficult to say. In these videos I see at least two forms of choreography - one matching to the music (which I discussed in Part 3) and the other a sort of "social choreography" (matching to each other) – which I addressed in Part 1. Karyn Boatwright on Facebook and @qoekfquf1212: There is more than imitation and turn-taking; we can observe "co-action" (see Part 1 for "co-action"). All thinking alike, @Brummiel, @kyra_blum, @jantonishen, and @Allison_M_Bloom pondered whether non-twins could also show matching dance movements. Actually, "co-action" was first identified by a sibling (not twin) researcher, and is common also in peers. The mutual look and constant sideway glances play an important role in "coaction" (as noticed by @lisalombardphd , @TGL_BoF, and Kyle Hahn on Facebook).
I would expect more similarities in movement responses would be seen early in infancy (for instance, nodding and movements of the torso) but as new fine and gross motor skills are increasingly achieved (as covered in Part 2), we may expect to see greater individuality. On the level of detail (the particular movements) I may expect variation, but on basic structural elements (outlined in Part 3- feeling of beat, tempo, character and mood of the music, changes at the beginning of a new section), I would expect some similarity in the absence of the twin. But this is conjecture.
In the end, as we reflect on our delightful "dancing twins", we are far from understanding the complexities of the nature-nurture question in musical ability or achievement. Clearly, much more research is needed to understand the role of genes and environment, and how they are enmeshed in this complex and multifaceted thing we call musical ability. We look hopefully to twin researchers to pursue this exciting avenue for future research.
Thank you for all your inspiring questions! Today is our LAST day for questions for #ASKDRTAN, ending at midnight (in your time zone) on October 29, 2014. Questions received today may still be answered in my final post, next week – along with announcement of prizes for top questions!
– Dr Siu-Lan Tan
Drayna, D., Manichaikul, A., de Lange, M., Snieder, H., & Spector, T. (2001). Genetic correlates of musical pitch recognition in humans. Science, 291, 1969-1972.
Ericsson, K. A., Krampe, R. Th., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406
Hambrick, D. Z., & Tucker-Drob, E. M. (2014). The genetics of music accomplishment: Evidence for gene-environment correlation and interaction. Psychonomic Bulletin & Review. (Online brief report June 24, 2014)
Mosing, M. A., Madison, G., Pedersen, N. L., Kuja-Halkola, R., Ullén, F. (2014). Practice does not make perfect: No causal effect of music practice on music ability. Psychological Science, 25, 1795-1803
Theusch, E., & Gitschier, J. (2011). Absolute pitch twin study and segregation analysis. Twin Research and Human Genetics, 14, 2, 173–178
Distorted Tunes Test on National Institutes of Health site: http://www.nidcd.nih.gov/tunetest/Pages/Default.aspx
Ch 10, Psychology of Music: From Sound to Significance
About Dr Tan
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance, and has published research in numerous journals. She is a senior Professor of Psychology at Kalamazoo College, where she teaches courses in Psychology of Music and Child Development.
Read More #ASKDRTAN Parts
Part 1
Part 2
Part 3
Part 4
Part 5
© 2014 Siu-Lan Tan]]>
An Affinity for Music
My third installment follows after a few days' of great questions – including our first submission by a child, 9-year-old Max!
Part 3 is inspired by Daniela's question via Facebook and @madasilva on Twitter: Is it a normal reaction or could we start to think that [the twins] are prodigious for the music?
While my last two posts explored common social behaviors (imitation and "coaction", in Part 1) and natural milestones in infants' movements to music (Part 2), we now turn to some surprising elements of the videos. To what extent might the twins' expressive movements reflect their musical sensitivity?
(1) Sensitivity to beat
In my previous post (Part 2), I mentioned that many researchers have found that it is not until 4 years or older that most children begin to synchronize movements to music. Of course there are exceptions, but they are rare.
However, infants can match the beat for short spurts (i.e., "sporadic synchronization") – especially if the music is strongly rhythmic and fits the fast tempo (pace) of their natural movements. We can observe this in the video at 23 months, when the twins are bouncing in perfect time with the opening section of the music.
Personally, I was quite surprised by the twins' ability to bounce exactly in time with the music and each other (as well as some wriggles and hand movements that reflect the beat). But it's possible that the music happened to be close to the twins' natural bouncing rate. Being seated in chairs also limits movement possibilities, which can increase matches with music. (This is why we may see more synchronicity to music than in the video of the twins dancing in a standing position at 19 months [see video in Part 2]).
Also, an important element in all three videos is that they're responding to live performances by their Dad. As many researchers (such as Jane Davidson) have shown, performers naturally convey something about musical structure through their movements – in obvious or subtle ways – which could have been picked up by the girls. This possibility was also raised by @drchromo via Twitter. Still, the twins show a very good sense of beat as children cannot always copy the beat/pulse of adults even when there is a live model.
Taking the discussion to a more fundamental level: @jantonishen, @DrSallyKazoo, @PlanetZooFilms and @steph_finnern on Twitter and Logan Horejsi on Facebook all asked whether a sense of musical structure, a feeling of beat, or the body's 'dance' response to music may be innate – i.e., not requiring learning, and even perhaps hard-wired into the species. If so, is dancing and synchronizing to a beat a purely human ability?
A few years ago, some researchers were captivated by this YouTube video of a cockatoo named Snowball, dancing to "Everybody" by the Backstreet Boys:
Some time after this video was posted, neuroscientist Aniruddh Patel and colleagues (2009) began to study Snowball's ability to synchronize to the beat of music. They were careful to use a recording of the music (eliminating live performers' cues). Also, they created 12 versions, each at a different tempo (speed or pace). By changing the tempo of the music, they could see whether Snowball could adjust his rhythmic movements to match the changing speed of the music (and yes, he could!). In a painstaking analysis, every head bob was analyzed in relation to the music. The researchers even went through an extra step to make sure synchronicity did not happen by chance, by analyzing the head-bobbing against other versions to which Snowball was not dancing. So no, it seems "synchronization to a musical beat is not uniquely human" (p. 827).
(2) Sensitivity to general musical structure
Back to our twins: Our youngest submitter so far, 9-year old Max (via Twitter), observed: As the music changed, the twins danced differently. How much of that was just the music or was it something else?
Indeed, another thing I found to be noteworthy about the girls at every age was their ability to capture the spirit of the music. The broad features of each song are reflected in their movements, especially changes at new sections. For instance in the video of the twins at 23 months (shown above), they immediately respond with large body movements (forceful bouncing, swaying) to the rhythmic section of "their new favorite song". But at 0:32 - when the music becomes lighter and more melodic - the large body movements cease and give way to smaller arm movements, and more delicate wriggles of the body. By 0:42, when a cadenza begins without a well-defined pulse, their movements become less patterned and attention wanes.
Again, as they are watching a live performer, their Dad's natural facial expressions and body movements could have telegraphed changes in the music. But it still takes musically sensitive children to match those cues to the music and to their body movements. Further, the twins also influence each other through imitation and coaction (discussed in Part 1).
So as Kaeli on Facebook, @steph_finnern via Twitter, and Max conjecture, there may be other (especially social) influences that are shaping the girls' responses to music – though these are likely complementing the twins' own musicality and enjoyment of music. One must also remember that the social cues are, in fact, an inherent part of learning to understand and appreciate music.
Back to Daniela's opening question: I don't use "exceptional" or "prodigious" easily – as I find all children exceptional and prodigious in some way. But I will say that I found many elements of the girls' responses to music to be remarkable and surprising, and I hope that their parents will continue to nurture the twins' great love and enjoyment of music that have inspired us all.
Please keep your questions coming! We are accepting them till Wednesday Oct. 29! The viral videos and instructions for how to submit questions are here.
– Dr Siu-Lan Tan
Patel, A. D., Iverson, J. R., Bregman, M. R., & Schultz, I. (2009)*. Experimental evidence for synchronization to a musical beat in a nonhuman animal. Current Biology, 19, 1-4
*Includes supplemental film showing Snowball synchronizing to three tempi
Snowball™ Irena Schulz of Bird Lovers Only, Inc.
Chapter 8, 9, Psychology of Music: From Sound to Significance
About Dr Tan
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance, and has published research in numerous journals. She is a senior Professor of Psychology at Kalamazoo College, where she teaches courses in Psychology of Music and Child Development.
Read More #ASKDRTAN Parts
Part 1
Part 2
Part 3
Part 4
Part 5
© 2014 Siu-Lan Tan]]>
Moved by Music
Day Two of #ASKDRTAN week brought a treasure trove of intriguing questions! Yesterday, I addressed questions about the surprising synchronicity of the twins' movements – by discussing "coaction".
A new theme emerging from your questions focuses on the early beginnings of engagement with music (@drewtetz) and the increasing variety of expressive movements you observe in the twins at almost age 1 year, 2 years, and 3 years.
Michael on Facebook said: "I'm fascinated by how the twins seem to be building a "repertoire" of dance expressions as they grow."
And Barbara on Facebook pinpointed a dramatic change between the twins at 11 and 23 months: "What are the key developmental changes occurring between time one and time two that explain the way they use their whole body in responding to the music?"
Part of the answer may be found in @KingMedian's conjecture on Twitter: "Does gross motor development aid in infants' understanding of keeping tempo?"
"Gross motor development" refers to attainments in our ability to perform actions that engage most or all of the body – such as sitting, standing, walking, running. And indeed, as each of these budding abilities blossom, they open up new possibilities in the "repertoire of dance expressions".
For instance: By around 6-7 months, when most infants start to sit up, they begin to respond to rhythmic music – by nodding or shaking their heads, and moving their torsos (pulsing, bouncing, or swaying like the twins). Here's a great example of 10 month-old Diogo responding to a rhythmic Beatles song. (Though he receives encouragement from his dad to sustain his bouncing, the impetus seems to be spontaneous).
Next: As infants begin to stand up and then walk (10-12 months), they often begin to bend the knees to rhythmic music or make stepping motions with alternating feet. And as they approach 2 years, their refined sense of balance and mobility frees them to tiptoe, run, twist, and spin to spirited music. This is charmingly illustrated by the girls (the same "dancing twins" as in our trio of videos) seen here at 19 months:
The "dancing twins" respond to the same guitar song as in their 11 month-old video – but at 19 months, they are old enough to move about freely. The repetitive swaying has progressed to a variety of twirling, twisting, and a range of arm movements, inspired by the music. Each new gross motor skill "unlocks" new potentialities in expressive movement. In turn, @RachelMariiie 's intuitions that the twins' motor (muscle, movement) development may be enhanced by their exposure to music, seems right on target.
However, to address @kajopee's question about whether musical rhythms shape the infants' movements, and especially @shananigans010's question "is rhythm a skill we are born with?": Notice that the movements are not yet synchronized to the beat of the music. Although a recent 2014 study by Fujii et al. showed that a portion of 3- and 4- month old infants demonstrate "sporadic synchronization" (brief moments of limb movements matching the beat) – truly moving in synchrony to music is rarely seen before age 4 years. It is really the spirit of the music that our dancing twins so joyfully embody in the videos that have captivated more than 20 million people.
Please keep sending your inspiring questions! The viral videos and instructions for how to submit questions are here.
– Dr Siu-Lan Tan
Fujii, S., Watanabe, H., Oohashi, H., Hirashima, M., Nozaki, D., & Taga, G. (2014). Precursors of dancing and singing to music in three- to four-month-old infants. PLoS ONE 9(5): e97680. doi:10.1371/journal.pone.0097680
Chapter 9, Psychology of Music: From Sound to Significance
About Dr Tan
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance, and has published research in numerous journals. She is a senior Professor of Psychology at Kalamazoo College, where she teaches courses in Psychology of Music and Child Development.
Read More #ASKDRTAN Parts
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Part 2
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Part 5
© 2014 Siu-Lan Tan]]>
Hey, We're in Sync!
Great questions via Twitter and Facebook! They made me think more deeply about these videos. If your questions weren't chosen for today's response, it doesn't mean they weren't valuable. And they're still in the running for a prize at the end of the week!
On the first day of #ASKDRTAN week, many focused on the look the twins exchanged as soon as the music started, and their seemingly matching (synchronous) movements.
@zooeats and @teobesta were struck by how the infants look at each other as soon as the music begins in the first and third videos. @Allison_M_Bloom asked whether the twins are mimicking each other, and @savannahhhas was puzzled by how they might be forecasting what the other was about to do "even before it happens", leading @kelseydonk and her friend Olivia to view their movements as having a "choreographed quality".
These observations are all related! What you are witnessing is what sibling researcher and psychologist Dr. Judy Dunn calls "coaction". Dunn observed that siblings often engage in episodes in which they seem to be "doing things together at the same time" – in other words, matching each others' actions simultaneously. For instance, two siblings may be sitting in high chairs, and one begins to bang on the tray table – and quickly the other begins to hit their table too – and swiftly they match each others' rhythms – and begin to giggle. This is "coaction". Looking and glancing at each other frequently is an important part of this social coordination, which is actually one of the earliest forms of play with a partner.
You can observe "coaction" especially clearly in the third video (35 months):
0:11: Looking at each other
0:16: Right twin clasps hands; 0:18 Left twin clasps hands
0:20: Left twin copies swishing motions with hands, then clapping
After "go" at 0:25, movements become more individualized (with some imitation at 0:40 of pointing).
Before each of these, the girls look at each other (except for at 0:40 when gaze is not met, and nor is coaction fully activated)
So yes, Alison is right that they are imitating each other. And yes, Savannah, at times they may even be "forecasting" movements – by reading each other for short spurts as they're familiar with this piece of music and have likely responded with similar actions before. This "choreographed quality" that Kelsey and Olivia observed may come partly from their responses to the way the music choreographs their actions (a subject of an upcoming post…!). But the other aspect is a sort of "social choreography" that is patterned by the two of them, matching actions to each other. While Dunn's research focused mainly on siblings, one can imagine that coaction might be even stronger in twins.
One characteristic feature observed by Dunn is that "coaction" seems to trigger great glee! She describes "the special pleasure and excitement expressed by siblings when they engage in 'coaction sequences' together" (Dunn, 1983, p. 792). This utter glee and delight during coaction is clearly shown in our "dancing twins."
More about the role of the music, twin behavior - and many more connections to the videos - coming in the full commentary to be posted soon after #ASKDRTAN week ends. In the meantime, please keep your questions coming! The viral videos and instructions for how to submit questions are here.
– Dr Siu-Lan Tan
Dunn, J. (1983). Sibling relationships in early childhood. Child Development, 54, 787-811
About Dr Tan
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance, and has published research in numerous journals. She is a senior Professor of Psychology at Kalamazoo College, where she teaches courses in Psychology of Music and Child Development.
Read More #ASKDRTAN Parts
Part 1
Part 2
Part 3
Part 4
Part 5
© 2014 Siu-Lan Tan]]>
You might recall this video of a baby moved to tears by her mother's singing popping up on your newsfeeds earlier this year. Dr. Siu-Lan Tan's analysis of that video from the perspective of a child psychologist and psychology of music professor was a must-read on two popular blogs in 2013. Now we're inviting you to watch another video that's been popular recently, ask Dr. Tan your questions about it and qualify to win a prize!
Twin girls were filmed every August for 3 years as they responded to their father playing his guitar. The videos went viral with over 22.6 million views, and 1+ million views; and the third video was posted just 2 months ago.
Take a look at the twins at (almost) 1 year, 2 years and 3 years old. What questions come to mind about their behavior and about early responses to music? See below for details on how to send questions and qualify to win a prize!.
Send us your questions via Twitter using the official hashtag #ASKDRTAN before or after your question. Dr Tan will receive all questions* placed before October 29 via Psychology Press' Twitter and Facebook accounts. If your question is selected as one of Dr Tan's top picks, you will receive a free copy of her book, Psychology of Music: From Sound to Significance, and your questions will also be fully developed as part of an article to be published on our website and on her Psychology Today blog, What Shapes Film?
#ASKDRTAN Question Example:
Dr. Siu-Lan Tan is first author of a leading text entitled Psychology of Music: From Sound to Significance.
Born in Indonesia and raised in Hong Kong, she earned degrees in piano and music before attending Purdue University, Oxford University, and Georgetown University to complete an MA and PhD in psychology. She is now a senior Professor of Psychology at Kalamazoo College, where she teaches courses on creativity, psychology of music, and developmental psychology.
Her work has been published in Music Perception, Psychology of Music, Psychomusicology: Music, Mind, and Brain, Empirical Musicology Review, International Journal of Gaming and Computer-Mediated Simulations, and Journal of Applied Developmental Psychology, among other journals.
*Dr Tan can only answer a portion of questions during the week, but will try to cover the most popular and central questions in her full commentary.
The deadline for your questions has now passed. Dr Tan is no longer reviewing questions. You can find #ASKDRTAN questions submitted via social media answered in several parts here:
Part 1
Part 2
Part 3
Part 4
Part 5
In the Authors' Words
Why did you decide to write this book?
Margaret: I had authored a number of developmental psychology textbooks but the most recent one was written over 10 years ago and I wanted a to write a new textbook that captured the excitement of developmental psychology in 2014. I asked Gert to be a co-author as I liked his approach to the topic and his extensive knowledge of the field and I felt that he would help me to write a book that including cutting edge research as well as giving a balanced overview of core theories and studies.
Gert: When Margaret approached me and asked if I wanted to co-author a follow-up textbook to the legendary Harris & Butterworth book, which I liked very much myself, I felt both honoured and thrilled. Thrilled with the opportunity to reflect the rapid developments that we had seen in many areas of developmental psychology over the past decade, including progress on linking brain development and cognitive development. I thought the time was definitely ripe for this book.
What's the one thing you hope readers take away from your book?
First of all, of course, readers should get a good overview of cutting edge theory and research in developmental psychology. But our hope is to encourage critical thinking and an understanding that different interpretations of the same data can lead to radically different views on development, especially in the area of cognitive development.
Is there anything you'd like to highlight about this topic or your book in particular?
We both think that developmental psychology is an exciting field that presents unique challenges for methodology and theory. If we just presented students with a series of facts, they might come away from a book thinking everything is already known and that there is nothing new to discover. Our aim has been to show that we have yet to discover many fundamental things about children's development. We want students to understand that developmental psychology is a very active and vibrant field of research and we hope that they will come away with honed critical thinking skills and a very solid knowledge of the state of the art in the field. We also hope that they will share our own excitement about developmental psychology and also realise the many practical implications of the research we discuss.
What's a common misconception about this topic that you'd like to clear up?
Sometimes it is all too easy to look for a simple and newsworthy interpretation of the findings of a particular study. For example, stories that 3-month-old infants can do maths or that 8-month-olds think that objects no longer exist when they disappear from sight are attractive and surprising. The alternative explanations to these stories – that results showing early math abilities might have explanations that have more to do with perceptual processing than with math, and that tasks appearing to show lack of object permanence might be the wrong tasks to establish object permanence – can sound less straightforward and less 'newsworthy'. We feel that it is important to discuss these different views to make it clear that the field has not settled on one answer and, with it, one theory of development.
About the Authors
Margaret Harris began her career as a lecturer at Birkbeck College, moving to Royal Holloway University of London in 1989 as a Senior Lecturer and then Reader and Professor. In 2006 she moved to Oxford Brookes University to become Head of the Psychology Department and Director of the new Institute for Research in Child Development. In 2012 the Department of Psychology merged with the Department of Social Work and Public Health.
Margaret's main interests are in the development of written and spoken language and she has published widely in this area. Much of her research in the past two decades has focused on the language development of deaf children, especially the dynamics of deaf and hearing mothers' communication with their deaf children and literacy attainment in deaf school children and young people. She is the author of five books, and has recently published a book on research methods in developmental psychology. She recently retired as the Editor of the British Journal of Developmental Psychology and is currently an Associate Editor of the Journal of Deaf Studies and Deaf Education and a founding Editor of Mind & Language. Some of her most recent research has moved into the area of drivers' expectatations and experiences of electric vehicles and she has been working closely with BMW in an evaluation of the MINI E. (From: http://www.psychology.brookes.ac.uk/)
Gert Westermann gained a PhD in Cognitive Science from the University of Edinburgh. He then became a Researcher at the Sony Computer Science Laboratory in Paris working on infant speech development. This was followed by a Research Fellowship at the Centre for Brain and Cognitive Development at Birkbeck College, London, investigating category learning in infants. In 2003 he took up a Lectureship in Psychology at Oxford Brookes University where he was promoted to Senior Lecturer, Reader, and, in 2009, to Professor of Psychology. As part of his research, Gert set up a Babylab in 2008 to study categorization and language development in infants by using eye tracking. In 2011 Gert joined Lancaster University as Professor of Psychology. His main research interests are how cognitive development is shaped by interactions between experiences, genetic predispositions and experience-dependent brain development, and how this developmental process gives rise to the adult mind. His work therefore spans developmental and adult cognitive psychology, and he approaches these questions in an interdisciplinary way, combining experimental work with infants and adults with computational modelling and brain imaging.]]>
Mark Twain said: 'Good friends, good books, and a sleepy conscience: this is the ideal life.'
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This new edition of Why Love Matters, by Sue Gerhardt, throws some fresh light on these perennially challenging questions by updating its popular and accessible account of how the brain develops in early life.
Why Love Matters, 2nd Edition, explains why loving relationships are essential to brain development in the early years, and how these early interactions can have lasting consequences for future emotional and physical health. This second edition follows on from the success of the first, updating the scientific research, covering recent findings in genetics and the mind/body connection, and including a new chapter highlighting our growing understanding of the part also played by pregnancy in shaping a baby's future emotional and physical well-being.
Why Love Matters is an accessible, lively, account of the latest findings in neuroscience, developmental psychology and neurobiology – research which matters to us all. It is an invaluable and hugely popular guide for parents and professionals alike. Read more...
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"This book is a rare achievement. It succeeds in combining the most accessible and readable account of the neurobiology of early development I have come across with an impressive level of scholarship. Though written with a light touch this fascinating updated volume eloquently describes how very recent advances in neuroscience are being used to re-define and deepen our understanding of the relational origins of human nature, and how this knowledge can be used to address the early roots of many of the common problems that all societies are now facing. A best seller in the UK, Sue Gerhardt's book deserves to be more widely read in the USA." - Allan N. Schore, Ph.D., Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine, USA
"A sensational read. Combining cutting edge research on the brain, parenting and emotional development with wonderful writing, this is popular science at its best. A page-turner of a book which packs a powerful and life-changing message and is a must-read for parents, policy-makers, childcare professionals, students and indeed anyone interested in a healthier and happier future." - Dr. Graham Music, consultant psychotherapist, Tavistock Clinic, London, and author of Nurturing Natures
"Why Love Matters is hugely important. It should be mandatory reading for all parents, teachers and politicians." - Rebecca Abrams, in The Guardian
by Steve Biddulph, psychologist and author of The Secret of Happy Children
In the last ten years, helped hugely by the technology that allows us to look inside the working human brain, neuroscience has transformed what we know about how little children grow.
Alongside her work as a psychotherapist and specialist in mother and baby relationships, Sue set herself the task of reading and absorbing pretty much the whole field of developmental neuroscience, speaking to the researchers, synthesising it all with a view to discovering 'How does this help real mums and dads, as well as teachers and policy makers and so on?'. She did this because she recognised that this knowledge would change everything. And she was right.
In short, our problems with kids' lives and with our own lives have arisen because we have completely missed the importance of affection. We thought it was just something nice that parents did. But in fact, it's the key to all mental health, intelligence and functioning as a human being.
Those moments of soothing, playfulness, touching and tickling, hugging and holding that happen between mother and baby, husband and wife, old people walking hand in hand, stimulate the brain and build connections that are the foundations of intelligence, people skills and being a decent and wonderful human being. All the enrichment, education, money and resources, courses and expensive schools won't make up for having parents who were rushed, tense and had trouble settling with their baby or toddler and having a loving and fun time.
As a populariser myself, an explainer who realises it's no good what the researchers discover if we can't get the message out to everyone, I greatly admire what Sue has done. She has taken one of the most complicated fields in the world today and made it useful.
Sue Gerhardt has been a psychoanalytic psychotherapist in private practice since 1997. She co-founded the Oxford Parent Infant Project (OXPIP), a pioneering charity that today provides psychotherapeutic help to hundreds of parents and babies in Oxfordshire and is now the prototype of many new 'PIPs' around the country. She is also the author of The Selfish Society (2012).]]>
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From Dr. Rudi Coetzer, co-author with Ross Balchin of Working with Brain Injury:
"There is now good evidence for the effectiveness of neuropsychological rehabilitation after acquired brain injury. However, very large numbers of patients in many countries of the world, rich and poor, developing and developed, receive very little or often no, neuropsychological or other post-acute psychological rehabilitation. We hope that our book will make a small contribution towards highlighting, and perhaps one day reducing this plight many patients with acquired brain injury endure."
From Drs. Paul B. Jantz, Susan C. Davies, Erin D. Bigler, authors of Working with Traumatic Brain Injury in Schools.
One significant challenge facing practitioners treating clients with TBIs is establishing a clear communication line between families, medical practitioners, and school-based practitioners. Another challenge is that an individual with a TBI does not always link his or her injury with the consequences. In addition, structural damage to the brain is only visible on neuroimaging and TBI consequences are more apt to be behavioral or cognitive changes rather than readily observable physical effects. As a result, a child who has sustained a TBI can appear to be fully recovered from a TBI even though he or she is experiencing significant TBI-related deficits. As a result, it can sometimes be challenging for professionals working with the child outside the school setting to help school-based professionals understand that a child who has sustained a TBI is in need of a psychoeducational evaluation and school-based interventions.
A TBI can be a devastating event for a family when suddenly an otherwise healthy child begins to experience significant neurological, cognitive, social, and/or behavioral difficulties. Therefore, it is important to remember that as parents and siblings struggle to come to terms with accepting the "new child that is," they will simultaneously be grieving the loss of the "child that was" – the child they knew before the TBI.
A prevalent misconception about brain injuries is that the younger you are when you have a TBI, the fewer problems you will have later in life. Research shows that although young children who sustain a TBI in infancy, or at a young age, do appear to recover from their injury during the short-term, significant deficits frequently appear later in life as cognitive demands increase and the injured portion of the brain is unable to function efficiently. The connection between injury and consequence can be separated by years, therefore, it is easy to miss the connection.
Correlates of persistent sleep complaints after traumatic brain injury, Neuropsychological Rehabilitation: An International Journal, Volume 23, Issue 5, 2013
Music evoked autobiographical memory after severe acquired brain injury: Preliminary findings from a case series, Neuropsychological Rehabilitation: An International Journal, Volume 24, Issue 1, 2014
Persistent extreme regressive behavior in severe traumatic brain injury patients: A rare neurological phenomenon, Neurocase: The Neural Basis of Cognition
The emergence of artistic ability following traumatic brain injury, Neurocase: The Neural Basis of Cognition
Consolidation deficits in traumatic brain injury: The core and residual verbal memory defect, Journal of Clinical and Experimental Neuropsychology, Volume 36, Issue 1, 2014
Mild Traumatic Brain Injury: Implications for Social Work Research and Practice With Civilian and Military Populations, Social Work in Health Care, Volume 52, Issue 5, 2013
Mild Traumatic Brain Injury: A Place for Social Work, Social Work in Health Care, Volume 52, Issue 8, 2013
For more information on Brain Injury Awareness Month or other resources, visit the Brain Injury Association of America or our website.
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Most recently, Dr. Heilman is the author of The Believer's Brain
Kenneth M. Heilman received his M.D. from the University of Virginia in 1963, was a Medicine PGY 1&2 at Cornell-Bellevue Hospital (1963-65), and an Air Force Captain and Chief of Medicine at NATO Hospital, Izmir, Turkey (1965-1967). He took a Neurology residency and fellowship at the Harvard Neurological Unit of Boston City (1967-1970), mentored by Drs. Denny-Brown and Geschwind. He joined the faculty at the University of Florida (1970) as an Assistant Professor, promoted to Associate Professor in 1973 and Professor in 1975. He is now the James E Rooks, Jr Distinguished Professor. Between 1996 and 2009 he was Chief of the Neurology Service at the Gainesville VA. He is listed in multiple editions of the Best Doctors in America, America's Top Doctors and Who's Who. As Director of the Behavioral Neurology-Dementia Post-Doctoral program which has trained more than 70 post-doctoral fellows, the majority of who hold academic positions and several of whom are now leaders in academic neurology, neuropsychology and cognitive neuroscience.
Heilman's research has been supported by the VAMC and/or NIH for more than 40 years. He is the author or co-author or editor or co-editor of 14 books and more than 500 peer reviewed publications. He and his coworkers have described several new diseases/disorders and their treatment (e.g., orthostatic tremor), and helped to better understand many neurobehavioral disorders (e.g., emotional communication, sensory-motor neglect, anosognosia, and apraxia).
Dr. Heilman has received many honors: membership in Alpha Omega Alpha, Sigma Xi and the Dana Foundation, Clinical Research and the Lifetime Achievement Awards from the University of Florida, a past President and Distinguished Career Awards from both the International Neuropsychology Society (INS) and the Society for Cognitive and Behavioral Neurology. He is an Honorary Member of the American Neurological Association, a Fellow in the American Academy of Neurology (AAN), and presented the Wartenberg Keynote Lecture Award at the AAN.
Most recently, Dr. Heilman is the author of The Believer's Brain]]>


text:
tripeSyllabification: tripe
Pronunciation: /trīp /
Definition of tripe in English:
1The first or second stomach of a cow or other ruminant used as food.
Example sentences
- In Watsonville they do great brain, tripe or tongue tacos.
- Andouillettes are a Normandy specialty made by filling pig intestine with more pig intestines and tripe, or cow's stomach lining.
- I never see any of the great meat delicacies around your shop… you know, brains, sweetbreads, kidneys, tripe, lamb tongue.
2 informal Nonsense; rubbish: you do talk tripe sometimes
More example sentences
- Yes, but then how many people are really interested in the tripe and rubbish served up at 6.30 pm on the programme.
- There's a Minister for Global Health out there somewhere and it seems that if you write beyond your allocation of tripe and twaddle, he or she will take retribution.
- This tripe, trivia and tosh poisons British politics and belittles us all
Middle English: from Old French, of unknown origin.
Definition of tripe in:
- British & World English dictionary
- English synonyms
- Spanish dictionary
What do you find interesting about this word or phrase?
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Word of the day reciprocity
Pronunciation: ˌrɛsɪˈprɒsɪti
exchanging things with others for mutual benefit…

subset: commoncrawl


text:
|What if I have a flat full of seeds in a dark, warm and moist environment and some of them start to sprout before the others. Do I move the whole flat into the light as soon as I see one sprout or do I wait till several, half or all of the seeds sprouts?
Last winter I tried starting seeds indoors and I had a lot of trouble with leggy, weak sprouts. I had many kinds of seeds in each flat to save space but when some started to sprout before the others, I didn't know what to do with the flat as a whole.
This year I plan to separate each type of seed into its own flat, but I only have so much counter space inside and in the greenhouse. Any suggestions?
Thanks for your help!
Follow-Up Postings:
|I start my seeds in four inch salvaged nursery pots. I can grow up to 50 plants to transplant size in this pot. I cover the pots with plastic wrap held on with a rubber band, until germination. They must then be moved to a cooler location with more light and good air circulation. Al
- Posted by gardenweed_z6a 5b/6a N CT (My Page) on Thu, Sep 8, 11 at 7:09
|alex2828 - if you have an area outside where you can put containers, I suggest you check out winter sowing. There is a winter sowing forum here on GardenWeb where you can read about it and ask questions. It's fun, easy, low-cost and a great way to play in dirt right through the winter. There's no guessing/worrying whether the seeds need light or dark because it's all up to Mother Nature. She's been doing it for a few million years and is pretty good at it.
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Title: ST-C219-24-63. West Virginia Centennial Celebration
View of spectators gathered in the rain in front of the State Capitol Building in Charleston, West Virginia, for a celebration commemorating the state's centennial, attended by President John F. Kennedy. [Photograph by Harold Sellers]
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Eileen P. Kenny is the talented photographer and writer behind the coffee web's premiere interview magazine, Birds of Unusual Vitality. She is also Sprudge.com Melbourne desk, and we recently partnered with her to publish Birds of Unusual Vitality Vol. 2, a compilation of engaging interviews with coffee folk from around the globe. This book is now … [Read more...]
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Intelligentsia Coffee has just opened their sixth Chicago retail location next to Plum Market's new location in the ritzy Old Town neighborhood. Plum Market and Intelligentsia are a surprisingly good fit, and Intelligentsia has taken great pains to go beyond a supermarket stand, creating a cohesive cafe that just so happens to abut a really fancy … [Read more...]
Chicago: Intelligentsia Logan Square Opens Today, And We've Got Pics
Breaking this morning via Chicago Eater, a glut of first-look photos of the brand new Intelligentsia cafe in Logan Square. This is the first of 5 planned new cafes for Intelli in 2013, including their first locations in New York City and San Francisco. Eater has more deets: The paper is off the windows under the sleek logo at 2642 N. Milwaukee, … [Read more...]
Chicago: Caffe Streets To Open Roastery And "L" Train Kiosks
There's a curious expansion project afoot in Chicago, as neighborhood news blog DNA Info broke the news that Caffe Streets will take over two coffee service kiosks along the Chicago Transit Attorney's Blue Line train. Long regarded as one of the best poly-roaster cafes in Chicago, the original Wicker Park location of Caffe Streets will be joined … [Read more...]
Saturday In NYC: Barista Competitor Lab At Counter Culture Coffee
The Northeast Regional Barista Competition is back on track, scheduled for February 20th-22nd at Attic Studios in Long Island City and sponsored by Dallis Bros. Coffee. In advance of this event, our friends and longtime partners at Counter Culture Coffee are offering a fabulous competition workshop - or "Competitor Lab" - at their New York Training … [Read more...]


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The New Cars of the Geneva Motor Show
A scorching new Lambo, the Jeep Renegade (finally!), and more from Switzerland.
By Michael Austin
VW T-Roc
This one is a just a concept meant to preview the styling direction of future VW's. And that's a shame, because the two-door, open-roof SUV is exactly the sort of thing we want for driving around Southern California's beach towns.
Harold Cunningham/Getty Images


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Matrix is the safety and productivity technology leader for underground mining applications in the United States. Our innovative products and services include:
- Communications Systems
- Personnel and Equipment tracking systems
- Atmospheric Monitoring Systems (AMS)
- IntelliZoneTM Proximity Detection Systems
- Mine Automation and Drive Solutions
- Mine Hoist Controls
- PLC Programming
- Panel Design
Matrix News More
- Matrix Receives Mine Safety & Health Technology Innovations Award
- Matrix Receives MSHA Approval for Advanced Sensors
- Matrix Receives MSHA Approval for IntellizoneTM Proximity Detection
Matrix Careers More
At River View, we value safety above all else, and Matrix's technologies help us to be as safe and productive as possible.
- Heath Lovell
River View Coal


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MORTONS GAP, Ky. (11/8/13) –The Madisonville-Hopkins County Chamber of Commerce held a ribbon cutting to celebrate the opening of a brand new city hall located on Main Street in the historic downtown of Mortons Gap.
"It gives me great pride to see great government here today by forming teamwork of each individual government entities, from state, city, county and the citizens of Mortons Gap," said Frank Smith, Gov. Beshear's field representative. "This is the beacon of progress for the people of Mortons Gap."
With roughly two square miles including about 400 homes and a population of 1,000 residents, Mortons Gap is a Hopkins County city seeing steady growth, said Hopkins County Judge-Executive Donnie Carroll.
"You know I have looked over the last few years of what's been going on in Mortons Gap and it's phenomenal," said Carroll. "Over $4 million in housing and with the new city hall, Mortons Gap is one of the most aggressive new cities, and I think it's something for the citizens should be proud of."
Mayor Frank Stafford said he along with other city officials have worked really hard over the years to make sure the city stays clean, friendly and safe.
"I want to thank everyone who came out today to make this a wonderful day for the city of Mortons Gap," said Stafford.
Amber Averitt
SurfKY News
Photos by Amber Averitt
© Copyright 2014 SurfKY News Group, Inc. All rights reserved. This material may not be published, broadcast, or rewritten without permission. SurfKY News encourages you to share this story by using one of the social media links below.
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Rosenheim hotels
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Featured Rosenheim Hotels
1 TRYP by Wyndham Rosenheim
Brixstrasse 3 Map
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Situated at the very heart of the beautiful town of Rosenheim in Bavaria, the TRYP by Wyndham Rosenheim offers Bavarian hospitality just one hour by car from Munich, Salzburg and Innsbruck. The... More


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Big air and big balls not included.
When your landing zone offers no room for error, grab the Giro Remedy S Carbon to insure against the human factor. The Remedy's full-face design offers maximum protection in an ultralight package that you'll hardly notice on your head.
- Super Cool vent design pulls air through internal channels to keep you cool at warp speed
- Tough carbon fiber shell keeps weight down to prevent neck fatigue
- Removable, adjustable visor offers protection from sun and low-hanging branches
- Weatherstrip vent plugs offer extra insulation for sub-zero missions
Share your thoughts
What do you think of the
Giro Remedy S Carbon Helmet
? Share a...
Total Bummer, No Good for Skiing
I am totally sad to say that this was my dream team helmet, and when I got it I was totally stoked.
Then the grommet in the helmet where the visor screws into had glue in the threads from the manufacturing ,and that spun and stripped it out in the Carbon, and it took 20 minutes to pin it and get the Visor off, then it wouldn't go back on. I called up Back Country and they rock, they sent me a brand new one overnighted and a return label,
Then I got the new one, was sweet, took it up to the mountain, rode it for 3 hours and put it back in the bag and put my old Giro with no face guard on.
YOU SEE, when you breath!!! out your breath hits the mouth guard and sends all the Fog straight onto the front of you goggle lenses and you can't see a thing and the world goes grey and blank for 15 seconds, every time you are stopped or going slow.
I was on a 20 foot cornice, ready to drop, and breathed out and lost site of the world, almost fell of, I waited, breathed down against my neck, and then held my breath and dropped clean. Unless you are doing about 15mph plus or breathing with your lips pursed down this helmet will cause your vision to be ruined by fogging your goggles.
Get a Boeri with a mouth guard bar on it and call it good if you need a full face helmet.
The other thing, is this bad boy is big and a little too warm when you get heated up and has no controllable open or close for venting.
Hmmm, ok, on second thought, maybe I'll re order and try cutting out the mesh with a knife, just that if I do and it still fogs up my goggles when I breathe out I can't return a $350 helmet them :( ??
Ali Samieivafa
Light, comfy and badass
Super light helmet, very comfortable , big opening suitable for most goggles, Ventilation works great on super hot days.
I feel so much more secure wearing this skiing trees since I hit one couple years back and broke my jaw!
the only thing is everything attached to it keeps falling off, I already replaced 2 of the screws to the visor and also the goggle strap holder in the back fell off.. but this is after 2 seasons..
It's just that u can't put this helmet on and go ski a green run all day, u look ridiculous! this helmet screams badass and u should buy it if u think u can live up to the hype..
overall I highly recommend this helmet
Ali Samieivafa
Ski northstar
I have a Giro S Carbon Alpine Helmet and...
I have a Giro S Carbon Alpine Helmet and have broken the visor. Does anyone know where I can buy a new one?
Just call up Giro customer service man! And fyi, if I didn't return mine cause it fogs up your goggles every time you breath you making you BLIND I would totally give you mine. First thing I did was get rid of the huge Non Aerodymanic Visor!
Colin McCreight
lightweight full-face protection for skiing
Great, lightweight protection in the trees or in rocky areas.
Goggles fogged up a bunch while skiing until I cut the front mesh out (cut with a knife, rather than ripping it out) and after that, the ventilation was great
great deal from SAC for $110
Will Guru
what is sac?
Colin McCreight
Steep & Cheap
Awesome protection!
This helmet is super light and very comfortable.
It interfaces with goggles really well too.
I like using it with the huge Electrics because they fill the space so cleanly.


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I bought this rug and wasn't sure if I wanted it in the livingroom or dining room. It ended up under the dining room table and everyone who has seen it loves it. Spills clean up very nicely and it's holding up against the occasional scratching by my cat. I really love it.
I love it. Highly recommend it. Easy to maintain n clean up.
this rug was more then I expected. Love the floral design, raised and soft texture of the flowers. Rug fabric is a nice texture, looking like a bamboo rug. Very satisfied.
I wasn't expecting this rug to be anymore than the price I bought it for. But it turned out to be really nice. Underfoot, it does not feel like an outdoor rug. I especially liked the design. And the colors can go with pretty much any color scheme. This is a good buy!
I'm really happy with this rug. It's even prettier than I expected and the quality is very high. I can't believe it was so inexpensive!
Picture does not do this rug justice. It is really pretty with nice colors.
This is a lovely organic-looking rug. The Ivory is a little darker than expected, but otherwise colors are true to the pictures.
This rug is exactly what I had expected and works awesome in the space. I used it for under my kitchen table. I would definitely recommend.
This is a great look. Looks like the picture. We use it in our dining room and it does not look at all like an outdoor rug. And my cat hasn't ruined it yet! Overall, great rug for the price!
This rug was better than I expected....I almost decided NOT to put it outside it is so pretty and, if our porch wasn't covered, I definitely wouldn't put it outside! The colors are beautiful and the rug is great. It's a perfect outdoor rug and/or a great rug for under your casual indoor dining area.
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Items must be returned in new or unused condition and contain all original materials included with the shipment. More details
FINAL SALE EXCLUSION: Items marked as FINAL SALE are not returnable unless the problem you experience is the result of our error.
Our standard shipping method is ground shipping. We also offer expedited shipping for most items. Your final shipping cost and estimated delivery timeframe will be available at checkout.
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Get tips and insights from health-care professionals and people with diabetes, share your thoughts, and ask questions on our blog.
- Betsy Carlisle
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Links to help you learn more about diabetes.
Ask a diabetes expert
Other diabetes resources
Browse article topics
New Metformin Combination Medicine Approved for Type 2 Diabetes
On October 30, the US Food and Drug Administration (FDA) approved the combination oral diabetes drug Xigduo XR for use in adults with Type 2 diabetes…
Discovering I Had Type 2 Diabetes
I was not prepared when Type 2 diabetes burst the bubble of ignorance I had built around myself. Looking back, I should have known better…
Low-Carb Diet Improves Quality of Life in Type 2 Diabetes
A new study indicates that a low-carbohydrate diet can improve quality of life for people with Type 2 diabetes…
Long Hours at Low-Income Jobs Linked to Increased Diabetes Risk
Working more than 55 hours a week at low-income jobs such as manual work is associated with an increased risk of developing Type 2 diabetes, according to a new study published in the journal The Lancet Diabetes & Endocrinology…
Metformin Study Currently Recruiting
If you have Type 2 diabetes, you may be interested in a multisite study that is currently recruiting participants to evaluate the effectiveness of an extended-release version of the oral diabetes drug metformin versus the immediate-release version of the medicine…
New Metformin Combo Drug Approved for Type 2 Diabetes
On August 8, the U.S. Food and Drug Administration approved the oral combination medicine canagliflozin/metformin (brand name Invokamet) for Type 2 diabetes. Invokamet is the first medicine to combine an SGLT2 inhibitor and metformin available in the United States…
Disclaimer of Medical Advice: You understand that the blog posts and comments to such blog posts (whether posted by us, our agents or bloggers, or by users) do not constitute medical advice or recommendation of any kind, and you should not rely on any information contained in such posts or comments to replace consultations with your qualified health care professionals to meet your individual needs. The opinions and other information contained in the blog posts and comments do not reflect the opinions or positions of the Site Proprietor.
Take Five for Better Health
Amy Campbell
Sweet-Smelling Breath Holds Promise as Tool for Diagnosing Diabetes
Diane Fennell
Making Adjustments
Scott Coulter
Why Me? Diabetes and the Story of Job
David Spero
"Pins and Needles" and Diabetes
Martha Zimmer
Berry merry holiday punch
Appetizers and Snacks
Elf nibbles
Mexican Christmas fruit salad
Creamy mashed potatoes
Cranberry-glazed pork chops
1. Insulin
2. Blood Glucose Monitoring
3. High Blood Glucose
4. Nutrition & Meal Planning
5. Diabetic Complications


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I was in the market for a hopping half set and found one here that looked to be very reasonable. I emailed MJM about it and asked about how it...Read More ->
Excellent service fast shipping great prices. I recently purchased some coin tricks from MJM I am very happy with my purchase and will be buying more...Read More ->


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You are looking for an individual gift? Here you go. This is the Chromatic Deck, uniquely designed by © Lily A. Seidel 2011
Like the deck on Facebook!
Chromatic Deck
Order Your Decks on my website (in EURO)
Order Your Decks on eBay (in DOLLAR)
♠ ♣ ♥ ♦ Chromatic Deck - The Artworks ♠ ♣ ♥ ♦


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From Taxpayers for Common Sense:
Of all the industries in line for a handout in this financially frightening time, the defense industry would seem to bring up the rear. After all, most defense companies saw their profits spike as the U.S. defense budget reached historic heights in recent years. Yet the economic crisis has apparently renewed some people's concept of the Defense Department as a giant jobs program. This argument recently found a venerated voice in Martin Feldstein, a former Reagan administration economist now serving on president-elect Barack Obama's economic team. In a Wall Street Journal editorial published on Christmas Eve, Feldstein argues that plowing an extra $30 billion into DOD would produce 300,000 jobs. With all due respect to Dr. Feldstein, his reasons do not reflect the well-documented realities of the Pentagon budget.
Feldstein recommends a "short-term surge" of at least $30 billion per year in 2009 and 2010, followed by a sharp dropoff. About $20 billion would go to procurement and research and $10 billion to operations, presumably to support the thousands of troops he also wants to add. But everyone knows money at the Pentagon moves more like molasses than a surging river. Severe increases in the cost and schedule of major weapons systems has been amply documented by DOD itself. Embedding expensive weapons in the DOD budget by overestimaing budgets and lowballing costs and production schedules has resulted in less military for more money, a problem detailed in the new Center for Defense Information book America's Defense Meltdown. And more troops means billions of dollars in support costs for decades to come.
More from Ken Silverstein:
From the November 2013 issue
Perspective — October 23, 2013, 8:00 am
How pro-oil Louisiana politicians have shaped American environmental policy
Postcard — October 16, 2013, 8:00 am
A trip to one of the properties at issue in Louisiana's oil-pollution lawsuits
Acres of hemp grown by "patriotic'" U.S. farmers in 1942 at the behest of the U.S. government:
Hemp for Victory, USDA Motion Picture Services Division (Washington)
A study suggested that the health effects of exposure to nuclear radiation at Chernobyl were no worse than ill health resulting from smoking and normal urban air pollution.
Greenpeace apologized after activists accidentally defaced the site of Peru's 2,000-year-old Nazca Lines when they unfurled cloth letters reading "time for change" near the ancient sand drawings. "We fully understand," the group wrote in a statement, "that this looks bad."
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"I hope that after reading the following pages the leaders of the Y. M. C. A. will start a campaign to induce good young men to do nothing. If so, I shall not have lived in vain."


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Nuts in a Bowl
Scattered around the house are 100 nuts in 5 bowls.
- The 1st and 2nd bowls together contain 48 nuts.
- The 2nd and 3rd bowls together contain 34.
- The 3rd and 4th bowls together contain 30.
- The 4th and 5th bowls together contain 48.
Scattered around the house are 100 nuts in 5 bowls.
18, 30, 4, 26, 22
Hi, Thomas. I'm curious how you figured it out. Could you describe how you started, at least? Thanks!
Thomas is correct
Use algebra to write out each equation Then you will find combinations that can used to solve the main equation.
Algebra is a great way to show the relationships you noticed in the problem. I wonder what relationships people noticed?
You can use algebra but its easier to just add what is in the first and second bowls with what is in the third and fourth to work out what must be in the fifth. Once you know what is in one bowl the rest is straightforward.