#longitudinal data

[knowledgehound]

In this digital world, companies rely on survey data to gather information about their targeted audience and their preferences. Businesses employ different methods to collect the survey data and analyze it. There are various mediums used to collect opinions and feedback from customers. While conducting a survey, researchers often choose multiple sources to collect data. KnowledgeHound shares the different methods used to collect the data.,,Learn more

[dinopc]

The Increasingly Negative Partisanship of Republican Elites We develop a broadly applicable class of coevolving latent space network with attractors (CLSNA) models. We apply the CLSNA to understand the dynamics of partisan polarization on social media, where we expect Republicans and Democrats to increasingly interact with their own party and disengage with the opposing party. Our analysis confirms the existence of partisan polarization in social media interactions among both political elites and the public. Moreover, while positive partisanship is the driving force of interactions across the full periods of study for both the public and Democratic elites, negative partisanship has come to dominate Republican elites’ interactions since the run-up to the 2016 presidential election.

[servuscallidus]

This bad boy can fit so many footnotes

[landinrris]

Let me also put on the tinfoil hat. I actually had the same thoughts about Norrix timeline actually. After listening to real love especially I have been having thoughts… and you (and let’s be honest Norrix themselves) having feeding that fire!! Everything you said to that anon, i 100 % agree!

Ooh love that there are others who share similar timeline thoughts. It just seems like such a flash point. You best believe that when I rediscovered the other day that Lloyiso included a video of him, Lando, and Martin in his release announcement for "Real Love," girls and I were not okay

[prokopetz]

The whole "the brain isn't fully mature until age 25" bit is actually a fairly impressive bit of psuedoscience for how incredibly stupid the way it misinterprets the data it's based on is.

Okay, so: there's a part of the human brain called the "prefrontal cortex" which is, among other things, responsible for executive function and impulse control. Like most parts of the brain, it undergoes active "rewiring" over time (i.e., pruning unused neural connections and establishing new ones), and in the case of the prefrontal cortex in particular, this rewiring sharply accelerates during puberty.

Because the pace of rewiring in the prefrontal cortex is linked to specific developmental milestones, it was hypothesised that it would slow down and eventually stop in adulthood. However, the process can't directly be observed; the only way to tell how much neural rewiring is taking place in a particular part of the brain is to compare multiple brain scans of the same individual performed over a period of time.

Thus, something called a "longitudinal study" was commissioned: the same individuals would undergo regular brain scans over a period of mayn years, beginning in early childhood, so that their prefrontal development could accurately be tracked.

The longitudinal study was originally planned to follow its subjects up to age 21. However, when the predicted cessation of prefrontal rewiring was not observed by age 21, additional funding was obtained, and the study period was extended to age 25. The predicted cessation of prefrontal development wasn't observed by age 25, either, at which point the study was terminated.

When the mainstream press got hold of these results, the conclusion that prefrontal rewiring continues at least until age 25 was reported as prefrontal development finishing at age 25. Critically, this is the exact opposite of what the study actually concluded. The study was unable to identify a stopping point for prefrontal development because no such stopping point was observed for any subject during the study period. The only significance of the age 25 is that no subjects were tracked beyond this age because the study ran out of funding!

It gets me when people try to argue against the neuroscience-proves-everybody-under-25-is-a-child talking point by claiming that it's merely an average, or that prefrontal development doesn't tell the whole story. Like, no, it's not an average – it's just bullshit. There's no evidence that the cited phenomenon exists at all. If there is an age where prefrontal rewiring levels off and stops (and it's not clear that there is), we don't know what age that is; we merely know that it must be older than 25.

[marketxcel]

5 Methods of Data Collection for Quantitative Research

Discover five powerful techniques for gathering quantitative data in research, essential for uncovering trends, patterns, and correlations. Explore proven methodologies that empower researchers to collect and analyze data effectively.

[covid-safer-hotties]

Also preserved on our archive

Whenever you hear someone trying to blame kid's poor test scores "post pandemic" on "lockdowns," show them this.

By Dr. Sushama R. Chaphalkar, PhD.

New research shows that mild COVID-19 alters brain structure and connectivity in key areas responsible for memory and cognition, emphasizing the lasting effects on young people’s brain health.

In a case-control study published in the journal Translational Psychiatry, researchers used magnetic resonance imaging (MRI) and cognitive tests to examine brain structure, function, and cognition in adolescents and young adults with mild coronavirus disease 2019 (COVID-19) compared to healthy controls in a pandemic hotspot in Italy. They identified significant changes in brain regions related to olfaction and cognition, with decreased brain volume and reduced functional connectivity in areas like the left hippocampus and amygdala, which were linked to impaired spatial working memory. Notably, no significant differences were observed in whole-brain connectivity, suggesting that these changes were localized rather than widespread.

Background COVID-19, primarily known for respiratory symptoms, also affects the central nervous system, leading to neurological issues like headaches, anosmia, and cognitive changes. MRI-based studies reveal anatomical brain changes in COVID-19 patients, such as reduced gray matter and decreased volume in regions like the hippocampus and amygdala, often linked to cognitive deficits.

While research mostly focuses on severe cases and older adults, a majority of infections with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), the causative agent of COVID-19, occur in adolescents and young adults who also experience long-lasting cognitive symptoms.

This age group, undergoing key brain development, is impacted by changes in spatial working memory and brain structure, which are crucial for cognitive functions shaped by social interactions, significantly disrupted by the pandemic.

Given that this is the largest and most understudied population affected by COVID-19, understanding the brain and cognitive impacts in adolescents and young adults is vital.

Therefore, researchers in the present study compared anatomical, functional, and cognitive outcomes, utilizing a longitudinal design that allowed them to assess both pre- and post-infection differences, in COVID-19-positive and negative adolescents and young adults from Lombardy, Italy, a global hotspot during the pandemic.

About the study The present study involved participants from the Public Health Impact of Metal Exposure (PHIME) cohort, a longitudinal investigation of adolescents and young adults in northern Italy. Between 2016 and 2021, 207 participants, aged 13 to 25 years, were included in a sub-study with MRI scans and cognitive tests. After COVID-19 restrictions were lifted, 40 participants (13 COVID+ and 27 COVID−) participated in a follow-up study, which replicated the MRI and cognitive assessments.

The mean age of participants was 20.44 years and 65% were female. COVID+ status was confirmed through positive reverse transcription polymerase chain reaction (RT-PCR) tests within 12 months of follow-up. Neuropsychological assessments used the Cambridge Neuropsychological Test Automated Battery (CANTAB) to evaluate spatial working memory.

MRI and functional MRI data were acquired using a 3-Tesla scanner, processed, and analyzed for structural and local functional connectivity using eigenvector centrality mapping (ECM) and functional connectivity (FC) metrics. Whole-brain functional connectivity metrics showed no significant differences between COVID+ and control groups, indicating that the observed changes were specific to key brain regions rather than generalized across the entire brain.

Statistical analysis involved the use of pairwise Student's t-tests, Kolmogorov–Smirnov test, linear regression, two-waves mediation analysis, negative binomial regression, and linear regression, all adjusted for covariates.

Results and discussion Significant differences were observed in the two groups regarding the time between assessments, COVID-19 symptoms, and vaccine status. The research identified five localized functional connectivity hubs with significant differences between the two groups, including the right intracalcarine cortex, right lingual gyrus, left frontal orbital cortex, left hippocampus and left amygdala, which is vital for cognitive functions. Only the left hippocampal volume showed a significant reduction in COVID+ participants (p = 0.034), while whole-brain connectivity remained unchanged, reinforcing the localized nature of the brain changes.

The left amygdala mediated the relationship between COVID-19 and spatial working memory "between errors" (p = 0.028), a critical finding that highlights the indirect effect of amygdala connectivity on cognitive function in COVID+ individuals. This mediation analysis underscores the role of specific brain regions in influencing cognitive deficits, as only the indirect effect was statistically significant for spatial working memory errors. The orbitofrontal cortex, involved in sensory integration and cognitive functions, also showed decreased connectivity in COVID+ individuals, supporting previous findings of structural and functional changes in this region during COVID-19.

The study is limited by small sample size, lack of diversity, potential confounding factors due to the long interval between MRI scans, treatment of certain subjects as COVID-negative based on antibody testing beyond the 12-month threshold, and the possibility of non-significant findings in mediation analysis due to these factors.

Conclusion In conclusion, the findings indicate persistent structural and functional alterations in specific brain regions of COVID-19-positive adolescents and young adults, including changes in gray matter volume and localized functional connectivity, which correlate with diminished cognitive function, particularly in working memory.

Further research is necessary to evaluate the longevity and potential reversibility of these brain and cognitive changes post-infection, enhancing our understanding of post-COVID outcomes and informing future interventions and treatments. The longitudinal design of this study, with pre- and post-COVID data, strengthens these findings by allowing direct comparisons over time, offering robust insights into the impact of COVID-19 on adolescent brain development.

Journal reference: COVID-19 related cognitive, structural and functional brain changes among Italian adolescents and young adults: a multimodal longitudinal case-control study. Invernizzi, A. et al., Translational Psychiatry, 14, 402 (2024), DOI: 10.1038/s41398-024-03108-2, www.nature.com/articles/s41398-024-03108-2

[australianwomensnews]

Evidence of a powerful link between smartphones, social media and depression, anxiety and self-harm among teenagers, especially girls, is growing, with new Australian research naming 2012 as the year that ushered in a mental health crisis.

The study of longitudinal data found there is a strong correlation between when an individual was born, how old they were when Instagram and Snapchat came into their lives, and self-reported mental health distress and social isolation.

“Young women born since the late 1990s report much lower levels of mental health than earlier generations and compared to their male counterparts,” the analysis from independent think tank e61 says.

“This generation has lived their teenage years when photo- and video-sharing social media platforms became popular in Australia.

“We also find that lower mental health is highly correlated to self-reported feelings of social isolation as measured through friendship connections.”

The analysis was submitted as evidence to a parliamentary inquiry into mental health and social media and whether age limits should be imposed on young people being able to access such platforms, among other things.

The analysis shows that self-reported scores on young women’s mental health declined from 73 per cent to 62 per cent between 2011 and 2022, while for young men it fell from 74.5 per cent to 67.5 per cent.

“Youth mental health was stable but then began falling sharply after 2012,” said Gianni La Cava, e61 research director.

Women aged 15 to 24 are the heaviest users of social media. Nearly 90 per cent of them use social media every day, or most days, compared with 62 per cent of women aged over 25.

There has also been a corresponding decline in friendships and feelings of isolation.

The e61 analysis notes some experts argue that social media can be a source of good for some young people, and mental health responses are individualised.

It also notes that there have been vast reductions in the stigmatisation of mental health issues among young people, which means that more may be comfortable in reporting it.

However, e61 says this “would not explain a sudden drop since the 2010s”.

In South Australia, former High Court judge Robert French was tasked in May with examining the legal consequences of banning children under the age of 14 from having social media accounts. The model would also require teenagers aged 14 and 15 have parental consent to access social media platforms.

In March, the US state of Florida legislated to ban social media accounts for children under 14, while Texas has legislated to require parental consent before allowing a user under the age of 18 to open an account. Spain also bans children under 14 from accessing a social network.

A growing body of evidence is linking social media and mental health. A survey by mental health service ReachOut this year found that 60 per cent of parents said they were concerned about their child’s use of social media and 55 per cent agreed that social media had a significant impact on their child’s wellbeing.

A US study found that adolescents who spend more than three hours a day on social media face double the risk of experiencing poor mental health outcomes.

Support services:

Lifeline on 13 11 14

Beyond Blue 1300 22 4636

Kids Helpline 1800 55 1800

[genderkoolaid]

Is there a reason why common binding advice isn't pulled from this study: Health impact of chest binding among transgender adults: a community-engaged, cross-sectional study? It seems to me like the most comprehensive research yet, but all online binding advice I see just repeats the "8 hours a day or less" advice but never mentions the "give yourself days off from binding" advice which was found to be more important.

I think most people probably just haven't heard of it! Although it is important to recognize that this is just one study. Still, it is good to see research being done by people who recognize the importance of binding for trans people's mental health and safety.

The full article can be read here for free. Here's the part being referenced from the Discussion section:

Binding frequency, or average days per week spent binding, was the factor most consistently associated with risk for self-reported negative health outcomes in adjusted analyses (22/28 outcomes). This suggests that taking ‘off’ days from binding could potentially reduce risk for negative health impacts. This is notable given that over half of participants bind daily and do not regularly take off days. Current community resources largely recommend reducing binding intensity (i.e., hours per day spent binding) to reduce negative physical effects (Hudson 2004; TransGuys 2014), but our data do not necessarily support this recommendation, as intensity was largely unassociated with physical health outcomes in multivariate analyses. Based on this study, individuals may consider reducing the frequency of binding, in addition to or instead of reducing the daily intensity of binding, to minimise or prevent negative physical symptoms. Binding intensity was associated with many outcomes in bivariate analyses, which may be why binding intensity is perceived to be associated with negative health impacts. However, after adjusting for other binding practices, intensity was unassociated with most outcomes in multivariate models, and was in fact negatively associated with four outcomes (numbness, lightheadedness, fatigue and weakness). This puzzling finding may indicate issues of reverse causation whereby individuals who experience negative health outcomes reduce their average binding intensity, so that lower intensities appear associated with negative outcomes. Given that many community resources recommend reducing binding intensity if negative symptoms are experienced, this explanation is plausible, but longitudinal data are needed to fully understand the relationship between binding intensity and negative physical outcomes.

They also discuss binding duration (how many years spent binding) and which types of binding had the least negative outcomes.

[evidence-based-activism]

I keep seeing this claim that schools/the education system today are designed for girls and disadvantage boys and that’s why girls and women are out performing boys and men at basically every level of education. Does this claim actually have any merit or truth to it? Because tbh I have a hard time believing it and I find it interesting that this seems to be the popular explanation for why girls are doing better in school when I somehow doubt a similar explanation would be widely used if girls were doing worse.

Thanks in advance and I hope you have a lovely rest of your day (or afternoon/evening/night)!

I hope you have a lovely day as well! I know this response took a while, so I hope you still see it!

Evidence For and Against a Gender Gap in Education

There's been a lot of reporting about how boys are "falling behind" in education but there is ... much less evidence to support this. (At least for young children, who are generally the focus in this sort of conversation.)

To start with, we can look at the data from the National Assessment of Educational Progress (NAEP), which is "a congressionally mandated program that is overseen and administered by the National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences" [1]. Using their data explorer to examine trends in performance, we see very similar performance between boys and girls in general. However, looking at the most recent year for any particular subject and grade level (grade 4 ~ age 9; grade 8 ~ age 13; grade 12 ~ age 17), we can see some small differences.

Boys have higher scores than girls in:

Mathematics (500 point scale for grade 4 and 8; 300 point scale for grade 12) in grade 4 (-6 points), 8 (-2), and 12 (-3)

Science (300 point scale) in grade 12 (-4); girls and boys show no significant difference in grade 4 or 8

US history (500 point scale) for 8 (-4) and 12 (-4); girls and boys show no significant difference in grade 4

Geography (500 point scale) for grade 4 (-4), 8 (-3), and 12 (-5)

Girls have higher score than boys in:

Reading (500 point scale) for grade 4 (+6), 8 (+8), and 12 (+13)

Writing (300 point scale) for grade 4 (+17), 8 (+19), and 12 (+14)

Civics (300 point scale) for grade 4 (+7) and 8 (+2); girls and boys show no difference in grade 12

So, according to a standardized test measurement in the USA, there is little difference in boys and girls performance. Where there are differences they: tend to be small (mostly single digit differences on 300- and 500-point scales) and varied in direction (i.e., boys score higher in some things and girls in others).

Notably, there are substantially higher racial gaps (20-30+ points) in these subjects, suggesting that there isn't a "boy crisis" there's a "marginalized races crisis". (For both sexes, but, interestingly, more so for boys.)

In addition to that, this examination of longitudinal data [2] reaches essentially the same conclusion (different direction of gap by subject, small effect size, bigger racial difference, etc.) but also concludes that most boys "gain ground" as they age. This Dutch article [3] examines several large-scale national and international datasets and also comes to the same conclusion. (Importantly, however, as this will come up later, they did find substantial gender differences in "non-cognitive domains".)

All in all, this suggests the empirical evidence for a "boy crisis" in grade school education is weak.

That being said, there are a couple measures that do provide support for the idea specifically in older students. First, Brookings analyzed data from the Department of Education [4], and found that there is a sex gap in high school graduation rates such that a lower proportion of boys than girls graduated. Notably, however, this gap is much smaller for Asian Americans and White Americans than for Black Americans and Hispanic Americans, which suggests this is – again – more of racial issue than a gender issue.

In addition that, women are outpacing men in college entrance and graduation in the USA, according to the Pew Research Center [5]. Specifically, 39% of women over age 25 have a Bachelor's degree compared to 37% of men. However, when considering only the most recent cohort (adults aged 25 to 34), 46% of women have a Bachelor's degree compared to 36% of men.

Importantly, however, this difference is not driven by structural inequality. For individuals who did not earn a Bachelor's degree, 44% of women report financial constraints and 38% report family obligations, compared to 39% and 35% of men respectively. In contrast, 34% of men reported they "just didn't want to" and 26% report they didn't need it for their desired job, compared to 25% and 20% of women respectively. This does not support the narrative of an external "boy's crisis".

And, in addition to all of that, men are still the majority in highest paying jobs, the majority in governmental and commercial leadership positions, more likely to be the primary or sole earner in a family, and earn more - on average - that women [6].

I'd propose that any differences in educational achievement – if they existed – would be irrelevant without a similar "real world" impact. That is, what does it matter if girls outperform boys on reading tests (or boys outperform on math tests) if they are not also gaining ground in their adult professional careers?

---

Boy's Behavior

Having established that there isn't very strong evidence for a sex gap in educational achievement, I want to note that there is evidence for another type of sex gap: behavior.

This study [7] actually provides evidence that nearly all of the sex differences in grades (i.e., girls receiving higher grades from teachers in primary school) is dependent on the student's behaviors. In other words, once adjusted for "noncognitive skills", differences in grades disappears.

And remember that Dutch study [3] from earlier? They also found that teacher rated young girls "substantially more favourably than boys" for "social behaviour and work attitude". For older students, boys rated themselves less "peaceable" than girls.

The common belief that female teachers (as compared to male teachers) hurt boys performance also appears unfounded, as indicated by this review article [8]. These studies [9, 10] also draw the same conclusion, and additionally suggest that boys behavior/attitudes in school is worse than girls for both female and male teachers.

(Some people may read this and think that this is the result of girls "maturing faster" than boys. So, I'd like to point out that is almost certainly a result of socialization. Someone else has written a blog post about this topic [11], but also see this post about brain sex that also considers the reach and effects of early socialization.)

---

Conclusion

All in all, there isn't strong evidence of a "boy's education crisis". While there are gender differences in education performance they vary by subject and grade level, tend to be very small (much smaller than other demographic differences), and don't appear to have a "real world" impact.

There is evidence that boys are less disciplined and less positive in educational environments, a difference that is most likely driven by how boys are socialized in comparison to girls. (For example, boys are encouraged to be more out-going, girls are more likely to be praised for "good behavior", girls are included in chores more often and at younger ages, etc.)

I hope this helps!

References below the cut:

NAEP: National Assessment of Educational Progress. (2024, March 21). About NAEP: A Common Measure of Student Achievement; National Center for Education Statistics. https://nces.ed.gov/nationsreportcard/about/

Husain, M., & Millimet, D. L. (2009). The mythical ‘boy crisis’? Economics of Education Review, 28(1), 38–48. https://doi.org/10.1016/j.econedurev.2007.11.002

Driessen, G., & Van Langen, A. (2013). Gender differences in primary and secondary education: Are girls really outperforming boys? International Review of Education, 59(1), 67–86. https://doi.org/10.1007/s11159-013-9352-6

Reeves, R. V., Buckner, E., & Smith, E. (2021). The unreported gender gap in high school graduation rates. Brookings. https://www.brookings.edu/articles/the-unreported-gender-gap-in-high-school-graduation-rates/

Parker, K. (2021, November 8). What’s behind the growing gap between men and women in college completion? Pew Research Center. https://www.pewresearch.org/short-reads/2021/11/08/whats-behind-the-growing-gap-between-men-and-women-in-college-completion/

Schaeffer, K. (2024, February 27). For Women’s History Month, a look at gender gains – and gaps – in the U.S. Pew Research Center. https://www.pewresearch.org/short-reads/2024/02/27/for-womens-history-month-a-look-at-gender-gains-and-gaps-in-the-us/

Cornwell, C., Mustard, D. B., & Van Parys, J. (2013). Noncognitive skills and the gender disparities in test scores and teacher assessments: Evidence from primary school. Journal of Human resources, 48(1), 236-264.

Coenen, J., Cornelisz, I., Groot, W., Maassen van den Brink, H., & Van Klaveren, C. (2018). Teacher characteristics and their effects on student test scores: A systematic review. Journal of economic surveys, 32(3), 848-877.

de Zeeuw, E. L., van Beijsterveldt, C. E., Glasner, T. J., Bartels, M., de Geus, E. J., & Boomsma, D. I. (2014). Do children perform and behave better at school when taught by same-gender teachers?. Learning and Individual Differences, 36, 152-156.

Carrington, B., Tymms, P., & Merrell, C. (2008). Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?. British Educational Research Journal, 34(3), 315-327.

Graham, R. (2023, September 22). Do girls really mature faster than boys, or do we just force them to? The Noösphere. https://archive.is/2023.09.22-090402/https://medium.com/the-no%C3%B6sphere/do-girls-really-mature-faster-than-boys-or-do-we-just-force-them-to-68e31307abf3

[myalgicencephalomyelitiscfstom]

Proposed Framework for Personalized Severity Assessment in ME/CFS to Capture Variation in ME/CFS Severity and Life Impairment across Patients and Time.

from:

[mapsontheweb]

Generational differences in attitudes toward homosexuality

by u/LeninLives

Source is the World Values Survey longitudinal data (1981-2020). The questionnaire asks respondents the extent to which they believe homosexuality is justifiable on a 1-10 scale, where 1 is never justified and 10 is always justified. I coded youth as those belonging to the Millennial and Gen Z generation (i.e., anyone born after 1981), and elders as those in the Baby Boomer generation (1945-1964), then subtracted the average Boomer response from the average Millennial response. In countries given the darkest blue shade, there was a gap of 2 points or more between the groups. In the second blue shade, there was a gap of 1-2, and in the lightest blue shade, there was a gap of 0.3-1. The “no difference" countries had a difference between 0-0.3. In Armenia, the only country in which elders were notably more accepting of homosexuality, the difference was -.31.

EDIT: There seems to be a lot of misunderstanding of the map. The map does not at all indicate the overall level of acceptance for homosexuality. It only indicates whether youth are more accepting of homosexuality relative to their elders. There are plenty of countries where the population is overall extremely opposed to homosexuality, but youth are still slightly less opposed than older people (i.e. Pakistan, Bangladesh, among others), so they are colored in light blue. This does not necessarily mean youth in these countries are overall very accepting of homosexuality.

[hlficlibrary]

HL FIC LIBRARY ✤ AUTHOR REC

AO3: juliusschmidt

Tumblr: @juliusschmidt

STATS:

✤ Number of fics: 67

✤ Posting Since: 2013

TOP 5 FICS:

1️⃣ Cameras Flashing {E, 81k}

With his breakout single platinum three times over and his second album still selling out in stores around the world, Louis Tomlinson has made it to the top. However, his position as Pop Heartthrob of the Decade is threatened by the edgier, more artistic Zayn, who happens to be releasing an album a week after Louis’ upcoming third. Louis needs something groundbreaking- scandalous, even- to push past him in the charts. Much to Louis’ dismay, his PR team calls in The Sexpert.

Consulting with PR firm Shady, Lane and Associates pays the bills so that Harry Styles can spend his down time doing what he really loves: poring over data. On weekends and late into the evenings, he researches gender, presentation, and sexual orientation, analysing the longitudinal study that is his father’s life’s work. That is, until his newest client, the popstar with the fascinating secret, drags him off his couch and frighteningly close to the spotlight.

As the album’s release date approaches, will Tomlinson and Styles be able to pull off the most risky PR scheme of the millennium and beat Zayn in sales or will the heat of their feelings for each other compromise everything?

2️⃣ Introduction to Dynamics {E, 29k}

Louis Tomlinson is the outspoken omega in the 'Introduction to Dynamics' course Harry wishes he didn't have to take. He's nearly certain to present as a beta, after all. Things will be simple for him.

3️⃣ I'll Fly Away {E, 122k}

Harry and Louis grew up together in Lake County, Harry with his mom and stepdad in a tiny cottage on Edward’s Lake and Louis in his family’s farmhouse a few minutes down the road. But after high school, Louis stuck around and Harry did not; Harry went to Chicago where he found a boyfriend and couple of college degrees. Six years later, Harry ends up back in Edwardsville for the summer and he and Louis fall into old patterns and discover new ones.

ft. One Direction, the local boyband; Horan’s Bar and Grill; families, most especially children and babies; Officer Liam Payne; many local festivals and fireworks displays; and Anne Cox, PFLAG President.

4️⃣ little wings on my shoes {M, 39k}

You have C Lunch?” Louis asks, peering over at Harry's work. The problem Harry’s just finished is printed neatly, the correct answer circled. Harry’s finger marks the next problem in his book as he copies it onto the page. It doesn’t look like he’s stealing the answers out of the back. Nice. 

He’s dimpled and smart. 

And probably gay.

[The American High School AU in which no one is cool (except Niall) and Harry wears a rainbow bracelet.]

5️⃣ The Worst Fucking Idea {M, 3k}

Liam suggests Harry and Louis do Seven Minutes in Heaven, just like they always used to in high school.

HIDDEN GEM:

💎 the bearded stranger {M, 1k}

Harry wakes up to a bearded stranger in his bed.

[clouds-of-wings]

The secret to living to an incredibly old age could be far more straightforward than previously thought, as you’ll find out in this interview with a scholar at University College London’s Centre For Longitudinal Studies.

Instead of eating olive oil, walking 10,000 steps a day or never having children, Saul Justin Newman’s best advice for living past 100 is to simply not get a birth certificate when you are born. For those of us who didn’t have the foresight at the time to not ask for a birth certificate, misplacing the document is of course an option, too.

He has tracked down 80% of the people aged over 110 on Earth and has found that the most common trait they share is not a lifestyle choice so much as the fact that their date of birth has not been properly recorded – and that their real age is unlikely to be what they say or think it is. And these are the lucky ones. In fact, many of the oldest people in the world are already dead.

[transgenderer]

Editor's Summary: How do young children learn to associate new words with specific objects or visually represented concepts? This hotly debated question in early language acquisition has been traditionally examined in laboratories, limiting generalizability to real-world settings. Vong et al. investigated the question in an unprecedented, longitudinal manner using head-mounted video recordings from a single child’s first-person experiences in naturalistic settings. By applying machine learning, they introduced the Child’s View for Contrastive Learning (CVCL) model, pairing video frames that co-occurred with uttered words, and embedded the images and words in shared representational spaces. CVCL represents sets of visually similar things from one concept (e.g., puzzles) through distinct subclusters (animal versus alphabet puzzles). It combines associative and representation learning that fills gaps in language acquisition research and theories.

Abstract: Starting around 6 to 9 months of age, children begin acquiring their first words, linking spoken words to their visual counterparts. How much of this knowledge is learnable from sensory input with relatively generic learning mechanisms, and how much requires stronger inductive biases? Using longitudinal head-mounted camera recordings from one child aged 6 to 25 months, we trained a relatively generic neural network on 61 hours of correlated visual-linguistic data streams, learning feature-based representations and cross-modal associations. Our model acquires many word-referent mappings present in the child's everyday experience, enables zero-shot generalization to new visual referents, and aligns its visual and linguistic conceptual systems. These results show how critical aspects of grounded word meaning are learnable through joint representation and associative learning from one child's input.

[marketxcel]

What Is Trend Analysis in Research? Types, Methods, and Examples

Explore the essence of trend analysis in research, encompassing its diverse types, methodologies, and real-world examples. Unravel the significance of tracking trends to glean insights and make informed decisions in various fields.