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This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years. The music program involved formal and systematic instruction in music theory, instrumental technique, and performance. Most control participants had no music education; however, in some instances, participants received minimal music education at school or at church. Musical development was measured using a pitch-matching and drumming-based rhythmic entrainment task. Sharing behavior was measured using a variation of the dictator game, and empathy was assessed using three different assessments: the Index of Empathy for Children and Adolescence (trait empathy), the Reading the Mind in the Eyes Test (theory of mind), and a Fiction Emotion-Matching task (state empathy). Results revealed no time-related associations in pitch-matching ability; however, formal music instruction improved pitch-matching relative to controls. On the contrary, improvements in rhythmic entrainment were best explained by age-related changes rather than music instruction. This study also found limited support for a positive association between formal music instruction and socioemotional skills. That is, individuals with formal music instruction exhibited improved emotion-matching relative to those with sports training. In terms of general socioemotional development, children’s trait-level affective empathy did not improve over time, while sharing, theory of mind, and state empathy did. Additionally, pitch-matching and rhythmic entrainment did not reliably predict any socioemotional measures, with associations being trivial to small. While formal music instruction benefitted pitch-matching ability and emotion-matching to an audiovisual stimulus, it was not a significant predictor of rhythmic entrainment or broader socioemotional development. These findings suggest that the transfer of music training may be most evident in near or similar domains.

When speech is presented in noise, listeners must recruit cognitive resources to resolve the mismatch between the noisy input and representations in memory. A consequence of this effortful listening is impaired memory for content presented earlier. In the first study on effortful listening, Rabbitt, The Quarterly Journal of Experimental Psychology , 20 , 241–248 ( 1968 ; Experiment 2 ) found that recall for a list of digits was poorer when subsequent digits were presented with masking noise than without. Experiment 3 of that study extended this effect to more naturalistic, passage-length materials. Although the findings of Rabbitt’s Experiment 2 have been replicated multiple times, no work has assessed the robustness of Experiment 3. We conducted a replication attempt of Rabbitt’s Experiment 3 at three signal-to-noise ratios (SNRs). Results at one of the SNRs (Experiment 1a of the current study) were in the opposite direction from what Rabbitt, The Quarterly Journal of Experimental Psychology , 20 , 241–248, ( 1968 ) reported – that is, speech was recalled more accurately when it was followed by speech presented in noise rather than in the clear – and results at the other two SNRs showed no effect of noise (Experiments 1b and 1c ). In addition, reanalysis of a replication of Rabbitt’s seminal finding in his second experiment showed that the effect of effortful listening on previously presented information is transient. Thus, effortful listening caused by noise appears to only impair memory for information presented immediately before the noise, which may account for our finding that noise in the second-half of a long passage did not impair recall of information presented in the first half of the passage.

Purpose of the studyTo reduce the number of unnecessary laboratory tests ordered through a measurement of effects of education and cost awareness on laboratory ordering behaviour by internal medicine residents for common tests, including complete blood cell count (CBC) and renal profile (RP), and to evaluate effects of cost awareness on hospitalisation, 30-day readmission rate and mortality rate.Study design567 patients admitted during February, March and April 2014 were reviewed as the control group. Total CBC, CBC with differential and RP tests were counted, along with readmission and mortality rates. Interventions were education and visual cost reminders. The same tests were reassessed for 629 patients treated during 12 months after intervention in 2015.ResultsData showed a significant increase in CBCs ordered after the intervention (mean number per hospitalisation changed from 1.7 to 2.3 (p<0.001)), a decrease in CBCs with differential (mean number changed from 1.7 to 1.2 (p<0.001)) and no change in RPs ordered (mean number, 3.7 both before and after intervention (p=0.23)). No change was found in mortality rate, but the decrease in the readmission rate was significant (p=0.008).ConclusionsEducation in the form of cost reminders did not significantly reduce the overall ordering of the most common daily laboratory testing in our academic teaching service. We believe further research is needed to fully evaluate the effectiveness of other education forms on the redundant ordering of tests in the hospital setting.

The occurrence of wildfire is influenced by a suite of factors ranging from “top‐down” influences (e.g., climate) to “bottom‐up” localized influences (e.g., ignitions, fuels, and land use). We carried out the first broad‐scale assessment of wildland fire patterns in northern Mexico to assess the relative influence of top‐down and bottom‐up drivers of fire in a region where frequent fire regimes continued well into the 20th century. Using a network of 67 sites, we assessed (1) fire synchrony and the scales at which synchrony is evident, (2) climate drivers of fire, and (3) asynchrony in fire regime changes. We found high fire synchrony across northern Mexico between 1750 and 2008, with synchrony highest at distances <400 km. Climate oscillations, especially El Niño‐Southern Oscillation, were important drivers of fire synchrony. However, bottom‐up factors modified fire occurrence at smaller spatial scales, with variable local influence on the timing of abrupt, unusually long fire‐free periods starting between 1887 and 1979 CE. Thirty sites lacked these fire‐free periods. In contrast to the neighboring southwestern United States, many ecosystems in northern Mexico maintain frequent fire regimes and intact fire–climate relationships that are useful in understanding climate influences on disturbance across scales of space and time.