15 10 148 https://johnntowse.com/LUSTRE/files/original/2fc9eb768f4d00d92b5e73627b2912cf.docx 2c3e89d0f82f7c2b4dd77fac20aa220e https://johnntowse.com/LUSTRE/files/original/199d736584372c0beff6cff855b5aae8.xlsx 0fba9d41dead25b6239c2151286388d8 https://johnntowse.com/LUSTRE/files/original/aa42a4e75948741e54f7972ce17998eb.xlsx 75c7c9e87ba5477883053a77a5350982 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Is selfie-related behaviour motivated by sexual orientation and gender conformity Creator An entity primarily responsible for making the resource Wen Li Date A point or period of time associated with an event in the lifecycle of the resource 2022-2023 Description An account of the resource In the digital age, selfie culture has become an integral part of social media platforms. This globally widespread phenomenon created a distinctive form of self-expression, allowing selfie- makers to convey their identities, shape online personas, and build connections with others. Selfies are more than photos presented but also refer to a series of backstage to finally lead to creation and sharing. As research into selfies, gender differences in selfie-related behaviours have enabled further comprehension of selfies in terms of self-expression. Social Role Theory (SRT) explained the existence of gender differences in selfie culture that gender role norms and social expectations shape individuals' identity and behaviours. This study explored the concept of gender conformity among heterosexuals and non-heterosexuals and the impact on selfie-related behaviours. A total of 120 participants, categorized into heterosexual men, heterosexual women, non-heterosexual men, and non-heterosexual women, engaged in an online questionnaire, and contributed a total of 150 selfies. Data analysis involved one-way variance (ANOVA) to test the differences between the four groups, and multiple regression analysis to assess the influence of gender, the Traditional Masculinity-Femininity (TMF) scale and sexual attraction to me score. The results revealed no differences across the four groups in terms of the nine domains of selfie motives, as well as preoccupation. However, retention of moments and entertainment as the most prominent motives for selfies. For selfie behaviours, time spent on taking, editing, and selecting selfies, as well as taking amount and edit frequency differed significantly among the four groups. Specifically, both heterosexual women and non-heterosexual women tended to allocate more time on taking, editing, and selecting selfies for posting. Meanwhile, heterosexual women and non-heterosexual men displayed a higher trend for taking a greater number of selfies and editing selfies more frequently. These findings support the current studies indicating that women engage in selfie-related behaviours more actively than men, but more deeply that sexual orientation, especially the sexual attraction to men, also encourage some of selfie-related behaviours. While the results provide evidence for SRT as gender roles shape behaviours through socialisation, but also draw criticisms as TMF scale failed to predict the impacts on selfie-related behaviours and sexual orientation can break the traditional gender role expectations. Future research should keep exploring these relationships, offering deeper insights into gender conformity and gender non- conformity in the realm of self-presentation across diverse identity roles, thereby contributing to a more inclusive and diverse self-image narrative. Subject The topic of the resource Selfie, Self-expression, Gender conformity, Sexual orientation Source A related resource from which the described resource is derived Participants This study recruited 120 normal adults as participants through a Qualtrics online questionnaire voluntarily and anonymously, of which 67 completed the questionnaire, including 22 men, 42 women and 3 self-identified as non-binary gender. However, since only binary gender was considered for the analysis of gender conformity, the three non-binary gender responses were removed. Additionally, in terms of sexual orientation, there were 48 heterosexuals, 6 homosexuals, 8 bisexuals and 2 others. The participants were divided into four sample groups, that is, 19 heterosexual men, 29 heterosexual women, three non-heterosexual men and 13 non-heterosexual women. Materials Sexual orientation and gender conformity were the two domains of prediction, and selfie- related behaviours were regarded as the outcomes. Sexual orientation was measured by self-rated sexual attraction to men and women, while gender conformity was measured by self-ascribed the Traditional masculinity/femininity (TMF) scale. As for selfie-related behaviour, it involves several aspects of selfie taking, editing, and posting. In addition, selfie motives and attributes of uploaded selfies were also be taken into account. Sexual attraction score Sexual orientation was self-identified by participants themselves as heterosexual, homosexual, bisexual, and others. The participants were asked to self-rated two statements about their sexual attraction to men and women. The latter, with some adjustment to Lippa's (2002) methodology, included two questions: "I am sexually attracted to men" and "I am sexually attracted to women". In both cases, participants were asked to self-rated on a scale of 0-10, where a higher score indicated greater sexual attraction to men or women. This measure transformed sexual orientation from a categorical variable to a continuous variable for further analyses of differences and relationships. In particular, the separate assessment of sexual attraction to men and sexual attraction to women could help to better detect whether sexual attraction to men is more influential in selfie-related behaviours. Traditional Masculinity-Femininity scale Gender conformity was measured as a continuous variable by using the Traditional Masculinity-Femininity (TMF) scale from Kachel et al. (2016). This scale comprises of six questions which are self-rated on a scale of 1-7, with 1 represented very feminine and 7 represented very masculine. Example items include "I consider myself as...", "Ideally, I would like to be..." regarded their preferred gender role. The remaining four questions concerned identified gender roles in terms of interests, attitudes and beliefs, behaviours, and appearance from a traditional perspective, being asked respectively as "Traditionally, my... would be considered as...". Then, the mean score of these six items would eventually be used as the individual’s masculinity/femininity score. Kachel et al.(2016) pointed out that the TMF scale had been proven to be a reliable one- dimensional construct tool to assess masculinity because it correlates well with another gender- related instrument, the Bem Sex Role Inventory (BSRI) and successfully distinguishes between groups, such as females vs. males, lesbians/gays vs. heterosexual females and males,that are expected to be different (See Figure 2). Figure 2 Mediation of the relation between BSRI and sexual orientation by the TMF (Kachel et al., 2016). Mean TMF scores separately for gender and sexual orientation (Kachel et al., 2016). Selfie Coding Participants were asked to upload 1-3 selfies that they would post on social media. All selfies were coded based on four aspects. First, participants were asked to whether their uploaded selfies had been edited or retouched. Then, the experimenter coded the number of people in the selfie (alone or in a group), the angle of the selfie (upward, horizontal, or downward), and the amount of body shown (face only, upper body, body without face, or whole body with face). Meanwhile, a total of 150 portrait pictures were collected from the participants, although 17 of them looked like taken by others rather than selfies. Selfie-related Behaviours Selfie-related behaviours and motivations measures were taken from Bij de Vaate et al. (2018). For motivations, 33 items were used to reflect nine domains of motives, and each item was an agreement extent scale (1 = totally disagree to 5 = totally agree). The nine domains of motives included "Retention of moments" (e.g., "I make selfies to memorise a moment"), "Entertainment" (e.g., "Making selfies is enjoyable"), "Expressive information sharing" (e.g., "I tell others something about myself by using selfies"), "Social interaction" (e.g., "I make selfies to keep in touch with friends and family"), "Social use" (e.g., "I make selfies to show who I am and what I do"), "Habitual passing of time" (e.g., "Making selfies is a habit"), "Relaxation" (e.g., "Making selfies enables me to relax"), "Imaginary audience" (e.g., "I post selfies with a specific audience in mind"), and "Social pressure and identity" (e.g., "I make selfies because everybody does it"). Preoccupation (e.g., "I often share selfies") implied the degree to take part in selfie behaviours, was measured with six items by an agreement extent scale (1 = totally disagree to 5 = totally agree). See Appendix A for specific questions of items in the questionnaire. Selfie-taking behaviour was measured by taking frequency, time spent and amount in the last three months, each of them was designed as an ordinal variable depending on an increasing degree. For instance, frequency referred to how often taking selfies, time spent referred to how long it taken within a selfie session, whereas amount referred to how many photos taken within a selfie session. Selfie-editing behaviour only accounted for two aspects, editing frequency and time spent, and selfie-posting behaviour used to select spend time instead of posting spend time. Additionally, four items were designed to collect feedback on related concerns and feelings about selfies with a Likert scale that ranged from 0 (totally unconcerned) to 10 (totally concerned), including the attractiveness of their online image, the attention and comments of others on their selfies post on the social platform, the comparison with other people's selfies. Finally, 3 questions were designed to reflect participants’ satisfaction degree on their appearance in real life, before retouching and after retouching by the same 11-point Likert scale (0 = extremely uncomfortable to 10 extremely comfortable). Procedure This study had been reviewed and approved by a member of the Psychology department from the Lancaster University Board of Ethics. At the beginning of the survey, participants were provided with a participant information sheet, informing them that the study is about selfie- related behaviours in terms of sexual orientation and gender conformity. Anonymity and confidentiality were ensured because of sensitive information such as selfies and sexual orientation. After the confirmation of the consent, all participants complete the same questionnaire which is conducted on Qualtrics (www.qualtrics.com). The survey questionnaire (See Appendix A) was designed to collect information through six key sections. In the first section, some demographic information was asked, such as age, relationship status, gender identity, sexual orientation, and sexual attraction. Then, it was a six- item self-ascribed Traditional Masculinity/Femininity (TMF) scale. For the third section, participants were expected to upload three different selfies that would be posted on social media and state whether these selfies have been retouched. This section was optional and if a selfie were uploaded, a specific selfie consent would be required to confirm. The last three sections involved a series of questions on selfie-motives and preoccupation, selfie-related behaviours and feelings. At the end of the survey, participants were given a debrief sheet upon completion and were allowed the chance to ask any questions after the survey was undertaken. Meanwhile, information consent would be confirmed to get the final approval about all responses before submitting the questionnaire. Analysis Pre-Tests Firstly, two pre-tests were conducted by one-way analyses of variance (ANOVA) to analyse differences in Traditional Masculinity/Femininity (TMF) score and sexual attraction to men score for each of the four sample groups, with corresponding post-hoc multiple comparison tests, to examine expected differences in TMF scale and sexual attraction to men score by the four sample groups. Main Tests Subsequently, selfie motives in nine domains, and preoccupation were examined for each of their differences across the four sample groups by ANOVAs with corresponding post-hoc multiple comparison tests. In the context of selfie behaviours, we tested three relevant stages: selfie-taking, editing and posting. For each of these behaviours, we conducted ANOVAs with corresponding post-hoc multiple comparison tests to assess differences across the four sample groups, and Multiple Linear Regression analyses to investigate the influences by self-identified gender, TMF score and sexual attraction to men score. In particular, we delved into three aspects of taking selfies, involving frequency, time spent, and amount. Similarly, we analysed two aspects of selfie editing, frequency and time spent, as well as three aspects of selfie posting , which included frequency, time spent on selection, and amount. In addition, in order to examine whether selfie content itself was affected by gender conformity and sexual orientation, a total of 150 uploaded selfies were coded according to four attributes: editing usage, selfie format, the shown part in the selfie, and the taking angle. Each of the attributes was firstly tested by a chi-square test to examine the association between attribute and the four sample groups because both were categorical variables. Furthermore, we conducted two separate ANOVAs, each followed by post-hoc multiple comparison tests. One used the TMF scores and the other used sexual attraction to men scores, with each of the four attribute of these selfies as independent variables to test for differences. In these analyses, the TMF scores and sexual attraction to men scores, as interval data, were regarded as dependent variables. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource .xlsx Identifier An unambiguous reference to the resource within a given context Li2023 Contributor An entity responsible for making contributions to the resource Mshary Al Jaber Rights Information about rights held in and over the resource Open Relation A related resource None Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Jaime Benjamin Topic Should contain the sub-category of Psychology the project falls under Developmental Sample Size 120 Statistical Analysis Type The type of statistical analysis used in the project ANOVA, Chi-sqaured, Regression gender coformity self -xpression Selfie sexual orientation https://johnntowse.com/LUSTRE/files/original/d4aa9430aa3e2bb18b1516d585ff40b0.pdf 12831ea7f25dff685c81241732e4b679 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RT & Accuracy Description An account of the resource Projects that focus on behavioural data, using chronometric analysis and accuracy analysis to draw inferences about psychological processes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Relationship Between Perspective-taking, Lie Detection and Self-construal Among Taiwanese Creator An entity primarily responsible for making the resource Wen-Hsuan (Macy) Su Date A point or period of time associated with an event in the lifecycle of the resource 2018 Description An account of the resource “Theory of Mind” (ToM) refers to an ability, which allows us to understand what other people may believe, think, know, feel. Also, ToM is considered to play an essential role in social interaction. Evidence suggests that improved ability to understand others’ mental states through training can also improve our ability to generate lies and understand what kind of situations people may lie. In addition, previous studies point that there are differences in lie-telling and perspective-taking between individualistic and collectivist cultures. Therefore, the current study aimed to investigate whether there is a relationship between the perspective-taking, lie detection and self-construal (individualism and collectivism). Data were collected from 40 typically developed adults in Taiwan (M = 23.98, SD = 2.99). Each participant was asked to complete three computer-based tasks, namely a perspective-taking task; a lie detection task, and a questionnaire of Auckland Individualism and Collectivism scale (AICS). The result showed that there is no relationship between the ability of perspective-taking and lie detection. Also, the people scored higher individualism will show better performance on pointing out truths, but worse on detecting lies. It might relate to the “truth bias”, which means that people will typically assume or believe others are telling truths rather than lies, especially distinguishing on individualists. However, because cultural effects such as language differences and self-construal might affect individuals’ performances on instances of ToM use, the current study suggests that people might need to use different cues to detect lies in a truth-versus-lie judgment between different cultures. Subject The topic of the resource None Source A related resource from which the described resource is derived Participants Data were collected from 40 typically developing adults from an opportunity sample in Taiwan. The entire group was composed of 20 males and 20 females between the ages of 18 and 30 (M = 23.98, SD = 2.99). All participants stated that they were Taiwanese, speaking Chinese/Taiwanese Mandarin as their first language, with normal vision or vision which had been corrected to normal. All of the participants had not been diagnosed with any neurological or developmental disorders. The data of participant No.40 was excluded from analyses because the participant only responded with the same positive answer to each question in the lie detection task. The original minimum required sample size was 44, which was determined a priori by using G*Power software. This number was calculated based on assuming a medium effect size of 0.4 and a reasonable power of 0.8. However, 40 was considered as a more suitable sample size, as the experiment consisted of two orders for the perspective-taking task, four sub-sets of the lie detection task and a questionnaire. In order to counterbalance stimuli presentation, the target sample was set to 40, as it is a multiple of eight (two times four times one); it is also the closest number to 44. All participants had been given the consent form and the information sheet to understand the contents of the project before the tests began. Furthermore, this project was approved by the ethics process from the Department of Psychology at Lancaster University. Design and Procedure Each participant was asked to complete three computer-based tasks, namely, the perspective taking task, the lie detection task, and a questionnaire of the Auckland Individualism and Collectivism Scale (AICS). All of the tasks were translated or designed in the participants’ first language, in this case, Chinese/Taiwanese Mandarin. All of the tasks were presented on a laptop and participants responded by using the computer mouse. The full session took around an hour in total. Perspective-taking Task The original perspective-taking task was called the “director task”, which can be traced back to the studies from Keysar et al. (2000) and Apperly et al. (2010). The present study employed a similar version of the director task which was presented in the study from Wang et al. (2016). In the instruction of the perspective-taking task, participants were given a demonstration of how to use a computer mouse to select and move the object. Later, the experimenter explained to participants that the speaker/director was standing behind the shelf and would not be able to see the objects in the blocked slots. It was impossible for the speaker/director to ask participants to move the object which was in the blocked slot (see Figure 1). Participants were asked to consider the speaker/director’s perspective and respond as quickly and accurately as possible. Participants had a chance to practice (6 trials) and ask questions before the start of the task. The task was divided into four blocks, and participants were allowed to take breaks between each block. There were a total 128 trials in the task, 16 of which corresponded to the experimental trials; the other 16 corresponded to the control trials and the rest were fillers. The fillers were regarded as a baseline measure for the non-perspective taking aspect of the task, such as understanding and identifying the speaker/director’s instructions. In 16 of the experimental trials, there were differences between the speaker/director’s description and the participants’ point of view. In contrast, the control trials provided a close match in terms of visual and audio stimuli, but the control trials did not impose the demand to perspective-taking. For example, as can be seen in the right-hand picture in Figure 1, if the speaker/director ask participants to move the “bigger” balloon to take the speaker/director’s perspective, participants should move the yellow balloon rather than the pink one, which was the bigger balloon from the participants’ own perspective. By the end of the task, only the number of egocentric errors committed on experimental trials were counted; the errors reflect failure to account for the director’s perspective. Figure 1. Left: An example of the control trials. Right: An example of the experimental trials. Lie Detection Task Participants were asked to watch 16 videos (each video lasting around 15~45 seconds). The videos were recorded by four volunteer models from Lancaster University. All models were Taiwanese and spoke Chinese/Taiwanese Mandarin as their first language. Each model recorded 16 videos in total which comprised four stories. Each story contained to two truths and two lies, from a first person and a third person perspective for each story (there are four versions of each story). For the story contents, there were several elements that storytellers were required to include in their stories (see Appendix A). In addition, the storytellers were given two designated elements to lie about in the lie stories. There was a total of 64 videos. The videos were evenly and pseudo-randomly divided into four lists. For example, participants never watched two videos of the same storylines containing lies and told from a same perspective by different storytellers in one list. Therefore, each list contained 16 unique videos. Participants watched videos from one of the lists, and at the end of each video, they were asked to identify whether they thought that the storytellers were telling a truth or a lie. To make sure the participants would concentrate on watching videos rather than just guess the answers, participants were asked a question about an aspect of each video. The questions were used as inclusion criteria, whereby only correct responses of the aspects were included in the data analysis. Auckland Individualism and Collectivism Scale (AICS) The third test used was the Auckland Individualism and Collectivism scale (AICS), which was developed by Shulruf, Hattie and Dixon (2007) and was used to measure individuals’ self-construal, namely, individualism and collectivism. The questionnaire consists of 30 questions (see Appendix B and C), which includes three dimensions of individualism and two dimensions of collectivism. For individualism, the scale consists of 12 items and is divided into three dimensions, namely, responsibility, uniqueness, and competitiveness. For collectivism, the scale consists of 8 items, and two dimensions are referred to: advice and harmony. Each of the dimensions was composed of four items. The questionnaire was presented in an online form, and participants were asked to complete it after they had finished the lie detection task. The response to each question was scored using a six-point likert scale from 0 (Never) to 5 (Always). The maximum score in the individualism trial was 60, and the maximum score in the collectivism trial was 40. A higher score on each of the trials indicated that an individual was more inclined to individualism or collectivism. The AICS questionnaire has been shown to work in different cultures such as the United Kingdom, China, Romania and Italy (Bradford et al., 2018; Ewerlin, 2013). This means that this questionnaire can be used as a feasible measure in both individualistic and collectivistic cultures. Previous studies have mentioned that an individual can simultaneously show tendencies towards both individualism and collectivism; in other words, an individual may be able to achieve a high or low score on both subscales (Bradford et al., 2018; Shulruf et al., 2011). With this in mind, the analysis of the current study did not divide participants into two groups for individualism and collectivism. Instead, this study used the AICS questionnaire to obtain participants’ scores in individualism and collectivism, and to observe the relationship between individuals' self-construal and their ability to detect lies.   Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource Data/Excel.xslx Identifier An unambiguous reference to the resource within a given context Su2018 Contributor An entity responsible for making contributions to the resource Rebecca James Rights Information about rights held in and over the resource Open Relation A related resource None Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Jessica Wang Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Cognitive, developmental Sample Size 40 typically developing adults Statistical Analysis Type The type of statistical analysis used in the project Regression, t-test Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource National Identity of chinese overseas student Creator An entity primarily responsible for making the resource Yisu Hu Date A point or period of time associated with an event in the lifecycle of the resource 2013 Description An account of the resource Since 21st century, with the development of global and China’s economy, an increasing number of Chinese students preferred study abroad. Chinese oversea students are very special group. They were influenced by the traditional Chinese culture and education. They also accept Western education and thought. This research aims to investigate whether the study-abroad experience will affect Chinese oversea students’ national identity. 35 Chinese students who are studying in UK and 35 Chinese students who are studying in China completed the questionnaire which assessed national identity. All questionnaires sent to the participants by email. According to the results of this study, Chinese students who are studying in UK did not show significant differences in national identity by compared with the Chinese students who are studying in China. Results of current study also indicated that Chinese students’ ethnocentrism scores were marginally higher than Chinese oversea students. Source A related resource from which the described resource is derived The national identity was assessed using the National Identity Scale. The National Identity Scale has five factors: membership, private, public, Identity and comparison. On a 7-point Liker Scale, participants reported their agreement (1 = strongly disagree, 7 = strongly agree) with items. Ethnocentrism was measured with the Revised Ethnocentrism Scale, on a 5-point Liker scale, participants indicated their agreement (1 = strongly disagree, 5 = strongly agree) with statements. Publisher An entity responsible for making the resource available Lancaster University Identifier An unambiguous reference to the resource within a given context Xu2013 Contributor An entity responsible for making contributions to the resource Eleni Sevastopoulou Language A language of the resource English Type The nature or genre of the resource Data LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Tamara Rakic Project Level Project levels should be entered as UG or MSC MSc Sample Size Two groups of participants took part in this research. One group is the students who studying in the United Kingdom, they are from the Mainland of China, were studying in a one year taught Master’s course and had no previous experience of learning in any western countries. 50 Chinese oversea students who are studying in UK were invited to take part in this research, and 40 of these students done the questionnaire, 5 of the 40 questionnaires are uncompleted. Finally, a total of 35 questionnaires were valid. Another group is the Chinese students who studying in China, they are also from the Mainland of China, were studying in taught Master’s course, and they had no experience of learning in any other countries. 42 Chinese students who are studying in China were invited to take part in this research, all of them done the questionnaire, but 7 of the questionnaires were uncompleted, at last, 35 valid questionnaires were used in this research. Statistical Analysis Type The type of statistical analysis used in the project independent-samples t-tests Topic Should contain the sub-category of Psychology the project falls under Social Psychology https://johnntowse.com/LUSTRE/files/original/fc27f6fa5aa3b5c2ec188de4cbeefc44.pdf 2983d0be2c388322ede175f2da332d2c https://johnntowse.com/LUSTRE/files/original/ae430f6c841f862e00a44f12d0df1e8a.pdf b9bd1185b1ff26c600843d03fd22e71c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RT & Accuracy Description An account of the resource Projects that focus on behavioural data, using chronometric analysis and accuracy analysis to draw inferences about psychological processes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Running Memory Span Development: The Input Mechanism and Hebb effect Creator An entity primarily responsible for making the resource Yu Xie Date A point or period of time associated with an event in the lifecycle of the resource 2013 Description An account of the resource It is unclear whether active strategy or passive strategy is used and whether the Hebb effect is elicited in the running memory task. The aim of this study was to explore the input mechanism and the Hebb effect in the running memory task via a developmental study. Children were asked to perform four working memory tasks: counting span task, free recall task, Hebb digit task, and running memory task. In order to explore the Hebb effect in the running memory task, the last three digits of every third list were repeated. The results suggested that running memory was a recency-based phenomenon and the Hebb effect is elicited in children. Subject The topic of the resource running memory span development input mechanism Hebb effect Source A related resource from which the described resource is derived The experiment was presented using SuperLab 4.0 on a Sony Laptop with a 14-inch colour screen. The responses of participants were recorded by the tester on answer sheets. Every child completed a counting span task, a free recall task, a Hebb digit task, and a running memory task. Counting span task. The counting span arrays were developed from Towse and Hitch (1995) and consisted of equal number of target triangles and non-target squares. The target triangles were red, approximately 30 mm in length, and the non-target squares were blue, approximately 28 mm in length. The number of both target triangles and non-target squares varied from 3 to 9 (mean = 6). The counting span arrays were presented on the centre of the computer screen with a white background. The triangles and squares were randomly displayed at different positions in every display. Free recall task. For this task, 144 Chinese high-frequent two-syllable nouns (see Appendix A) were recorded by in a male’s voice at rate of 1 word per second. The words were recorded using Adobe Audition 3.0. Two practice lists and ten test lists were presented, and every list included 12 words at the rate of 1 word per second. The words were played by a computer. Hebb digit task. All digit lists were created had the digits 1 to 9 in random order, avoiding any repetition of digits (see Appendix B). The voice of digits was recorded by Adobe Audition 3.0 at the rate of 1 digit per second. There were 2 practice lists and 24 test lists, and each list contained nine digits. Among the test lists, 16 lists were different, and the other 8 were the same – termed as Hebb list – presented on every third trial beginning on Trial 3. The 24 test lists were divided into 8 blocks, which involved 2 different lists and a Hebb list. Running memory task. The lists included 12, 14, 16, 18, or 20 random digits from 1 to 9 (see Appendix C), which were recorded by voice. Two presentation rates were used in this task: 0.5 s per digit as the fast rate and 2.5 s per digit as the slow rate. In both conditions, there were 2 practice lists and 24 test lists. In order to test the Hebb effect in running memory task, the 24 test trials comprised 16 completely different lists, and 8 lists with the same last 3 digits which were the same and presented on every third trial. Procedure The experiment lasted 45 min, and every child completed 4 tasks. Each participant was seated on a chair in front of the computer screen, at a distance of 65 cm. All tasks included two practice trials for helping children be familiar with the procedure. Once children completed the practice trials and understood the procedure, they could proceed to the test trials. When children were performing the tasks, the experimenter gave no feedback about the accuracy of the words or digits. The order effect was counterbalanced as shown in the Table 1, which is a Latin Square design. Because there were two conditions in the running memory task, the fast speed and slow speed running, the tasks were counterbalanced. Therefore, in all, there were eight orders in the present study, and all children were equally divided into eight groups based on the eight orders. When participants completed each task, they were given sufficient time to rest. Table 1 Task Orders for Four Tasks Task Orders a b c d e f g h Counting span task 1 2 3 4 1 2 3 4 Free recall task 2 1 4 3 2 1 4 3 Hebb digit task 3 4 1 2 3 4 1 2 Running memory task 4(FS) 3(FS) 2(FS) 1(FS) 4(SF) 3(SF) 2(SF) 1(SF) Note. F = Fast-running memory task, S = Slow-running memory task. Counting span task. The children were informed to the counting and recall tasks. Before every trial, a fixation symbol was displayed on the centre of screen for 0.5 s. When the target triangles and non-target squares were presented, participants were required to count the red triangles aloud, and repeat the final number. Once the children repeated the last number, the experimenter pressed the keyboard to show the next display, and the counting speeds were recorded by the computer automatically. There were three trials in every level and every trial included the n + 1 displays in level n. For example, participants counted 2 displays in level 1 and 3 displays in level 2. The final level was level 4, which contained 5 displays. After 2 to 5 displays, children were asked to report all the final numbers of red target triangles in the previous displays. If a child failed to recall correctly for at least two of the three trials, the counting span task was ended at that level; otherwise, they could progress to the next level. Free recall task. Children were required to listen to some words, and repeat them as many as possible in any order, after the 12th word. The experimenter wrote down the responses of participants on answer sheets. If the children could not report a new word within 30 s, the experimenter would proceed to the next trial. Hebb digit task. The procedure for the Hebb digit task was developed by Hebb (1961). Children were asked to listen to every list, and report all digits in the right order. Children reported the digits orally, and the experimenter recorded the response on an answer sheet. Because the running memory task also involved Hebb lists, 48 children were asked whether they were aware of any regular pattern in the digit tasks after they completed both Hebb digit task and running memory task. Only 5 participants noticed the repetition in the running memory and Hebb digit tasks. Running memory task. Children were made to listen to some digits, different from those in the Hebb digit task; they were required to repeat the last three digits rather than all digits in the list. Two conditions were set to counterbalance the order effect: half of the children were administered the fast rate condition first and the other half were administered the slow rate condition first. Scoring Counting span task. Counting errors and counting speed were recorded and the scoring method used is the partial-credit unit scoring prescribed by Conway et al. (2005). Firstly, the correct items in each sequence were counted. If all items were correct in a sequence, this sequence was given one point. Otherwise, the score of a sequence was based on the proportion of correct items. Finally, the counting span of a participant was calculated as the sum the scores for all sequences. Free recall task. The scoring method used was the one prescribed by Tulving and Colotla (1970), which involved the calculation of intratrial retention interval (ITRI). The ITRI value was the number of items between the presentation and the reported items. For instance, if the sequence is A, B, C, D, E, F, and G, and a participant reported G, F, and A. The ITRISs for the items were 0, 2, and 8, respectively. Before calculating the ITRI, the digit span of the Hebb non-repeating lists was calculated for every child. If the digit span of a child was 5, the item would be classified as a word from primary memory when the ITRI was 5 or less, whereas the item would be classified as a word from the secondary memory when the ITRI was 6 or more. Hebb digit task. Every digit recalled correctly at the correct position was scored one point. The score of the non-repeating lists was the mean score of each non-repeating list, and the score of the repeating lists was the mean score of each repeating list. Running memory task. The score for the running memory span was calculated using the mean number of digits in the right positions. If 3 digits were recalled in correct sequence, the score was 3; if the sequence of 2 digits (for example the first and second digit, the second and the third digit, or the first and third digit) was in the correct serial order the score was 2; if there was a single digit in the correct position, the score was 1. Similar to the Hebb digit task, the scores for non-repeating and repeating lists were separated. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource data/SPSS.sav Identifier An unambiguous reference to the resource within a given context Xie2013 Contributor An entity responsible for making contributions to the resource John Towse Rights Information about rights held in and over the resource Open Language A language of the resource English Chinese Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor John Towse Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Developmental Psychology Cognitive Psychology Sample Size Fifty-seven Chinese primary school students (23 female, 34 male), aged between 7 and 13 years (Mean = 9 years 6 months; SD = 1.754) took part in the present study. The children were recruited from Grade one to Grade six at Tianyi School in Xuancheng City Statistical Analysis Type The type of statistical analysis used in the project ANOVA t-test https://johnntowse.com/LUSTRE/files/original/95005cf8d8749a05d25303ac63248ba7.pdf 30840414bccfa352a460d451969fdc9f https://johnntowse.com/LUSTRE/files/original/174819714ee258dfb13c0fa7a6ace304.csv b6253d1266ff4742351c2d4c4f8a73c4 https://johnntowse.com/LUSTRE/files/original/8e409cbed00f3a76a3d22f879e2a2f34.csv daeb9c288d735fb09af0501cee1095a4 https://johnntowse.com/LUSTRE/files/original/f23857f7385dc20a585dbf7e73125224.csv 44e19fb4059e8badfced3d17ca965b8c https://johnntowse.com/LUSTRE/files/original/16b37ffbcc5b229554cf3d83269cb255.csv e017b75af5cef3fd4f6aff3c9addce1c https://johnntowse.com/LUSTRE/files/original/e801d8f94428315c35ca6cb346277f2a.csv 3798e9838e1c4b39a4550698cacb927d https://johnntowse.com/LUSTRE/files/original/213b2ed462d59dbc519e38d61bd28ce0.csv 99511941f8d43496073e0ddb9c73955c https://johnntowse.com/LUSTRE/files/original/1da7d953dc7cb556a9ef8b6fa9d144a0.doc df30a3da04823c1894e534bd62de7b14 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RT & Accuracy Description An account of the resource Projects that focus on behavioural data, using chronometric analysis and accuracy analysis to draw inferences about psychological processes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Running Memory Span Development: The Input Mechanism and Hebb effect Creator An entity primarily responsible for making the resource Yu Xie Date A point or period of time associated with an event in the lifecycle of the resource 2013 Description An account of the resource It is unclear whether active strategy or passive strategy is used and whether the Hebb effect is elicited in the running memory task. The aim of this study was to explore the input mechanism and the Hebb effect in the running memory task via a developmental study. Children were asked to perform four working memory tasks: counting span task, free recall task, Hebb digit task, and running memory task. In order to explore the Hebb effect in the running memory task, the last three digits of every third list were repeated. The results suggested that running memory was a recency-based phenomenon and the Hebb effect is elicited in children. Source A related resource from which the described resource is derived Participants Fifty-seven Chinese primary school students (23 female, 34 male), aged between 7 and 13 years (Mean = 9 years 6 months; SD = 1.754) took part in the present study. The children were recruited from Grade one to Grade six at Tianyi School in Xuancheng City. Chinese was the first language of all children. All the children completed a 45-minute testing session, which involved four memory tasks. At the end of the test, children received a notebook as a small gift of appreciation for taking part in the present study. Materials The experiment was presented using SuperLab 4.0 on a Sony Laptop with a 14-inch colour screen. The responses of participants were recorded by the tester on answer sheets. Every child completed a counting span task, a free recall task, a Hebb digit task, and a running memory task. Counting span task. The counting span arrays were developed from Towse and Hitch (1995) and consisted of equal number of target triangles and non-target squares. The target triangles were red, approximately 30 mm in length, and the non-target squares were blue, approximately 28 mm in length. The number of both target triangles and non-target squares varied from 3 to 9 (mean = 6). The counting span arrays were presented on the centre of the computer screen with a white background. The triangles and squares were randomly displayed at different positions in every display. Free recall task. For this task, 144 Chinese high-frequent two-syllable nouns (see Appendix A) were recorded by in a male’s voice at rate of 1 word per second. The words were recorded using Adobe Audition 3.0. Two practice lists and ten test lists were presented, and every list included 12 words at the rate of 1 word per second. The words were played by a computer. Hebb digit task. All digit lists were created had the digits 1 to 9 in random order, avoiding any repetition of digits (see Appendix B). The voice of digits was recorded by Adobe Audition 3.0 at the rate of 1 digit per second. There were 2 practice lists and 24 test lists, and each list contained nine digits. Among the test lists, 16 lists were different, and the other 8 were the same – termed as Hebb list – presented on every third trial beginning on Trial 3. The 24 test lists were divided into 8 blocks, which involved 2 different lists and a Hebb list. Running memory task. The lists included 12, 14, 16, 18, or 20 random digits from 1 to 9 (see Appendix C), which were recorded by voice. Two presentation rates were used in this task: 0.5 s per digit as the fast rate and 2.5 s per digit as the slow rate. In both conditions, there were 2 practice lists and 24 test lists. In order to test the Hebb effect in running memory task, the 24 test trials comprised 16 completely different lists, and 8 lists with the same last 3 digits which were the same and presented on every third trial. Procedure The experiment lasted 45 min, and every child completed 4 tasks. Each participant was seated on a chair in front of the computer screen, at a distance of 65 cm. All tasks included two practice trials for helping children be familiar with the procedure. Once children completed the practice trials and understood the procedure, they could proceed to the test trials. When children were performing the tasks, the experimenter gave no feedback about the accuracy of the words or digits. The order effect was counterbalanced as shown in the Table 1, which is a Latin Square design. Because there were two conditions in the running memory task, the fast speed and slow speed running, the tasks were counterbalanced. Therefore, in all, there were eight orders in the present study, and all children were equally divided into eight groups based on the eight orders. When participants completed each task, they were given sufficient time to rest. Counting span task. The children were informed to the counting and recall tasks. Before every trial, a fixation symbol was displayed on the centre of screen for 0.5 s. When the target triangles and non-target squares were presented, participants were required to count the red triangles aloud, and repeat the final number. Once the children repeated the last number, the experimenter pressed the keyboard to show the next display, and the counting speeds were recorded by the computer automatically. There were three trials in every level and every trial included the n + 1 displays in level n. For example, participants counted 2 displays in level 1 and 3 displays in level 2. The final level was level 4, which contained 5 displays. After 2 to 5 displays, children were asked to report all the final numbers of red target triangles in the previous displays. If a child failed to recall correctly for at least two of the three trials, the counting span task was ended at that level; otherwise, they could progress to the next level. Free recall task. Children were required to listen to some words, and repeat them as many as possible in any order, after the 12th word. The experimenter wrote down the responses of participants on answer sheets. If the children could not report a new word within 30 s, the experimenter would proceed to the next trial. Hebb digit task. The procedure for the Hebb digit task was developed by Hebb (1961). Children were asked to listen to every list, and report all digits in the right order. Children reported the digits orally, and the experimenter recorded the response on an answer sheet. Because the running memory task also involved Hebb lists, 48 children were asked whether they were aware of any regular pattern in the digit tasks after they completed both Hebb digit task and running memory task. Only 5 participants noticed the repetition in the running memory and Hebb digit tasks. Running memory task. Children were made to listen to some digits, different from those in the Hebb digit task; they were required to repeat the last three digits rather than all digits in the list. Two conditions were set to counterbalance the order effect: half of the children were administered the fast rate condition first and the other half were administered the slow rate condition first. Scoring Counting span task. Counting errors and counting speed were recorded and the scoring method used is the partial-credit unit scoring prescribed by Conway et al. (2005). Firstly, the correct items in each sequence were counted. If all items were correct in a sequence, this sequence was given one point. Otherwise, the score of a sequence was based on the proportion of correct items. Finally, the counting span of a participant was calculated as the sum the scores for all sequences. Free recall task. The scoring method used was the one prescribed by Tulving and Colotla (1970), which involved the calculation of intratrial retention interval (ITRI). The ITRI value was the number of items between the presentation and the reported items. For instance, if the sequence is A, B, C, D, E, F, and G, and a participant reported G, F, and A. The ITRISs for the items were 0, 2, and 8, respectively. Before calculating the ITRI, the digit span of the Hebb non-repeating lists was calculated for every child. If the digit span of a child was 5, the item would be classified as a word from primary memory when the ITRI was 5 or less, whereas the item would be classified as a word from the secondary memory when the ITRI was 6 or more. Hebb digit task. Every digit recalled correctly at the correct position was scored one point. The score of the non-repeating lists was the mean score of each non-repeating list, and the score of the repeating lists was the mean score of each repeating list. Running memory task. The score for the running memory span was calculated using the mean number of digits in the right positions. If 3 digits were recalled in correct sequence, the score was 3; if the sequence of 2 digits (for example the first and second digit, the second and the third digit, or the first and third digit) was in the correct serial order the score was 2; if there was a single digit in the correct position, the score was 1. Similar to the Hebb digit task, the scores for non-repeating and repeating lists were separated. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource data/Excel.csv Identifier An unambiguous reference to the resource within a given context Xie2013 Contributor An entity responsible for making contributions to the resource Rebecca James Rights Information about rights held in and over the resource Open Relation A related resource None Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Perception of sounds sequences: predictions for behavioural measurements generated with a computational model of auditory cortex Creator An entity primarily responsible for making the resource Zsofia Belteki Date A point or period of time associated with an event in the lifecycle of the resource 2015 Description An account of the resource Behavioural and neuroscientific research into sound perception shows that our auditory system is able to represent the temporal structure of sounds over a wide range of time windows – a process labelled as temporal binding. Recent computational modelling work suggests that synaptic depression in auditory cortex, responsible for adaptation of neural responses to repeated stimuli, is also the memory mechanism which allows for temporal structure of sounds to be represented. This project aimed to generate behavioural predictions of this explanation of temporal binding. Simulations examined how the cortex is able to discriminate between sound sequences differing from each other in terms of the timing, amplitude, and frequency of the sequence elements. Along with the temporal length of the sequences, the lifetime of neural adaptation was manipulated. The results predict that the thresholds for discriminating sound sequences should be tuned to a given sequence duration. These findings are discussed in light of the previous research on how the dynamics and anatomical structures within the auditory cortex may facilitate neural adaptation. Subject The topic of the resource Cartesian state space difference calculations Source A related resource from which the described resource is derived The current project investigated the processing of sound sequences by applying a computational model of the auditory cortex described in more detail in the study by May and Tiitinen (2013). The coding of the experiment, including stimulus design and experimental design, along with data analysis all took place in MATLAB. Model structure and dynamics Structure. The model is made up of 14 brain areas, with 13 cortical areas that include three core, eight belt and two parabelt areas of the auditory cortex, and one sub-cortical area simulating the thalamus. Each area is made up of 16 computational units representing cortical columns, with each column comprising one excitatory (pyramidal) and one inhibitory population of neurons. Altogether, this meant that there are 224 columns within the model. There are three levels of structural connections, namely interaction within columns, interaction between columns and interactions between the different cortical areas. Structural connections are expressed through connection matrices that describe synaptic connections between the excitatory populations (Wee), from inhibitory to excitatory populations (Wei), and from excitatory to inhibitory populations (Wie). Intra-column connections are assumed to be the strongest, with the synaptic weight for the within-column excitatory feedback (i.e., the diagonal values of Wee ) being set to 6, and the within-column weight values of Wei and Wie (inter-neuron connections targeting excitatory and inhibitory cells respectively) being set to 3.5. The excitatory population of each column made lateral connections to the excitatory populations of neighboring columns within the area. These connections extended to a distance of two columns on either side. Similarly, the excitatory population connected to neighboring inhibitory populations across a distance of five columns, with these connections accounting for lateral inhibition (see Figure 1). In both cases, there was a Gaussian drop off of the weight strength. Also, there was a stochastic element to the weights, with a 10% random jitter added to them. These procedures represent modifications in relation to the original model of May & Tiitinen (2013) and are described in Hajizadeh, Matysiak, May, König (in preparation). Connections made by the inhibitory population were assumed to be local, and so targeted only the excitatory population in the same column (see Figure 1). Inter-area connections were modelled from anatomical research in primates (Kaas and Hackett, 2000) and were contained entirely in Wee. The tonotopically organized afferent input Iaff targeted the thalamus, where each column functioned as a frequency channel to spectrally organize the input. The thalamus was connected to the three core areas. These were interconnected with the eight belt areas, and the eight belt areas were subsequently interconnected with two parabelt areas. The model had a serial structure, with no direct connections between the core and the parabelt (see Figure 2). Core and belt connections only occurred between neighboring areas, resulting in multiple core-belt-parabelt streams that had roughly a rostral and caudal subdivision (De la Moethe, Blumell, Kajikawa & Hackett, 2006). Connections between the areas were topographic, with each inter-area sub-division of Wee being characterized by most connections occurring near the diagonal, with a Gaussian drop-off in weight strength (as explained in Hajizadeh et al., in preparation). Dynamics. The dynamical unit of the model was the cortical microcolumn, which was made up of a population of excitatory and inhibitory cells, characterized by a single state variable u and v, respectively, expressing the mean activity of the population. For each excitatory population, its mean firing rate g depended on the state variable u through a non-linear monotonically increasing function g(u) = tanh (2/3) (u - ) for u > , g(u) = 0 otherwise, where  = 0.1 was a threshold constant. The mean firing rate of the inhibitory population was similarly determined as g(v). Collecting the states of the excitatory and inhibitory cell populations into vectors u = [u1….uN] and v = [v1…vN], the dynamic equation of the neural interactions were where m = 30ms is the membrane time constant and Iaff describes the afferent input targeting the thalamus. Adaptation. The underlying mechanism for neural adaptation operating on the time scale of seconds is short-term synaptic depression (Wehr & Zador, 2005). To simulate this, all excitatory connections in cortex (i.e., the elements ij of Wee and Wie) were modulated by a time dependent depression term aij(t), where i and j are the index of the post- and presynaptic population, respectively. This term depended on the pre-synaptic spiking rate through the equation. Here, on = 100ms is the onset time constant and rec is the time constant for the adaptation recovery from depression and thus expresses the lifetime of adaptation. In the current experiments, rec was varied in the 800-2000ms range in seven steps of 200ms. This range reflects electrophysiological findings whereby the adaptation of the N1m response (the MEG equivalent of the N1) can be encapsulated in a time constant that varies across participants in the range of 1-4 seconds (Lu, Williamson & Kaufman, 1992). Stimuli and Procedures Stimuli sets comprised sequences of three consecutively presented tones (50ms duration, 5ms linear onset & offset ramps), with the sequence being characterized by its total duration, measured as the onset from first tone to onset of third tone. For each measurement, two sequences of the same duration were presented to the model. While the third tone in each sequence was always the same (amplitude = 1; input via thalamic frequency channel 7, middle of tonotopic map), the two sequences differed in terms of the first two tones, that is, in terms of the stimulation history of the final tone (see Figure 3). Simulations were carried out in three experiments where the difference across the sequences was either in the timing, amplitude, or frequency of the first tones. In each experiment, all other aspects of the sequences were kept constant. This eliminated any counter-effects, with distinctions between sequences depending solely on the manipulation made (independent variable). In each experiment, the total duration of the sequence was varied in the range of 500-4000ms in steps of 200ms, creating a total of 18 different sequence durations. As explained above, the lifetime of adaptation was also varied (from 800-2000ms) to simulate a population of participants. For a diagram of the Stimuli sets, see Figure 3. Experiment 1: variations in timing. This looked at the model’s ability to discriminate temporal patterns represented by two sequences of three identical tones (amplitude = 1; frequency channel 7). These sequences were identical, except for the presentation time of the middle tone. In the first sequence, the SOI of the middle tone was jittered away from regular presentation by an amount representing 5% of the total duration of the sequence away (see Figure 3). The second sequence was a reversed version of the first. Experiment 2: variations in amplitude. Here, the two sequences varied in terms of the amplitude of the first two tones. In the first sequence, the amplitude of the first and second tone was 1.05 and 0.95, respectively. In the second sequence, these values were reversed. The final third tone had a fixed amplitude of 1. The three tones were presented at regular intervals, and their frequency was 7 on the tonotopic map of the thalamus. Experiment 3: variations in frequency. Here, the frequency history preceding the third tone was varied. In the first sequence, the first tone had a frequency of 6 and the second tone had frequency 8. Reversed frequencies were used in the second sequence. The three tones were presented at regular SOIs. Analysis The third tone was kept constant both within the two-sequence stimuli sets and across the experiments to ensure that the variations in the response to this final tone reflected changes in the stimulation history only. Thus, the ability of the model to discriminate between the temporal structure of two sequences could be analyzed by examining the activity elicited by the third tone of each sequence. As such, the firing rates of the excitatory populations in the cortical areas were treated as coding the previous stimulation history. The response to the third tone was quantified by averaging the firing rate of each excitatory population in a 200-ms time window following the onset of the third tone (see Figure 3). This resulted in a 208-dimensional vector, that is, a point in 208-dimensional state space where each axis represents the activity of one cortical column. The difference in the responses to two sequences was then quantified as the Cartesian distance (using the norm.m function in MATLAB) between the two respective points in state space. This distance measure, denoted by Dstate, was taken to represent the ability of cortex to discriminate between tone sequences. For each experiment, the analysis determined how Dstate changed as a function of the total duration of the sequence. Also, this dependence of Dstate on duration was examined in the case of different adaptation lifetimes Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource Data/MATLAB Identifier An unambiguous reference to the resource within a given context Belteki2015 Contributor An entity responsible for making contributions to the resource Ellie Ball Rights Information about rights held in and over the resource Open Relation A related resource None Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Perception of sounds sequences: predictions for behavioural measurements generated with a computational model of auditory cortex Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Modelling (Computational) Sample Size Unknown Statistical Analysis Type The type of statistical analysis used in the project Cartesian distance Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource temp Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Eye tracking Description An account of the resource Understanding psychological processes though eye tracking LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Dr Megan Readman Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Neuro-clinical psychology Sample Size 20 Statistical Analysis Type The type of statistical analysis used in the project T-test and regression