s potentially fatal complication when patients receive chemotherapy. Copyright © 2020 Gandini, Manto and Charette.Gait of children and adolescents with cerebral palsy (CP) is often reported to be more asymmetric and variable than gait of typically developing (TD) peers. As this may lead to less stable and less efficient gait, a relevant clinical question is how asymmetry may be improved and variability reduced in this population. The main objective of the current study was to investigate whether higher walking speed would affect gait symmetry and gait variability in children and adolescents with CP. Data from clinical gait analyses of 43 children and adolescents (29 males and 14 females) with unilateral (n = 28) or bilateral (n = 15) CP were included. Mean age was 11.3 ± 3.4 years, with level I (n = 26) or level II (n = 17) according to the Gross Motor Function Classification System (GMFCS). Corresponding data from 20 TD peers, matched in age and gender, were included as reference. Step time, step length, single support, and stance phase were studied at two different gait speeds preferred and fast walking speed. Symmetry index and coefficient of variation were used as measures of asymmetry and variability, respectively. Results indicated that all participants managed to increase gait speed when instructed to do so. Overall, increased speed did not result in a more asymmetrical or variable gait, except for an increase in step length asymmetry and a difference in response between GMFCS levels I and II in variability. This implies that manipulation of gait speed may be useful clinically without necessarily making gait more unstable. However, some increase in step length asymmetry may be inevitable when gait speed is increased in people with CP. Copyright © 2020 Brændvik, Goihl, Braaten and Vereijken.[This corrects the article DOI 10.3389/fneur.2018.01067.]. Copyright © 2020 Galgani, Palleria, Iannone, De Sarro, Giorgi, Maschio and Russo.Claude Balier's narcissistic theory of ageing may be one of the pillars of French psycho-gerontology, but it is certainly not set in stone. On closer inspection, instead of being just minor variations on the same theme, the three stages of its development are structured around different references and make different assumptions. Some even contradict each other. Balier's theory nevertheless finds unity in its non-involutionary view of ageing. Narcissism and narcissistic destiny are given a central role, thus calling into question the notion that the paradigmatic function of transference neurosis can account for neurosis in old age. For more than 40 years, Balier's innovative notions have been the subject of many and sometimes divergent extensions in French psycho-gerontology.  https://www.selleckchem.com/products/lys05.html  Copyright © 2020 Rexand-Galais and Le Goff.Previous studies have suggested that cognitive reappraisal, which is an effective emotion regulation strategy, enhances decentering. On the other hand, other studies have implied the reverse in regard to this relationship that decentering supports cognitive reappraisal. However, these possibilities have not yet been examined empirically. In the present study, we investigated the causal relationship between decentering and cognitive reappraisal by conducting two wave cross-lagged analysis. One hundred and thirty-eight Japanese university students responded to a questionnaire comprising measures of decentering and cognitive reappraisal tendency; the questionnaire was administered on two occasions, with an interval of 1 month. Cross-lagged analysis indicated the positive effect of cognitive reappraisal on decentering; however, the reverse possibility, that decentering influences cognitive reappraisal, was not significant. These results suggested that habitual use of cognitive reappraisal fosters decentering. Copyright © 2020 Kobayashi, Shigematsu, Miyatani and Nakao.A recent paradigm shift in music research has allowed scholars to examine the macro- and micro-processes taking place within musical performance and underlying cognitive processes. Tying in with phenomenological theories of embodied perception and cognition, this paper focuses on bodily musical activity relevant to the acquisition of instrumental musical skills - the process of learning music. Dynamic interaction with musical instruments, accompanied by the interplay of action and passion, involves body image and body schema, whose status oscillates in different phases of the acquisition of instrumental musical skills; this interaction allows humans to direct attention from their bodily states - the proximal - to the quality of musical sounds and a unity of musical experience - the distal. It is thus argued that shaping music by means of playing a musical instrument can be conceived of as an embodied process, of understanding the forms of one's own experience as related to the musical world that is created by one's bodily activity. Copyright © 2020 Kim.Affective states can propagate in a group of people and influence their ability to judge others' affective states. In the present paper, we present a simple mathematical model to describe this process in a three-dimensional affective space. We obtained data from 67 participants randomly assigned to two experimental groups. Participants watched either an upsetting or uplifting video previously calibrated for this goal. Immediately, participants reported their baseline subjective affect in three dimensions (1) positivity, (2) negativity, and (3) arousal. In a second phase, participants rated the affect they subjectively judged from 10 target angry faces and ten target happy faces in the same three-dimensional scales. These judgments were used as an index of participant's affective state after observing the faces. Participants' affective responses were subsequently mapped onto a simple three-dimensional model of emotional contagion, in which the shortest distance between the baseline self-reported affect and the target judgment was calculated. The results display a double dissociation negatively induced participants show more emotional contagion to angry than happy faces, while positively induced participants show more emotional contagion to happy than angry faces. In sum, emotional contagion exerted by the videos selectively affected judgments of the affective state of others' faces. We discuss the directionality of emotional contagion to faces, considering whether negative emotions are more easily propagated than positive ones. Additionally, we comment on the lack of significant correlations between our model and standardized tests of empathy and emotional contagion. Copyright © 2020 Pinilla, Tamayo and Neira.