Crows with conspecific models were no more likely to initially solve the task than those working the puzzle without social information, but those that mastered the task usually copied the method most frequently demonstrated by their knowledgeable neighbors. These findings suggest that brain volume and possibly body condition may be factors in learning new tasks, and that crows can use social learning to refine their ability to obtain a novel food source, although they must initially learn to access it themselves.Precocial avian species exhibit a high degree of lateralization of perceptual and motor abilities, including preferential eye use for tasks such as social recognition and predator detection. Such lateralization has been related, in part, to differential experience prior to hatch. That is, due to spatial and resulting postural constraints late in incubation, one eye and hemisphere-generally the right eye / left hemisphere-receive greater amounts of stimulation than the contralateral eye / hemisphere. This raises the possibility that the left hemisphere may specialize or show relative advantages in integrating information across visual and auditory modalities, given that it typically receives greater amounts of multimodal auditory and visual stimulation prior to hatch. The present study represents an initial investigation of this question in a precocial avian species, the Northern bobwhite quail (Colinus virginianus). Day-old bobwhite chicks received 5 min training sessions in which they vocalized to receive coernal call. However, we also observed evidence of suppressed learning in chicks provided BIN exposure to the bimodal audio-visual stimulus that was not present during auditory-only training. Experiments 2 and 3 demonstrated that this was likely related to activation of a left-hemisphere dependent fear response when the left eye was exposed to a visual stimulus that loomed above the auditory stimulus. These results indicate that multisensory processing is lateralized in a precocial bird and that these species may thus provide a unique model for studying experience-dependent plasticity of intersensory perception.Scenario planning (SP) has been increasingly utilized by water managers and planners in the 21st century as climate and other uncertainties have challenged traditional planning approaches. This paper discusses the potential for scenario planning processes in the Colorado River Basin in the southwestern United States to build collective understanding of compound and cascading risks, and to identify possible solutions at multiple scales.  https://www.selleckchem.com/products/liraglutide.html  Under the Colorado River Conversations Project, we convened a series of conferences and scenario planning workshops over the past 3 years to explore the potential to enhance the use of social and physical sciences in river management, and to broaden the community of people and entities engaged in discussions about managing the Colorado River. Working with a group of thirty water managers and other interested parties representing all 7 basin states, several Tribes, NGO's and Mexico, we used a participatory, mixed-methods approach to scenario planning that identified multiple drivers of change and developed eight science-based storylines from the intersection of these drivers. The development of the storylines and the subsequent conversations with participants about impacts and solutions resulted in a framework for understanding low probability-high consequence climate and other risks across the Colorado River Basin. We highlight three lessons that speak to the value and role of SP for fostering collaboration and creativity. These lessons include (1) the importance of process in SP in fostering deliberate community building across sectors and geographies; (2) identifying challenges with engaging with uncertainty, complexity, and risk; and (3) determining what these findings mean for future SP in the Colorado River Basin and beyond.This study explores how public attitudes across three countries influence support towards terrestrial enhanced weathering, whereby silicate minerals are applied to agricultural land to remove carbon dioxide from the atmosphere. An online survey was administered in Australia (N = 1000), the UK (N = 1000), and the USA (N = 1026) where there are ongoing field trials of this technique. Findings are similar across all three countries with many participants unfamiliar with enhanced weathering and unsure about supporting the use of enhanced weathering. Results show that positive affect is the main predictor for support of this technique, along with perceived benefits and level of concern about climate change. Open-ended questions asking why respondents would or would not support the use of enhanced weathering elicit mainly affective concepts, with enhanced weathering seen by individual respondents as either something mainly positive or mainly negative, with others saying it sounds risky and/or would have impacts on the environment. The way in which enhanced weathering is communicated is likely to influence support of the use of this strategy so must be undertaken carefully. Overall, our findings show that it is imperative to continue to engage the public, thereby allowing their views to be incorporated as enhanced weathering technology develops over time.
  The development of reasoning as to the potential negative consequences of emotional sensations is a critical aspect of emotion knowledge and central to cognitive risk for anxiety disorders. The purpose of this paper is to explore the reasoning children and adolescents give for negative interpretations of anxiety sensations, testing a priori hypotheses quantitatively and exploring the content of the reasons qualitatively.
 
  This study used a cross sectional design with interviews as well as cognitive and emotional assessments in a sample of 227 youth aged 6-17 years. Coding schemes to assess the logical validity, affective valence, and qualitative reasons that youth give to evaluate anxiety sensations and anxiety situations were developed.
 
  Findings indicated diverse reasoning was used and responses could be reliably coded with developmental differences across age, cognitive, and verbal development. The logical sophistication of the reasoning used by youth increased across age in a non-linear manner and linearly with cognitive and verbal abilities.