Specifically, individual differences in hip-pocampal–vmPFC connectivity during aversive learning predictanxiety outcomes among individuals who have experienced early

Theseresults suggest that greater prefrontal–hippocampal communi-cation during development may protect against a pathologicalcourse of anxiety for individuals who have experienced caregiv-ing adversity.

Together withthe present findings, this suggests that adversity-induced altera-tions in hippocampal function may facilitate adaptive learning, atleast in the short term, about threats in one’s environment.

Together with the present findings, this suggests that earlycaregiving adversity changes the pacing of amygdala–hippo-campus–vmPFC circuit development and, in doing so, alters theway that aversive learning is represented in the brain.

These resultssuggest that age-atypical hippocampal–vmPFC connectivitymay be an important source of resilience for youth with ahistory of caregiving adversity.

The current study examined this rearing aberration in human development.Eighty-nine children and adolescents who were either previously institutionalized (PI youth; N46; 33 females and 13 males; age range,7–16 years) or were raised by their biological parents from birth (N43; 22 females and 21 males; age range, 7–16 years) completed anaversive-learning paradigm while undergoing functional neuroimaging, wherein visual cues were paired with either an aversive sound(CS) or no sound (CS).

Given evidence from animal models that early caregiving adver-sity accelerates amygdala, hippocampal, and medial prefrontaldevelopment (Callaghan et al., 2014), we hypothesized that aver-sive learning would be supported by a more distributed, adult-like set of brain regions in PI youth relative to comparison youth.

Given evidence thatneural adaptations to caregiving adversity can be anxiolytic (Geeet al., 2013), it was hypothesized that altered amygdala–hip-pocampal–mPFC function during aversive learning would pre-dict reduced anxiety among PI youth.

The second question that the current study addressed waswhether differences in aversive learning might partially explainthe association between early institutionalization and anxiety.

The first question the present study addressed was whetherearly adversity, in the form of prior institutionalization, alters theneurobiology of aversive learning during human development.

For the PI youth, better aversive learning was associated with higher concurrent trait anxiety. Both groupsshowed robust learning and amygdala activation for CSversus CStrials. However, PI youth also exhibited broader recruitment ofseveral regions and increased hippocampal connectivity with prefrontal cortex. Stronger connectivity between the hippocampus andventromedialPFCpredictedsignificantimprovementsinfutureanxiety(measured2yearslater),andthiswasparticularlytruewithinthePI group.

Juvenile animals rely exclu-sively on the amygdala for aversive learning (Kim et al., 2012; Li etal., 2012). During adolescence, striking changes in amygdala–hippocampal–mPFC connectivity are observed (Pattwell et al.,2011), and, by adulthood, aversive learning is supported bystrong interconnections among the amygdala, hippocampus, andmPFC in nonhuman animals (LeDoux et al., 1990; Corcoran andQuirk, 2007; Sierra-Mercado et al., 2011) and human adults (Ful-lana et al., 2016; Greco and Liberzon, 2016). Rodent models haverevealed that maternal separation leads to precocious prefrontaland hippocampal maturation (Huang et al., 2005; Muhammad etal., 2012), and adult-like aversive learning and anxiety duringdevelopment (Moriceau and Sullivan, 2006; Ono et al., 2008;Callaghan and Richardson, 2011).

Gorka et al., 2014), little is known about how it impacts aversivelearning during human development. This limits our under-standing of how early adversity begets adult anxiety.

Although it is known that early adversityalters the neural bases of aversive learning and predicts anxiety inadults (Bremner et al., 2005; Bagot et al., 2009; Kessler et al., 2010;

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And racial discrimination doesn’t exist just within the military rank-and-file. Every year, civilians working in the financial, technical and support sectors of the Army, Air Force and Navy file hundreds of complaints alleging race and skin color discrimination, according to an AP analysis of U.S. Equal Employment Opportunity Commission data.

“For Blacks and minorities, when we initially experience racism or discrimination in the military, we feel blindsided,” Davis said. “We’re taught to believe that it’s the one place where everybody has a level playing field and that we can make it to the top with work that’s based on merit.”

This ability to conditionally execute our main function can be extremely useful when we are writing code that will potentially be used by others. It allows us to include functionality that the user of the code will not need, most often as part of a testing process to be sure that the functions are working correctly.

For low-carbon practices to grow and displace high-carbon ones, integrated action across disparate spaces and coordination between many different actors are necessary (161). For example, mobility scholars (166) highlight the extent of reconfiguration required to disassociate academia from high-carbon travel, including altered institutional cultures, funding practices, and student recruitment to support virtual ways of working. Although novel low-carbon practices may emerge, policy must ensure these stabilize and become prevalent, as well as impeding the circulation of high-carbon practices.

My goal is to convince computational scientists that there is a problem, and that it can be solved.

Researchers have long criticized the technology for producing inaccurate results for people with darker skin

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The goal of this text is topresent a version of the history of psychologythat resists the traditional storylines of greatachievements by eminent people or schools ofthought that rise and fall in the wake of scientificprogress and that instead attempts to reveal thecomplex trajectory of psychology as a sociallyembedded set of theories and practices thatboth reify and reflect the contexts from whichthey arise and to which they return.

In the context of git, the word "master" is not used in the same way as "master/slave". I've never known about branches referred to as "slaves" or anything similar.

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