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943 results for “play”
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T4-Post
<p>Answers given by children in the fourth grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference. Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de cuarto curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2013-14. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a></p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T6-Post
<p>Answers given by children in the sixth grade of Primary Education to 41 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de sexto curso de Educación Primaria dan a 41 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2015-16. El cuestionario se administra de forma individual. Se incluye el cálculo de 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo, y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T2-Post
<p>Answers given by children in the second grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference. Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de segundo curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2011-12. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC-CS_T6-Post
<p>Answers given by children in the sixth grade of Primary Education to the 42 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2014-15. The questionnaire is administered individually. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership, and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de sexto curso de Educación Primaria dan a los 42 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2014-15. El cuestionario se administra de forma individual. Se incluye el cálculo de las 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CS_T5-Post
<p>Answers given by children in the fifth grade of Primary Education to 42 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Seville (Spain) in the spring of the school year 2013-14. The questionnaire is administered individually. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership, and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de quinto curso de Educación Primaria dan a 42 ítems del Cuestionario Class Play revisado- Versión Ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Sevilla (España) en primavera del curso escolar 2013-14. El cuestionario se administra de forma individual. Se incluye el cálculo de las 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC-CS_T1-Pre
<p>Answers given by children in the first grade of Primary Education to 33 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The questionnaire is administered individually. The calculation of the 11 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de primer curso de Educación Primaria dan a 33 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. El cuestionario se administra de forma individual. Se incluye el cálculo de 11 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión reactiva, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC_T4-Post
<p>Answers given by children in the fourth grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The questionnaire is administered individually. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de cuarto curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón (España) en la primavera del curso escolar 2012-13. El cuestionario se administra de forma individual. Se incluye el cálculo de las 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CS_T2-Post
<p>Answers given by children in the second grade of Primary Education to 34 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Seville (Spain) in the spring of the school year 2010-11. The questionnaire is administered individually. The calculation of the 11 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los niños/as de segundo curso de Educación Primaria dan a 34 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Sevilla (España) en la primavera del curso escolar 2010-11. El cuestionario se administra de forma individual. Se incluye el cálculo de 11 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Subescala de Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Data from: Mesophotic Foraminiferal-Algal Nodules play a role in the Red Sea carbonate budget
<p>Free-living mesophotic Foraminiferal-Algal Nodules (FANs) have been discovered along the coast of the northern Saudi Arabian Red Sea (NEOM region) where they form a novel benthic ecosystem in mesophotic water depths on the continental shelf. Being mostly spheroidal, the nodules are transported <em>en masse</em> down slope, into the deep water of the basin, where they stop accreting. Radiometric dating informs that FANs can be more than two thousand years old and that they collectively contribute up to 66 g m<sup>-2</sup> year<sup>-1</sup> to the mesophotic benthic carbonate budget and account for at least 980 megatons of CaCO<sub>3</sub>, a substantial contribution considering the depauperate production of carbonate by other means in this light-limited environment. Our findings advance the knowledge of mesophotic biodiversity and carbonate production, and provide data that will inform conservation policies in the Saudi Arabian Red Sea.</p>
Brown and white layer pullet hybrids show different fear responses towards humans, but what role does light during incubation play in that?
<p>Good early life conditions are increasingly recognized as essential to animal welfare later in life. The use of light during incubation might improve coping capacities and welfare in later life in poultry, by more closely approximating chicken natural environments compared to the current conventional incubation in darkness. Previous studies showed that lighted incubation resulted in more lateralized chicks, a more pronounced daily behavior rhythm, earlier onset of melatonin rhythms, and lower stress reactions to various stressors after hatching. Most existing research, however, has been conducted on broilers, and little information on lighted incubation is available for laying hens. In the current research, Dekalb White and ISA Brown eggs were incubated in complete darkness or in a cycle of green 12L:12D throughout incubation, and five fear of human tests were performed on the 387 chickens during the rearing phase. We expected dark-incubated chickens to show stronger fear responses than light-incubated chickens. That was only the case for one of 15 behavior measurements taken during the tests (<em>p</em> < 0.05). In addition, white layer hybrids are known to be flightier and more fearful than brown hybrids. In this study, white chickens indeed showed stronger fear responses than brown chickens in 12 of the 15 behavior measurements (<em>p</em> ≤ 0.002). Furthermore, we expected light during incubation to have stronger effects on white chickens than on brown chickens, because of the stronger transmission of light through white eggshells. However, the interaction between hybrid and incubation was never significant (<em>p</em> ≥ 0.18). Finally, contrary to our expectations, there was no effect of the incubation treatments or the hybrid on plasma corticosterone responses to a manual restraint test (<em>p</em> ≥ 0.36). Since there was a hybrid effect on behavior in this test, it is reasonable to think that behavior reflected coping style, rather than fear level. To conclude, the light regime used in this study does not seem as promising as expected to improve laying hen welfare. Finally, the brown hybrid was usually less fearful than the white hybrid, though there were some exceptions depending on the stressor, and that should be taken into account in research and in laying hen management.</p>
Dataset of Israeli and Palestinian students' attitudes before and after playing games PeaceMaker and Fact Finders
<p>203 Israeli and Palestinian students participated in a quasi-experimental pre-test post-test design and played the games PeaceMaker and Fact Finders in a different order (Peace Maker first, Fact Finders second or Fact Finders first, Peace Maker second) or played one of the two games (either PeaceMaker or Fact Finders). Their viewpoints and attitudes towards both conflicts (Israel-Palestine conflict and Cyprus conflict) were measured before and after playing each game.</p>
Data from: Mesophotic Foraminiferal-Algal Nodules play a role in the Red Sea carbonate budget
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The kinase ERK plays a conserved dominant role in the heterogeneity of epithelial-mesenchymal transition in pancreatic cancer cells
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Disentangling developmental effects of play aspects in rat rough-and-tumble play
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Data from: Competition on a neutral playing field: Invaders still win and size still matters, sometimes
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ERC Locus Ludi. Play and Games in Antiquity. The Reception of the Alea iacta est Motif
<p>Katarzyna Marciniak, Warsaw is the PI of the ERC project Our Mythical Childhood. she is well known for her work on reception of antiquity in present youth culture as well as on ancient literature. Her talk: From Rubicon to the Children’s Room, or the Reception of the Alea iacta est Motif in Youth Culture, was given at the International Conference, Play and Games in Antiquity. Definition, Transmission, Reception, September 17-19, 2018, Swiss Museum of Games.</p> <p>Movie/Music: <a href="https://www.edwanmusic.com/">https://www.edwanmusic.com/</a></p> <p>More about: www.locusludi.ch</p>
Data from: Combining role-play with interactive simulation to motivate informed climate action: evidence from the World Climate simulation
Climate change communication efforts grounded in the information deficit model have largely failed to close the gap between scientific and public understanding of the risks posed by climate change. In response, simulations have been proposed to enable people to learn for themselves about this complex and politically charged topic. Here we assess the impact of a widely-used simulation, World Climate, which combines a socially and emotionally engaging role-play with interactive exploration of climate change science through the C-ROADS climate simulation model. Participants take on the roles of delegates to the UN climate negotiations and are challenged to create an agreement that meets international climate goals. Their decisions are entered into C-ROADS, which provides immediate feedback about expected global climate impacts, enabling them to learn about climate change while experiencing the social dynamics of negotiations. We assess the impact of World Climate by analyzing pre- and post-survey results from >2,000 participants in 39 sessions in eight nations. We find statistically significant gains in three areas: (i) knowledge of climate change causes, dynamics and impacts; (ii) affective engagement including greater feelings of urgency and hope; and (iii) a desire to learn and do more about climate change. Contrary to the deficit model, gains in urgency were associated with gains in participants' desire to learn more and intent to act, while gains in climate knowledge were not. Gains were just as strong among American participants who oppose government regulation of free markets - a political ideology that has been linked to climate change denial in the US - suggesting the simulation's potential to reach across political divides. The results indicate that World Climate offers a climate change communication tool that enables people to learn and feel for themselves, which together have the potential to motivate action informed by science.
Sculpture "Piper playing at the shrine"
Sculpture "Piper playing at the shrine" of Stanisław Wójcik ID no.: S/3112/MT Museum: The Dr. Tytus Chałubiński Tatra Museum in Zakopane https://muzea.malopolska.pl/en/objects-list/54 Digitalisation: RDW MIC, Małopolska's Virtual Museums project Source: Objaverse 1.0 / Sketchfab
FER-PLAY database
<p>The database contains information of 61 different value chains on circular bio-based fertilisers derived from 7 secondary raw materials. This database undergoes periodic revisions. Find the most updated version on https://fer-play.eu/resources/#1675863959450-3b58785e-842e</p>
Multimodal datataset of EEG, ECG and audio recordings of individual musicians playing emotional music
<p>This dataset contains EEG, ECG and audio recordings of 11 individual musicians playing emotional music on their instrument. The dataset consists of two parts:</p> <ol> <li> <p>Experiment: Musicians’ self-reported ratings, audio recordings, and physiological recordings where the 11 expert musicians were asked to play at least 4~2-minute unfamiliar (non-popularly known) musical pieces. Participants were asked to play at least once one of the following emotions: happiness, sadness, relaxation, and anger. For the physiological recordings EEG, ECG, and GSR signals were recorded. Each musican’s data is denoted by MS_ followed by the order in which they were recorded.</p> </li> <li> <p>Self-report questionnaire: A self-assessment questionnaire and their answers where 11 expert musicians were asked to rate musical pieces recorded based on:</p> <ol> <li> <p>Objective valence & arousal they felt the piece had;</p> </li> <li> <p>Felt valence & arousal during playing.</p> </li> </ol> </li> </ol> <p> </p> <p>For a more detailed explanation of the dataset, its recording procedure, and its contents, see </p> <p>L. Turchet, B. O'Sullivan, R. Ortner & C. Gugher (2024). Emotion Recognition of Playing Musicians from EEG, ECG, and Acoustic Signals. IEEE Transactions on Human-Machine Systems.</p> <p><strong> </strong></p> <h2>File Listing</h2> <p>The following files are available (each explained in more detail below):</p> <div> <table> <tbody> <tr> <td> <p>Name</p> </td> <td> <p>Format</p> </td> <td> <p>Contents</p> </td> </tr> <tr> <td> <p>EEG_ECG_data_for_each_musician</p> </td> <td> <p>mat</p> </td> <td> <p>This folder contains the raw EEG, ECG, & GSR data for all 11 musicians for each piece they played as well as a resting state recording, which was recorded while a neutral audio stimulus was played.</p> </td> </tr> <tr> <td> <p>audio_data_for_each_musician</p> </td> <td> <p>wav, JSON, csv</p> </td> <td> <p>This folder contains 3 subfolders: <br>1) wav_audio_files_original: This is the raw audio data recorded for each musician and includes all 56 pieces included in the paper reported above, please see below regarding rejected trials.</p> <p>2) wav_audio_files (original split_into_3_parts): Here, the 56 pieces are appropriately split into 3 separate parts.<br><br>3) analysis_audio_files: This folder contains the acoustic features extracted, 1714 acoustic features were extracted from each split trial. Each result is stored in .JSON, however, the collated results can be seen in all_results.csv.</p> </td> </tr> <tr> <td> <p>self_report_questionnaire</p> </td> <td> <p>pdf, xls</p> </td> <td> <p>Two files exist in this folder:<br>1. The self-reported questionnaire given to the musicians of the questionnaire during the experiment.<br>2. </p> </td> </tr> </tbody> </table> </div> <p><strong><br><br></strong></p> <h2>File Details</h2> <p><strong> </strong></p> <h3>EEG_ECG_data_for_each_musician</h3> <p>These are the original raw data recordings. EEG data were recorded using a g.GAMMAcap2 by g.tec Medical Engineering, a 64-channel cap with g.SCARABEO active electrodes, with two g.GAMMAsys reference active ear clip electrodes. Two g.GAMMAbox electrode connector boxes were used to connect the active electrodes to two g.USBamp biosignal amplifiers with a sampling frequency of 256 Hz.<br><br>The following 31 EEG channels were used: Fp1, Fp2, AFz, AF3, AF4, AF7, AF8, Fz, F3, F4, F7, F8, Cz, C3, C4, CP3, CP4, CP5, CP6, P1, P2, P3, P4, P5, P6, P7, P8, PO7, PO8, O1, and O2. AFz was used as a ground electrode and Cz was used as a re-reference electrode. The right-side ear clip electrode was used as a reference electrode. </p> <p><br>ECG data were recorded using a single g.GAMMAclip active electrode clip connected directly to the g.GAMMAbox, sharing the same ground electrode with the EEG cap and placed on position V4 of the subjects.<br><br>GSR data was recorded using the g.GSRsensor² box which contains two small dry electrodes placed underneath the participant’s toes (due to the amount of hand movement required for playing an instrument). The g.GSRsensor² was connected directly to a g.GAMMAbox, using jumper cables connected to different ports in the g.USBAMPs to share the same reference and ground electrodes as the EEG cap. </p> <p><strong> </strong></p> <p>The locations of the channels and their corresponding number in the raw data is as follows:</p> <div> <table> <tbody> <tr> <td> <p>Channel Number</p> </td> <td> <p>Channel Name</p> </td> </tr> <tr> <td> <p>1</p> </td> <td> <p>Time series</p> </td> </tr> <tr> <td> <p>2</p> </td> <td> <p>AF3</p> </td> </tr> <tr> <td> <p>3</p> </td> <td> <p>AF4</p> </td> </tr> <tr> <td> <p>4</p> </td> <td> <p>AF7</p> </td> </tr> <tr> <td> <p>5</p> </td> <td> <p>AF8</p> </td> </tr> <tr> <td> <p>6</p> </td> <td> <p>CP3</p> </td> </tr> <tr> <td> <p>7</p> </td> <td> <p>CP4</p> </td> </tr> <tr> <td> <p>8</p> </td> <td> <p>CP5</p> </td> </tr> <tr> <td> <p>9</p> </td> <td> <p>CP6</p> </td> </tr> <tr> <td> <p>10</p> </td> <td> <p>P1</p> </td> </tr> <tr> <td> <p>11</p> </td> <td> <p>P2</p> </td> </tr> <tr> <td> <p>12</p> </td> <td> <p>P5</p> </td> </tr> <tr> <td> <p>13</p> </td> <td> <p>P6</p> </td> </tr> <tr> <td> <p>14</p> </td> <td> <p>P7</p> </td> </tr> <tr> <td> <p>15</p> </td> <td> <p>P8</p> </td> </tr> <tr> <td> <p>16</p> </td> <td> <p>O1</p> </td> </tr> <tr> <td> <p>17</p> </td> <td> <p>O2</p> </td> </tr> <tr> <td> <p>18</p> </td> <td> <p>Cz</p> </td> </tr> <tr> <td> <p>19</p> </td> <td> <p>Fp1</p> </td> </tr> <tr> <td> <p>20</p> </td> <td> <p>Fp2</p> </td> </tr> <tr> <td> <p>21</p> </td> <td> <p>F3</p> </td> </tr> <tr> <td> <p>22</p> </td> <td> <p>F4</p> </td> </tr> <tr> <td> <p>23</p> </td> <td> <p>F7</p> </td> </tr> <tr> <td> <p>24</p> </td> <td> <p>F8</p> </td> </tr> <tr> <td> <p>25</p> </td> <td> <p>C3</p> </td> </tr> <tr> <td> <p>26</p> </td> <td> <p>C4</p> </td> </tr> <tr> <td> <p>27</p> </td> <td> <p>P3</p> </td> </tr> <tr> <td> <p>28</p> </td> <td> <p>P4</p> </td> </tr> <tr> <td> <p>29</p> </td> <td> <p>PO7</p> </td> </tr> <tr> <td> <p>30</p> </td> <td> <p>PO8</p> </td> </tr> <tr> <td> <p>31</p> </td> <td> <p>AFz</p> </td> </tr> <tr> <td> <p>32</p> </td> <td> <p>GSR</p> </td> </tr> <tr> <td> <p>33</p> </td> <td> <p>ECG</p> </td> </tr> </tbody> </table> </div> <p><strong><br><br></strong></p> <h3>audio_data_for_each_musician/wav_audio_files_original</h3> <p>This folder contains all of the raw audio files recorded during the experiment. All pieces were recorded using the software Audacity and exported as WAV files encoded with a bit depth of 32-bits and a sampling rate of 44.1 kHz. 56 of the included trials are present in this folder.</p> <p><strong> </strong></p> <h3>audio_data_for_each_musician/wav_audio_files (original split_into_3_parts)</h3> <p>This folder contains the above mentioned 56 raw audio pieces separated into 3 appropriately sized recordings.</p> <p><strong> </strong></p> <p>audio_data_for_each_musician/analysis_audio_files<br><br>This folder contains the 1714 acoustic features from each of the 3 separated trials from 56 accepted pieces, these are denoted by MS_ followed by the order in which the musicians were recorded and the order in which the trails were split, the individual features are in JSON format. Within this folder, we have collated all results in a csv file (all_results.csv) where the columns show the intended emotion, trial name and number, followed by the names of the acoustic features. </p> <p><strong> </strong></p> <p>self_report_questionnaire</p> <p>This pdf is the questionnaire which each musician was given following each trial relating to the emotions communicated and felt during each trial. Most* questions in the questionnaire were multiple-choice and speak pretty much for themselves. The answers for which were collated and are described below.</p> <p><strong> </strong></p> <p>self_report_questionnaire_anwsers</p> <p>This .xls file contains the results of all the musicians self-reported ratings from the above described questionnaire. </p> <div> <table> <tbody> <tr> <td> <p>Column name</p> </td> <td> <p>Description</p> </td> </tr> <tr> <td> <p>Subject</p> </td> <td> <p>The subject code of the musician, denoted by MS_</p> </td> </tr> <tr> <td> <p>recording_filename</p> </td> <td> <p>The name of the trial denoted by MS_01_ followed by the trial number.</p> </td> </tr> <tr> <td> <p>intended_emotion</p> </td> <td> <p>The intended emotion the musician was instructed to communicate. The emotions are as follows:</p> <ol> <li> <p>Angry</p> </li> <li> <p>Sad</p> </li> <li> <p>Relaxed</p> </li> <li> <p>Happy</p> </li> </ol> <p>They are intended to be reported by using the valence-arousal space.</p> </td> </tr> <tr> <td> <p>valence_communicated</p> </td> <td> <p>The valence rating (integer between 1 and 5), that participants were asked to objectively rate how they thought the music played would be perceived. </p> </td> </tr> <tr> <td> <p>arousal_communicated</p> </td> <td> <p>As above, but relating to arousal rather than valence.</p> </td> </tr> <tr> <td> <p>valence_felt</p> </td> <td> <p>The valence rating (integer between 1 and 5), that participants were asked to rate how they felt while playing the piece.</p> </td> </tr> </tbody> </table> </div> <p> </p> <div> <table> <tbody> <tr> <td> <p>arousal_felt</p> </td> <td> <p>As above, but relating to arousal rather than valence.</p> </td> </tr> <tr> <td> <p>instrument_played</p> </td> <td> <p>The instrument played for each trial.</p> </td> </tr> </tbody> </table> </div> <p><strong><br><br></strong></p>
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.