The brain continuously monitors speech output to detect potential errors between its sensory prediction and its sensory production (Daliri et al., 2020). When the brain encounters an error, it generates a corrective motor response, usually in the opposite direction, to reduce the effect of the error. Previous studies have shown that the type of auditory error received may impact a participant’s corrective response. In this study, we examined whether participants respond differently to categorical or non-categorical errors. We applied two types of perturbation in real-time by shifting the first formant (F1) and second formant (F2) at three different magnitudes. The vowel /ɛ/ was shifted toward the vowel /æ/ in the categorical perturbation condition. In the non-categorical perturbation condition, the vowel /ɛ/ was shifted to a sound outside of the vowel quadrilateral (increasing both F1 and F2). Our results showed that participants responded to the categorical perturbation while they did not respond to the non-categorical perturbation. Additionally, we found that in the categorical perturbation condition, as the magnitude of the perturbation increased, the magnitude of the response increased. Overall, our results suggest that the brain may respond differently to categorical and non-categorical errors, and the brain is highly attuned to errors in speech.

This 15-week long course is designed to introduce students, specifically in Arizona, to basic sustainability and conservation principles in the context of local reptile wildlife. Throughout the course, the students work on identifying the problem, creating visions for the desired future, and finally developing a strategy to help with reptile species survival in the valley. Research shows that animals in the classroom have led to improved academic success for students. Thus, through creating this course I was able to combine conservation and sustainability curriculum with real-life animals whose survival is directly being affected in the valley. My hope is that this course will help students identify a newfound passion and call to action to protect native wildlife. The more awareness and actionable knowledge which can be brought to students in Arizona about challenges to species survival the more likely we are to see a change in the future and a stronger sense of urgency for protecting wildlife. In order to accomplish these goals, the curriculum was developed to begin with basic concepts of species needs such as food and shelter and basic principles of sustainability. As the course progresses the students analyze current challenges reptile wildlife faces, like urban sprawl, and explore options to address these challenges. The course concludes with a pilot pitch where students present their solution projects to the school.

In 1996, a floral and faunal inventory of the southeastern slopes of the Marojejy Massif, which falls in a protected area known as the Parc national de Marojejy, was conducted in an ascending series of altitudinal transect zones. The 1996 research team worked in five altitudinal zones (referred to as transect zones). Between 3 October and 15 November 2021, a floral and faunal inventory was completed, replicating the locations surveyed in 1996 and closely the dates. Detected bird species were analyzed for changes in elevational distribution between 1996 and 2021. Birds were divided into three feeding behavior groups and tolerance to forest habitat degradation was considered.