Are Religious Women More Likely to Have Breast Cancer Screening?

The study objective was to investigate whether women who frequently attend religious services are more likely to have breast cancer screening—mammography and clinical breast examinations—than other women. Multivariate logistic regression models show that white women who attended religious services frequently had more than twice the odds of breast cancer screening than white women who attended less frequently (Odds Ratio (OR) = 2.61; 95% Confidence Interval (CI) = 1.12, 6.06). The behavior of white women was different from African American women (religious attendance-race interaction term p-value = 0.008); African American women who attended religious services frequently were possibly less likely to have breast cancer screening (OR 0.49; CI = 0.19–1.31).     

Ethical issues in the clinical application of fMRI: factors affecting the validity and interpretation of activations

The ability of functional magnetic resonance imaging (fMRI) to localize activations in a single patient, along with the safety and widespread availability of this methodology, has lead to an increasing use of fMRI for clinical purposes such as pre-surgical planning. As methodology continues to improve and more experience with fMRI in the clinical setting is acquired, clinical functional neuroimaging will likely have an increasing influence over patient care. Therefore, ethical use of fMRI, as with other medical techniques, requires understanding the factors impacting the interpretation of the methodology. Issues affecting the validity and interpretation of clinical functional neuroimaging, including effects of altered hemodynamic response function, head motion, and structural changes in the brain, are reviewed. The distinction between correlated and necessary activation in a clinical context is discussed. Different types of statistical errors in fMRI analysis are described, along with their consequences to the patient. Finally, for the future of clinical fMRI development, the need for normative patient data, as well as standardized tasks, scan protocols, and data analyses, is discussed.     

Memory deficits in aphantasics are not restricted to autobiographical memory – Perspectives from the Dual Coding Approach

Scene Construction Theory suggests similar neural mechanisms for visual imagery and autobiographical memory, supporting the seeming scientific consensus that a loss of visual imagery affects autobiographical memory. Based on the Dual Coding Theory and the Reverse Hierarchy Model, we also assumed influences of visual imagery on recent visual memory and even verbal memory, although little evidence has been provided so far. Thus, in a sample of 67 congenital aphantasics (= persons without mental imagery) and 32 demographically matched controls, it was investigated whether deficits in visual imagery are associated with deficits in visual as well as verbal short-term and long-term memory. The memory tasks were theoretically selected based on task difficulty, retrieval condition, and subcategories of stimuli, as previous null findings were attributed to insensitive tasks that were solvable by aphantasics by means of non-visual alternative strategies. Significant group differences were found in all memory components, with aphantasics performing worse than non-aphantasics. Therefore, evidence was obtained for the influence of visual imagery on all memory components beyond autobiographical memory.     

Invented Spelling,Word Stress,and Syllable Awareness in Relation to Reading Difficulties in Children

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.     

The irrelevant sound effect under articulatory suppression: is it a suffix effect?

An experiment is reported that investigates the relation between the suffix effect and the effect of irrelevant sound on the serial recall of short sequences of spoken material. The main issue was whether there is an effect of irrelevant sound under articulatory suppression in the presence of a spoken suffix. As in Hanley and Bakopoulou (2003), the irrelevant sound comprised speech that was presented during the retention interval. When a spoken suffix appeared at the end of the list, a significant effect of irrelevant sound remained when participants were able to rehearse list items. However, it disappeared under articulatory suppression. The effects of irrelevant sound remained significant under suppression when the suffix was an auditory tone but was confined to the final position of the serial position curve. These results parallel those reported by Jones, Macken, and Nicholls (2004) and Jones, Hughes, and Macken (2006) when they examined the effect of articulatory suppression on the phonological similarity effect. The results are consistent with Jones et al.'s (2006, 2004) view that an acoustic-perceptual representation of the terminal list items is the source of the effects of irrelevant sound and phonological similarity when they occur in the presence of articulatory suppression.     

Political itineraries and anarchic cosmopolitanism in the thought of Hannah Arendt

In this paper, I argue that Arendt's understanding of freedom should be examined independently of the search for good political institutions because it is related to freedom of movement and has a transnational meaning. Although she does not say it explicitly, Arendt establishes a correlation between political identities and territorial moves: She analyzes regimes in relation to their treatment of lands and borders, that is, specific geographic movements. I call this correlation a political itinerary. My aim is to show genealogically that her elaboration on the regimes of ancient, modern, and ‘dark’ times is supported by such a correlation. I read Arendt in light of the current clash between an amorphous global political identity (and ‘new’ international order) and the renewal of nationalisms. I show that, for Arendt, the world is divided by necessary frontiers – territorial borders and identity frames – and that the political consists precisely of the effort to transgress them. Arendt never proposed a restoration of authority but, on the contrary, a worldwide anarchic (that is, based on no predetermined rule) politics of de‐localization and re‐localization; in her terms, a politics of free movement of founded identities, a cosmopolitanism, which, nevertheless, would have nothing to do with global sovereignty.     

Teachers’ Use of and Attitudes Toward Informational Text in K–5 Classrooms

The purposes of this research were (a) to understand the frequency with which K–5 teachers use informational text in their routine classroom instruction, (b) to understand the percentage of informational text in classroom libraries, and (c) to explore teachers’ attitudes about informational text. Survey data of 318 participants indicated that K–5 teachers used an average of 31.55 minutes (SD = 22.24) of informational text per day and that classroom libraries consisted of an average of 32.77% (SD = 14.16) of informational text. Participants were overwhelmingly positive about the instructional value of informational text but also reported that a lack of time, a lack of resources, and curricular limitations restricted their use of informational text. Implications on how to increase the use of informational text in K–5 classrooms are provided.