The Practice of the Everyday in the Literature of Nursing

If intense pain is "world-destroying," as Elaine Scarry has argued, one of the ways nurses respond to that loss is by re-enacting the commonplace-both in practice and in writing-through daily, accumulating acts of care. Such care poses a critique of medicine's emphasis on the exceptional moment and stresses forms of physical tending that are quotidian rather than heroic, ongoing rather than permanent or conclusive. I develop this view of care through the writings of nurses like Walt Whitman, Louisa May Alcott, Cortney Davis and Joyce Renwick.     

Lexical information drives perceptual learning of distorted speech: evidence from the comprehension of noise-vocoded sentences

Speech comprehension is resistant to acoustic distortion in the input, reflecting listeners' ability to adjust perceptual processes to match the speech input. For noise-vocoded sentences, a manipulation that removes spectral detail from speech, listeners' reporting improved from near 0% to 70% correct over 30 sentences (Experiment 1). Learning was enhanced if listeners heard distorted sentences while they knew the identity of the undistorted target (Experiments 2 and 3). Learning was absent when listeners were trained with nonword sentences (Experiments 4 and 5), although the meaning of the training sentences did not affect learning (Experiment 5). Perceptual learning of noise-vocoded speech depends on higher level information, consistent with top-down, lexically driven learning. Similar processes may facilitate comprehension of speech in an unfamiliar accent or following cochlear implantation.     

A statewide survey of audiologists regarding auditory processing disorders

This study surveyed all licensed Arkansas audiologists (N = 127) regarding auditory processing disorders in children and adults, with 16 items covering demographic information, knowledge, identification and diagnosis, service provision, and referral. Analysis indicated 40% and 35% of the 62 respondents were "very" or "somewhat comfortable" with diagnosing auditory processing disorders in adults and children, respectively. In the current work setting, 58% did not provide auditory processing testing, 44% had never performed such testing, and 40% did not answer a question related to referral sources. The lack of consistent testing or referral probably leaves community persons with auditory processing disorders at risk for being overlooked or misdiagnosed.     

WAIS-R factor structure in Alzheimer's disease patients: a comparison of alternative models and an assessment of their generalizability

The WAIS-R is often used in neuropsychological evaluations of individuals with probable Alzheimer's disease (AD), but its factor structure in this population is unknown. Moreover, theories and past research findings make competing predictions concerning its structure. Using confirmatory factor analysis, the authors compared 5 alternative WAIS-R factor models among 516 AD patients: 1-factor (Spearman's g) and 2-factor (Verbal IQ and Performance IQ) models; a 3-factor model including Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom From Distractibility (FD) factors; a 3-factor model in which Digit Symbol loads on PO rather than FD; and a 3-factor model in which Digit Symbol loads on both PO and FD. Results favored the 3-factor model in which Digit Symbol loads on PO rather than FD. Moreover, this model fit the data best among subsamples of patients defined by age, dementia severity, years of education, and gender.     

‘When my mummy and daddy aren't looking at me when I do my maths she helps me’; Children can be taught to create imaginary companions: An exploratory study

Spontaneous imaginary companion (SIC) creation in childhood is a typical imaginative play behaviour associated with advanced sociocognitive skills; however, the direction of causality has not been established. To investigate this experimentally, researchers must determine whether children can create, on request, qualitatively equivalent imaginary companions (ICs) to those created spontaneously. We examined whether children could create ICs, and how these compared to SICs. Nine elementary school children were encouraged to create ICs in a 3-month intervention. Accounts of elicited ICs were compared with an age-matched sample of interviewees with SICs. Seven children maintained ICs for 6 months post intervention. Template analysis of IC interviews found four themes: Realistic Play, Multifaceted IC Mind, Utility of the IC, and Elicited IC Across Time. Analysis suggests elicited and SICs were similar in nature and utility, although intervention ICs tended to have animal rather than human appearances. Findings support the argument that children can be encouraged to create ICs similar to SICs.     

‘So Help Me God’? Does oath swearing in courtroom scenarios impact trial outcomes?

In countries such as Britain and the US, court witnesses must declare they will provide truthful evidence and are often compelled to publicly choose between religious (“oath”) and secular (“affirmation”) versions of this declaration. Might defendants who opt to swear an oath enjoy more favourable outcomes than those who choose to affirm? Two preliminary, pre-registered survey studies using minimal vignettes (Study 1, N = 443; Study 2, N = 913) indicated that people associate choice of the oath with credible testimony; and that participants, especially religious participants, discriminate against defendants who affirm. In a third, Registered Report study (Study 3, N = 1821), we used a more elaborate audiovisual mock trial paradigm to better estimate the real-world influence of declaration choice. Participants were asked to render a verdict for a defendant who either swore or affirmed, and were themselves required to swear or affirm that they would try the defendant in good faith. Overall, the defendant was not considered guiltier when affirming rather than swearing, nor did mock-juror belief in God moderate this effect. However, jurors who themselves swore an oath did discriminate against the affirming defendant. Exploratory analyses suggest this effect may be driven by authoritarianism, perhaps because high-authoritarian jurors consider the oath the traditional (and therefore correct) declaration to choose. We discuss the real-world implications of these findings and conclude the religious oath is an antiquated legal ritual that needs reform.     

Controlling the Past to Control the Future: Christian Nationalism and Mandatory Patriotic Education in Public Schools

Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege.     

Emotional,motivational and attitudinal consequences of autonomous prosocial behaviour

When do prosocial actors experience positive versus negative psychological outcomes from helping others? In four studies and an internal meta-analysis, we tested the hypothesis that autonomy shapes the psychological consequences of helping others. In Study 1, prosocial behaviour was associated with a robust pattern of negative well-being outcomes (i.e., depression, anxiety, stress) for individuals low but not high in autonomy. In Studies 2–4, relative to reflecting on a neutral interpersonal experience, reflecting on an autonomous helping experience increased sadness and happiness, strengthened intentions to help in the future and raised support for social welfare. By contrast, reflecting on a controlled helping experience increased negative emotions and decreased positive emotions, but did not affect attitudes or behavioural intentions. Collectively, the findings indicate that autonomy (or lack thereof) shapes the emotional, motivational and attitudinal consequences of helping behaviour.