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.     

Glutamate receptor antagonist infusions into the basolateral and medial amygdala reveal differential contributions to olfactory vs. context fear conditioning and expression

The basolateral amygdala's involvement in fear acquisition and expression to visual and auditory stimuli is well known. The involvement of the basolateral and other amygdala areas in fear acquisition and expression to stimuli of other modalities is less certain. We evaluated the contribution of the basolateral and medial amygdala to olfactory and to context fear and fear conditioning by infusing into these areas the NMDA receptor antagonist AP5, the AMPA/kainate receptor antagonist NBQX, or vehicle prior to either odor-shock pairings or fear-potentiated startle testing. Pre-training AP5 infusions into the basolateral amygdala disrupted fear conditioning to the odor but not the context conditioned stimulus (CS). Pre-test NBQX infusions disrupted fear-potentiated startle to the odor but not context CS. Neither compound blocked fear conditioning when infused into the medial amygdala prior to training, but pre-test NBQX infusions did block fear-potentiated startle. The results confirm and extend recent findings suggesting a role for the basolateral amygdala in olfactory fear and fear conditioning, reveal an unexpected dissociation of the basolateral amygdala's involvement in discrete cue versus context fear and fear conditioning, and implicate for the first time the medial amygdala in fear-potentiated startle.     

Differential effects of estrogen on hippocampal- and striatal-dependent learning

Estrogen's role in learning and memory may be to predispose animals to use specific cognitive strategies (Korol & Kolo, 2002). Specifically, estrogen may facilitate hippocampal-dependent learning, while at the same time attenuate striatal-dependent learning. As a stringent test of this hypothesis, place or response learning on an eight-arm radial maze was compared between ovariectomized (OVX) female Long-Evans rats and rats with chronic estrogen replacement (OVX+E; 5mg 17-beta estradiol 60-day release tablet). Reference and working memory errors were monitored separately for both place and response learning tasks. OVX+E rats learned the place task significantly faster than the response task, and faster than OVX rats. OVX rats required fewer days to reach criterion on the response task than OVX+E rats. Estrogen selectively enhanced reference memory performance, but only during place learning. The specific pattern of estrogen effects on learning suggests that future studies include verification of cognitive strategies used by animals.     

Referential cohesion and logical coherence of narration after closed head injury

A group with closed head injury was compared to neurologically intact controls regarding the referential cohesion and logical coherence of narrative production. A sample of six stories was obtained with tasks of cartoon-elicited story-telling and auditory-oral retelling. We found deficits in the clinical group with respect to referential cohesion, logical coherence, and accuracy of narration. The occurrence of deficits depended on the condition of narrative production and, to some extent, on the particular story used. The primary implications of this study pertain to the attention given by researchers to the feature of discourse production being studied and processing demands of the task.     

When mitigation evidence makes a difference: effects of psychological mitigating evidence on sentencing decisions in capital trials

Little empirical research has addressed the effects of psychological or psychosocial evidence on sentencing decisions. The present study found that death-qualified mock jurors were more likely to sentence a defendant to death without mitigating evidence than in a case with mitigating evidence present. Mock jurors were less likely to assign a death sentence in cases that contained one of the following types of mitigating evidence: The defendant was (i) diagnosed with schizophrenia, not medicated, and suffered from severe delusions and hallucinations, (ii) drug addicted and high at the time of the murder, (iii) diagnosed as borderline mentally retarded during childhood, or (iv) severely physically and verbally abused by his parents during childhood.     

AX+, BX- discrimination learning in the fear-potentiated startle paradigm: possible relevance to inhibitory fear learning in extinction

The neural mechanisms of fear suppression most commonly are studied through the use of extinction, a behavioral procedure in which a feared stimulus (i.e., one previously paired with shock) is nonreinforced repeatedly, leading to a reduction or elimination of the fear response. Although extinction is perhaps the most convenient index of fear inhibition, a great deal of behavioral work suggests that postextinction training conditioned stimuli are both excitatory and inhibitory, making it difficult to determine whether a neural manipulation affects inhibition, excitation, or some combination thereof. For this reason we sought to develop a behavioral procedure that would render a stimulus primarily inhibitory while at the same time avoiding some of the issues raised by the traditional conditioned inhibition paradigm, namely second-order conditioning, external inhibition, and configural learning. Using the fear-potentiated startle paradigm, we adapted an AX+, BX- training procedure in which stimuli A and X were presented simultaneously and paired with shock, and stimuli B and X were presented simultaneously in the absence of shock. In testing, high levels of fear-potentiated startle were seen in the presence of A and AX and much lower levels were seen in the presence of B and AB, as would be predicted if stimulus B were a conditioned inhibitor. We believe this method is a viable alternative to the traditional conditioned inhibition training procedure and will be useful for studying the neural mechanisms of fear inhibition.     

Is speech perception modular or interactive?

Norris et al. recently reported experimental evidence that listeners learn phoneme categories in response to lexical feedback. To reconcile these findings with their modular account of speech perception, the authors argue that top-down feedback can be used to support phoneme learning, but not to influence on-line phonemic processing. We suggest that these findings have broader implications than the authors assume, and we discuss potential challenges for integrating a modular theory with top-down learning.