The Contested Publics of the UK GM Controversy: A Tale of Entanglement and Purification

Ten years ago the UK held one of the largest, most complex and politically charged exercises in the turn towards public engagement in the governance of the biosciences. Called ‘GM Nation’ this experiment arose as an attempt to mediate public concerns in the run-up to a government decision on whether to allow some varieties of GM crops to be commercially cultivated in the UK. Formed to mediate a controversy, ‘GM Nation’ itself became a focus of controversy, with claims that many of its public participants were already engaged in the GM issue and were thus not representative of a general public. In this way, the category of the public became a contested category, with at least two different versions of the public featuring in the GM controversy. Particularly important was the contrast between engaged or issue publics that emerged entangled in and increasingly familiar with the objects and issues of the controversy, and a general public, identified through its distance and disengagement from the GM issue. These different forms of public were articulated through different modes of engagement ranging from engaged publics found in hybrid forums such as local village meetings, to versions of the general public brought into being in some of the closed parts of ‘GM Nation’. Throughout all this, a wider public institutional architecture, improvised to govern the controversy, became the site of complex boundary work that attempted to separate science from politics, a feature that conditioned how these different versions of public would be articulated and received.     

Selective preservation of place names in an aphasic patient: A short report

Abstract

This report describes the case of a severely aphasic patient who shows selective preservation for the names of countries.     

Individuality and the prejudiced personality

Many researchers maintain that individual psychological processes related to our human evolutionary inheritance, a person's particular genetic make-up, and/or childhood learning and socialisation patterns are a root cause of prejudice. The effects of collective processes on the individual are considered to be largely in the past, producing individual personalities and social attitudes that are relatively fixed and enduring. There is, however, an alternative perspective on the impact of the collective embodied in self-categorization theory (SCT). From the SCT perspective, the self is both personal and collective, and shifts in the nature of self-categorisation produce qualitative shifts in judgements of oneself and others. Through one's identity as a group member, contemporary social forces can shape the psychology of the person. This analysis not only has direct implications for how we understand the relationship between personality and prejudice, but also offers an alternative way of thinking about personality itself. What emerges from our own and related research on prejudice is a more complex analysis of individuality, one that is ineluctably embedded in contemporary intragroup and intergroup identities and the societal and ideological realities that define group life as well as in past learning and maturation.     

Phonological recoding,rapid automatized naming,and orthographic knowledge

Phonological recoding, orthographic knowledge, and rapid automatized naming (RAN) are three major contributors to word identification. However, the interrelations between these components remain somewhat unclear. The current analyses focus on how phonological recoding and alphanumeric versus non-alphanumeric RAN contribute to different components of orthographic knowledge (word specific vs. general). Results indicate that alphanumeric and non-alphanumeric RAN contribute to orthographic knowledge components differently. Alphanumeric RAN relates more to word-specific orthographic knowledge, whereas non-alphanumeric RAN relates more to general orthographic knowledge. Furthermore, phonological recoding is more closely related to word-specific orthographic knowledge than to general orthographic knowledge.     

Contextual Cueing Effects Across the Lifespan

The authors evaluated age-related variations in contextual cueing, which reflects the extent to which visuospatial regularities can facilitate search for a target. Previous research produced inconsistent results regarding contextual cueing effects in young children and in older adults, and no study has investigated the phenomenon across the life span. Three groups (6, 20, and 70 years old) were compared. Participants located a designated target stimulus embedded in a context of distractor stimuli. During exposure, the location of the target could be predicted from the location of the distracters in each display. During test, these predictable displays were intermixed with new displays that did not predict the target location. Response times to locating predictable relative to unpredictable targets were compared. All groups exhibited facilitation effects greater than 0 (95% CIs [.02, .11], d = .4; [.01, .12], d = .4; and [.01, .10], d = .4, for the children, young adults, and older adults, respectively) indicating that contextual cueing is robust across a wide age range. The relative magnitude of contextual cueing effects was essentially identical across the age range tested, F(2, 103) = 1.71, ηρ² = .02. The authors argue that a mechanism that uses environmental covariation is available to all age ranges, but the expression of the contextual cueing may depend on the way it is measured.     

Gender Bias on the Thematic Apperception Test

Thirty male and 30 female college students generated stories to a set of nine Thematic Apperception Test (TAT) cards with either male or female stimulus characters. The Fine scoring system was factor analyzed to produce seven factor clusters plus three outcome variables. Multiple analysis of variance (MANOVA) revealed a main effect for type of card. The female TAT cards elicited significantly more responses on the General Concerns scale than did the male TAT cards. A main effect for subject gender showed the females gave more responses than males on the Interpersonal Relations scale. No differences were found on the outcome variables.     

Development of the Bias in Attitudes Survey: A Sex-Role Questionnaire

Empirical research into sex bias continues to grow at the same time that societal attitudes are changing. For this reason, broader and more sensitive measuring tools are necessary. The present study describes the development of such an instrument, the Bias in Attitudes Survey, a female/male role questionnaire. The BIAS was developed from the responses of 354 male and female college students to a 89-item tryout draft. Thirty-five items were retained, yielding a reliability estimate of.91. Scores across gender, age, and marital status are discussed, as well as implications and applications for further study.     

Executive functions and social skills in survivors of pediatric brain tumor

Medical advances have resulted in increased survival rates for children with brain tumors. Consequently, issues related to survivorship have become more critical. The use of multimodal treatment, in particular cranial radiation therapy, has been associated with subsequent cognitive decline. Specifically, deficits in executive functions have been reported in survivors of various types of pediatric brain tumor. Survivors are left with difficulties, particularly in self-monitoring, initiation, inhibition, and planning, to name a few. Another domain in which survivors of pediatric brain tumor have been reported to show difficulty is that of social skills. Parents, teachers, and survivors themselves have reported decreased social functioning following treatment. Deficits in executive functions and social skills are likely interrelated in this population, as executive skills are needed to navigate various aspects of social interaction; however, this has yet to be studied empirically. Twenty-four survivors of pediatric brain tumor were assessed using a computerized task of executive functions, as well as paper-and-pencil measures of social skills and real-world executive skills. Social functioning was related to a specific aspect of executive functions, that is, the survivors' variability in response time, such that inconsistent responding was associated with better parent-reported and survivor-reported social skills, independent of intellectual abilities. Additionally, parent-reported real-world global executive abilities predicted parent-reported social skills. The implications of these findings for social skills interventions and future research are discussed.