Dismissing the role of the hippocampus in implicit memory is special pleading.

Steinkrauss and Slotnick (this issue) argue against hippocampal involvement in implicit memory, bringing up some important considerations. Their critique, however, exhibits significant flaws. The argumentation is based on an ill-defined key concept of 'implicit memory,' and important theoretical context is missed. Potential confounds are brought to bear against a rather narrow selection of studies, often without explaining how exactly the studies are biased. Refining the conceptual scope, including a broader range of literature, and arguing more inclusively would provide more nuanced insights into the hippocampus's role in implicit memory.

Public Opinion Through Art: Exploring Chinese University Students' Perspectives on COVID-19 Mass Nucleic Acid Testing.

In the context of the global COVID-19 pandemic, this study focuses on Chinese university students, employing graphic elicitation as a qualitative research method to analyze their hand-drawn paintings and related descriptions. Augmented by A/r/tography and metacognitive methods, the research aims to unveil the participants' collective memory, as well as the perspectives and responses of these students to policies related to the pandemic. By specifically examining this particular demographic, the study incorporates Fairclough's ethical theory, applying deontological ethics, consequentialist ethics, and virtue ethics to establish a comprehensive framework for evaluating adjustments to pandemic response policies. This research not only enhances our understanding of how these university students perceive and adapt to COVID-19 policies but also provides valuable insights for decision-makers. The particular methodology, combining graphic elicitation and metacognitive research, contributes to policy assessment and ethical analysis, offering a nuanced perspective on the interplay between individual perceptions, policy responses, and ethical considerations amid the complexities of a public health crisis.

Reimagining human dissection in preclinical medical education using studio-based learning: A retrospective pilot study.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

Risk Factors Associated with Missing Incidents among Persons Living with Dementia: A Scoping Review.

Worldwide, over 55-million people have dementia, and the number will triple by 2050. Persons living with dementia are exposed to risks secondary to cognitive challenges including getting lost. The adverse outcomes of going missing include injuries, death, and premature institutionalization. In this scoping review, we investigate risk factors associated with going missing among persons living with dementia. We searched and screened studies from four electronic databases (Medline, CINAHL, Embase, and Scopus), and extracted relevant data. We identified 3,376 articles, of which 73 met the inclusion criteria. Most studies used quantitative research methods. We identified 27 variables grouped into three risk factor domains: (a) demographics and personal characteristics, (b) health conditions and symptoms, and (c) environmental and contextual antecedents. Identification of risk factors associated with getting lost helps to anticipate missing incidents. Risk factors can be paired with proactive strategies to prevent incidents and inform policies to create safer communities.

Donald Trump e o fascismo: uma análise inspirada na teoria crítica / Donald Trump and fascism: an analysis inspired by critical theory / Donald Trump y el fascismo: un análisis inspirado en la teoría crítica / Donald Trump et le fascisme: une analyse inspirée de la théorie critique

Resumo A atuação de Donald Trump durante o período em que esteve na presidência dos Estados Unidos suscita a investigação de possíveis semelhanças entre ele e líderes fascistas do passado. A proposta deste ensaio é apresentar reflexões sobre a atuação política de Trump, inspiradas pelas discussões sobre a psicologia e a propaganda fascista na teoria crítica. Embora pareça impossível tomar Trump por um líder fascista clássico, principalmente em razão de contextos históricos muito diferentes, também é impossível desconsiderar o nexo entre suas estratégias políticas e o modus operandi de agitadores fascistas no século XX. Além disso, é inegável que sua política mobiliza elementos sociopsicológicos que remontam às análises da emergência do fascismo histórico, como a identificação com uma figura idealizada e transcendente, a submissão a uma autoridade ou causa superior e a agressividade direcionada às ameaças do out-group.

Abstract Donald Trump's actions during his presidency calls for an investigation regarding possible similarities between him and fascist leaders of the past. This essay is reflects on Trump's political actions inspired by discussions on fascist psychology and propaganda within Critical Theory. Although Trump may escape the category of a classic fascist leader, mainly due to the different historical contexts, the similarities between his political strategies and those of 20th-century fascist agitators is undeniable. Moreover, his politics mobilize socio-psychological elements that date back to the emergence of historical fascism, such as identification with an idealized and transcendent identity, submission to a superior authority or cause, and aggressiveness directed to out-group threats.

Resumen La actuación de Donald Trump durante el período en el que fue presidente de los Estados Unidos plantea la posibilidad de investigar posibles similitudes entre los líderes fascistas del pasado y él. El propósito de este ensayo es presentar reflexiones sobre la actuación política de Trump inspiradas en discusiones sobre psicología y propaganda fascista en teoría crítica. Si bien parece imposible ver a Trump como un líder fascista clásico, principalmente debido a contextos históricos muy diferentes, también es imposible ignorar el nexo entre sus estrategias políticas y el modus operandi de los agitadores fascistas en el siglo XX. Además, es innegable que su política moviliza elementos sociopsicológicos que se remontan al análisis del surgimiento del fascismo histórico, como la identificación con una identidad idealizada y trascendente, la sumisión a una autoridad o causa superior, y agresividad dirigida a amenazas del out-group.

Résumé Les actions de Donald Trump au cours de sa présidence appellent une enquête sur les similitudes possibles entre lui et les leaders fascistes du passé. Cet essai réfléchit aux actions politiques de Trump en s'inspirant des discussions sur la psychologie et la propagande fasciste au sein de la Théorie Critique. Bien que Trump puisse échapper à la catégorie de leader fasciste classique, principalement en raison de contextes historiques très différents, les similitudes entre ses stratégies politiques et celles des agitateurs fascistes du XXe siècle sont indéniable. En outre, sa politique mobilise des éléments socio-psychologiques qui remontent à l'émergence du fascisme historique, tels que l'identification à une identité idéalisée et transcendante, la soumission à une autorité ou à une cause supérieure, et l'agressivité dirigées vers les menaces du out-group.

Challenging dominant narratives, interrupting objectification, and queer creativity: Queer sex worker art in Los Angeles.

Drawing on queer of color critique, this paper uses mixed methods including participant observation, interviews, visual and textual analysis, and photovoice to interrogate sex workers' queer creative practices. Building upon the larger oeuvre of sex working artists, contemporary sex working artists in Los Angeles utilizes queer creativity to thwart hegemonic readings of sex work. Performances at two activist fundraisers drew on the themes and esthetics of sex work to counter mainstream narratives about sex work and workers, and to interrupt their objectification. The cover and graphics of a sex worker zine push back against dominant narratives about sex workers and the power structures that suppress sex worker self-representation. Photovoice methodology allowed sex workers to counteract objectification by telling their own stories. In their creative products, sex workers show how "queer" is a praxis of sex and gender disruption, rather than a simple identity category signaling non-heterosexuality, challenging homonormativity in addition to heteronormativity.

Towards a conceptualisation and critique of everyday life in HRI.

This paper focuses on the topic of "everyday life" as it is addressed in Human-Robot Interaction (HRI) research. It starts from the argument that while human daily life with social robots has been increasingly discussed and studied in HRI, the concept of everyday life lacks clarity or systematic analysis, and it plays only a secondary role in supporting the study of the key HRI topics. In order to help conceptualise everyday life as a research theme in HRI in its own right, we provide an overview of the Social Science and Humanities (SSH) perspectives on everyday life and lived experiences, particularly in sociology, and identify the key elements that may serve to further develop and empirically study such a concept in HRI. We propose new angles of analysis that may help better explore unique aspects of human engagement with social robots. We look at the everyday not just as a reality as we know it (i.e., the realm of the "ordinary") but also as the future that we need to envision and strive to materialise (i.e., the transformation that will take place through the "extraordinary" that comes with social robots). Finally, we argue that HRI research would benefit not only from engaging with a systematic conceptualisation but also critique of the contemporary everyday life with social robots. This is how HRI studies could play an important role in challenging the current ways of understanding of what makes different aspects of the human world "natural" and ultimately help bringing a social change towards what we consider a "good life."

[For a rehabilitation of the delusional faculty]. / Pour une réhabilitation de la faculté délirante.

From ordinary beliefs to delusions, we're all susceptible to misguidance. In search of meaning, we tell ourselves stories that resonate with our feelings, and we unconsciously adhere to them. These subjective truths become pathological when the circumstances and terrain lend themselves to it. The causes are manifold and go beyond the realms of psychiatry and medicine. In rehabilitation, we explain the delusional faculty as a failed narrative attempt by the subject in response to uncertainty and confusion. This combats stigmatization while promoting critical thinking as a protective factor.

Imagining Kant’s theory of scientific knowledge: philosophy and education in microbiology / Imaginando la teoría del conocimiento científico de Kant: filosofía y educación en microbiología

In the field of observational and experimental natural sciences (as is the case for microbiology), recent decades have been overinfluenced by overwhelming technological advances, and the space of abstraction has been frequently disdained. However, the predictable future of biological sciences should necessarily recover the synthetic dimension of “natural philosophy.” We should understand the nature of Microbiology as Science, and we should educate microbiology scientists in the process of thinking. The critical process of thinking “knowing what we can know” is entirely based on Kant’s Critique of Pure Reason. However, this book is extremely difficult to read (even for Kant himself) and almost inaccessible to modern experimental natural scientists. Professional philosophers might have been able to explain Kant to scientists; unfortunately, however, they do not get involved this type of education for science. The intention of this review is to introduce natural scientists, particularly microbiologists and evolutionary biologists, to the main rigorous processes (aesthetics, analytics, dialectics) that Kant identified to gain access to knowledge, always a partial knowledge, given that the correspondence between truth and reality is necessarily incomplete. This goal is attempted by producing a number of “images” (figures) to help the non-expert reader grasp the essential of Kant’s message and by making final observations paralleling the theory of scientific knowledge with biological evolutionary processes and the role of evolutionary epistemology in science education. Finally, the influence of Kant’s postulates in key-fields of microbiology, from taxonomy to systems biology is discussed.(AU)

Finding value-ladenness in evolutionary psychology: Examining Nelson's arguments.

Faced with the charge of value-ladenness in their theories, researchers in evolutionary psychology (EP) argue that their science is entirely free of values; their hypotheses only concern scientific facts, without any socio-cultural value judgments. Lynn Hankinson Nelson, a renowned feminist scholar of science, denies this. In her book and papers, Nelson finds that their hypotheses do contain evaluative components. One such example is the fear of snakes. While this fear was adaptive to the environment in the past, evolutionary psychologists argue that this trait is now "maladaptive" because city-dwellers would rarely encounter snakes in their environment. However, Nelson argues that labeling this trait "maladaptive" implies that this fear is irrational since this claim cannot be understood otherwise. This paper argues that this and other arguments made by Nelson for demonstrating the value-ladenness in EP's hypotheses have serious flaws. For instance, we argue that investigating the psychological mechanisms behind the fear and their developmental and energy costs would allow for proper interpretation of evolutionary psychologists' claims for the maladaptive fear of snakes without any normative implication. We also maintain that some of her arguments fail to demonstrate their connection to the point at the center of the debates between EP and feminism. While Nelson may be right in stating that EP's hypotheses have evaluative components, she does not prove their strong political or normative implications, which is central to the debate over EP.

[Preparing student nurses for critical care placements, a quasi-experimental mixed study]. / Préparer la venue des étudiants infirmiers en stage de soins critiques, une étude mixte quasi expérimentale.

Weaving a link between the academic pathway in nursing schools and health care facilities. To co-create a new and adaptive training for nursing students called to do a placement in an intensive care unit. To facilitate their integration and reduce their apprehension in a highly technical clinical environment. These are the goals of the Préparéa workshops implemented within the regional teaching and training center for health professions at the Toulouse University Hospital.

Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An Ethical Analysis.

The behavior analytic literature on neurodiversity remains limited. This article aims to begin filling the lacuna. We will introduce the neurodiversity perspective and demonstrate an important congruence between the behavior analytic and neurodiversity perspectives on autism. Despite this congruence, applied behavior analysis is often targeted for criticism by proponents of the neurodiversity perspective. A central concern raises questions about the aims of behavior analytic interventions for clients with autism. Is it appropriate to teach clients with autism to behave as if they were neurotypical? Concerns about the aims of behavior analytic interventions mirror concerns that have been raised about the aims of language education in schools. Drawing on the literature regarding linguistically diverse classrooms, we will critically evaluate the abolitionist neurodiversity critique of ABA. We conclude by considering both concrete and theoretical implications for the ethics of behavior analytic work with autistic clients.

Keep circularity meaningful, inclusive and practical: A view into the plastics value chain.

New policies to promote the circular economy have created an urgent need for businesses and public authorities to quantify and monitor the level of circularity of materials, components and products. However, flows of materials, components and products through society are inherently complex, involving intricate value chains, many stakeholders, and interests. We argue that current actions may be overly focused on superficial effects, and losing sight of true circular economy goals. Using plastic packaging as an example, the present contribution deliberates the questions, "does measuring circularity address its goals?", "does it cover new technologies and regional specificities?", and "can its goals be addressed with simple assessment approaches?". In answering these questions, we argue that there is an impending risk of cementing policy and infrastructures that may not contribute to true sustainability. Furthermore, future technologies and developing regions are hardly included in the current circularity strategies. To further spark a discussion on the challenge of simplicity, we present a scorecard which can help incumbents to approximate the level of sustainable circularity of their products.

From technique to normativity: the influence of Kant on Georges Canguilhem's philosophy of life.

Many historical studies tend to underline two central Kantian themes frequently emerging in Georges Canguilhem's works: (1) a conception of activity, primarily stemming from the Critique of Pure Reason, as a mental and abstract synthesis of judgment; and (2) a notion of organism, inspired by the Critique of Judgment, as an integral totality of parts. Canguilhem was particularly faithful to the first theme from the 1920s to the first half of the 1930s, whereas the second theme became important in the early 1940s. With this article, I will attempt to show that a third important theme of technique arose in the second half of the 30s also in the wake of Kant's philosophy, especially Sect. 43 of the Critique of Judgment. This section, which states that technical ability is distinguished from a theoretical faculty, led Canguilhem to a more concrete and practical conception of activity. I will then suggest that it was by considering technique that the concept of normativity, which characterizes Georges Canguilhem's philosophy of life, also took shape.

The shiny new object: Deconstructing the patient-oriented paradigm in health sciences.

RATIONALE: A 'patient-oriented' research paradigm, also known as patient and public engagement, has infiltrated the field of health sciences and continues to spread. At first blush, it is difficult to reprove anything labelled 'patient-oriented'; however, the patient-oriented paradigm may easily become an ideological 'good', leading to unintended consequences that may well prove more detrimental than beneficial. While patient-oriented research has its roots in more radical forms of patient and public engagement, its recent instantiation betrays its roots and forecloses on more radical forms of engagement, such as critical participatory research. AIM AND OBJECTIVES: The objective of this article is to deconstruct the patient-oriented research narrative and to demonstrate how such a discourse imposes itself as a dominant approach in health sciences. APPROACH: Following Derrida's deconstructive approach, we bring to light the unexamined presuppositions, false pretences, and presumed 'goodness' and 'naturalness' of patient-oriented discourse. DISCUSSION: By deconstructing the patient-oriented narrative we demonstrate how pre-existing power structures (biomedical, economic, etc.) shape the conduct of the approach and serve to depoliticize the truly participatory aspects of research. Rather than being modelled on the evidence-based movement or seen as its natural 'evolution', patient-oriented research should resist by affirming itself as a radical form that is both participatory and emancipatory.

On the use and abuse of metaphors in assessment.

This paper is motivated by a desire to advance assessment in the health professions through encouraging the judicious and productive use of metaphors. Through five specific examples (pixels, driving lesson/test, jury deliberations, signal processing, and assessment as a toolbox), we interrogate how metaphors are being used in assessment to consider what value they add to understanding and implementation of assessment practices. By unpacking these metaphors in action, we probe each metaphor's rationale and function, the gains each metaphor makes, and explore the unintended meanings they may carry. In summarizing common uses of metaphors, we elucidate how there may be both advantages and/or disadvantages. Metaphors can play important roles in simplifying, complexifying, communicating, translating, encouraging reflection, and convincing. They may be powerfully rhetorical, leading to intended consequences, actions, and other pragmatic outcomes. Although metaphors can be extremely helpful, they do not constitute thorough critique, justified evidence or argumentation. We argue that although metaphors have utility, they must be carefully considered if they are to serve assessment needs in intended ways. We should pay attention to how metaphors may be misinterpreted, what they ignore or unintentionally signal, and perhaps mitigate against this with anticipated corrections or nuanced qualifications. Failure to do so may lead to implementing practices that miss underlying and relevant complexities for assessment science and practice. Using metaphors requires careful attention with respect to their role, contributions, benefits and limitations. We highlight the value that comes from critiquing metaphors, and demonstrate the care required to ensure their continued utility.

Hermeneutic Constructivism: One ontology for authentic understanding.

Nursing and nurses rely upon qualitative research to understand the intricacies of the human condition. Acknowledging the subjective nature of reality and commonly founded in a constructivist epistemology, qualitative approaches offer opportunities for uncovering insights from the perspective of the individual participants, the insider's view, and the construction of representations that maintain an intimacy with the subject's realities. Debate continues, however, about what is needed for a qualitative construction to be considered an authentic understanding of a subject's realities. Authenticity in the context of qualitative research has been described as entailing consideration of a number of well-trodden dimensions: fairness, ontological, educative, catalytic and tactical. Taking these dimensional requirements as key, this paper argues that authenticity may not always be as well-developed through some of the standard practices in qualitative research as perhaps expected. In particular, qualitative understandings of authenticity stress that participants should not be merely reported on but instead should be dynamically involved in and changed by the constructions and interpretations of data developed throughout the research process. As this paper illustrates, such engagements appear problematic for qualitative research approaches that are beholden to designative commitments in the context of language and meaning-making and which tend to prioritise commonality and generality at the expense of individual authenticity. An alternative qualitative approach, Hermeneutic Constructivism, is proposed as better able to achieve the requirements of the dimensions of authenticity. As outlined, this approach is well-placed to present an understanding of human experience through a genuinely expressivist approach and transcends the stress upon the common or the general that can be pervasive and problematic.

The Art of Teaching Professional Practice: An Action Research Methodology Inspired by Ulrich's Systems Concepts.

Learning the art of any professional practice like engineering design or computer programming is a challenge for students and adds to the complexity of teaching such a technical discipline. Institutional regulations, along with industry expectations, increase the burden on the educator to develop a successful instructional environment. Critical systems thinking provides practitioners, in general, with a framework for understanding interrelation and complexities in a variety of problem situations. The art of systems thinking requires discourse on both the interdependencies, and multiple perspectives present in a problem situation. However, little guidance exists for educators in applying the concepts of critical systems thinking in their everyday practice of teaching a professional practice module at university level. This paper suggests a methodology based on action research and critical systems thinking concepts, to incorporate the art of systems thinking in the teaching of a professional practice module. The phases of action research are described from the critical systems perspective of Ulrich, in order to provide guidelines for an educator to embrace the complexity of professional practice education. Programming is used as a demonstration of the proposed methodology. The methodology incorporates systems thinking aspects such as the totality of conditioned realities, boundary critique, and acting as a witness sensitive to polemical argumentation on behalf of the affected. It demonstrates how Ulrich's approach involves - and respects - all stakeholders in a system and guides the individual educator to excel in teaching a professional practice module. By making a conscious effort to listen to the affected and to incorporate as many conditioned realities as possible, the educator should be able to improve student engagement, resulting in better skills. We provide a demonstration of the art of teaching a professional practice module methodology which enables the educator to develop the programming skills of students in a complex environment.