The Can-Opener Gourmet: Poppy Cannon and American Culture in the 1950s

The 1950s bring to mind a series of icons or symbols of post-war optimism fueled by the era\u27s expanding consumer economy and the monumental growth of the middle class. History textbooks often include images of bright-colored rocket-inspired cars, ranch-style suburban houses, and space-age television sets playing Leave it to Beaver to illustrate the consumer mentality of post-war America. However, the culinary symbols of this decade, such as the ubiquitous casserole, are more apt to be regarded with disgust or comical dismissal than with nostalgia. The 1950s has been considered a low point in American cuisine-an era that many chefs tend to dismiss or ignore entirely. The hit movie Julie and Julia on the life of chef Julia Child who rose to celebrity status in the early 1960s repeats this now-familiar story. The movie tells Julia Child\u27s life story through the experiences of her present-day fan, Julie Powell, who quips that her heroine changed everything. Before her it was frozen food and can openers and marshmallows. 1 The dismissive and slightly amused tone in Julie\u27s voice typifies the view of 1950s middle American cuisine as bland and tacky

A comparison of the development of audiovisual integration in children with autism spectrum disorders and typically developing children

This study aimed to investigate the development of audiovisual integration in children with Autism Spectrum Disorder (ASD). Audiovisual integration was measured using the McGurk effect in children with ASD aged 7–16 years and typically developing children (control group) matched approximately for age, sex, nonverbal ability and verbal ability. Results showed that the children with ASD were delayed in visual accuracy and audiovisual integration compared to the control group. However, in the audiovisual integration measure, children with ASD appeared to ‘catch-up’ with their typically developing peers at the older age ranges. The suggestion that children with ASD show a deficit in audiovisual integration which diminishes with age has clinical implications for those assessing and treating these children

How I attend—not how well do I attend: rethinking developmental frameworks of attention and cognition in autism spectrum disorder and typical development

Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We provide examples from behavioral and physiological research in which performance on attention tasks is not solely a function of abilities, or disabilities, per se but rather is also a function of the ways in which they are implemented. Thus, the study of attention both among persons with ASD and in typical development might best be recast in terms of the question of “how” rather than “how well.”<br/