The role and status of narrative in contemporary theatre

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The actor's problem: performing the plays of Richard Foreman

The plays of the American avant-garde writer and director Richard Foreman present actors with a significant problem: their characters exist in a constant state of flux, detached from the usual narrative moorings, with the result that conventional acting methodologies do not apply. Drawing on interviews with Foreman himself, with the actors who worked with him on his New York production of King Cowboy Rufus Rules the Universe (2004), and on the rehearsal process of a student group preparing for the UK premiere of Pearls for Pigs (1993), Neal Swettenham investigates in this essay the precise challenges posed by these unusual texts. He argues that Foreman wants to provoke in his actors a sense of being permanently ‘off-balance’, requiring each of the performers in King Cowboy Rufus to develop their own way of navigating the play’s contradictory demands. Similarly, the UK actors discovered that the unconventional dialogue, stripped of all contextual clues, must still be delivered with intention and rigour. Certain very specific European films cited by Foreman provide possible pointers to an acting style appropriate to the plays but, in the final analysis, the actor’s problem remains. Neal Swettenham lectures in drama at Loughborough University. His ‘Irish Rioters, Latin American Dictators, and Desperate Optimists’ Play-boy’ appeared in NTQ83 (August 2005)

Visual perceptual load reduces auditory detection in typically developing individuals but not in individuals with Autism Spectrum Disorders

Objective: Previous studies examining selective attention in individuals with autism spectrum disorder (ASD) have yielded conflicting results, some suggesting superior focused attention (e.g. on visual search tasks), others demonstrating greater distractibility. This pattern could be accounted for by the proposal (derived by applying the Load theory of attention, e.g. Lavie, 2005) that ASD is characterized by an increased perceptual capacity (Remington, Swettenham, Campbell, & Coleman, 2009). Recent studies in the visual domain support this proposal. Here we hypothesize that ASD involves an enhanced perceptual capacity that also operates across sensory modalities, and test this prediction, for the first time using a signal detection paradigm. Method: 17 neurotypical (NT) and 15 ASD adolescents performed a visual search task under varying levels of visual perceptual load while simultaneously detecting presence/absence of an auditory tone embedded in noise. Results: Detection sensitivity (d’) for the auditory stimulus was similarly high for both groups in the low visual perceptual load condition (e.g. 2 items: p = .391, d = 0.31, 95% CI [-.39, 1.00]). However, at a higher level of visual load, auditory d’ reduced for the NT group but not the ASD group leading to a group difference (p = .002, d = 1.2, 95% CI [.44, 1.96]). As predicted, when visual perceptual load was highest, both groups then showed a similarly low auditory d’ (p = .9, d = 0.05, 95% CI [-.65, .74]). Conclusions: These findings demonstrate that increased perceptual capacity in ASD operates across modalities

Functional neuroimaging and behavioural studies on global form processing in the human visual system

Magnetoencephalography (MEG), functional magnetic resonance imaging (fMRI) and behavioural experiments were used to investigate the neural processes underlying global form perception in human vision. Behavioural studies using Glass patterns examined sensitivity for detecting radial, rotational and horizontal structure. Neuroimaging experiments using either Glass patterns or arrays of Gabor patches determined the spatio-temporal neural responseto global form. MEG data were analysed using synthetic aperture magnetometry (SAM) to spatially map event-related cortical oscillatory power changes: the temporal sequencing of activity within a discrete cortical area was determined using a Morlet wavelet transform. A case study was conducted to determine the effects of strbismic amblyopia on global form processing: all other observers were normally-sighted. The main findings from normally-sighted observers were: 1) sensitivity to horizontal structure was less than for radial or rotational structure; 2) the neural response to global structure was a reduction in cortical oscillatory power (10-30 Hz) within a network of extrastriate areas, including V4 and V3a; 3) the extend of reduced cortical power was least for horizontal patters; 4) V1 was not identified as a region of peak activity with either MEG or fMRI. The main findings with the strabismic amblyope were: 1) sensitivity for detection of radial, rotational, and horizontal structure was reduced when viewed with the amblyopic- relative to the fellow- eye; 2) cortical power changes within V4 to the presentation of rotational Glass patterns were less when viewed with the amblyopic- compared with the fellow- eye. The main conclusions are: 1) a network of extrastriate cortical areas are involved in the analysis of global form, with the most prominent change in neural activity being a reduction in oscillatory power within the 10-30 Hz band; 2) in strabismic amblyopia, the neuronal assembly associated with form perception in extrastriate cortex may be dysfunctional, the nature of this dysfunction may be a change in the normal temporal pattern of neuronal discharges; 3) MEG, fMRI and behavioural measures support the notion that different neural processes underlie the perception of horizontal as opposed to radial or rotational structure

What’s wrong with us? A patchwork ethnography study of the lived experiences of the clients of a surplus food project in London

Investigating the lived experiences of visitors to a food surplus project in South West London

The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism

This study examined the effect of increasing visual perceptual load on auditory awareness for social and non-social stimuli in adolescents with autism spectrum disorder (ASD, n = 63) and typically developing (TD, n = 62) adolescents. Using an inattentional deafness paradigm, a socially meaningful ('Hi') or a non-social (neutral tone) critical stimulus (CS) was unexpectedly presented under high and low load. For the social CS both groups continued to show high awareness rates as load increased. Awareness rates for the non-social stimulus were reduced when load increased for the TD, but not the ASD group. The findings indicate enhanced capacity for non-social stimuli in ASD compared to TD, and a special attentional status for social stimuli in the TD group

The ability of typically developing 2–3 year olds to infer the control mechanism for eye-gaze technology and the impact of causal language instruction

Purpose: Little is known about how children learn to control eye-gaze technology, and clinicians lack information to guide decision-making. This paper examines whether typically developing 2–3 year olds can infer for themselves the causal mechanisms by which eye-gaze technology is controlled, whether a teaching intervention based on causal language improves performance and how their performance compares to the same task accessed via a touchscreen. Methods and materials: Typically developing children’s (n = 9, Mean Age 28.7 months) performance on a cause and effect game presented on eye-gaze and touchscreen devices was compared. The game was presented first with no specific instruction on how to control the devices. This was followed by a subsequent presentation with explicit instruction about how the access methods worked, using a causal language approach. A final presentation examined whether children had retained any learning. Results: Performance in the eye-gaze condition without instruction (42.5% successful trials) was significantly below performance in the corresponding touchscreen condition (75%). However, when causal language instruction was added, performance with both access methods rose to comparable levels (90.7% eye-gaze and 94.6% touchscreen success). Performance gains were not retained post-intervention. Conclusions: Although 2–3 years in the study could make use of eye-gaze technology with support, this study found no evidence that these children could infer the causal mechanisms of control independently or intuitively. The lack of spatial contiguity and the comparative lack of feedback from eye-gaze devices are discussed as possible contributory factors.</p

Lightening the Load: Perceptual Load Impairs Visual Detection in Typical Adults but Not in Autism

Autism spectrum disorder (ASD) research portrays a mixed picture of attentional abilities with demonstrations of enhancements (e.g., superior visual search) and deficits (e.g., higher distractibility). Here we test a potential resolution derived from the Load Theory of Attention (e.g., Lavie, 2005). In Load Theory, distractor processing depends on the perceptual load of the task and as such can only be eliminated under high load that engages full capacity. We hypothesize that ASD involves enhanced perceptual capacity, leading to the superior performance and increased distractor processing previously reported. Using a signal-detection paradigm, we test this directly and demonstrate that, under higher levels of load, perceptual sensitivity was reduced in typical adults but not in adults with ASD. These findings confirm our hypothesis and offer a promising solution to the previous discrepancies by suggesting that increased distractor processing in ASD results not from a filtering deficit but from enhanced perceptual capacity

Sport & Exercise Psychology Professional Doctorate Portfolio

This portfolio provides an insight into the development of a trainee sport and exercise psychologist from January 2018 – March 2021 during the professional doctorate in sport and exercise psychology at Liverpool John Moores University. The portfolio provides evidence, through a combination of consultancy, research, and reflective practice, of how the trainee successfully meets the competencies (professional standards, consultancy, research, and dissemination) documented in the British Psychological Society's (BPS) Stage 2 programme accreditation criteria and the Health and Care Professions Council Standards for approved programmes in Sport and Exercise Psychology. The practice log tracks the trainee’s work and experiences over this three year period. The reflective practice diary provides a window into her professional development by zooming into critical events as well as providing meta reflections on key topics and experiences to help tell a story about her journey. For example, highlighting struggles with confidence and imposter syndrome, key learning experiences within consultancy, and her evolving professional philosophy. The three applied case studies evidence the trainee’s development as a practitioner through her evolving use of Acceptance and Commitment Therapy, and the use of Needs Supportive Communication (NSC) as she strove to become more client-let to suit the client’s needs. The teaching case study explores the trainee’s experience working within a new context and developing series of workshops in line with her professional philosophy and the needs of the client. The two empirical papers and the systematic review highlight the trainee’s focus on bridging research and applied practice. Here, the trainee has explored the use of NSC within exercise referral practitioners, the use of Think Aloud as a reflective development tool for football coaches, and the relationship between basic psychological needs satisfaction and performance in athletes