Boundaries of Semantic Distraction: Dominance and Lexicality Act at Retrieval

Three experiments investigated memory for semantic information with the goal of determining boundary conditions for the manifestation of semantic auditory distraction. Irrelevant speech disrupted the free recall of semantic category-exemplars to an equal degree regardless of whether the speech coincided with presentation or test phases of the task (Experiment 1) and occurred regardless of whether it comprised random words or coherent sentences (Experiment 2). The effects of background speech were greater when the irrelevant speech was semantically related to the to-be-remembered material, but only when the irrelevant words were high in output dominance (Experiment 3). The implications of these findings in relation to the processing of task material and the processing of background speech is discussed

Problematizing the taken-for-granted: talking across differences in teacher education

[Excerpt] Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9).This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020

Recommandations pratiques pour le traitement d'arythmies aiguës: Rapport du Groupe Interdisciplinaire Belge de Cardiologie Aiguë

Les arythmies aiguës comprennent une variété large de troubles du rythme. Les auteurs proposent des recommandations pratiques pour l’approche et le traitement du patient souffrant d’une arythmie aiguë. Ainsi sont discutées les brady-cardies et les tachycardies. Les tachycardies sont divisées en tachycardies à complexes QRS fins et celles à complexes larges. Par ailleurs, une importante distinction concernant la stabilité hémodynamique du patient est faite ; celle-ci va entraîner des conséquences thérapeutiques immédiates. Des arbres décisionnels clairs avec schémas diagnostiques et thérapeutiques des différentes arythmies sont proposés, de même que les considérations pratiques concernant la cardioversion électrique

Praktische aanbevelingen bij de aanpak van acute ritmestoornissen: Verslag van de Belgische Interdisciplinaire Werkgroep van Acute Cardiologie (BIWAC)

Acute arrhythmia is a condition covering a wide variety of rhythm disturbances. The aim of this article is to give practical recommendations for the management of the patient presenting with an acute arrhythmia. We discuss bradycardia and tachycardia. Tachycardias are divided into the small QRS complex tachycardias and the wide QRS complex tachycardias. Other important issues are the distinction between the hemodynamic stable and unstable patient and the need for trombo-embolic prevention of the patient with atrial fibrillation. Flowcharts with diagnostic means and therapeutic schemes as well as a table with practical considerations for electrical cardioversion are provided.SCOPUS: re.jinfo:eu-repo/semantics/publishe