Psychosocial stress based on public speech in humans: is there a real life/laboratory setting cross-adaptation?

Abstract This paper combines central ideas from Intercultural Pragmatics and Cultural Linguistics to rethink an issue that has been amply discussed in various branches of linguistics: idioms, ‘phrasemes,’ and other forms of fixed-form figurative language, when used in intercultural communication (ICC). It argues that an interaction-oriented approach needs to think beyond the description and mapping of idioms in different languages and cultures, and apply both pragmatic and cognitive linguistic approaches to explain if and how idiomatic language works (or does not work) in ICC. Methodologically, this paper relies on a combination of empirical approaches. A data-inductive analysis of authentic intercultural discourse involving native speakers of German, Afrikaans, and Zulu, who use English as a lingua franca in a project management setting provides interesting real-life examples of the pragmatic aspects of idiomatic language in authentic ICC. The results of this pragmalinguistic analysis have inspired and are accompanied by a deductive-experimental study, using questionnaires for speakers of various native languages (Arabic, German, Russian, Spanish, Turkish), testing the cross-linguistic communicability of English idioms in a ‘laboratory setting.’ These experiments show that an appreciation of both the embodied and empractic-interactional dimensions of idioms promises insights into how figurative language and fixed-form expressions are used successfully or unsuccessfully in ICC and why.

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Polygraph Lie Detection on Real Events in a Laboratory Setting

Perceptual and Motor Skills ◽

10.2466/pms.1993.76.3.1051 ◽

1993 ◽

Vol 76 (3) ◽

pp. 1051-1058 ◽

Cited By ~ 7

Author(s):

M. T. Bradley ◽

M. C. Cullen

Keyword(s):

Laboratory Study ◽

Real Life ◽

Lie Detection ◽

Laboratory Setting ◽

Control Question ◽

Polygraph Testing ◽

Emotional Events

This laboratory study dealt with real-life intense emotional events. Subjects generated embarrassing stories from their experience, then submitted to polygraph testing and, by lying, denied their stories and, by telling the truth, denied a randomly assigned story. Money was given as an incentive to be judged innocent on each story. An interrogator, blind to the stories, used Control Question Tests and found subjects more deceptive when lying than when truthful. Stories interacted with order such that lying on the second story was more easily detected than lying on the first. Embarrassing stories provide an alternative to the use of mock crimes to study lie detection in the laboratory.

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Effects of d-amphetamine upon psychosocial stress responses

Journal of Psychopharmacology ◽

10.1177/0269881116650388 ◽

2016 ◽

Vol 30 (7) ◽

pp. 608-615 ◽

Cited By ~ 9

Author(s):

Emma Childs ◽

Anya K Bershad ◽

Harriet de Wit

Keyword(s):

Stress Responses ◽

Self Efficacy ◽

Psychosocial Stress ◽

Social Stress ◽

Stress Test ◽

Real Life ◽

Cognitive Appraisals ◽

Trier Social Stress Test ◽

Laboratory Animals ◽

Double Blind

Psychostimulant drugs alter the salience of stimuli in both laboratory animals and humans. In animals, stimulants increase rates of responding to conditioned incentive stimuli, and in humans, amphetamine increases positive ratings of emotional images. However, the effects of stimulants on real-life emotional events have not been studied in humans. In this study, we examined the effect of d-amphetamine on responses to acute psychosocial stress using a public speaking task. Healthy volunteers ( N=56) participated in two experimental sessions, one with a psychosocial stressor (the Trier Social Stress Test) and one with a non-stressful control task. They were randomly assigned to receive d-amphetamine (5 mg n=18, 10 mg n=20) or placebo ( n=18) on both sessions under double blind conditions. Salivary cortisol, subjective mood, and vital signs were measured at regular intervals during the session. Subjects also provided cognitive appraisals of the tasks before and after their performances. Amphetamine produced its expected mood and physiological effects, and the Trier Social Stress Test produced its expected effects on cortisol and mood. Although neither dose of amphetamine altered cardiovascular or hormonal responses to stress, amphetamine (10 mg) increased participants’ pre-task appraisals of how challenging the task would be, and it increased post-task ratings of self-efficacy. Paradoxically, it also increased ratings of how stressful the task was, and prolonged aversive emotional responses. These findings suggest that amphetamine differentially affects stress response components: it may increase participants’ appraisals of self-efficacy without dampening the direct emotional or physiological responses to the stress.

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Neuroergonomic and psychometric evaluation of full-face crew oxygen masks respiratory tolerance: a proof-of-concept study

Journal of the Royal Army Medical Corps ◽

10.1136/jramc-2018-001028 ◽

2018 ◽

Vol 165 (5) ◽

pp. 317-324 ◽

Cited By ~ 1

Author(s):

Marie-Cécile Nierat ◽

M Raux ◽

S Redolfi ◽

J Gonzalez-Bermejo ◽

G Biondi ◽

...

Keyword(s):

Oxygen Consumption ◽

Breathing Pattern ◽

Real Life ◽

Psychometric Evaluation ◽

Cortical Activation ◽

Laboratory Setting ◽

Proof Of Concept ◽

Repeated Use ◽

Respiratory Discomfort ◽

Full Face

IntroductionPreventing in-flight hypoxia in pilots is typically achieved by wearing oxygen masks. These masks must be as comfortable as possible to allow prolonged and repeated use. The consequences of mask-induced facial contact pressure have been extensively studied, but little is known about mask-induced breathing discomfort. Because breathlessness is a strong distractor and engages cerebral resources, it could negatively impact flying performances.MethodsSeventeen volunteers (age 20–32) rated respiratory discomfort while breathing with no mask and with two models of quick-donning full-face crew oxygen masks with regulators (mask A, mask B). Electroencephalographic recordings were performed to detect a putative respiratory-related cortical activation in response to inspiratory constraint (experiment 1, n=10). Oxygen consumption was measured using indirect calorimetry (experiment 2, n=10).ResultsWith mask B, mild respiratory discomfort was reported significantly more frequently than with no mask or mask A (experiment 1: median respiratory discomfort on visual analogue scale 0.9 cm (0.5–1.4), experiment 1; experiment 2: 2 cm (1.7–2.9)). Respiratory-related cortical activation was present in 1/10 subjects with no mask, 1/10 with mask A and 6/10 with mask B (significantly more frequently with mask B). Breathing pattern, sigh frequency and oxygen consumption were not different.ConclusionsIn a laboratory setting, breathing through high-end aeronautical full-face crew oxygen masks can induce mild breathing discomfort and activate respiratory-related cortical networks. Whether or not this can occur in real-life conditions and have operational consequences remains to be investigated. Meanwhile, respiratory psychometric and neuroergonomic approaches could be worth integrating to masks development and evaluation processes.

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“Live Cadaver” Model for Internal Carotid Artery Injury Simulation in Endoscopic Endonasal Skull Base Surgery

Operative Neurosurgery ◽

10.1093/ons/opx035 ◽

2017 ◽

Vol 13 (6) ◽

pp. 732-738 ◽

Cited By ~ 17

Author(s):

Paolo Pacca ◽

Sukhdeep S Jhawar ◽

Daniel V Seclen ◽

Eric Wang ◽

Carl Snyderman ◽

...

Keyword(s):

Carotid Artery ◽

Internal Carotid Artery ◽

Skull Base ◽

Internal Carotid ◽

Real Life ◽

Laboratory Setting ◽

Endoscopic Endonasal ◽

Pump System ◽

Major Vessel ◽

Pulsatile Perfusion

Abstract BACKGROUND Intraoperative injury of the internal carotid artery (ICA) is the most dreaded complication in endoscopic endonasal surgery (EES) of skull base. Training for ICA injury is practically impossible in live operative settings. OBJECTIVE To evaluate a pulsatile perfusion-based live cadaveric model for ICA injury simulation in a laboratory setting. The major emphasis of the study was to evaluate various means of controlling acute bleeding and evaluating the practical utility of this model for training purposes. METHODS Five embalmed, uninjected cadaveric heads were prepared for study by connecting to a pulsatile perfusion pump system filled with artificial blood solution. EES approaches were used to evaluate different types of ICA injuries similar to operative scenarios. Various methods of managing ICA injuries such as packing, clipping, and trapping, were evaluated. The educational advantages of the live cadaver model were assessed using questionnaires given to participants in a hands-on dissection course. RESULTS The trainee was faced with several scenarios similar to those encountered during an actual intraoperative ICA injury. Packing, clipping, and trapping of the ICA injury were successfully achieved in all segments of the ICA. Clip-based reconstruction techniques were successfully developed. All trainees reported gaining new knowledge, learning new techniques. The responses to the questionnaire confirmed the significant educational value of this model. CONCLUSION The live cadaver model presented here provides real-life experience with major vessel injury during EES in a laboratory setting. This model could significantly improve current training for the management of intraoperative vascular injuries during EES.

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The formation and development of entrepreneur’s communication competence

Journal of Modern Competition ◽

10.37791/2687-0657-2021-15-2-123-131 ◽

2021 ◽

Vol 15 (2) ◽

pp. 123-131

Author(s):

Elena V. Ushakova ◽

Keyword(s):

Cognitive Activity ◽

Real Life ◽

Communication Competence ◽

Business Communication ◽

Communication Strategy ◽

Literary Language ◽

Public Speech ◽

Interactive Technologies ◽

Russian Literary ◽

High Level

The article is devoted to the study of the main stages of the formation of communication competence and the technology of professionally oriented teaching the Culture of Speech course to the students doing an Entrepreneurship degree. The need for a high level of communication competence as one of the conditions for the personal competitiveness of an entrepreneur is substantiated. The article presents several components of communication competence – linguistic (normative), functional-stylistic, rhetorical – in accordance with which training is conducted. The importance of the development of communication competence with all the elements of its structure being taken into account is considered, including knowledge of the basic norms of the Russian literary language, the ability to compose oral and written texts in accordance with the functional styles of the Russian literary language; the skill of building reasoned statements; knowledge of speech etiquette means and the ability to choose the most effective of them for business communication. The necessity of professionally oriented teaching of the culture of speech, classroom modeling of real life situations, involving the development of the ability to use various language registers, is emphasized. Since language performs not only the function of transmitting information, but also that of influence, special attention is paid to the rhetorical aspect of communication competence, the basics of logic and theory of argumentation, the preparation of public speech, the formation of the skill to not only correctly, but also logically and convincingly build oral and written speech. The paper proposes methods for conducting classes aimed at developing the communication skills of students, including interactive technologies: situational workshops, trainings, didactic games. Such forms make it possible to increase the effectiveness of students’ engagement in the process of cognitive activity, to develop the skills of group communication, the ability to develop the necessary communication strategy, depending on the conditions and purpose of communication.

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Risk Taking with Variable Resources: a Field and a Laboratory Experiment

Open Psychology ◽

10.1515/psych-2018-0004 ◽

2018 ◽

Vol 1 (1) ◽

pp. 36-57

Author(s):

Klára Faragó ◽

Ajna Uatkán

Keyword(s):

Field Experiment ◽

Risk Taking ◽

Laboratory Experiments ◽

Real Life ◽

Laboratory Setting ◽

Theoretical Predictions ◽

Experimental Findings ◽

The Relationship ◽

Different Levels ◽

Available Resources

AbstractBackground: Theoretical predictions and experimental findings concerning the relationship between risk taking and accumulated resources are contradictory. In contrast to laboratory experiments, studies conducted in an ecologically valid environment allow for the evaluation of available resources and the motivational impact of potentially serious consequences for risk taking. Objective: Our aim was to (i) examine the influence of available resources on risk taking in an ecologically valid field experiment; and (ii) to compare “real life” and laboratory experiments assessing risk taking. Method: To reproduce real decisions involving real stakes, the students were asked to choose between exam questions representing different levels of difficulty. Available resources of the students were defined as the amount of points accumulated during the semester. In parallel, the laboratory experiments were conducted to assess risk taking in a laboratory setting. Results: The two experimental setups yielded different results. In the field experiment, risk taking decreased with the available resources, whereas the laboratory experiments suggested an inverse tendency. The influence of contextual effects was only prominent in the field experiment.Conclusion: The results of the field experiment support the variable risk preference model, whereas the risk-sensitivity theory could only be validated in the laboratory setting.

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A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

Biochemical Society Transactions ◽

10.1042/bst20190172 ◽

2020 ◽

Vol 48 (2) ◽

pp. 399-409

Author(s):

Baizhen Gao ◽

Rushant Sabnis ◽

Tommaso Costantini ◽

Robert Jinkerson ◽

Qing Sun

Keyword(s):

Microbial Community ◽

Microbial Communities ◽

Environmental Remediation ◽

Real Life ◽

Design Principles ◽

Microbial Interactions ◽

Potential Applications ◽

New Gene ◽

Global Biogeochemical Cycles ◽

Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

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The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

Perspectives on School-Based Issues ◽

10.1044/sbi11.2.60 ◽

2010 ◽

Vol 11 (2) ◽

pp. 60-65

Author(s):

Francine Wenhardt

Keyword(s):

Public Schools ◽

School Setting ◽

Real Life ◽

Effective School ◽

Program Coordinator ◽

Educational Preparation ◽

The Public ◽

Speech Language Pathologist ◽

New Graduate ◽

Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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