In an 1896 article for Kindergarten Magazine, John Dewey explained that the "child comes to school to do; to cook, to sew, to work with wood and tools in simple constructive acts; within and about these acts cluster the studies—writing, reading, arithmetic, etc."1 With this statement, Dewey encapsulated a key principle in the elementary education pedagogy he was at that time developing at the University of Chicago's Laboratory School. This school, which Dewey founded in 1896, explicitly experimented with new pedagogical (...) techniques. Ultimately, the Laboratory School's emphasis on occupations would become the most distinctive aspect of Dewey's and his colleagues' experimentation with educational... (shrink)

Scholars have grown concerned around the increasing carceral logics embedded in social media practices. In this essay, we explore the process of getting “zucked” as a trend within digital platforms that disproportionately punishes minoritized digital users. Specifically, Black women report that with the advent of increased safety measures and policies to secure users on digital platforms, they become subject to harms of the institutional practices. By extending the conversation on carcerality beyond the confines of prisons, jails, and other forms of (...) criminal justice supervision, we argue that structures and institutions expand the lines of surveillance and that those traditionally subject to such harm continue to be affected. Although the concept of getting “zucked” might seem like an innocent response to individuals who violate terms of service, Black women suggest that this practice disparately targets them for speaking about racist and sexist incidents on- and offline. Such surveillance is misogynoir in public spaces, as Black women are punished for organizing on social media. (shrink)

The current study used cross-modal oddball tasks to examine cardiac and behavioral responses to changing auditory and visual information. When instructed to press the same button for auditory and visual oddballs, auditory dominance was found with cross-modal presentation slowing down visual response times more than auditory response times (Experiment 1). When instructed to make separate responses to auditory and visual oddballs, visual dominance was found with cross-modal presentation decreasing auditory discrimination and participants also made more visual-based than auditory-based errors on (...) cross-modal trials (Experiment 2). Experiment 3 increased task demands while requiring a single button press and found evidence of auditory dominance, suggesting that it is unlikely that increased task demands can account for the reversal in Experiment 2. Auditory processing speed was the best predictor of auditory dominance, with auditory dominance being stronger in participants who were slower at processing the sounds, whereas, auditory and visual processing speed and baseline heart rate variability did not predict visual dominance. Examination of cardiac responses that were time-locked with stimulus onset showed cross-modal facilitation effects, with auditory and visual discrimination occurring earlier in the course of processing in the cross-modal condition than in the unimodal conditions. The current findings showing that response demand manipulations reversed modality dominance and that time-locked cardiac responses show cross-modal facilitation, not interference, suggest that auditory and visual dominance effects may both be occurring later in the course of processing, not from disrupted encoding. (shrink)