AI/ML increasingly impacts the ability of humans to have a good life. Various sets of indicators exist to measure well-being/the ability to have a good life. Students play an important role in AI/ML discussions. The purpose of our study using an online survey was to learn about the perspectives of undergraduate STEM students on the impact of AI/ML on well-being/the ability to have a good life. Our study revealed that many of the abilities participants perceive to be needed for having (...) a good life were part of the well-being/ability to have a good life indicator lists we gave to participants. Participants perceived AI/ML to have and continue to have the most positive impact on the ability to have a good life for disabled people, elderly people, and individuals with a high income and the least positive impact for people of low income and countries from the global south. Regarding indicators of well-being and the ability to have a good life given to participants, we found a significant techno-positive sentiment. 30% of respondents selected the purely positive box for 28 of the indicators and none did so for the purely negative box. For 52 indicators, the purely negative was below 10% (not counting the 0%) and for 10 indicators, none selected purely negative. Our findings suggest that our questions might be valuable tools to develop an inventory of STEM and other students’ perspectives on the implications of AI/ML on the ability to have a good life. (shrink)

Background: Many people with aphasia and people without brain injury talk to themselves in their heads, i.e., have “inner speech.” Inner speech may be more preserved compared with spoken speech for some people with aphasia and may serve a variety of functions (e.g., emotion regulation), which motivates us to provide a high-fidelity characterization of it. Researchers have used multiple methods to measure this internal phenomenon in the past, which we combine here for the first time in a single study. -/- (...) Aims: We compare performance between individuals with and without aphasia on inner speech tasks that assess inner speech “inthe- moment” to general subjective impressions of inner speech to tease apart the relationship of aphasia severity to inner speech. Methods and Procedures: Twenty people with mild-moderate aphasia and twenty neurotypical controls completed several inner speech tasks, including objective silent rhyme judgements (picture, written, and auditory), subjective reports of inner speech during naming, and subjective rating scales about inner speech experience more generally. -/- Outcomes and Results: In-the-moment inner speech during silent rhyming tasks was associated with aphasia severity only for picture and written rhyming but not auditory rhyming. In-the-moment inner speech reports during silent naming were not associated with aphasia severity, nor were the subjective ratings about general inner speech experience. Individuals with and without aphasia demonstrated a variety of subjective general inner speech experiences, demonstrating heterogeneity of this phenomenon more broadly. -/- Conclusions: Methods of measuring inner speech complement each other and speak to different facets of the inner speech phenomenon, and clinicians and researchers must carefully choose the method(s) that will provide the information about inner speech that they desire. (shrink)

“Research assistant” is a term used to describe student researchers across a variety of contexts and encompasses a wide array of duties, rewards, and costs. As critical/qualitative scholars situated in a discipline that rarely offers funded research assistantships to graduate students, we explore how we have engaged in faculty-student research in one particularly understudied context: the independent study. Using narrative writing and reflection within a framework of collaborative autoethnography, the first three authors reflect as three “generations” of protégés who were (...) each mentored through independent studies during their MA programs by the fourth author. We explore the environmental context, mentor facets, and protégé facets that highlight the light and shadow, or successes and struggles, of our mentoring relationships. Reflecting on our own experiences of collaborative research through independent studies, we suggest a model of feminist research mentorship that may be enacted across disciplines. (shrink)

The cloister of the Poor Clares St.-Elisabethsdal in Boxtel, in the present-day province of Brabant, the Netherlands, is one of the monasteries created during the new wave of Observant Clarissan monastic foundations in the Northern Low Countries between ca. 1460 and 1513. It was established after Wamel, Haarlem, Veere, Delft, Brielle, Gouda and Alkmaar.1 But it was not the first Clarissan settlement in what is currently the Netherlands. More than a century before, Willem van den Bossche, lord of Erp, (...) enabled through his last will d.d. 28 augustus 1335 the foundation of a convent of Poor Clares in the town of 's-Hertogenbosch,2... (shrink)