Pediatric Procedural Sedation.

Pediatric procedural sedation (PPS), formerly known as conscious sedation, is often used outside the operating room for various procedures. Twenty years ago, nearly all cases of PPS were performed by pediatric intensivists, dentists, emergency medicine physicians, and anesthesiologists, due to the urgent nature of procedures in their settings. However, with the emergence of pediatric hospital medicine as a board-certified subspecialty, many children's hospitals have created dedicated PPS teams.

Celebrating organizational history triggers social identity threat among Black Americans.

Many mainstream organizations celebrate their historical successes. In their history, however, they often marginalized racial minorities, women, and other underrepresented groups. We suggest that when organizations celebrate their histories, even without mentioning historical marginalization, they can undermine belonging and intentions to join the organization among historically marginalized groups.

Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability.

Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control conversation with trained camp staff.

Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates.

The influence of scene tilt on saccade directions is amplitude dependent.

When exploring a visual scene, humans make more saccades in the horizontal direction than any other direction. While many have shown that the horizontal saccade bias rotates in response to scene tilt, it is unclear whether this effect depends on saccade amplitude. We addressed this question by examining the effect of image tilt on the saccade direction distributions recorded during freely viewing natural scenes.

Further evaluation of narrative description as a measure of cognitive function in Alzheimer's disease.

Objective: The narrative description (ND) test objectively measures the ability to understand and describe visual scenes. As subtle differences in speech occur early in cognitive decline, we analyzed linguistic features for their utility in detecting cognitive impairment and predicting downstream decline.

Method: Participants ( = 52) with normal cognition to mild dementia performed the ND test (watched twenty 30-s video clips and described the visual content).

Head Orientation Influences Saccade Directions during Free Viewing.

When looking around a visual scene, humans make saccadic eye movements to fixate objects of interest. While the extraocular muscles can execute saccades in any direction, not all saccade directions are equally likely: saccades in horizontal and vertical directions are most prevalent. Here, we asked whether head orientation plays a role in determining saccade direction biases.

Examining Beliefs About the Benefits of Self-Affirmation for Mitigating Self-Threat.

Self-affirmation-reflecting on a source of global self-integrity outside of the threatened domain-can mitigate self-threat in education, health, relationships, and more. Whether people recognize these benefits is unknown. Inspired by the metamotivational approach, we examined people's beliefs about the benefits of self-affirmation and whether individual differences in these beliefs predict how people cope with self-threat.

When seeing stigma creates paternalism: Learning about disadvantage leads to perceptions of incompetence.

The present research examines the conditions under which educating non-stigmatized individuals about the experiences of members of stigmatized groups leads to paternalistic or more respectful views of the target. We propose that when these efforts ask members of non-stigmatized groups to focus only on the difficulties experienced by stigmatized targets, they will lead to more paternalistic views of targets because they portray targets as being in need of help. In contrast, we propose that when these efforts take a broader focus on stigmatized targets and include their resilience in the face of their difficulties, they will lead to more respectful views of targets.

The Effect of Zoom Magnification and Large Display on Video Comprehension in Individuals With Central Vision Loss.

Purpose: A larger display at the same viewing distance provides relative-size magnification for individuals with central vision loss (CVL). However, the resulting large visible area of the display is expected to result in more head rotation, which may cause discomfort. We created a zoom magnification technique that placed the center of interest (COI) in the center of the display to reduce the need for head rotation.

An implementation of Bubble Magnification did not improve the video comprehension of individuals with central vision loss.

Purpose: People with central vision loss (CVL) watch television, videos and movies, but often report difficulty and have reduced video comprehension. An approach to assist viewing videos is electronic magnification of the video itself, such as Bubble Magnification.

Methods: We created a Bubble Magnification technique that displayed a magnified segment around the centre of interest (COI) as determined by the gaze of participants with normal vision.

Orientation of the preferred retinal locus (PRL) is maintained following changes in simulated scotoma size.

Although macular lesions often enlarge, we know little about what happens when the preferred retinal locus (PRL) is enveloped by the lesion. We present a prospective study of subjects with normal vision who were trained to develop a PRL using simulated scotomas with a gaze-contingent visual display. We hypothesized that, when subjects had developed a robust PRL and the scotoma size was increased, the PRL would move to remain outside the scotoma and in a direction that maintained the orientation (theta) of the PRL relative to the fovea.

Psychological affordances help explain where a self-transcendent purpose intervention improves performance.

Lay theory interventions instill situation-general ways of thinking, often using short reading and writing exercises, and they have led to lasting changes in behavior and performance in a wide variety of policy domains. Do they work in all contexts? We suggest that lay theory intervention effects depend on , which are defined as cues that allow individuals to view a lay theory as legitimate and adaptive in that context. The present research directly and experimentally tested this hypothesis using the example of a "purpose for learning" lay theory intervention, which taught the lay theory that school is a place to develop skills that allow one to make progress toward self-transcendent aims.

Narrative video scene description task discriminates between levels of cognitive impairment in Alzheimer's disease.

Unlabelled: The process of interpreting and acting upon the visual environment requires both intact cognitive and visual systems. The narrative description (ND) task, initially developed to detect changes in ecologically relevant visual function in people with impaired vision, is an objective measure of the ability to perceive, understand, and describe a visual scene in a movie clip.

Objective: Because the ND task draws heavily on semantic and working memory ability in addition to basic visual perception, we aimed to assess the discriminative performance of this task across levels of cognitive impairment.

Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys.

High rates of discipline citations predict adverse life outcomes, a harm disproportionately borne by Black and Latino boys. We hypothesized that these citations arise in part from negative cycles of interaction between students and teachers, which unfold in contexts of social stereotypes. Can targeted interventions to facilitate identity safety-a sense of belonging, inclusion, and growth-for students help? Experiment 1 combined , and delivered in several class sessions in 2 middle schools with a large Latino population ( = 669).

People With Central Vision Loss Have Difficulty Watching Videos.

Purpose: People with central vision loss (CVL) often report difficulties watching video. We objectively evaluated the ability to follow the story (using the information acquisition method).

Methods: Subjects with CVL (n = 23) or normal vision (NV, n = 60) described the content of 30-second video clips from movies and documentaries.

Self-affirmation facilitates minority middle schoolers' progress along college trajectories.

Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans' probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later.