Music that gets “stuck” in the head is commonly conceptualized as an intrusive “thought”; however, we argue that this experience is better characterized as automatic mental singing without an accompanying sense of agency. In two experiments, a dual-task paradigm was employed, in which participants undertook a phonological task once while hearing music, and then again in silence following its presentation. We predicted that the music would be maintained in working memory, interfering with the task. Experiment 1 (N = 30) used songs predicted to be more or less catchy; half of the sample heard truncated versions. Performance was indeed poorer following catchier songs, particularly if the songs were unfinished. Moreover, the effect was stronger for songs rated higher in terms of the desire to sing along. Experiment 2 (N = 50) replicated the effect using songs with which the participants felt compelled to sing along. Additionally, results from a lexical decision task indicated that many participants’ keystrokes synchronized with the tempo of the song just heard. Together, these findings suggest that an earworm results from an unconscious desire to sing along to a familiar song.

Well-established evidence of the ill-effects of exclusionary school discipline, its disproportionate use on students of colour, and association with the “school-to-prison pipeline” has, in the last decade, led to systemic reforms in the United States, which are successfully reducing exclusion and improving outcomes. Few studies, however, have similarly investigated overrepresentation in Australia, with little attention to systemic reform as a result. In this study, we analysed suspension, exclusion, and enrolment cancellation rates in Queensland (QLD) government schools between 2013 and 2019 and found Indigenous students were consistently overrepresented. Suspension incidents proportionate to enrolments increased for all students, but this increase was faster for Indigenous than non-Indigenous students and driven primarily by steep rises in short suspensions during primary school (Preparatory-6). Exclusions increased—again disproportionately—for Indigenous students, chiefly in secondary school (7–12). During 2019, Physical Misconduct had the highest incident rate for both groups; however, Indigenous students were most overrepresented in suspensions for Disruptive/Disengaged behaviours. Further, while Indigenous students were overrepresented in all QLD regions, one region’s Indigenous suspension rate was higher than all others despite no difference in the distribution of Indigenous/non-Indigenous enrolments across regions. The scale and nature of Indigenous overrepresentation in exclusionary discipline incidents in QLD indicate clear need for further research to secure political commitment to systemic inclusive school reform, as well as to produce high-quality evidence capable of guiding that reform.

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School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7–10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.

Purpose Accurate perception of body position relative to the environment through visual cues provides sensory input to the control of postural stability. This study explored which vision measures are most important for control of postural sway in older adults with a range of visual characteristics. Methods Participants included 421 older adults (mean age = 72.6 ± 6.1), 220 with vision impairment associated with a range of eye diseases and 201 with normal vision. Participants completed a series of vision, cognitive, and physical function tests. Postural sway was measured using an electronic forceplate (HUR Labs) on a foam surface with eyes open. Linear regression analysis identified the strongest visual predictors of postural sway, controlling for potential confounding factors, including cognitive and physical function. Results In univariate regression models, unadjusted and adjusted for age, all of the vision tests were significantly associated with postural sway ( P < 0.05), with the strongest predictor being visual motion sensitivity (standardized regression coefficient, β = 0.340; age-adjusted β = 0.253). In multiple regression models, motion sensitivity (β = 0.187), integrated binocular visual fields (β = −0.109), and age (β = 0.234) were the only significant visual predictors of sway, adjusted for confounding factors, explaining 23% of the variance in postural sway. Conclusions Of the vision tests, visual motion perception and binocular visual fields were most strongly associated with postural stability in older adults with and without vision impairment. Translational Relevance Findings provide insight into the visual contributions to postural stability in older adults and have implications for falls risk assessment.