Olfaction has recently been highlighted as a sense poorly connected with language. Odor is difficult to verbalize, and it has few qualities that afford mimicry by vision or sound. At the same time, emotion is thought to be the most salient dimension of an odor, and it could therefore be an olfactory dimension more easily communicated. We investigated whether sounds imitative of an innate disgust response can be associated with unpleasant odors. In two experiments, participants were asked to make a forced choice between a pseudoword including a disgust sound and a neutral pseudoword, for pleasant and unpleasant odors. Overall, participants chose more disgust pseudowords than neutral pseudowords for unpleasant odors, but this was not the case for pleasant odors. This effect was not driven by a general association between unpleasant sounds and unpleasant odors, but specifically the sounds [x/χ ] and [f], thought to reflect physical responses to disgusting odors, as seen in the Polish fu! or the English ugh!. In line with growing evidence that language can encode odor, we provide the first experimental evidence for an association between the sound of a word and odor valence.
The caribou stewardship practices of the Iñupiat have persisted through cycles of abundance and decline for the Western Arctic Caribou Herd (WACH). This research seeks to address the challenges and opportunities faced when mobilizing Indigenous Knowledge in the National Park Service (NPS) management of the herd. Motivated by Indigenous stewardship concerns, NPS staff facilitate and participate in an informal working group focused on caribou hunter success. Using Indigenous Knowledge methods, this study examined the outcomes of the working group and the use of “rules of thumb” to identify and share stewardship practices. In the two cases, the Caribou Hunter Success Working Group created space for subsistence hunters to develop educational materials based on Indigenous Knowledge to address specific hunter success issues. Subsistence users participate in the federal subsistence programs and related subsistence forums, and it is the work of the NPS to mobilize the knowledge they contribute to improve subsistence management for both the users and the resource. There are two additional benefits for the NPS: (1) a better understanding of the use of the resource, and (2) when regulations are informed by Indigenous Knowledge, there is a greater likelihood of adherence. The mobilization of Indigenous Knowledge leads to more effective management.
While coding is integrated into K-12 curricula worldwide, most teachers are new to coding and need more preparation on how to present coding well. This study investigates the reactions of novice coders to teaching strategies within a carefully developed coding for pre-service teachers (PSTs) course. During the course, PSTs participated in many coding challenges and were prompted to reflect on their learning and connections to future teaching in Digital Learning Portfolios (DLPs). Using thematic analysis, the DLPs of 3 PSTs without prior coding experience were analyzed in depth to determine PST reactions to the teaching strategies used within the coding-for-teachers course. The reflections captured in the teaching approaches were generally effective for novice coders, but at times more scaffolding would have supported learning. Finally, the implications of these findings are discussed concerning teacher educators preparing teachers to teach coding in other contexts.
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