This paper presents an experimental study of the effects of individual sound parameters on perceived (psychoacoustic) urgency. Experimental Series 1 showed that fundamental frequency, harmonic series, amplitude envelope shape, and delayed harmonics all have clear and consistent effects on perceived urgency. Experimental Series 2 showed that temporal and melodic parameters such as speed, rhythm, pitch range, and melodic structure also have clear and consistent effects on perceived urgency. The final experiment tested a set of 13 auditory warnings generated by an application of the earlier experimental findings. The urgency rank ordering of this warning set was predicted, and the correlation between the predicted and the obtained order was highly significant. The results of these experiments have a widespread application in the improvement of existing auditory warning systems and the design of new systems, where the psychoacoustic and psychological appropriateness of warnings could be enhanced.

The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification.

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The effects of four parameters (speed, fundamental frequency, repetition units, and inharmonicity) on perceived urgency were scaled using an application of Stevens's power law. From the exponents obtained, equal units of urgency change were calculated for three parameters. The units were combined in a set of stimuli, and the order of urgency was predicted. The obtained and predicted orders of urgency were highly correlated. The results also showed that even when equalized by psychophysical techniques, some parameters contribute more to perceived urgency than do others. This may be attributable to the different types of parameters scaled or the proportion of the usable range of each parameter that represents a unit change in urgency. The implication of the work for the design and improvement of auditory warnings is discussed.

Typically developing 2;6-year-olds who are bilingual in English and an additional language and who hear English 60% of the time or more, perform equivalently to their typically developing monolingual peers.

ObjectiveTo understand the prevalence of healthcare students’ witnessing or participating in something that they think unethical (professionalism dilemmas) during workplace learning and examine whether differences exist in moral distress intensity resulting from these experiences according to gender and the frequency of occurrence.DesignTwo cross-sectional online questionnaires of UK medical (study 1) and nursing, dentistry, physiotherapy and pharmacy students (study 2) concerning professionalism dilemmas and subsequent distress for (1) Patient dignity and safety breaches; (2) Valid consent for students’ learning on patients; and (3) Negative workplace behaviours (eg, student abuse).Participants and setting2397 medical (67.4% female) and 1399 other healthcare students (81.1% female) responded.Main resultsThe most commonly encountered professionalism dilemmas were: student abuse and patient dignity and safety dilemmas. Multinomial and logistic regression identified significant effects for gender and frequency of occurrence. In both studies, men were more likely to classify themselves as experiencing no distress; women were more likely to classify themselves as distressed. Two distinct patterns concerning frequency were apparent: (1) Habituation (study 1): less distress with increased exposure to dilemmas ‘justified’ for learning; (2) Disturbance (studies 1 and 2): more distress with increased exposure to dilemmas that could not be justified.ConclusionsTomorrow's healthcare practitioners learn within a workplace in which they frequently encounter dilemmas resulting in distress. Gender differences could be respondents acting according to gendered expectations (eg, males downplaying distress because they are expected to appear tough). Habituation to dilemmas suggests students might balance patient autonomy and right to dignity with their own needs to learn for future patient benefit. Disturbance contests the ‘accepted’ notion that students become less empathic over time. Future research might examine the strategies that students use to manage their distress, to understand how this impacts of issues such as burnout and/or leaving the profession.

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