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Abstract Modern psychedelic research remains in an early phase, and the eventual introduction of psychedelics into clinical practice remains in doubt. In this piece, we discuss the role of blinding and expectancy in psychedelic trials, and place this in a broader historical and contemporary context of blinding in trials across the rest of healthcare. We suggest that premature and uncritical promotion (‘hype’) of psychedelics as medicines is not only misleading, but also directly influences participant expectancy in ongoing psychedelic trials. We argue that although psychedelic trials are likely to significantly overestimate treatment effects by design due to unblinding and expectancy effects, this is not a unique situation. Placebo-controlled RCTs are not a perfect fit for all therapeutics, and problems in blinding should not automatically disqualify medications from licencing decisions. We suggest that simple practical measures may be (and indeed already are) taken in psychedelic trials to partially mitigate the effects of expectancy and unblinding, such as independent raters and active placebos. We briefly suggest other alternative trial methodologies which could be used to bolster RCT results, such as naturalistic studies. We conclude that the results of contemporary placebo-controlled RCTs of psychedelics should neither be dismissed due to imperfections in design, nor should early data be taken as firm evidence of effectiveness.

Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing evidence that explicit decoding instruction (e.g., phonological awareness, phonics) should be beneficial to reading success. Nevertheless, there has been pushback against such policies, the use of the term science of reading by “phonics-centric people”, and their lack of instructional knowledge and experience. In this article, although the author supports pedagogical decision making on the basis of a confluence of evidence from a variety of sources, he cautions against instructional overgeneralizations based on various kinds of basic research without an adequate consideration of instructional experiments. The author provides several examples of the premature translation of basic research findings into wide-scale pedagogical application.

Background Several theories propose alternative explanations for drug addiction. Objectives We propose a general theory of transition to addiction that synthesizes knowledge generated in the field of addiction into a unitary explanatory frame. Major principles of the theory Transition to addiction results from a sequential three-step interaction between: (1) individual vulnerability; (2) degree/amount of drug exposure. The first step, sporadic recreational drug use is a learning process mediated by overactivation of neurobiological substrates of natural rewards that allows most individuals to perceive drugs as highly rewarding stimuli. The second, intensified, sustained, escalated drug use occurs in some vulnerable individuals who have a hyperactive dopaminergic system and impaired prefrontal cortex function. Sustained and prolonged drug use induces incentive sensitization and an allostatic state that makes drugs strongly wanted and needed. Habit formation can also contribute to stabilizing sustained drug use. The last step, loss of control of drug intake and full addiction, is due to a second vulnerable phenotype. This loss-of-control-prone phenotype is triggered by long-term drug exposure and characterized by long-lasting loss of synaptic plasticity in reward areas in the brain that induce a form of behavioral crystallization resulting in loss of control of drug intake. Because of behavioral crystallization, drugs are now not only wanted and needed but also pathologically mourned when absent. Conclusions This general theory demonstrates that drug addiction is a true psychiatric disease caused by a three-step interaction between vulnerable individuals and amount/duration of drug exposure.

The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solutionfocused research in which the resistance is to be overcome, co-opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures.

Many seem to believe that researcher-made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher-made (proximal) tests that align with the researchers’ interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers’ interventions, escape such examination and judgment. We take issue with the zeitgeist. We object to what appears as an unthoughtful rejection of proximal tests and acceptance of the distal ones. We do so first by discussing the multidimensionality of reading comprehension; then, we present evidence that commercial tests explore few of the construct’s many dimensions, differ among themselves in the dimensions they address, and often have little to do with the aims and substance of researchers’ comprehension interventions. We argue that these facts are reason enough to reconsider commercial tests as the gold standard in program evaluation. Finally, we make a case for the supplemental use of researcher-made tests and offer a framework to help researchers develop tests of reading comprehension that align more and less with their intervention programs.

Existing work on literacy and affect has posed important questions for how we think about meanings and how and where they get made. The authors contribute to such work by focusing on the relation between text and affect. This is a topic that has received insufficient attention in recent work but is of pressing concern for education as text interweaves in new ways with human activity, through social media, surveillance capitalism, and artificial intelligence—ways that can be unpredictable and poorly understood. Adopting a sociomaterial sensibility that foregrounds the relations between bodies (people and things), the authors provide conceptual tools for considering how texts affect and are affected by the heterogeneous entanglements from which they emerge. In situating their argument, the authors outline influential readings of Spinoza’s theories of affect, explore how these have been mobilized in literacy research, and identify how text has been accommodated within such research. Using texts from a political episode in the United Kingdom, the authors explore the idea of social-material-textual affects to articulate relations among humans, nonhumans, meaning making, and literacies. The authors conclude by identifying four ways in which text participates in what happens, raising questions about how different materializations of text (or indeed “not text”) are significant to the diversifying communicative practices that inflect social, cultural, economic, and political life.

There is good evidence for an association between poor reading and anxiety, but the mechanisms responsible for this association are currently unknown. In this study, we used structural equation modeling of four large longitudinal databases from the United Kingdom (n = 7,870), the United States (ns = 8,001 and 7,160), and Australia (n = 768) to explore relations between reading and emotional health across childhood. We found that emotional health at age 5 was not related to reading at age 7 but that reading at 7 was related to emotional health at age 9 or 11. We also found that reading, behavior, and attention may be related across development. These findings suggest a working hypothesis that poor reading may have an influence on emotional health rather than vice versa.

Although there have been a substantial number of research studies focused on improving the field’s understanding of the development of the ability to read, very few of these studies have accounted for the potential role that extensive engagement in the act of reading might play in the development of reading proficiency. There are several views on the role, if any, that extensive reading plays in reading development. In this article, using research published since 2000, the evidence that reading volume plays a role in reading development now seems clearer.

RationaleTheories of addiction guide scientific progress, funding priorities, and policy development and ultimately shape how people experiencing or recovering from addiction are perceived and treated. Choice theories of addiction are heterogenous, and different models have divergent implications. This breeds confusion among laypeople, scientists, practitioners, and policymakers and reduces the utility of robust findings that have the potential to reduce the global burden of addiction-associated harms.ObjectiveHere we differentiate classes of choice models and articulate a novel framing for a class of addiction models, called contextual models, which share as a first principle the influence of the environment and other contextual factors on behavior within discrete choice contexts.ResultsThese models do not assume that all choice behaviors are voluntary, but instead that both proximal and distal characteristics of the choice environment–and particularly the benefits and costs of both drug use and non-drug alternatives–can influence behavior in ways that are outside of the awareness of the individual. From this perspective, addiction is neither the individual’s moral failing nor an internal uncontrollable urge but rather is the result of environmental contingencies that reinforce the behavior.ConclusionsContextual models have implications for guiding research, practice, and policy, including identification of novel target mechanisms while also improving existing interventions.

In this article, I use narrative portraiture as a methodology to inquire into the ways that two Asian American (AsAm) girls used their time in an afterschool writing collaborative for girls of Color to explore and express their identities and political commitments through multiple literacies. Building on theoretical foundations of AsianCrit, women of Color, and AsAm feminisms, and sociocultural understandings of literacies, I argue against the flattening of AsAm girlhood, rooted in the harmful intersection of sexism and stereotypes such as the model minority and forever foreigner tropes. Three learnings emerged from this study: (1) AsAm girls’ relational literacies are used to explore and express AsAm girlhood, (2) AsAm girls use multimodal literacies to inquire into and story their identities in ways that resist dominant definitions of AsAm girlhood, and (3) AsAm girls are holders of emerging political identities that can be supported through supportive literacy curriculum. The work of the girls featured in this article has important implications for the ways the field understands AsAm girlhood and AsAm girl literacies. I put forth a necessary call for more AsAm feminist scholars to work alongside AsAm girls to create richer understandings of their needs and desires and how we might support them through literacy pedagogies.