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The phrase “War on Terror” has quietly been retired from official usage, but it persists in the American psyche, and our understanding of it is hardly complete. Nor will it be, W. J. T Mitchell argues, without a grasp of the images that it spawned, and that spawned it. Exploring the role of verbal and visual images in the War on Terror, Mitchell finds a conflict whose shaky metaphoric and imaginary conception has created its own reality. At the same time, Mitchell locates in the concept of clones and cloning an anxiety about new forms of image-making that has amplified the political effects of the War on Terror. Cloning and terror, he argues, share an uncanny structural resemblance, shuttling back and forth between imaginary and real, metaphoric and literal manifestations. In Mitchell’s startling analysis, cloning terror emerges as the inevitable metaphor for the way in which the War on Terror has not only helped recruit more fighters to the jihadist cause but undermined the American constitution with “faith-based” foreign and domestic policies. Bringing together the hooded prisoners of Abu Ghraib with the cloned stormtroopers of the Star Wars saga, Mitchell draws attention to the figures of faceless anonymity that stalk the ever-shifting and unlocatable “fronts” of the War on Terror. A striking new investigation of the role of images from our foremost scholar of iconology, Cloning Terror will expand our understanding of the visual legacy of a new kind of war and reframe our understanding of contemporary biopower and biopolitics.

IntroductionWe aim to describe the psychosocial features, including Stanford Integrated Psychosocial Assessment for transplantation (SIPAT) scores of individuals undergoing assessment for heart transplantation in Ireland.ObjectivesAll potential heart transplant candidates undergo assessment of psychosocial criteria to enhance selection and improve transplant outcomes. The Mater Hospital Consultation Liaison Psychiatry (CLP) department provides this national service in Ireland. All potential heart transplant candidates should receive a biopsychosocial assessment and screening via SIPAT tool as per international best practice. The SIPAT is a psychosocial evaluation and risk assessment tool which can help to determine suitability for organ transplant and identify modifiable risk factors to optimise a patient for transplant. Lower scores represent higher rates of suitability with a score < 21 representing an acceptable candidate and ≥21 minimally acceptable.MethodsWe retrospectively examined the clinical files of all individuals referred to the national centre for heart transplant assessment over a five-year study period between January 2014 and December 2019.ResultsOne-hundred and fifty four individuals were referred for heart transplant assessment with 79% (n=122/154) listed for a heart transplant. The most common indication for heart transplant assessment was non-ischaemic cardiomyopathy (48%, n=74/154). Of those listed for transplant, 74% (n=90/122) went on to receive a heart transplant. Of those undergoing assessment for heart transplant, 92% (142/154) were assessed by CLP and 94% (144/154) received social work assessment.SIPAT scores were available for 64/154 individuals with 22% (14/64) deemed excellent candidates for transplant, 59% (38/64) deemed good candidates, 14% (9/64) minimally acceptable candidate and 5% (3/64) deemed high risk. The SIPAT domain breakdown was as follows: patient readiness (mean 3.9, SD 3.4); social support system (mean 2.9, SD 4.2); psychological stability (mean 5.1, SD 4.9); and substance use (mean 3.8, SD2.4), with an average total score of 16 (SD 12.4).Post-transplant, 26% (23/90) were referred and seen by CLP, 53% (48/90) were referred to social work and 32% (29/90) required psychology services. Seventeen individuals (19%, 17/90) received a psychiatric diagnosis and 27% (24/90) were prescribed psychotropic medication in the post-transplant period.ConclusionsThis study describes for the first time the psychosocial factors and SIPAT scores of a national cohort of individuals referred for heart transplant. Psychiatric morbidity is high and this has implication for transplant suitability and post-operative course. This highlights the need for services to proactively identify and treat psychosocial factors in potential transplant recipients.Disclosure of InterestNone Declared

Conversations encompass continuous exchanges of verbal and nonverbal information. Previous research has demonstrated that gestures dynamically entrain each other and that speakers tend to align their vocal properties. While gesture and speech are known to synchronize at the intrapersonal level, few studies have investigated the multimodal dynamics of gesture/speech between individuals. The present study aims to extend our comprehension of unimodal dynamics of speech and gesture to multimodal speech/gesture dynamics. We used an online dataset of 14 dyads engaged in unstructured conversation. Speech and gesture synchronization was measured with cross-wavelets at different timescales. Results supported previous research on intrapersonal speech/gesture coordination, finding synchronization at all timescales of the conversation. Extending the literature, we also found interpersonal synchronization between speech and gesture. Given that the unimodal and multimodal synchronization occurred at similar timescales, we suggest that synchronization likely depends on the vocal channel, particularly on the turn-taking dynamics of the conversation.

Numerous studies have investigated the predictors of language in pre-verbal toddlers and verbally fluent children with autism spectrum disorder (ASD). The present study investigated the concurrent relations among expressive language and a set of empirically-selected social communication variables—joint attention, imitation, and play—in a unique sample of 37 minimally verbal (MV) children and adolescents with ASD. Results revealed that imitation and play were significantly correlated with expressive language, even when controlling for non-verbal IQ, but joint attention was not. Imitation was the only predictor variable to reach significance within the regression model. Findings demonstrate that predictors of expressive language vary for subpopulations of the autism spectrum, and have broader implications for intervention design for older, MV individuals with ASD.

In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers’ use of reading techniques with fidelity, (b) the mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) the children’s communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers’ use of time delay.

Children with autism spectrum disorder (ASD) have conversation deficits, yet the growth of conversation abilities is understudied, especially in Chinese-speaking populations. Little is known about whether their parents’ verbal responsiveness and redirectives are related to their conversation skills. Children with ASD (N = 37; M = 5;5) and their parents contributed their language samples. These children interacted with their parents at four time points over nine months. The number of conversational turns and the proportion of child-initiated conversation (but not the proportion of children’s appropriate responses) grew over nine months. After controlling for time, autism severity, and language skills, parents’ verbal responsiveness positively predicted children’s appropriate responses. Parents’ redirectives negatively predicted the proportion of children’s appropriate responses and the number of conversational turns.

Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent–child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers’ language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers.

This study examined the effects of using automatic speech recognition (ASR) technology on Chinese students' willingness to communicate (WTC) in oral English and the development trajectories of their interactional features in a flipped EFL context. One hundred sixty undergraduates from a Chinese university participated in the 14-week quasi-experiment. Both groups were taught in a flipped fashion. The treatment group was required to use the ASR technology for oral practice in their pre-class self-learning, while the control group conducted their self-learning without the ASR technology. The results found that the ASR-based oral practice led to a significant between-group difference in students' WTC with teacher and class and WTC with non-Chinese, showing that the ASR technology may contribute to improving the Chinese students' WTC in oral English. Conversely, except for the between-group effect on negotiation for meaning, there was no significant difference between the two groups on the other measures of interactional features. Moreover, none of the interactional features of the students in the treatment group changed significantly over time, indicating a limited role of the ASR technology on Chinese students' interactional features. Discussions were conducted regarding the contradictory effects of the ASR technology on WTC and peer interaction.