As part of a wider research project aimed at investigating how children think about several aspects of pain, definitions of pain used by 680 Irish schoolchildren aged 5-14 years were examined to see if a developmental pattern could be identified in the acquisition of a verbally mediated concept of pain. The results are consonant with a Piagetian developmental model, suggesting the possibility of delineating typical concepts of pain which correspond to successive stages of cognitive development.

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The views of 32 women with iatrogenic Hepatitis C on its impact on their sense of wellbeing were elicited through focus groups. The views obtained were analysed using 'interpretative phenomenological analysis'. Accounts of profound fatigue, reactive depression, and deterioration in cognitive functioning predominated. Work outside and inside the home was severely curtailed or stopped. Marital relationships were affected, sometimes adversely, as were relationships with children and other family members. Participants experienced a general lack of understanding of their level of disability, yet also felt the need to shield others from worry. Overall results suggested that participants' compromised health was having a major impact on their sense of identity.

Several small-scale studies have suggested that audio feedback can help students to reflect on their learning and to develop deep learning approaches that are associated with higher attainment in assessments. For this case study, Geography undergraduates were given audio feedback on a written essay assignment, alongside traditional written feedback. The pros and cons of such a technique are explored via student questionnaires, focus groups and individual interviews, combined with a stimulated recall session with the tutor to analyze the feedback process. Results highlighted the need for careful consideration of various factors (optimum time length, style, tone of voice, the register of language and timing) when giving audio feedback.

Male and female university students were exposed to two different stressors in each of two 110-min sessions, i.e., a cognitive task (color-word conflict) and repeated venipuncture. Catecholamine excretion, heart rate, and subjective reactions were measured. Control values were obtained under conditions of relaxation in the laboratory. Subjects of both sexes responded to both stressors by increased heart rate and feelings of unpleasantness and distress. The pattern of adrenaline excretion, however, differed between sexes: in males both stressors induced a significant increase, whereas in females adrenaline excretion remained on the same level under the two stress conditions as during relaxation; Noradrenaline excretion was not systematically affected by either stressor in either sex group.