Respondent inattentiveness threatens to undermine causal inferences in survey-based experiments. Unfortunately, existing attention checks may induce bias while diagnosing potential problems. As an alternative, we propose “mock vignette checks” (MVCs), which are objective questions that follow short policy-related passages. Importantly, all subjects view the same vignette before the focal experiment, resulting in a common set of pre-treatment attentiveness measures. Thus, interacting MVCs with treatment indicators permits unbiased hypothesis tests despite substantial inattentiveness. In replications of several experiments with national samples, we find that MVC performance is significantly predictive of stronger treatment effects, and slightly outperforms rival measures of attentiveness, without significantly altering treatment effects. Finally, the MVCs tested here are reliable, interchangeable, and largely uncorrelated with political and socio-demographic variables.

The COVID-19 pandemic imposed new constraints on empirical research, and online data collection by social scientists increased. Generalizing from experiments conducted during this period of persistent crisis may be challenging due to changes in how participants respond to treatments or the composition of online samples. We investigate the generalizability of COVID era survey experiments with 33 replications of 12 pre-pandemic designs, fielded across 13 quota samples of Americans between March and July 2020. We find strong evidence that pre-pandemic experiments replicate in terms of sign and significance, but at somewhat reduced magnitudes. Indirect evidence suggests an increased share of inattentive subjects on online platforms during this period, which may have contributed to smaller estimated treatment effects. Overall, we conclude that the pandemic does not pose a fundamental threat to the generalizability of online experiments to other time periods.

Narrative is fundamental to our diverse capacities to remember, to provide an account of self, and to represent our actions, motivations and place in society. The narrative mode is concerned with central aspects of the human condition – commitments and personal agency; motivations and emotions; collective experiences and cultural histories and myths. As such it is concerned with relationships between people, their activities within particular places and the ethics that arise in these specific relationships. This paper explores the role of narrative as a pedagogical device and as a form of thinking and valuing for students to use in their everyday interactions. In particular, it considers why a combination of environmental narrative, drama and deep attentive reflection sits so well with the emerging pedagogies of “place”, and why this alliance is such an effective means for allowing individuals to experience, understand and value for themselves the entwined and sensorial connections that exist between people and place. Based on a year-long values education case study in eight primary schools, we describe and theorise about why such a narrative approach to pedagogy, when linked to deep attentive experiences in nature, is so effective in developing a new kind of place-based body/mind meaning-making and learning that inspires individuals to engage with both the inner and outer work of sustainability.

In The Grain of Wheat, Hans Urs von Balthasar quotes St. Basil on the intent contemplation of God's works. In Letters to Malcolm, C. S. Lewis speaks of making “every pleasure into a channel of adoration”, by praising “these pure and spontaneous pleasures” as “‘patches of Godlight’ in the woods of our experience.” According to Iris Murdoch, such attentiveness requires a degree of “selflessness” that resembles aesthetic contemplation and— it may be inferred — prayerful reflection. Using these passages and others by Kathleen Norris and Simone Weil, this essay offers related perspectives on the process and the effects of attentiveness, in poetry and prayer. Poets practise, and thereby teach an attentiveness that is analogous to that achieved in certain forms of prayer. Prayer, like poetry, gives thanks for the mysteries — even as it seeks to understand and respond to the injustices and sufferings — of life. Denise Levertov illustrates in her poetry an awareness of how such attentiveness can be productive, in her late religious poems especially.