The academic trajectories of children of immigrants and their school environments.

Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The future of medication information practice: a consensus

OBJECTIVE: To analyze the current practice of drug information and develop a strategic plan for a "valued" specialty of medication information practice. DATA SOURCES: The Consortium for the Advancement of Medication Information, Policy, and Research (CAMIPR) met in June 1994 to initiate a strategic plan for a future of medication information practice. A multidimensional situation analysis and strategic planning process was conducted and the results are discussed. RECOMMENDATIONS: Trends in health care (e.g., healthcare reform, managed care) will impact the future of medication information practice, and the medication information specialist must evolve with society's values. Medication information practice must transform and attention will likely focus on medication policy research/ development and information systems. However, new skills, resources, and relationships must be developed to facilitate this evolution. In addition, interest in the practice of drug information has declined. Strategies are presented to enhance the "value" and "image" of future medication information practice.     

Effects of practice on speed of information processing in children and adults: Age sensitivity and age invariance.

In 2 experiments, children and adults were exposed to 4 different information-processing tasks. Consistent with the global trend hypothesis, age-sensitive linear relations were observed between child and adult latencies, and 10- and 11-yr-olds were approximately 1.7 and 1.6 times slower than 19-yr-olds as predicted by R. Kail's (see record 1991-20909-001) growth function. In Exp 1, the relation between child and adult latencies did not change over 4 sessions of practice, implying that practice has equivalent effects on corresponding processing steps in children and adults. In both experiments, an age-invariant linear relation between dispersion and central tendency was observed, indicating that children's greater within-S variability is entirely due to their slower speed of processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother–child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social psychological research and clinical practice: An academic paradox.

Social psychological research has not had the impact on clinical practice that the nature of its subject matter indicates is appropriate. A major reason for this lack of impact is a paradox inherent in academic life. As they climb the academic ladder, social psychologists, who presumably have chosen their field of study because of an interest in the way in which people live and think, become increasingly remote from and increasingly aloof from the everyday life of normal people. Five aspects of academic training and institutional life that reinforce and maintain this paradox are identified. Two examples of a type of research that can overcome the paradox and increase the impact of social psychology on clinical practice are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fostering scholarly productivity through academic and internship research training environments.

How can training programs foster counseling and clinical psychologists' scholarly productivity? This study examined the impact of academic and internship research training environments (RTEs) on the scholarly activity of 223 early career professionals. Results supported the construct validity of the Internship Research Training Environment scale through cross-validation and confirmatory factor analysis. Findings revealed differences in perceptions of the internship RTE and scholarly productivity as a function of academic training philosophy and internship training philosophy. Finally, results suggested that academic and internship RTEs could influence research interest and scholarly productivity indirectly by enhancing research self-efficacy and research outcome expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation between physician and patient age in family practice

A study of 100 selected Wisconsin family physicians demonstrated that younger physicians generally had more contact with younger patients, middle-aged physicians had an even distribution of patient age contacts, and older physicians had more contact with older patients. The increase in older patients became pronounced for 56 to 60-year-old physicians. Generally a ten-year increase in physician age was accompanied by a five-year increase in patient age. The rising average age of the American population, combined with the direct physician-patient age relationship demonstrated here suggest that geriatrics will become increasingly relevant not only in the continuum of medical education but also for the individual practicing physician.     

Dentistry in the information age

The data available to be gathered and analyzed in this new Information Age will help dentistry fend off managed care by validating the value of dental care and reducing the cost of practice administration. Many of the tools are in place and others will be soon. It is up to dentistry, however, to take the necessary initiative.     

The coming age of telecommunications in psychological research and practice.

Rapid and far-reaching technological advances are revolutionizing the ways in which people relate, communicate, and live their daily lives. Technologies that were hardly used a few years ago, such as the Internet, e-mail, and video teleconferencing, are becoming familiar methods for modern communication. Telecommunications will continue to evolve quickly, spawning telehealth applications for research and the provision of clinical care in communities, university settings, clinics, and medical facilities. The impact on psychology will be significant. This article examines the application of developing technologies as they relate to psychology and discusses implications for professional research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial dimensions of learning disabilities: external validation and relationship with age and academic functioning

This study was designed to assess the following in a group of 152 children with learning disabilities between the ages of 7 and 13 years: (a) the relationships between age and psychosocial functioning: (b) the relationships among psychosocial functioning, cognitive abilities, and academic achievement; and (c) the external validity of statistically derived psychosocial subtypes. Participants were assigned to one of seven psychosocial subtypes on the basis of a profile-matching algorithm. Overall, the findings suggested no increase in psychopathology with advancing age. In addition, clear relationships were found between academic achievement patterns and personality subtypes. Finally, the subtypes could be distinguished on the basis of a behavior problem checklist not used for the construction of the subtypes.     

Survey of factors influencing the selection of academic plastic surgeons

The purpose of this study was to evaluate the importance of factors influencing the selection of candidates for academic positions in plastic surgery. This study reports the results of a survey investigating these factors. The survey was conducted in 1994, canvassing the chairpersons from the 120 plastic surgery programs in the United States and Canada with responses from 91 (76 percent) of the plastic surgery programs. The study examined individual accomplishments and areas of additional training. Training in a specific area of clinical interest, clinical and basic science experience, and training in cosmetic surgery were the most highly rated areas of additional training. The ideal time to receive this training was also assessed for each area of additional training. Postgraduate degrees in basic science, epidemiology, or clinical research were not highly rated. The highest rated personal accomplishments were the personal interview, letter of reference from the program chairperson, publications, and presentations. Despite the survey's attempt to evaluate factors other than personal characteristics (i.e., honesty, integrity, affability, etc.) more than 25 percent of the respondents indicated that these attributes are highly rated and cannot be judged separately. The information collected in this survey represents an opinion from 1994, which defines some of the factors that are considered important when residents and newly trained plastic surgeons are considering a career in academic plastic surgery.     

Inhibitory control over no-longer-relevant information: adult age differences

Hartmann and Hasher (1991) used a garden-path task in which younger and older adults generated the final word for each of a series of high-cloze sentences. Under instructions to remember the final word, the experiment included critical sentences for which the generated word was replaced by a new, to-be-remembered target. Using an implicit priming task, the first experiment replicated a basic finding: Younger adults showed priming only for the target words, whereas older adults showed priming for both the generated and target words. Two experiments explored the boundary conditions. One showed that an additional sentence that interpreted the new target word enabled older adults to narrow access to only the target word. The provision of additional time following the introduction of the new target word did not. Specific information, not more time, is required for inefficient inhibitory mechanisms to clear the recent past from memory.     

The emotional blink: Adult age differences in visual attention to emotional information.

To assess age differences in attention-emotion interactions, the authors asked young adults (ages 18-33 years) and older adults (ages 60-80 years) to identify target words in a rapid serial visual presentation (RSVP) task. The second of two target words was neutral or emotional in content (positive in Experiment 1, negative in Experiment 2). In general, the ability to identify targets from a word stream declined with age. Age differences specific to the attentional blink were greatly reduced when baseline detection accuracy was equated between groups. With regard to emotion effects, older adults showed enhanced identification of both positive and negative words relative to neutral words, whereas young adults showed enhanced identification of positive words and reduced identification of negative words. Together these findings suggest that the nature of attention-emotion interactions changes with age, but there was little support for a motivational shift consistent with emotional regulation goals at an early stage of cognitive processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Managing information technology in academic medical centers: a "multicultural" experience

Based on a session at the 1997 conference on Information Resources and Academic Medicine sponsored by the Association of American Medical Colleges, this article illustrates how the beliefs and concerns of academic medicine's diverse professional cultures affect the management of information technology. Two scenarios--one dealing with the standardization of desktop PCs, the other with publication of syllabi on an institutional intranet--form the basis of this exercise. Four prototypical members of a hypothetical medical center community--the chairman of surgery, a senior basic scientist, the chief information officer of an affiliated hospital, and the chief administrative officer--offer their perspectives on each scenario. Their statements illustrate many of the challenges of planning, deploying, and maintaining effective information technology in the "multicultural" environment of academic medical centers.     

Some effects of preperformance information on academic expectations.

Examined the effects of record-card-type information on performance expectations, using 124 university students. It was found that expectations based solely on preobservational information (i.e., standardized tests, previous teachers, family, and physical characteristics) were positively related to the quality of the reported performance. The perceived accuracy of these expectations, however, was relatively uninfluenced by the perceived accuracy of the source that generated them. In addition, expectations stated after more direct exposure to student performance (i.e., in-class spelling test results) continued to be influenced by preobservation expectations. Unexpectedly, below average preexpectations led to higher post-spelling-test expectations than above average preexpectations. The implications of results for the public concern over types of record card information are discussed. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diabetes intervention in the information age

Sustained improvement in blood glucose control is the only treatment outcome which will reduce or eliminate the long term complications of diabetes mellitus. We have designed and evaluated an electronic information system which facilitates this task. The system is voice-interactive, physician directed and affords, to remote patients, 24 h access via touch-tone telephone. Accordingly, patients access the system each day to report self-measured blood glucose levels or hypoglycaemic symptoms together with dietary changes, planned exercise, stress, illness or other lifestyle events. In turn they receive immediate advice with respect to medication dosing changes, and other pertinent feedback. Preliminary system beta-testing for safety and efficacy was performed for one year in an open study of 204 patients derived from two independent, health-care environments. Among the two testing centres, over 60,000 telephone cells were received by the computer systems during the start-up year. Safety and efficacy expectations were met. In addition, prevalence of diabetes related crises (hyperglycaemia or hypoglycaemia) fell approximately 3-fold. Glycated haemoglobin fell significantly (1.0-1.3%) in patients actively using the system. In control groups of patients not actively using the system, there were no improvements in metabolic control while body weights were stable in all groups. The new system was safe and effective in our hands and empowered our health professionals to provide improved diabetes care.     

Adult age differences in predicting memory performance: The effects of normative information and task experience.

Two experiments addressed the effects of task information and experience on younger and older adults' ability to predict their memory for words. The 1st study, which involved 36 women (aged 20–30 yrs) and 36 women (aged 65–75 yrs), examined the effects of normative task information on Ss' predictions for 30-word lists across 3 trials. The 2nd study, which involved 2 groups of men and women (128 Ss total; aged 19–30 yrs and 54–77 yrs), examined the effects of making predictions and recalling either an easy or a difficult word list prior to making predictions and recalling a moderately difficult word list. Results from both studies showed that task information and experience affected Ss' predictions and that elderly adults predicted their performance more accurately than did younger adults. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The importance of race and social class information in the formation of expectancies about academic performance.

Studied the perceived locus of control, expected academic performance, and relative importance of 5 causal factors (ability, effort, luck, task difficulty, and quality of instruction) in the academic performance of a stimulus student. Both the race (Black vs White) and social class (middle vs lower) of the stimulus student were varied. Ss were enrolled in elementary education (n = 64) or introductory psychology (n = 64). Results indicate that middle-class Ss were expected to receive higher grades than lower-class Ss (p