Report of the Treasurer: 1974.

This report looks at results from (a) operations for 1973 as well as (b) the financial condition of APA as of December 31, 1973; (c) probable results for 1974; (d) the approved budget for 1975; and (e) prospects for 1976. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Teaching in Psychology.

The American Psychological Foundation invites nominations for the 1981 Award for Distinguished Teaching in Psychology. The annual award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The committee that selects the awardee uses the following guidelines in arriving at its choice: (a) demonstration of influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) participation in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) exceptionally effective trainer of teachers of psychology, and (g) responsible for administrative facilitation of outstanding teaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished teaching in psychology: Benton J. Underwood.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Benton J. Underwood, who received the award for Distinguished Teaching in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Order Information in Working Memory: An Integrative Review of Evidence From Brain and Behavior.

Evidence about memory for order information comes from a number of different methodologies: human cognition, patient studies, neuroimaging studies, and animal lesion and behavioral studies. The present article discusses (a) evidence that order and item memory are separable; (b) proposed mechanisms for order memory (interitem associations, direct codes, hierarchical codes, feature codes, and magnitude codes) and evidence for each; (c) evidence for the neural substrates of order memory from patient, neuroimaging, and animal lesion and single-cell recording studies; (d) barriers to integration between the disciplines; and (e) suggestions for better coordination of efforts between the different disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of directionality of significance tests on the bias of accessible effect sizes.

The proportion of studies that use one-tailed statistical significance tests (π) in a population of studies targeted by a meta-analysis can affect the bias of the sample effect sizes (sample ESs, or ds) that are accessible to the meta-analyst. H. C. Kraemer, C. Gardner, J. O. Brooks, and J. A. Yesavage (1998) found that, assuming π?=?1.0, for small studies (small Ns) the overestimation bias was large for small population ESs (δ?=?0.2) and reached a maximum for the smallest population ES (viz., δ?=?0). The present article shows (with a minor modification of H. C. Kraemer et al.'s model) that when π?=?0, the small-N bias of accessible sample ESs is relatively small for δ?≤?0.2, and a minimum (in fact, nonexistent) for δ?=?0. Implications are discussed for interpretations of meta-analyses of (a) therapy efficacy and therapy effectiveness studies, (b) comparative outcome studies, and (c) studies targeting small but important population ESs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished contribution to education in psychology: Ellen P. Reese.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Ellen P. Reese for her distinguished contribution to education in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment of von Willebrand disease

When working well, internal forensic review boards generally: (1) have the support of the courts and communities; (2) consider and review effective individual treatment and public safety; (3) permit direct care treatment teams the opportunity to advocate for the patient; (4) focus clinical and security considerations on the individual patient rather than dwelling on system issues; (5) identify resource needs for inpatient and community care; (6) provide a foundation for monitoring patient adjustment to various levels of stressors, both in the hospital and the community; (7) provide a mechanism for timely crisis intervention for individual patients; (8) afford administrative and clinical staff a mechanism for peer review; (9) are cost effective compared with external review boards; (10) provide data and a tracking mechanism for quality improvement for the forensic system of care; and (11) provide an education/training function for direct care and professional staff.     

Distinguished teaching in psychology: Ludy T. Benjamin, Jr.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Ludy T. Benjamin, Jr., one of the recipients of the award for Distinguished Teaching in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Treasurer, 1975: Light at the end of the tunnel.

Presents the American Psychological Association's (APA's) treasurer's report for 1975. This financial overview includes (a) our audited report of the 1974 results from operations; (b) a look at APA's financial condition as of December 31, 1974; (c) a prediction for 1975; (d) a glance at the 1976 approved budget; and (e) a peek at the association's prospects for 1977. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A power primer.

One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for 8 standard statistical tests: (1) the difference between independent means, (2) the significance of a product–moment correlation, (3) the difference between independent rs, (4) the sign test, (5) the difference between independent proportions, (6) chi-square tests for goodness of fit and contingency tables, (7) 1-way analysis of variance (ANOVA), and (8) the significance of a multiple or multiple partial correlation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The combined use of ultrasound and densitometry in the prediction of vertebral fracture

Measurement of ultrasonographic parameters provides information concerning not only bone density but also bone architecture. We investigated the usefulness of ultrasonographic parameters and bone mineral density for evaluating the probability of vertebral fracture. 397 postmenopausal women (59.1 +/- 6.0 years) with (n = 178) or without (n = 219) atraumatic vertebral fractures were studied. In all women, bone mineral density (BMD) of the lumbar spine was evaluated by dual X-ray absorptiometry (DXA) and speed of sound (SOS); broadband ultrasound attenuation (BUA) and Stiffness in the calcaneus were evaluated by an Achilles unit (Lunar Corporation). Ultrasonographic parameters and BMD were compared by examining the magnitude of the odds ratios, to determine which produces the highest estimate of the probability of odds of fracture, and by examining widths of the respective confidence intervals (CI) to show which estimate of odd ratio is the most precise. The relative risk of vertebral fracture, after adjusting for potential confounders, was 3.5 (CI 2.6-4.8) for BUA; 4.5 (CI 3.2-6.2) for SOS; 5.8 (CI 4.0-8.4) for Stiffness and 7.5 (CI 4.8-11.5) for BMD. Ultrasound (US) parameters were still significant independent predictors of vertebral fracture, even after adjusting for BMD. The relative risk of fracture for a simultaneous decrease by 1 SD of BMD and by 1 SD of each ultrasound parameter was 17.3 (CI 9.4-39.6) for BMD and SOS; 18.3 (CI 8.4-30.6) for BMD and BUA and 22.1 (CI 8.9-52.7) for BMD and Stiffness. Our data suggest that US and BMD provide complementary information which can be combined to improve estimates of vertebral fracture risk.     

氨基膦酸型螯合纤维对银吸附性能研究

研究了氨基膦酸型螯合纤维对Ａｇ（Ｉ）离子的吸附性能，考察了ｐＨ值对Ａｇ（Ｉ）离子吸附的影响，探讨了Ａｇ（Ｉ）离子的选择性。二乙烯三胺氨基膦酸型螯合纤维和三乙烯四胺氨基膦型螯合纤维，在ｐＨ６．０对Ａｇ（Ｉ）离子的饱和吸附容量分别为：２．１２，１．５３ｍｍｏｌ／ｇ，并具有较好的吸附动力学特性，Ｆｒｅｕｎｄｌｉｃｈ吸附等温式能较好的描述此吸附过程，该螯合纤维可用于混合溶液中Ａｇ（Ｉ）离子的吸附分离。     

Applicant reactions to face-to-face and technology-mediated interviews: A field investigation.

This field study examined applicant reactions (N = 802) toward face-to-face as compared with technology-mediated interviews (through videoconferencing or by telephone) for 346 organizations. Face-to-face interviews were perceived as more fair and led to higher job acceptance intentions than were videoconferencing and telephone interviews. Perceived interview outcomes were higher with face-to-face and telephone interviews over videoconferencing. Self-monitoring moderated the relationship between interview medium and perceptions of fairness. Specifically, this relationship was (a) positive for face-to-face, (b) negative for telephone, and (c) nonsignificant for videoconferencing interviews. Moreover, the number of offers an applicant received moderated the relationship between interview medium over, and perceived fairness. The relationship between number of offers and perceived fairness was positive for face-to-face and negative for technology-mediated interviews. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary grade writing instruction: A national survey.

A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of list strength on recollection and familiarity.

Numerous studies have found a null list strength effect (LSE) for recognition sensitivity: Strengthening memory traces associated with some studied items does not impair recognition of nonstrengthened studied items. In Experiment 1, the author found a LSE using receiver operating characteristic-based measures of recognition sensitivity. To account for the discrepancy between this and prior research, the author (a) argues that a LSE occurs for recollection but not for discrimination based on familiarity, and (b) presents self-report data consistent with this hypothesis. Experiment 2 tested the dual-process hypothesis more directly, using switched-plurality (SP) lures to isolate the contribution of recollection. There was a significant LSE for comparisons involving SP lures; the LSE for discrimination of studied items and nominally unrelated lures (which can be supported by familiarity) was not significant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infectious disease and sociodemographic characteristics of foreign immigrants in the Central Penitentiary for Men in Barcelona

A number of thrombin mutants have been constructed to investigate the role of Trp96 and the beta-insertion loop for the specificity of thrombin. Thrombin(60D) consists of the replacement of the beta-insertion loop (14 amino acid residues from 59 to 63, including a 9-residue insertion at position 60) with the corresponding four residues in trypsin, Tyr-Lys-Ser-Gly; thrombin(GGG) is a smaller loop mutation in which the residues Tyr(60A)Pro(60B)Pro(60C)Trp(60D) Asp(60E)Lys(60F) of the beta-insertion loop were replaced by Gly-Gly-Gly; thrombin(96S) consists of a point mutation Trp96 --> Ser; and thrombin(GGG/96S) is the double mutant incorporating both changes. Thrombin(96S) clots fibrinogen approximately 3 times more slowly than thrombin, with the two beta-insertion loop mutants, thrombin(GGG) and thrombin(GGG/96S), reacting approximately 3000- and 1300-fold more slowly, respectively. The specificity constant kcat/Km for the cleavage of fibrinopeptide A and fibrinopeptide B by thrombin(96S) was 2.6 and 0.35 microM(-1) s(-1), respectively, compared to 10 and 2.5 microM(-1) s(-1) for wild-type recombinant thrombin, respectively. Kinetic constants were determined for the hydrolysis of H-D-phenylalanyl-L-pipecolyl-L-arginine-p-nitroaniline. The Michaelis constant Km increased approximately 6-fold for thrombin(96S) and >200-fold for thrombin(GGG) and thrombin(GGG/96S) when compared to wild-type recombinant thrombin, while the catalytic constant kcat remained approximately the same. All mutants were more susceptible to inhibition by BPTI than wild-type recombinant thrombin. Clearly, the beta-insertion loop is important for thrombin activity. But the mutation of Trp96 --> Ser can compensate somewhat for the loss of binding at the beta-insertion loop. The deletion of the hydrophobic interaction between Trp96 and Pro(60B)Pro(60C) appears to decrease the stability of the beta-insertion loop, thereby causing a decrease in binding efficiency.     

Age differences in overlapping-task performance: Evidence for efficient parallel processing in older adults.

Two psychological refractory period (PRP) experiments were conducted to examine overlapping processing in younger and older adults. A shape discrimination task (triangle or rectangle) for Task I (TI) and a lexical-decision task (word or nonword) for Task 2 (T2) were used. PRP effects, response time for T2 increasing as stimulus onset synchrony (SOA) decreased, were obtained for both age groups. The effect of word frequency on T2 was smaller at the short SOA than at the long SOA, reflecting slack effects, which were larger for older than younger adults in both experiments. These results suggest that older adults can perform lexical access of T2 in parallel with the processing of T2, at least as efficiently as younger adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

焊缝掺杂对工业纯钼可焊性的影响

叙述了三种纯钼（粉末冶金，低碳弧铸和高碳弧铸纯相）在气体保护钨弧焊之前，用射频溅射法沉积到焊接件缝处的钛和铪掺杂剂对焊缝的若干有利影响；（１）减少粉末冶金纯钼焊接件的焊缝中形成的中心线裂纹和孔洞，（２）硬化焊接熔融区；（３）减少所有不同种类型纯钼的焊接熔融区中的晶间破坏趋势，同时简单讨论了掺杂剂改革焊接质量和断裂的机理。     

Planning and Organization of Research in Building

Identification of research needs in the building sector, and efficient organization of an institutional research effort for their fulfillment, is analyzed. First, the objectives of research in building are enumerated as: (1) Defining standards of performance and methods of measurement of their attainment; (2) exploring methods for attainment of standards at maximum efficiency; and (3) exploring the possibilities for improving performance of systems and compounds. Then the nature of the research process necessary to attain these objectives is explored. Later, methods for identification of research needs are considered, and criteria for determining their priority are suggested. Possible research contribution as identified in the Israeli building sector was divided, in this context, into the following subjects: (1) Generation of basic data; (2) preparation of infrastructure for codes and specifications; (3) development of tools for analysis and design; (4) development of building products; (5) formulation of building policy; and (6) development of managerial procedures. Finally the features of an efficient research organization are reviewed, the most important of which are careful work planning, high quality of work, conformance to time, and budget constraints and good communication with sponsors.     

Semantic priming from letter-searched primes occurs for low- but not high-frequency targets: Automatic semantic access may not be a myth.

[Correction Notice: An erratum for this article was reported in Vol 34(1) of Journal of Experimental Psychology: Learning, Memory, and Cognition (see record 2007-19381-019). In the article "Semantic Priming From Letter-Searched Primes Occurs for Low- but Not High- Frequency Targets: Automatic Semantic Access May Not Be a Myth," by Chi-Shing Tse and James H. Neely (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007, Vol. 33, No. 6, pp. 1143-1161), the URL for the supplemental materials was incomplete. The complete URL is http://dx.doi.org/10.1037/0278-7393.33.6.1143.supp] Letter-search (LS) within a prime often eliminates semantic priming. In 2 lexical decision experiments, the authors found that priming from LS primes occurred for low-frequency (LF) but not high-frequency (HF) targets whether the target's word frequency was manipulated between or within participants and whether the prime-target pairs were associated symmetrically or forward asymmetrically. For the LF targets, LS priming was (a) equivalent for forward asymmetric and symmetric pairs and (b) equal to silent-read (SR) priming for forward asymmetric pairs but less than SR priming for symmetric pairs. The typical finding of greater SR priming for response times for LF than for HF targets occurred for symmetric priming but not for forward asymmetric priming, which showed the interaction for errors. The authors consider their findings' implications for various accounts of how LS affects priming and explain the findings within J. H. Neely and D. E. Keefe's (1989) 3-process model as follows: (a) LS eliminates expectancy and semantic matching but does not reduce semantic activation and (b) expectancy contributes to SR priming for HF targets but not for LF targets, whereas the opposite is so for semantic matching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)