Understanding the strategies of document literacy and their conditions of use.

The relative difficulty of document reading-to-do strategies and how these strategies combine with different structure and processing conditions as contributors to task difficulty were examined. To accomplish this, the extent to which different types of strategies and their related structure and processing conditions would influence difficulty on 217 tasks drawn from the document scales of five national adult surveys was investigated. The study identified a difficulty hierarchy of strategies. When combined with 4 predictor variables (i.e., document complexity, type of information, type of match, plausibility of distractors), strategy types accounted for 80% of the variance in task difficulty. A new framework for conceptualizing and measuring the document reading-to-do task domain is discussed, and the advantages of this framework for researchers, test designers, curriculum developers, and document designers also are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching parents to use research-supported systematic strategies to tutor their children in reading.

This study investigated the efficacy of a method of parent training and parent reading tutoring that built on past research. Parents of five first-grade children who were reading below grade level participated. Parents were trained to implement a tutoring procedure that included modeling, practice, phonics, fluency building, accuracy building, comprehension, and reinforcement components. Assessment of audiotape recordings and permanent products indicated high levels of treatment integrity. A multiple baseline across participants design was used to assess the results. Four of the five children exhibited an increase in words read correctly per minute on tutored reading passages. Issues that arose in the implementation of this study are discussed, as well as research regarding how to tailor home tutoring procedures to parent-child dyads. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Politeness as universal: Cross-cultural perceptions of request strategies and inferences based on their use.

P. Brown and S. Levinson's (1987) politeness theory attempts to explain how face-management processes (and the variables that affect it) motivate the manner in which speakers in any culture will phrase their remarks. Several hypotheses derived from this theory were tested with subjects from the United States and Korea. Subjects in Experiments 1 and 2 indicated their perceptions of different remarks that could be used for performing the same request. Perceptions of the politeness of these remarks covaried with the extent to which the remarks encoded concern for the hearer's face, and this occurred for both Americans and Koreans. There was only mixed support for predictions that the size of the request (Experiment 1) and the hearer's relative power and distance from the speaker (Experiment 2) will affect perceptions of remarks. The results of Experiment 3 indicate that inferences of speaker power and relationship closeness can be made on the basis of request forms, and this effect is similar for both Americans and Koreans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison.

This study examines differences between Australian and Japanese secondary school students' conceptions of learning and their use of self-regulated learning strategies. Australian students have a narrow, school-based view of learning. The Japanese students view learning from a much broader perspective. For them, learning is not only related to what happens at school, it is also seen as a lifelong, experiential process leading to personal fulfillment. However, in spite of these differences in learning conceptualizations, the strategies used by students in a Western learning context are similar to those used by Japanese students. A conception of learning as "understanding" is associated with a greater total use of strategies for both Australian and Japanese students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in extended practice functions and solution strategies for basic addition facts.

Practice on addition basic facts and changes in solution strategies were examined in 3rd- and 4th-grade students, practicing over 3 months. Response latencies decreased, indicating positive practice effects. Each of 3 student groups demonstrated different solution–strategy mixtures. Different mixtures led to different practice effects, indexed by shifts to more efficient counting strategies and more direct retrieval. Expectations about effects of practice and instructional strategies for optimizing practice must be sensitive to a child's actual strategy pattern. Most students had decreasing latency practice functions. However, quantitative functions fit to the practice session data indicated a high proportion of cases where the latency pattern over sessions was nonmonotonic. Trends over a small number of practice sessions may be inadequate for decisions about the utility of further practice, because such data may poorly represent long-term, cumulative effects on modifying strategy usage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ribozymes as therapeutic tools for genetic disease

The discovery that RNA can act as a biological catalyst, as well as a genetic molecule, indicated that there was a time when biological reactions were catalysed in the absence of protein-based enzymes. It also provided the platform to develop those catalytic RNA molecules, called ribozymes, as trans -acting tools for RNA manipulation. Viral diseases or diseases due to genetic lesions could be targeted therapeutically through ribozymes, provided that the sequence of the genetic information involved in the disease is known. The hammerhead ribozyme, one of the smallest ribozymes identified, is able to induce site-specific cleavage of RNA, with ribozyme and substrate being two different oligoribonucleotides with regions of complementarity. Its ability to down-regulate gene expression through RNA cleavage makes the hammerhead ribozyme a candidate for genetic therapy. This could be particularly useful for dominant genetic diseases by down-regulating the expression of mutant alleles. The group I intron ribozyme, on the other hand, is capable of site-specific RNA trans -splicing. It can be engineered to replace part of an RNA with sequence attached to its 3' end. Such application may have importance in the repair of mutant mRNA molecules giving rise to genetic diseases. However, to achieve successful ribozyme-mediated RNA-directed therapy, several parameters including ribozyme stability, activity and efficient delivery must be considered. Ribozymes are promising genetic therapy agents and should, in the future, play an important role in designing strategies for the therapy of genetic diseases.     

Children's concurrent use of rehearsal and organizational strategies.

This study examined whether children could benefit from the simultaneous use of two mnemonic strategies. In Experiment 1, 3rd and 6th graders were taught to use the rehearsal and organizational strategies of same- or different-aged peers. At both ages, Ss who used developmentally advanced techniques recalled more than those who sorted and rehearsed like younger children; moreover, use of both efficient strategies together increased recall additively. In Experiment 2, 3rd graders rehearsed in any way they wished while learning taxonomically related or unrelated items. With each type of materials, 4 groups differed in whether the items were left visible, in whether Ss were asked to sort, and, if so, in whether they were instructed to sort to "help them remember" or on the basis of meaning. Those Ss instructed to sort showed higher recall and more active rehearsal, regardless of type of sort instructions or items. Thus, the use of one strategy may elicit effective use of another. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical consensus strategies for interpersonal problems between young adults and their parents.

Objective: Research that identifies areas of agreement among expert therapists can complement findings from clinical trials by highlighting common practices as well as innovations. The present study accessed consensus among expert therapists on the effectiveness of clinical strategies for treating young adults experiencing interpersonal problems with their parents. Method: This study drew on the behavioral–analytic model (Goldfried & D’Zurilla, 1969) and the methodology of the Expert Consensus Guideline Series (Frances, Kahn, Carpenter, Ross, & Docherty, 1996). In Phase I, 54 therapists (mean age = 60.32 years; 55.6% women, 44.4% men; 96.3% White/European American) provided clinical situations involving young adult clients and their parents. In Phase II, 171 therapists (mean age = 59.45 years; 47.4% women, 52.0% men; 91.8% White/European American) proposed responses to the situations, and more general clinical strategies underlying the responses were identified. In Phase III, 134 peer-nominated expert therapists (a mean of 22.33 therapists per situation; mean age = 55.46 years; 61.2% women, 34.3% men; 91.0% White/European American) rated the effectiveness of these clinical strategies. Results: Results indicated that the experts reached consensus on strategies rated as highly effective; in particular, they agreed on the value of exploring clients’ emotional experience and providing validation. Participants reached greater agreement on strategies for use in future sessions than strategies for immediate use. Exploratory analyses revealed correlations between experts’ theoretical orientations and their ratings. Conclusions: The findings provide converging evidence of the value of exploring emotions and validating clients and, further, demonstrate the feasibility of this method for accessing clinicians’ experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Coping strategies for burn survivors and their families.

Reviews the book, Coping strategies for burn survivors and their families edited by Norman R. Bernstein, Alan Jeffrey Breslau, and Jean Ann Graham (see record 1988-98144-000). This book represents the combined efforts of professionals and burn survivors to produce a manual that can provide encouragement and guidance to people who have sustained trauma of this nature. The editors, who have accumulated a substantial amount of professional and personal experience in treating the survivors of major burns, each contribute chapters of their own. In addition, chapters are contributed by 16 other writers, nine of whom are professionals working in the area of burn care or cosmetic remediation of disfigurement, and seven of whom are actual survivors (or parents of survivors) of burns. The specific content of the chapters focuses on coping with disfigurement, emotional responses, interpersonal relations, employment strategies, sexuality (five chapters), cosmetic treatments, wigs and hairpieces, maxillo-facial prosthetics, and parental responses of patients with burns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infectious complications: prevention and strategies for their control

Despite major advances in burn wound management and other supportive care regimens, infection remains the leading cause of morbidity in the thermally injured patient. Changes in nursing practices and patient isolation have played a significant role in reducing the incidence of burn wounds and other infections, particularly those that result from cross-contamination in the hospitalized burn patient. This article focuses on the sources of the most common infections seen in burn centers today and on the infection control strategies developed for their prevention and treatment.     

Treatment decisions: Their nature and their justification.

Investigated how clinicians make and justify treatment decisions by surveying 25 psychotherapists. A total of 75 outpatient cases were selected from Ss' completed cases and reviewed in a structured interview with Ss. In 96% of the cases, there was no evidence that Ss were using any systematic decision procedure (SDP) in choosing assessment techniques (ATs), 98% failed to use any SDP in choosing treatment goals (TGs), and 92% failed to use any SDP in choosing treatment methods (TMs). The interview was the most commonly used AT. In one-third of cases, Ss reported that clients had no involvement in determination of TGs. Ss' preference was the most important influence in determining TMs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rewarding elementary schoolchildren for their use of safety belts.

Tested the hypothesis that an intensive reward program could increase seat-belt use among schoolchildren, using 842 children (aged 5–11 yrs) in 2 schools. Compliant Ss received coupons redeemable for prizes. Results show that the mean compliance rate for School 1 was 4.3% during baseline, 66.2% for the reward phase across 4 wks, 60% for return to baseline, 17.2% for Follow-Up 1, and 8.5% for Follow-Up 2. For School 2, the mean percentage was 5.3% at baseline, 69.8% for the reward phase, 68.5% for return to baseline, 40.1% for Follow-Up 1, and 20% for Follow-Up 2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ribozymes: red in tooth and claw

A population of catalytic RNA molecules has been engineered to operate and evolve in vitro in a continuous manner. The novel continuity of the process allows the propagation of many generations in a very short time and without the manual manipulation necessary with traditional in vitro selection techniques.     

PIPkins1, their substrates and their products: new functions for old enzymes

The phosphatidylinositolphosphate kinases (PIPkins) are a unique family of enzymes that catalyse the production of phosphorylated inositol lipids. Recent advances have revealed that, due to their ability to utilise a number of different lipid substrates (at least in vitro), this family is potentially able to generate several distinct, physiologically important inositol lipids. Despite their importance, however, our understanding of the regulation of the PIPkins and of their physiological role in cellular signalling and regulation is still poor. Here we describe in turn the diverse physiological functions of the known substrates and major products of the PIPkins. We then examine what is known about the members of the PIPkin family themselves, and their characteristics and regulation.     

Gamma-range oscillations in backward-masking functions and their putative neural correlates.

Backward-masking functions have been hitherto categorized into two types, commonly named Type A and Type B. The analysis of a model of Retino-Cortical Dynamics produces the prediction that spatially localized stimuli should reveal an oscillatory metacontrast function. The predicted new type of metacontrast masking function was investigated in a psychophysical experiment. The results show oscillatory metacontrast functions with significant power in the gamma range (30–70 Hz). A marked decrease in the oscillations is observed when the spatial extent of the stimuli is increased. The theoretical basis of the study relates the oscillations found in the metacontrast function to gamma-range oscillations observed in scalp and intracerebral recordings. The qualitative agreement between the model and data provides support for this putative relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's effective use of multiple standards for evaluating their comprehension.

Two experiments examined children's ability to apply 3 different standards for evaluating their understanding. 71 5-, 7-, 9-, and 11-yr-olds were presented with short narrative passages within which were embedded 3 types of problems (nonsense words, internal inconsistencies, and prior knowledge violations), each of which could only be identified if a specific standard of evaluation were used (lexical, internal consistency, and external consistency, respectively). Ss were explicitly instructed in advance that their task was to find the "mistakes." Moreover, Ss were given immediate feedback after each trial and a 2nd opportunity to find any missed problems. Although older Ss used all 3 standards more effectively than younger Ss, problem identification was considerably better than that reported in noninstructed settings. The internal consistency standard was applied least effectively, but even the youngest Ss were able to use it. Results illustrate the need to consider comprehension-monitoring skills with respect to specific standards of evaluation, rather than as a unitary phenomenon. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring university students' self-efficacy to use drinking self-control strategies.

[Correction Notice: An erratum for this article was reported in Vol 25(2) of Psychology of Addictive Behaviors (see record 2011-11646-004). There is an error in Table 3. Item 8 in the table should have read: “Start off with at least 1 nonalcoholic drink before you start drinking alcohol.”] Using a Web-based, self-administered questionnaire, we assessed 498 university-student drinkers' self-efficacy to use 31 different behavioral strategies to reduce excessive drinking in each of three different locations (bar, party, own dorm/apartment). Averaging all 31 items within each drinking situation to create a single scale score revealed high internal consistency reliabilities and moderate inter-item correlations. Testing the association of self-efficacy with drinking location, sex, and frequency of recent binge drinking, we found that respondents reported higher self-efficacy to use these strategies when drinking in their own dorm/apartment than when drinking in bars and at parties; women reported higher mean self-efficacy than men; and drinkers who engaged in 3-or-more binges in the previous 2 weeks reported lower self-efficacy than those who reported either 0 or 1-or-2 binges in the same time period. This questionnaire could be used to identify self-efficacy deficits among clients with drinking problems and as an outcome measure to assess the degree to which interventions influence reported confidence to use specific drinking-reduction strategies in high-risk drinking situations. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The relationship between drinking control strategies and college student alcohol use.

Interventions designed to reduce heavy drinking among college students often contain suggestions for drinking control strategies. However, little is known about the relationship between the use of these strategies and alcohol consumption. The authors developed a measure of drinking control strategies and investigated its psychometric properties in a sample of 250 college drinkers. Strategies clustered into three factors: selective avoidance of heavy drinking activities and situations, strategies used while drinking, and alternatives to drinking. These three types of strategies were independently associated with alcohol use; however, the first and last types were negatively associated with alcohol consumption, whereas the second type was positively associated with alcohol use. The findings from this study suggest that the type of strategy recommended may be important when the goal is alcohol reduction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)