Community-based behavioral training approaches for people with mental retardation and mental illness.

Reviews challenges associated with behavioral training approaches for individuals with mental retardation and mental illness in the community. Family and non-family facilitated training are considered. Professional practice issues are reviewed, and justification for multifactor behavioral assessment is offered. Future research directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety and depression in children and adolescents: Negative affectivity and the utility of self-reports.

Self-reported depression and anxiety were examined in 233 inpatient children (aged 6–17 yrs) diagnosed with either an anxiety disorder or a depressive disorder. Depressed children reported more problems related to a loss of interest and low motivation, and they had a more negative view of themselves. Anxious children reported more worry about the future, their well-being, and the reactions of others. The groups did not differ in the degree of depressed affect reported in terms of being sad, lethargic, bothered by things, or feeling alone and isolated. Findings suggest that a general negative affectivity component is common to both anxiety and depression disorders and measures. Results demonstrate that anxiety and depression in children have distinguishing features that can be measured by common self-report instruments, and the findings indicate that one factor that may distinguish between anxiety and depression in children is positive affectivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transactional analysis ego state functioning, psychological distress, and client change.

Explored the construct validity of transactional analysis (TA) ego state concepts. Ego states are defined as coherent systems of thoughts, feelings, and behaviors. 65 university students seeking therapy and 95 university students not receiving therapy completed the Adjective Checklist (ACL) and the Brief Symptom Inventory (BSI). Ego state scores from the ACL correlated with BSI psychological distress in predicted directions. Four of the 5 TA ego state scores differentiated Ss seeking therapy from Ss not seeking therapy. Furthermore, ego state scores changed over the course of therapy, indicating a reduction of distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles of object-file review and type priming in visual identification within and across eye fixations.

Dynamic visual identification was investigated in 4 experiments. In Exps 1 and 2, 2 perceptual objects (2 frames, each containing a letter or 1 containing a letter and the other a plus sign) were previewed in the periphery. A saccade brought these objects to central vision. During the saccade the display was changed so that 1 frame contained a letter and the other a plus sign, and the S identified the letter by naming it aloud as rapidly as possible. In Exp 3, the retinal events of Exps 1 and 2 were simulated. In Exp 4, both the preview and the target were presented centrally within a single fixation. In all experiments both object specific and nonspecific preview benefits were observed. These results support a theory in which the preview benefits observed during visual identification arise from 2 processes, object file review and type priming. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Titanium nitride precipitation behavior in thin-slab cast high-strength low-alloy steels

To assess the potential for obtaining and utilizing titanium nitride (TiN) refinement via the increased postsolidification cooling rates associated with thin-slab casting, TiN particle size distributions were evaluated by transmission electron microscope (TEM) examination of carbon extraction replicas. Eight commercially produced thin-slab cast TiN steels, nominally 0.05 pct C, 1.2 pct Mn, and one conventionally cast steel were received. Thin slab samples were taken from three locations in the production process: quenched after casting before the tunnel furnace, quenched after tunnel furnace soaking, and the as-rolled and air-cooled final product. Effects of cooling rate were evident in the results and agree with previously documented behavior, where precipitate size decreases with increased cooling rate. Statistical differences in particle size between specimens from steels with different chemistries were shown. These variations result from differences in the driving force for precipitation, rates of coarsening, and differences in volume fraction due to changes in steel composition. The interaction of composition and processing, such as soaking in the tunnel furnace and rolling, was found to be important. For example, the hyperstoichiometric steel (excess Ti) exhibited fine TiN after casting and soaking, but dramatic coarsening after hot rolling. This behavior was attributed to deformation enhanced particle coarsening, or incomplete precipitation after soaking, followed by continued growth during subsequent processing.     

Turning Students into Professionals: Types of Knowledge and ABET Engineering Criteria

In order to implement the Accreditation Board for Engineering and Technology (ABET) engineering criteria, it is important for engineering educators to understand different types of knowledge and how these types relate to the outcomes described in Criterion 3. This paper first provides a heuristic for framing a program's educational objectives by identifying exemplars of the types of engineers a program seeks to graduate. Three sections then follow, each addressing categories of knowledge: tacit knowledge, four types of knowledge that can either be tacit or explicit, and knowledge created and shared in teams. Examples of the relationship of traits of knowledge to the outcomes in Criterion 3 are provided. The paper concludes with a brief discussion of how these types of knowledge are imbued in engineering students at the University of Virginia, as well as suggestions for additional ways in which they could be infused into engineering curricula.     

II. Yeast sequencing reports. Sequence of a segment of yeast chromosome II shows two novel genes,one almost entirely hydrophobic and the other extremely asparagine-serine rich

A 3·2 kb EcoRI fragment of yeast Saccharomyces cerevisiae was entirely sequenced. Two new open reading frames were identified. The first is extremely hydrophobic, and would likely be an integral membrane protein. It has significant similarity to only one reported gene, a gene of unknown function from Drosophila melanogaster. The second ORF is asparagine-rich and very serine-rich, with a remarkable stretch of nearly 26 consecutive asparagine residues comprised of the same codon. It has no significant similarity to any reported gene. The fragment maps to chromosome II on the left arm between the CDC27 and ILS1 loci. The nucleotide sequence reported in this paper has been deposited in the GenBank database with the Accession Number M89908.     

XIV. Yeast sequencing reports. Sequence of MKT1, needed for propagation of M2 satellite dsRNA of the L-A virus of Saccharomyces cerevisiae

MKT1 is required for m aintenance of K₂ above 30°C in strains with the L-A-HN variant of the L-A double-stranded RNA virus of Saccharomyces cerevisiae. We report that MKT1 encodes a 92 979 Da protein with serine-rich regions and the retroviral protease signature, DTG, but with no substantial homology to proteins presently in the databases. This sequence is available from GenBank under Accession Number U09129.     

"Does reward increase or decrease creativity?": Correction to Eisenberger and Selbst.

Reports an error in "Does reward increase or decrease creativity" by Robert Eisenberger and Michael Selbst (Journal of Personality and Social Psychology, 1994[Jun], Vol 66[6], 1116-1127). In the aforementioned article, Figures 1 and 2 were interchanged. The figures appear with their correct captions in the erratum. (The following abstract of the original article appeared in record 1994-40652-001.) Two studies involving 504 school children investigated why behaviorists and cognitively oriented investigators have come to opposite conclusions about reward's effects on creativity. A monetary reward for a high degree of divergent thought in 1 task (word construction) increased children's subsequent originality in a different task (picture drawing). The same reward, made contingent on a low degree of divergent thought, reduced this generalized originality. These effects were eliminated by using a large reward and were restored by keeping the large reward out of the children's sight. The results suggest that reward training increases generalized creativity when (1) a high degree of divergent thought is required and (2) the reward is presented in not too salient a fashion. The findings are consistent with a 2-factor interpretation of rewarded creativity effects that incorporates learned industriousness and selective attention. [A correction concerning this article appears in Journal of Personality & Social Psychology, 1994(Jul), Vol 67(1), 125. Figures 1 and 2 were interchanged.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)