Psychological interventions to prevent HIV infection are urgently needed: New priorities for behavioral research in the second decade of AIDS.

Behavior change remains the only means for primary prevention of HIV disease. Psychology should take a leading role in efforts to curtail the epidemic, but has not contributed to HIV prevention at a level proportionate to the urgency of the crisis. The authors propose an updated agenda for behavioral research on AIDS-HIV prevention implementing accelerated community trials of promising behavior change models, conducting trials of community-level interventions on a large scale and focused on populations most vulnerable to HIV infections, establishing partnerships between HIV research and community service organizations, integrating efforts from across psychology disciplines to advance and refine HIV prevention interventions, and mobilizing interdisciplinary HIV prevention resources and communication mechanisms to rapidly translate research findings to community and public policy arenas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Molecular genetics in Saccharomyces kluyveri: The HIS3 homolog and its use as a selectable marker gene in S. kluyveri and Saccharomyces cerevisiae

We cloned the Saccharomyces kluyveri HIS3 homolog, k-HIS3, and made a partial deletion of the gene. The k-HIS3 gene complemented a HIS3 deletion in S. cerevisiae. The DNA sequences of the open reading frames (ORFs) of the HIS3 homologs are 70% identical at the DNA level and 83% identical at the deduced amino acid level. The ORF upstream of the k-HIS3 gene is related to the PET56 gene of S. cerevisiae found upstream of the HIS3 gene of S. cerevisiae. The ORF downstream from the k-HIS3 gene is not related to the DED1 gene found downstream of the HIS3 gene in S. cerevisiae.     

Review of The saturated self: Dilemmas of identity in contemporary life.

Reviews the book, The saturated self: Dilemmas of identity in contemporary life by Kenneth J. Gergen (see record 1991-97621-000). There is, perhaps, no other concept as seminal for psychology as the self. For this reason alone, Kenneth Gergen's book represents an important contribution to our understanding of this influential concept. However, Gergen's vision is so broad, his arguments so compelling, and the implications so revolutionary, that the work defies confinement exclusively within the walls of academia. In essence, Gergen is articulating his vision of a postmodern world, and he lays an invitation squarely before the reader to come and partake. The conception of the self as private and autonomous is the focus of Gergen's postmodern challenge. In his chapter, "Social Saturation and the Populated Self," Gergen postulates that technological innovation in contemporary society has made possible a rapid proliferation of relationships. This he refers to as the "process of social saturation." Gergen's book constitutes a substantive contribution to psychology's on going understanding of the self. Copious examples are provided throughout, drawing on and extending scholarly debates. Also included are anecdotes and evidences from such far ranging domains as art, film, music, literature, and architecture. These not only clarify and reinforce his arguments, but also illustrate the scope and practicality of the position he espouses. Although readers may not embrace the gestalt of Gergen's vision of a postmodern culture, they are certain to find this book to be a provocative and rewarding read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generation and context memory.

Generation enhances memory for occurrence but may not enhance other aspects of memory. The present study further delineates the negative generation effect in context memory reported in N. W. Mulligan (2004). First, the negative generation effect occurred for perceptual attributes of the target item (its color and font) but not for extratarget aspects of context (location and background color). Second, nonvisual generation tasks with either semantic or nonsemantic generation rules (antonym and rhyme generation, respectively) produced the same pattern of results. In contrast, a visual (or data-driven) generation task (letter transposition) did not disrupt context memory for color. Third, generating nonwords produced no effect on item memory but persisted in producing a negative effect on context memory for target attributes, implying that (a) the negative generation effect in context memory is not mediated by semantic encoding, and (b) the negative effect on context memory can be dissociated from the positive effect on item memory. The results are interpreted in terms of the processing account of generation. The original, perceptual-conceptual version of this account is too narrow, but a modified processing account, based on a more generic visual versus nonvisual processing distinction, accommodates the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using mechatronics to teach mechanical design and technical communication

It is commonly accepted that hands-on experiences increase both learning and enjoyment during coursework. Mechatronics projects provide both interesting and relevant hands-on experiences for a wide range of topics including design processes, basic mechatronics concepts, technical communication, and working in a group environment. ME2110: Creative Decisions and Design at Georgia Tech integrates mechatronics and technical communication into a sophomore level mechanical design class. This paper describes the course in detail, highlighting the course goals and layout, tools provided to the students, industry involvement, and the main challenges of administering such a course.     

Peer responses to a team's weakest link: A test and extension of LePine and Van Dyne's model.

This article reports research intended to assess and extend a recent theory of peer responses to low-performing team members (J. A. LePine & L. Van Dyne, 2001a). An instrument that assesses 4 types of peer responses to low performers (compensating for, training, motivating, and rejecting) was developed and then cross-validated in a subsequent study. Results of the study supported the validity of the peer responses measure and were generally consistent with the attributional theory of peer responses. Low-performer characteristics influenced the peer responses. These effects were mediated in part by peer attributions, affect, and cognitions, which explained variance in the peer responses over and above the variance explained by respondents' personality characteristics (i.e., The Big Five). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing Human Impact of Organizational Crises: Reliability and Validity of the Triage Assessment Scale for Organizations (TAS:O)

The present study evaluated the reliability and validity of the Triage Assessment Survey: Organizations (TAS:O), a 27-item, 5-point, Likert summated rating scale. One hundred and seventeen participants responded to the TAS:O after reading mild, moderate, marked and severe organizational crisis scenarios. The overall Cronbach's alpha and split-half reliability were both .93. Confirmatory factor analysis revealed three factors, supporting the hypothesis that the TAS:O is comprised of three distinct factors (i.e., Affect, Behavior, and Cognition). An analysis of variance provided evidence that the TAS:O has the capacity to distinguish among mild, moderate, marked, and severe crises. Because this research is the first to evaluate the TAS:O, further studies are needed to strengthen confidence in the psychometric properties of this scale.     

Effects of age and schooling on the acquisition of elementary quantitative skills.

The influence of school- and age-related variables was examined separately on 2 tasks involving elementary quantitative skills: conservation of number and mental addition. Performance on these tasks was compared by using a cutoff design with 3 groups of kindergarten and Grade 1 children who differed in age but not amount of schooling (grade), in schooling but not age, or in both age and schooling. The effects of age and schooling were distinct. On conservation of number, performance improved as a function of age but not schooling. On mental arithmetic, accuracy improved with schooling rather than age but children's use of various solution procedures (e.g., retrieval, counting) was not influenced by schooling. Thus, in the domain of elementary mathematical skills, the influence of schooling can be very specific, and age-related variables other than schooling play an important role in the development of elementary mathematical skills. Results illustrate the utility of the cutoff design for investigating instructional and developmental influences on cognitive development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)