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.     

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)     

Are max-specified infant facial expressions during face-to-face interaction consistent with differential emotions theory?

Differential emotions theory (DET) proposes that infant facial expressions of emotions are differentiated. To test this hypothesis, the authors examined infant facial expressions longitudinally at 2, 4, and 6 mo of age during face-to-face play and a "still-face" interaction with their mothers. Infant expressions were coded using the Maximally Discriminative Facial Movement Coding System (Max). Consistent with DET, discrete positive expressions occurred more of the time and were of longer duration than blended expressions of positive affect. Contrary to DET, at no age did the proportions or durations of discrete and blended negative expressions differ, and they showed different patterns of developmental change. One is led to either reject or revise DET or else question the adequacy of the Max system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of induction conditions on production of a soluble antitumor sFv in Escherichia coli

CC49 is a second generation monoclonal antibody(mAb) with highaffinity to a pancarcinoma antigen, TAG-72. A single-chain Fv(sFv)ofCC49 may have a role in managing human carcinomas. Most reportedsFvs have been expressed as insoluble products that must besolubilized and renatured. Soluble sFv expression is advantageousas activity can be assayed directly from the periplasmic fraction.Also, gene-level immunoconjugates may not be amenable to refoldingprotocols. Using a vector that carries the tac promoter andomp A signal, we have examined the effects of four variableson the expression and accumulation of soluble CC49 sFv: (i)linker sequence joining VL and VH, (ii) isopropylthio-ß-D-galactosideconcentration for induction, (iii) temprature, and (iv) theaddition of nonmetabolizable sugars to the medium. We have beenable to demonstrate, using rapidly prepared periplasmic extracts,that the yield of soluble sFv improves by the addition of 0.4Msucrose to the medium and by inducing expression with a verylow concentration of IPTG (0.02–0.03 mM). Under theseinduction conditions periplasmic extracts demonstrate increasedexpression of the sFv, as shown by the larger amount of a 27kDa band on SDS-polyacrylamide gel, and an increased abilityto inhibit binding of the mAb CC49 to immobilized tumor extracts.     

Temperature dependence of hydrogenated amorphous silicon thin-film transistors

The temperature dependence characteristics of hydrogenated amorphous silicon thin-film transistors were investigated. The results indicate that as the temperature was increased, the threshold voltage and the field-effect mobility were first increased, and then decreased, which may be controlled by different mechanisms at low and high temperatures. In addition, if the temperature was higher than 420 K, the Fermi level was promoted to the degenerate-like states, the current channel always existed due to the temperature effect, and the threshold voltage became negative.