Age effects on block design: Qualitative performance features and extended-time effects.

Qualitative performance features and extended-time effects on the Block Design subtest of the Wechsler Adult Intelligence Scale—Revised (WAIS—R) were examined in 145 healthy Ss (aged 50–95 yrs). Raw scores were calculated at standard and extended time limits; error types and starting points were recorded for a subgroup of Ss. In Ss age 60 yrs and older, there was a consistent decline with age in overall scores at both time limits. Extra time allotments resulted in modest but significant increases in scores. Older and younger Ss benefited equally from the extra time, indicating that the age-related decline on this task cannot be accounted for by general age-related psychomotor slowing. Single- and multiblock rotation errors were relatively common, whereas stimulus boundedness and broken configurations were rare. Despite some potential limitations in generalizability, the results suggest that the incorporation of qualitative scoring procedures in the assessment of visuoconstructional skills may enhance understanding of normal and abnormal brain–behavior relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting Youth Access to Tobacco: The Role of Youth Versus Store-Clerk Behavior and Issues of Ecological Validity.

Twenty-one 15- to 17-year-olds attempted to purchase cigarettes in 232 stores in the manner that confederates typically do in access studies, as well as in the manipulative ways (e.g., lying about their ages) that youth smokers do, thereby modeling youth access to tobacco within versus outside of studies, respectively. Youth typical-research versus manipulative behavior was contrasted with clerk behavior (requests for youth ID cards) to examine the relative contributions of both to youth access to tobacco for the 1st time. Results revealed that clerk behavior was the strongest predictor of cigarette sales to youth and hence underscore the need for interventions with merchants. Sales nonetheless were higher under youth-manipulative conditions and thereby highlight the low ecological validity of access research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting oxide stability in high-temperature water vapor

The importance of understanding and predicting the interactions of oxides with water vapor at high temperatures is demonstrated in this article. Methods for observing volatilization phenomena and identifying the chemical formulae for volatile metal hydroxides are discussed. In addition, techniques for obtaining accurate thermodynamic data for gaseous metal hydroxide species are described. Detailed examples of the stability of the principle structural and/or protective oxides chromia (Cr₂O₃), silica (SiO₂), and alumina (Al₂O₃) in high-temperature water vapor are included.     

The role of intent and harm in judgments of prejudice and discrimination.

Four experiments examined how an actor's intent and the harm experienced by a target influence judgments of prejudice and discrimination. The presence of intent increased the likelihood that participants judged an actor as prejudiced and the actor's behavior as discriminatory. When intent was uncertain, harm influenced judgments of the behavior, which in turn influenced judgments of the actor, and participants were more cautious in their judgments about an actor than an actor's behavior. Harm also played a stronger role in targets' than observers' judgments. Understanding the role of intent and harm on perceptions of prejudice can help explain variations in targets' versus observers', and possibly targets' versus actors', judgments of discrimination and prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of Negative Emotional Content on Working Memory and Long-Term Memory.

In long-term memory, negative information is better remembered than neutral information. Differences in processes important to working memory may contribute to this emotional memory enhancement. To examine the effect that the emotional content of stimuli has on working memory performance, the authors asked participants to perform working memory tasks with negative and neutral stimuli. Task accuracy was unaffected by the emotional content of the stimuli. Reaction times also did not differ for negative relative to neutral words, but on an n-back task using faces, participants were slower to respond to fearful faces than to neutral faces. These results suggest that although emotional content does not have a robust effect on working memory, in some instances emotional salience can impede working memory performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.

Causal learning requires integrating constraints provided by domain-specific theories with domain-general statistical learning. In order to investigate the interaction between these factors, the authors presented preschoolers with stories pitting their existing theories against statistical evidence. Each child heard 2 stories in which 2 candidate causes co-occurred with an effect. Evidence was presented in the form: AB→E; CA→E; AD→E; and so forth. In 1 story, all variables came from the same domain; in the other, the recurring candidate cause, A, came from a different domain (A was a psychological cause of a biological effect). After receiving this statistical evidence, children were asked to identify the cause of the effect on a new trial. Consistent with the predictions of a Bayesian model, all children were more likely to identify A as the cause within domains than across domains. Whereas 3.5-year-olds learned only from the within-domain evidence, 4- and 5-year-olds learned from the cross-domain evidence and were able to transfer their new expectations about psychosomatic causality to a novel task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging and forgetting in prospective and retrospective memory tasks.

Ss (aged 52–83 yrs) named 30 famous people 4 times over the course of an hour and responded to 2 targets (a beard and a pipe) by marking the trial number on the response sheet. Initial performance in the prospective memory task was related only to a measure of incidental learning. Subsequent forgetting (i.e., success followed by failure) occurred more often for older Ss than for younger Ss, but there was no difference between the age groups in recovery (i.e., failure followed by success). Forgetting was predicted by age, even after a composite measure of general ability was included in the regression. Recovery was related to general ability alone. Results both replicate and extend those from a reanalysis of a previous study (E. A. Maylor, 1990). They provide a striking contrast with the effect of age on retrospective memory, namely, age-related impairment on initial performance but no effect of age on subsequent forgetting. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effect of ETA receptor antagonists on cardiovascular responses induced by centrally administered sarafotoxin 6b: role of sympathetic nervous system

The present study was carried out to investigate the cardiovascular effects of centrally administered SRT6b in saline, BQ123 and BMS182874 pretreated male Sprague-Dawley rats, using a radioactive microsphere technique. SRT6b (100 ng, ICV) produced a transient increase (40%) in blood pressure at 5 min followed by a sustained decrease (-42%) at 30 and 60 min in control rats. Total peripheral resistance and heart rate were not significantly altered. Cardiac output increased (16%) at 5 min and decreased 30 and 60 min following SRT6b administration. Central venous pressure was not affected by SRT6b. Regional blood flow and vascular resistance did not change at 5 min following administration of SRT6b. However, a significant decrease in blood flow to the brain, heart, kidneys, liver, spleen, gastrointestinal tract and mesentery and pancreas was observed 30 and 60 min following administration of SRT6b in control (saline treated) rats. Pretreatment with ETA selective receptor antagonists, BQ123 (10 micrograms, ICV) or BMS182874 (50 micrograms, ICV) significantly attenuated the pressor and depressor effects of centrally administered SRT6b. SRT6b induced decrease in blood flow was completely blocked by pretreatment with BQ123 or BMS182874. ET-1 (100 ng, ICV) produced an increase followed by a decrease similar to SRT6b. Reserpine (5 mg/kg, IP) pretreatment attenuated the cardiovascular effects of ET-1. Role of sympathetic nervous system was determined by measuring splanchnic nerve activity. SRT6b when administered in the lateral cerebral ventricle did not produce any significant effect at 5 min, however, a significant decrease in sympathetic nerve activity was observed 30 min after its administration. It is concluded that centrally administered SRT6b produces significant changes in systematic and regional blood circulation which can be completely blocked by ETA receptor antagonist. The cardiovascular effects of centrally administered SRT6b appear to be mediated through the sympathetic nervous system.     

Nature-nurture in the classroom: entrance age, school readiness, and learning in children

The impact of entrance age on reading and mathematics achievement in 1st grade was examined. Methodological problems with past research were identified, including small size of achievement differences, failure to take background variables into account, and confusion of achievement levels with degree of learning. Using a pre-post design, growth of reading and mathematics was examined in younger 1st graders, older 1st graders, and older kindergarteners. Comparisons of background information on these groups with children who were either held out prior to or retained an extra year in kindergarten, produced minimal background differences. Results revealed that younger 1st graders made as much progress over the school year as did older 1st graders and made far more progress than older kindergarteners. Overall, findings demonstrated that, in itself, entrance age was not a good predictor of learning or academic risk.