On the measurement of conduction current in AC thin-filmelectroluminescent display devices

Estimates are obtained for errors associated with the use of a capacitive bridge method for the measurement of the conduction current-time waveform in AC thin-film electroluminescent display devices. The error is a function of the shape and the slew rate of the excitation voltage pulses and can be quite large. In general, the bridge method underestimates the value of conduction current. An improved technique for measuring the current waveform is outlined. The proposed method is more accurate and more generally applicable     

Investigating differences in general comprehension skill.

For adults, skill at comprehending written language correlates highly with skill at comprehending spoken language. Does this general comprehension skill extend beyond language-based modalities? And if it does, what cognitive processes and mechanisms differentiate individuals who are more versus less proficient in general comprehension skill? In our first experiment, we found that skill in comprehending written and auditory stories correlates highly with skill in comprehending nonverbal, picture stories. This finding supports the hypothesis that general comprehension skill extends beyond language. We also found support for the hypotheses that poorer access to recently comprehended information marks less proficient general comprehension skill (Experiment 2) because less skilled comprehenders develop too many mental substructures during comprehension (Experiment 3), perhaps because they inefficiently suppress irrelevant information (Experiment 4). Thus, the cognitive processes and mechanisms involved in capturing and representing the structure of comprehensible information provide one source of individual differences in general comprehension skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educating for a peaceful world.

Outlines a program of what schools can do to encourage the values, attitudes, and knowledge that foster constructive rather than destructive relations, which prepare children to live in a peaceful world. The article describes 4 key components of such programs: cooperative learning, conflict resolution training, the constructive use of controversy in teaching subject matters, and the creation of dispute resolution centers in schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Respiration patterns during feeding in Rett syndrome

Pollen allergy--one of the most frequent allergies in people is diagnosed by combined data, derived from patient's history together with in vitro and in vivo examinations. Basic in vivo examinations consist of skin prick tests with chosen allergens, functional tests of upper and lower respiratory tract, specific as well as non-specific nasal and bronchial challenge tests. The major role among in vitro examinations is played by those tests, which confirm atopic background of the disease (total and specific IgE). Other tests, like those for T-cell function and tests for effector cells activation, have secondary importance. Patients who are asymptomatic but endangered by the possibility of symptoms occurrence, are treated by primary prevention. Complex therapeutical approach consists of causal treatment (identification of allergens, specific immunotherapy), secondary prevention and symptomatic pharmacology.     

Modelling the training effects of kinaesthetic acuity measurement in children

In previous papers (Sims, Henderson, Hulme, & Morton, 1996a; Sims, Henderson, Morton, & Hulme, 1996b) we have found that the motor skills of clumsy children are capable of significant improvement following relatively brief interventions. Most remarkably, this included a 10-minute intervention while testing the kinaesthetic acuity of the children using a staircase method (Pest). In this paper, we show that Pest testing improves the kinaesthetic acuity of normal children as well. We analyse the available data on the development and improvement of motor skills and kinaesthetic acuity and derive a causal model for the underlying skills. We show that at least three independent cognitive/biological components are required to account for the data. These three components are affected differently by the various interventions that have been tried. We deduce that improvement on a general test of motor impairment can be found as a result of training in kinaesthetic acuity or through other, independent factors.