Altered arachidonic acid content in polymorphonuclear and mononuclear cells from patients with allergic rhinitis and/or asthma

We previously have found that monocytes from patients with allergic rhinitis and/or asthma produce less PGE₂ than cells from normal subjects in response to a histamine-induced lymphokine. In order to investigate this observation further, we measured the fatty acid content in the total phospholipids derived from the plasma, red cells, buffy coat cells, neutrophils, monocytes and lymphocytes of 27 allergic patients and 21 normal controls. There were no substantial differences between atopics and normals in the fatty acid analyses carried out for plasma and red cells. However, linoleic acid (18∶2n−6) levels were elevated significantly in the buffy coat fraction, while arachidonic acid (20∶4n−6) levels were reduced. Measurement of fatty acid levels after fractionation of the buffy coat population into neutrophils and monocytes yielded similar elevations in 18∶2n−6 and reduced 20∶4n−6. In contrast, lymphocytes appeared to have the reverse pattern, i.e., significantly reduced 18∶2n−6 and elevated 20∶4n−6 levels. These data suggest that atopic leukocytes may have altered essential fatty acid metabolism.     

Interactive effects of test anxiety, test difficulty, and feedback.

Examined interactive effects of item difficulty, test anxiety, and failure feedback in a study of 67 undergraduates (mean age 20.1 yrs) using multiple-choice verbal aptitude items. Ss' levels of test anxiety were measured on the Achievement Anxiety Test and the Test Anxiety Scale. Ss were then randomly assigned to receive either a hard or an easy test either with or without immediate feedback. Results indicate that ability estimates can be affected in complex ways by the examinee's anxiety level. The least anxious Ss in the sample did best on a very hard test, and moderately anxious Ss did best on an easy test, whereas the most anxious Ss did poorly on both tests. In addition, it was found that immediate feedback improved performance, especially for Ss given an easy test. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Those who broke the cycle: Therapy with nonabusive adults who were physically abused as children.

Based on observations of 10 nonabusive adults who were physically abused as children, it is contended that these Ss differ from abusive adults who were abused as children in significant ways. It is recommended that abused children receive intensive therapy either at the time that the abuse is discovered or at a developmentally more appropriate stage to block persistence of symptoms into adulthood. It is suggested that these nonabusive adults present a constellation of symptoms that may not be recognized as posttraumatic stress syndrome. For both the abused child and the adult a highly interactive course of therapy is recommended, during which the major goal is reparenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of individual differences in the cooperative learning of technical material.

Individual differences in the recall of procedural and structural/functional information was investigated in situations in which students studied in dyads or alone. Three hundred undergraduates completed a series of nine individual difference measures and learned a four-step study strategy. They then studied passages that included both structural/functional and procedural material either in a dyad or alone. They completed a free-recall test of the material 2 days later. Induction ability was found to be significantly predictive of the dyadic recall of structural/functional material. Social orientation was negatively related to the recall of procedural material for those who studied individually. Furthermore, those who studied in dyads recalled significantly more than those who studied alone. Theoretical implications and practical applications of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pioneer Venus Sounder Probe Gas Chromatograph

The Pioneer Venus Sounder Probe gas chromatograph (GC) instrument's design logic, construction, function, and data processing are discussed.     

Effects and underlying mechanisms of self-adapted testing.

Undergraduates participated in 3 experiments related to self-adapted testing. Experiment 1 demonstrated that, in comparison with computerized adaptive testing, self-adapted testing reduced the influence of anxiety on performance but took longer and was less efficient. Experiment 2 indicated that benefits of self-adapted testing cannot be attributed solely to item ordering. Instead, active choice of item difficulty seems to be necessary. Experiment 3 demonstrated that the provision of feedback increased the efficiency of the test but had no effect on estimates of ability derived. The potential of self-adapted testing to reduce the influence of extraneous sources of variation in test performance is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anticholinesterase amnesia as a function of massed or spaced retest.

Hypothesized that if anticholinesterase-induced amnesia is the consequence of the accumulation of acetylcholine at the synapse, and if trials during retest are spaced, the level of acetylcholine should decrease and amnesia should disappear. 128 female Sprague-Dawley albino rats were retested under spaced and massed conditions. Under massed conditions the usual anticholinesterase-induced amnesia was observed. Under spaced conditions, retention was unaffected. Reversal training under anticholinesterase with massed and spaced conditions strengthened the conclusion that a memory deficit and not a performance deficit is caused by physostigmine. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training learning strategies with computer-aided cooperative learning

This paper describes the combination of two potent training technologies (computer-based instruction and cooperative learning) into a system called computer-aided cooperative learning (CACL) and the use of CACL to train students in a general learning strategy. This six-steps strategy involves setting a task-appropriate mood, reading for general understanding, recall as much of the material as possible, detecting errors and omissions, elaborating upon the material to make it more memorable and reviewing. CACL capitalizes on the strengths and overcomes some of the weaknesses of each of the constituent technologies. The resulting program is described and some data demonstrating its effectiveness is presented. Students using CACL recalled more material from each of two passages studied individually than did students who did not use CACL. CACL appears to be a promising technology for the delivery of learning strategies. Future research and development efforts should examine CACL's usefulness to the training of more sophisticated learning strategies.