Peer-tutoring: Applied behavior analysis working in the classroom.

Schools often use peer-tutoring as a corrective program for students who are experiencing difficulties academically. Given appropriate behavioral structure, peer-tutoring can become a powerful classwide instructional intervention. An historical perspective on the use of students as teachers for their peers is given in this selective literature review. Also, information on the efficacy of considering behavioral function and structure and data addressing ecobehavioral variables to establish a productive learning environment are provided. The authors emphasize infusing peer-tutoring programs with applied behavior analysis techniques to increase the academic success of large numbers of students cost effectively. Peer-tutoring programs are considered to be a way for applied behavior analysts to gain greater access to American school learning environments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory and articulation rate in children with spastic diplegic cerebral palsy.

A. D. Baddeley, N. Thomson, and M. Buchanan (1975) suggested that articulatory rehearsal rate determines the amount of verbal material that can be maintained in working memory. In the current study, 12 children with spastic diplegic cerebral palsy (SDCP) and 38 normal children were tested on measures of articulation rate and memory span for 1-, 2-, and 3-syllable words. Across all conditions, articulation rate for the SDCP group was significantly slower than for the normal group; nonetheless, memory span was equivalent for both groups. This finding implies that covert rehearsal proceeded normally for the SDCP group, in spite of decrements in speech rate. Thus, the relationship between overt and covert rehearsal rates differs for children with SDCP compared with normal children. Findings from the current study further suggest that normal speech rates are not necessary for development of normal covert rehearsal rates. (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)     

The Future of Mixing Research

This paper is the result of a plenary discussion session held at the 11^th European Conference on Mixing. Three perspectives on mixing research are explored: that of the industrialist, the equipment manufacturer, and the academic researcher. There was strong agreement that, while the one dimensional problems are reasonably well understood and many engineers thus perceive that mixing is simple, current practice actually requires us to address complex, multi‐dimensional problems with interactions between mixing, reaction, multi‐phase physics, surface phenomena, and transport phenomena. Understanding these multi‐scale, multi‐mechanism problems requires models which include interactions between the phenomena, and allow the effects of these interactions to emerge. Developing these models will require us to shift our perspective on mixing from one of equipment design to one of the mixing field as a fundamental physical mechanism.     

Public Displays of Play: Studying Online Games in Physical Settings

As research on virtual worlds gains increasing attention in educational, commercial, and military domains, a consideration of how player populations are ‘reassembled’ through social scientific data is a timely matter for communication scholars. This paper describes a large‐scale study of virtual worlds in which participants were recruited at public gaming events, as opposed to through online means, and explores the dynamic relationships between players and contexts of play that this approach makes visible. Challenging conventional approaches to quantitatively driven virtual worlds research, which categorizes players based on their involvement in an online game at a particular point in time, this account demonstrates how players' networked gaming activities are contingent on who they are playing with, where, and when.     

Effect of vibration on eye,head and helmet movements while wearing a helmet‐mounted display

Previous research has demonstrated a loss of helmet‐mounted display (HMD) legibility for users exposed to whole body vibration. A pair of human factors studies was conducted to evaluate the effect of whole body vibration on eye, head, and helmet movements for seated users of a HMD while conducting simple fixation and smooth pursuit tracking tasks. These experiments confirmed that vertical eye motion can be demonstrated, that is consistent with the human visual systems' response to the vestibular–ocular reflex (VOR). Helmet slippage was also shown to occur, which could exacerbate loss of display legibility. The largest amplitudes in eye movements were observed during exposure to sinusoidal vibration in the 4–6 Hz range, which is consistent with the frequencies that past research has associated with whole‐body resonance and the largest decrease in display legibility. Further, the measured eye movements appeared to be correlated with both the angular acceleration of the user's head and the angular slippage of the user's helmet. This research demonstrates that the loss of legibility while wearing HMDs likely results from a combination of VOR‐triggered eye movements and movement of the display. Future compensation algorithms should consider adjusting the display in response to both VOR‐triggered eye and HMD motion.     

Use of the lower critical solution temperature for the characterization of polymer mixtures and the study of their compatibility: Application to polyethylenes,polypropylene, and their copolymers

The Lower Critical Solution Temperature (LCST) of polyethylene (PE), polypropylene (PP), and ethylene-propylene block and random copolymers have been measured in heptanes. A thermogram related to the variation of the turbidity of the solution is obtained between 100 and 210°C. The temperature of the onset of the turbidity peak is defined as the LCST of the system. The width and the area of the turbidity peaks are tentatively associated with the polymer polydispersity and the amount of polymer involved in the phase separation. The thermograms of solutions containing both homopolymers show two distinct turbidity peaks situated at a 70°C interval. Correlations of molecular orientations in the concentrated phase, possible in PE systems but not in PP solutions, are at the origin of the lower LCST values for PE solutions. The LCST of copolymers are situated between those of the homopolymers but the dependence of the LCST on the copolymer ethylene content is different for block and random copolymers. Examples of thermograms are also given for mixtures of copolymers with PE and PP. By analysis of their thermograms, some commercial block EP copolymers were also found to contain PK and PP. This method seems well suited for characterizing polymer mixtures.