A Multinomial Model of Event-Based Prospective Memory.

Prospective memory is remembering to perform an action in the future. The authors introduce the 1st formal model of event-based prospective memory, namely, a multinomial model that includes 2 separate parameters related to prospective memory processes. The 1st measures preparatory attentional processes, and the 2nd measures retrospective memory processes. The model was validated in 4 experiments. Manipulations of instructions to place importance on either the prospective memory task or the background task (Experiments 1 and 2) and manipulations of distinctiveness of prospective memory targets (Experiment 2) had expected effects on model parameters, as did a manipulation of the difficulty of prospective memory target encoding (Experiments 3 and 4). An alternative model was also evaluated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why are Websites co-linked? The case of Canadian universities

This study examined why Websites were co-linked using Canadian university Websites as the test set. Pages that co-linked to these university Websites were located using Yahool. A random sample of 859 co-linking pages (the page that initiated the co-link) was retrieved and the contents of the page, as well as the context of the link, were manually examined to record the following variables: language, country, type of Website, and the reasons for co-linking. The study found that in over 94% of cases, the two co-linked universities were related academically; many of these cases (38%) showed a relationship specifically in teaching or research. This confirms results, from previous quantitative studies, that Web co-links can be a measure of the similarity or relatedness of sites being co-linked and that Web co-link analysis can thus be used to study relationships among linked Websites.     

Swords to plowshares: Shock wave applications to advanced lithography

xtreme ltra iolet ithography (EUVL) seeks to apply radiation in a wavelength region centered near 13 nm to produce microcircuits having feature sizes 0.1 micron or less. A critical requirement for the commercial application of this technology is the development of an economical, compact source of this radiation which is suitable for lithographic applications. A good candidate is a laser-plasma source, which is generated by the interaction of an intermediate intensity laser pulse (up to 10¹² W/cm²) with a metallic target. While such a source has radiative characteristics which satisfy the needs of an EUVL source, the debris generated during the laser-target interaction strikes at the economy of the source. Here, we review the use of concepts and computer modeling, originally developed for hypervelocity impact analysis, to study this problem.     

Numerical and experimental studies of high-velocity impact fragmentation

Developments are reported in both numerical and experimental capabilities for characterizing the debris spray produced in penetration events. We have performed a series of high-velocity experiments specifically designed to examine the fragmentation of the projectile during impact. High-strength, well-characterized steel spheres (6.35 mm diameter) were launched with a two-stage light-gas gun to velocities in the range of 3 to 5 km/s. Normal impact with PMMA plates, thicknesses of 0.6 to 11 mm, applied impulsive loads of various amplitudes and durations to the steel sphere. The extent of fragmentation, loss in momentum, and divergence of the debris are shown to correspond to the impact conditions. Multiple flash radiography was used to monitor material motion and fragmentation of the steel sphere during the impact event. Dynamic fragmentation theories, based on energy-balance principles, were used to evaluate local material deformation and fracture state information from CTH, a three-dimensional Eulerian solid dynamics shock wave propagation code. The local fragment characterization of the material defines a weighted fragment size distribution, and the sum of these distributions provides a composite particle size distribution for the steel sphere. The calculated axial and radial velocity changes agree well with experimental data, and the calculated fragment sizes for a specific experiment are in qualitative agreement with the radiographic data.     

Maternal depression and early positive parenting predict future conduct problems in young children with attention-deficit/hyperactivity disorder.

Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes such as substance abuse and criminality, particularly if they develop conduct problems. Little is known about early predictors of the developmental course of conduct problems among children with ADHD, however. Parental psychopathology and parenting were assessed in 108 children who first met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for ADHD at 4-7 years old. When demographic variables and baseline ADHD and conduct problems were controlled, maternal depression predicted conduct problems 2-8 years following the initial assessment, whereas positive parenting during the structured parent- child interaction task predicted fewer future conduct problems. These findings suggest that maternal depression is a risk factor, whereas early positive parenting is a protective factor, for the developmental course of conduct problems among children with ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anger reduction in early adolescents.

High-anger 6–8th graders received cognitive-relaxation coping skills (CRCS), social skills training (SST), or no treatment. Compared to the control, CRCS and SST were equally effective in reducing trait, general, and personal–situational anger and outward negative anger expression, as well as increasing controlled anger expression. On other variables, however, CRCS showed some superiority. Although both interventions led to equivalent reductions on one measure of anxiety, CRCS lowered depression, shyness, general deviance, and another measure of anxiety, whereas SST did not and was not significantly different from other groups. CRCS lowered school deviance more than SST. No between-group differences were found on self-esteem, alcohol consumption, or intoxication. Possible explanations of these findings were discussed, along with methodological issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of a high‐head dam as a dispersal barrier to fish community structure of the Upper Mississippi River

In river systems, high‐head dams may increase the distance‐decay of fish community similarity by creating nearly impermeable dispersal barriers to certain species from upstream reaches. Substantial evidence suggests that migratory species are impacted by dams, and most previous studies in stream/river networks have focused on small streams and headwaters. Here, we assess whether a high‐head dam (Lock and Dam 19; LD 19) on a large river, the Upper Mississippi River (UMR), substantially alters fish community structure relative to variability expected to occur independent of the dam's effect as a fish dispersal barrier. Using fish catch per unit effort data, we modelled the distance‐decay function for the UMR fish community and then estimated the similarity that would be expected to occur across LD19 and compared it with measured similarity. Measured similarity in the fish community above and below LD19 was close to the expected value based on the distance‐decay function, suggesting LD19 does not create an abrupt transition in the fish community. Although some migratory fish species no longer occur above LD19 (e.g., skipjack herring, Alosa chrysochloris), these species do not occur in high abundance below the dam and so do not drive variation in fish community structure. Instead, much of the variation in species structure is driven by the loss/gain of species across the latitudinal gradient. Lock and Dam 19 does not appear to be a clear transition point in the river's fish community, although it may function as a meaningful barrier for particular species (e.g., invasive species) and warrant future attention from a management perspective.     

A Pedagogy of Play: Integrating Computer Games into the Writing Classroom

Traditional distinctions between work/play and classroom/gamespace create barriers to computer games’ integration into academic settings and the writing classroom in particular. For a writing class, the work/play distinction often relegates games to an object of analysis in which students critique the games but have little invested in the gameplay itself. After examining briefly how historical changes in education created these distinctions, we offer an alternative position that places play and gamespace within the realm of the classroom. In so doing, we open up a gap for computer game theory to inform the pedagogy that can be practiced in a writing classroom. We show one such example of game theory informing writing pedagogy—the theory of emergent gaming. We then offer an example of an enacted emergent pedagogy in which students play the massively multiplayer online role-playing game World of Warcraft throughout the term, composing self-determined, rhetorically focused writing projects informed by play and written for other game players.