Pediatric Living Lung Donor Transplant Candidates: Psychiatric Status of Utilized and Non-Utilized Donors

Living donor lung (lobar) transplantation has greatly decreased in the past decade due to the success of the lung allocation score (LAS) system, instituted in 2005 by the Organ Procurement and Transplantation Network (OPTN). Between 1993 and 2006, 460 living lung donor transplants were performed in the United States with 369 donations occurring at the University of Southern California and Washington University in St. Louis. These two centers accounted for over 80% of all living donor lung transplants between 1994 and 2006. All potential donors received a psychological/psychiatric evaluation as part of the donor selection process, which is standard practice in the United States, Europe, and Asia. Utilized and non-utilized lung donors were compared in terms of their psychiatric history and present status. Results indicated that 31% (N?=?54) of the total sample had a lifetime prevalence of a psychiatric disorder, which is less than that the 46% lifetime rate for the general population (Kessler in Arch Gen Psychiatry 62:593–602, 2005). This study did find that psychiatric history or status was not exclusion factor for transplant surgery in either group. This observation about psychiatric issues in potential living lung donors should be useful to transplant centers who utilize adult live donors of any solid organ type for pediatric recipients and in Japan where live donor lung transplants still represent a significant proportion of lung transplants (Date in J Thorac Dis 8: S631–S636, 2016).

     

Assessing the Impact of a Race‐Based Course on Counseling Students: A Quantitative Study

This study sought to determine changes in 121 White counseling students following their participation in an experiential, race‐based course taught in a group format. Pre‐ and postoutcomes were reported based on instruments that measured White racial identity development, White privilege, color blindness, and the costs of racism. Findings indicated significant changes according to the majority of measures, although with certain distinctions. Findings are discussed in light of the current literature. Este estudio trató de determinar los cambios en 121 estudiantes blancos de consejería después de su participación en un curso experiencial basado en la raza que se enseñó en formato de grupo. Se comunicaron los resultados previos y posteriores basándose en instrumentos que midieron el desarrollo de la identidad racial blanca, el privilegio blanco, la falta de percepción de color y los costos del racismo. Los hallazgos indicaron cambios significativos según la mayoría de mediciones, aunque con ciertas distinciones. Se discuten los hallazgos a la luz de las investigaciones actuales.     

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a two-dimensional (2D) representation and a three-dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are: (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne’s (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.     

The effect of visualization on visual search performance

Striking results recently demonstrated that visualizing search for a target can facilitate visual search for that target on subsequent trials (Reinhart et al. 2015). This visualization benefit was even greater than the benefit of actually repeating search for the target. We registered a close replication and generalization of the original experiment. Our results show clear benefits of repeatedly searching for the same target, but we found no benefit associated with visualization. The difficulty of the search task and the ability to monitor compliance with instructions to visualize are both possible explanations for the failure to replicate, and both should be carefully considered in future research exploring this interesting phenomenon.     

Changes in Fear of AIDS and Homophobia in a University Population

A survey measuring attitudes toward fear of AIDS and homophobia, taken in the fall of 1985, was repeated in the fall of 1989 on the same university population. The results indicated that whereas fear of AIDS decreased, the degree of homophobia remained essentially unchanged. In addition, although respondents were much more knowledgeable about AIDS in 1989 than in 1985, there was no evidence of any change in the relatively high correlation between the fear of AIDS and homophobia.     

Effects of contact with individuals with disabilities: positive attitudes and majoring in education

Attitudes toward and contact with individuals with disabilities have been topics of research for years. The major purpose of the present study was to determine the effects of contact with individuals with disabilities on attitudes and choosing to major in education. Participants were 211 undergraduate students who completed a survey of attitudes and contact with individuals with physical, developmental, and behavioral disabilities. Results demonstrated that lower misconceptions about disabilities mediated the relation between increased contact with individuals with behavioral disabilities and being an education major. The results of this study (a) can be used to determine how future teachers should be trained and (b) highlight the need for future teachers to engage in certain field experiences.