A portable pupilometer system for measuring pupillary size and light reflex

A new pupilometry assessment system was evaluated as an instrument for potential use in basic research and clinical studies of addictive drug use in humans. The system is portable and can be used as a peripheral device with a variety of IBM-compatible personal computers. The pupilometer electronically measures the pupil diameter with infrared sensors and has the ability to stimulate the pupil with a programmable pulse of light and to record the resultant papillary response. The present report compares the static pupil-diameter measurements obtained with this infrared pupilometer and those obtained photographically in a bench-top and in a clinical setting. The infrared pupilometer was also used to record the light reflex of the pupil in research subjects after administration of various morphine-related drugs. The results indicate that static pupil-diameter measurements made with the infrared pupilometer compare favorably with the photographic measurement. The ability of the infrared pupilometer to record the light reflex may provide an additional means of quantitatively measuring drug action.     

Computer programs to facilitate detailed analysis of how people study text passages

Three computer programs are described for an IBM Personal Computer; these programs enable the gathering of detai3led data on reading and study processes. The programs (A) present any text of the experimenter’s choosing and permit subjects to study the lines and pages of that text in any order; (B) allow for the subject’s use of a light pen to record study time per line, to answer questions, and to indicate lines that are, for instance, important or difficult by “highlighting” them (i.e, changing them to reverse video); (C) allow for multiple study sessions and a review session; (D) present and score multiple-choice questions; (E) permit the use of fill-in test items; (F) calculate 176 values, including detailed data on highlighting, quality of study, testing, and times and frequencies on 18 different categories of lines in study and in review; and (G) make a printout of the raw data and the 176 summary statistics. Also described is one example of a 28-page text and a test that have been used in conjunction with the programs. Data are provided to illustrate the usefulness of the programs.     

The regression equation method of determining academic discrepancy

This article discusses the regression equation approach to quantifying academic discrepancy, which is an aspect of most generally accepted learning disability definitions. The concept of regression toward the mean and its relevance to determining underachievement is presented. Variations of the expectancy formula and IQ-achievement difference approaches fail to fully consider regression effects and therefore will produce the serious identification errors of including too many children with above-average IQs and too few with below-average IQs. The parameter estimation variation of the regression equation approach is advocated as the best method for quantifying the academic discrepancy aspect of learning disabilities.     

Latino and Latina Adolescents' Help‐seeking Behaviors and Attitudes Regarding Suicide Compared to Peers with Recent Suicidal Ideation

Although Latinas have consistently reported higher rates of suicidal behavior for the past 20 years (CDC, 1996), there is a dearth of information regarding their help‐seeking attitudes and behaviors when dealing with distress and suicide. Associations between adolescents' ideation and help‐seeking from adults were different for non‐Hispanic Whites and Latinos from 14 high schools (N = 4,983). Among females, ideators and Latinas reported lower levels of help‐seeking attitudes than nonideators and non‐Hispanic Whites. Males showed interaction effects of ideation by race/ethnicity on help‐seeking. Within sex by race/ethnicity, differences showed that while non‐Hispanic White students reported consistent differences between suicidal ideation and no reported suicidal ideation, Latinos were more similar between these groups, particularly with having support from friends and family to seek help from adults. Research should clarify how culture contributes to decreased help‐seeking norms among those with suicidal ideation.     

Positive‐Themed Suicide Prevention Messages Delivered by Adolescent Peer Leaders: Proximal Impact on Classmates' Coping Attitudes and Perceptions of Adult Support

Developing science‐based communication guidance and positive‐themed messages for suicide prevention are important priorities. Drawing on social learning and elaboration likelihood models, we designed and tested two positive‐focused presentations by high school peer leaders delivered in the context of a suicide prevention program (Sources of Strength). Thirty‐six classrooms in four schools (N = 706 students) were randomized to (1) peer leader modeling of healthy coping, (2) peer leader modeling plus audience involvement to identify trusted adults, or (3) control condition. Students' attitudes and norms were assessed by immediate post‐only assessments. Exposure to either presentation enhanced positive coping attitudes and perceptions of adult support. Students who reported suicide ideation in the past 12 months benefited more than nonsuicidal students. Beyond modeling alone, audience involvement modestly enhanced expectations of adult support, congruent with the elaboration likelihood model. Positive peer modeling is a promising alternative to communications focused on negative consequences and directives and may enhance social–interpersonal factors linked to reduced suicidal behaviors.