Reduced corticomotor excitability with cyclic passive movement: a study using transcranial magnetic stimulation

Human voluntary movement involves the integration of kinaesthetic information with efferent motor activity during the planning and execution stages of movement. While much is known of the inhibitory and excitatory effects resulting from activation of specific kinaesthetic sensory receptors, in the present study we employed cyclic passive movement of the index finger in order to activate a range of kinaesthetic receptors in a manner that was intended to correspond to how these receptors might be active during a comparable voluntary movement. We intended to identify how this passive movement protocol might affect the excitability of the corticomotor pathway. During 1 Hz cyclic passive movement of the index finger there was an approximately 60% reduction in the amplitude of the motor evoked response from the first dorsal interosseous muscle. The results of the present study demonstrate that passive movement can have a profound effect on the excitability of the corticomotor pathway.     

Tense and syntactic processes in agrammatic speech

This study focuses on inflectional errors in a group of eight, English-speaking people with agrammatism. Subjects were required to provide inflected verbs in declarative sentences and construct negative sentences. The errors made by these speakers are considered in terms of whether they resemble the errors made by children at the Optional Infinitive Stage. Results confirm that the errors differ from those made by children and that a different explanation is required. Explanations offered by Borer and Rohrbacher (1997) and by Friedmann and Grodzinsky (2000) are discussed but are considered inadequate to deal with our data. It is proposed that agrammatic speakers have problems with the implementation of grammar and particularly with syntactic processes such as feature-checking.     

A mean for all seasons

The averaging of scores differs from the averaging of numbers in that behavioral issues are built into scores. The behavioral issues are the weight attached to a score and the metric on which the scores have been gathered. A single equation is proposed, derived from Aczél’s (1966) model of the quasilinear mean, that encompasses the standard measures of central tendency. The equation allows for differential weighting of scores and also addresses the metric issue by incorporating response transformation.     

Chronic and temporarily activated causal uncertainty beliefs and stereotype usage

In 3 studies, we examined the hypothesis that the effects of stereotype usage on target judgments are moderated by causal uncertainty beliefs and related accuracy goal structures. In Study 1, we focused on the role of chronically accessible causal uncertainty beliefs as predictors of a target's level of guilt for an alleged academic misconduct offense. In Study 2, we examined the role of chronic causal uncertainty reduction goals and a manipulated accuracy goal; in Study 3, we investigated the role of primed causal uncertainty beliefs on guilt judgments. In all 3 studies, we found that activation of causal uncertainty beliefs and accuracy concerns was related to a reduced usage of stereotypes. Moreover, this reduction was not associated with participants' levels of perceived control, depression, state affect, need for cognition, or personal need for structure. Results are discussed in terms of their implications for the model of causal uncertainty and, more generally, in terms of the motivational processes underlying stereotype usage.     

Parent–Adolescent Conflict in Teenagers with ADHD and ODD

Eighty-seven male teens (ages 12–18 years) with ADHD/ODD and their parents were compared to 32 male teens and their parents in a community control (CC) group on mother, father, and teen ratings of parent–teen conflict and communication quality, parental self-reports of psychological adjustment, and direct observations of parent–teen problem-solving interactions during a neutral and conflict discussion. Parents and teens in the ADHD/ODD group rated themselves as having significantly more issues involving parent–teen conflict, more anger during these conflict discussions, and more negative communication generally, and used more aggressive conflict tactics with each other than did parents and teens in the CC group. During a neutral discussion, only the ADHD/ODD teens demonstrated more negative behavior. During the conflict discussion, however, the mothers, fathers, and teens in the ADHD/ODD group displayed more negative behavior, and the mothers and teens showed less positive behavior than did participants in the CC group. Differences in conflicts related to sex of parent were evident on only a few measures. Both mother and father self-rated hostility contributed to the level of mother–teen conflict whereas father self-rated hostility and anxiety contributed to father–teen conflict beyond the contribution made by level of teen ODD and ADHD symptoms. Results replicated past studies of mother–child interactions in ADHD/ODD children, extended these results to teens with these disorders, showed that greater conflict also occurs in father–teen interactions, and found that degree of parental hostility, but not ADHD symptoms, further contributed to levels of parent–teen conflict beyond the contribution made by severity of teen ADHD and ODD symptoms.     

Crash test dummies or knowledgeable practitioners? Evaluating the impact of professional development

This paper draws on the authors' experience of developing and presenting an Open University Masters level course: Guidance and Counselling in Learning. Questions of 'who is the audience?' and 'what is the model of professional development?' are explored, surfacing the diversity of contexts for guidance practices and the assumptions about the relationship between theory and practice which are embedded in various approaches to professional development. The discursive approach adopted by the course team, involving students in processes of 'mapping', 'locating' and 'translating' in and between discourses of guidance, is outlined, suggesting that this provides a means of finessing the traditional theory-practice binary. A small-scale evaluation of the impact of studying the course was carried out on a sample of the first cohort of students. Data from this are used to illustrate some effects of the discursive approach on the ways in which students talk about their learning and their practice.     

Asylum Seekers and Human Rights

Asylum seekers, by their very circumstances, test our common assumptions and practice in relation to human rights. The treatment of asylum seekers in many European countries has become harsher, more restrictive and less tolerant in recent years, raising questions about the violation of their rights. The article examines the bases of the rights that asylum seekers do have and whether these are best supported as human rights or more limited rights that attach to the place of their temporary residence and to obligations made by their country of temporary residence. Given the propensity of receiving countries to afford increasingly limited rights, the article identifies a limited set of rights that should take priority in a hierarchy of rights and which might claim widespread acceptance as those which asylum seekers must enjoy. This revised version was published online in August 2006 with corrections to the Cover Date.