The role of police dogs as companions and working partners

Written responses to a questionnaire by 255 officers who used canines in police work were assessed. Almost all officers frequently played with, talked to, petted, and brushed their dogs and believed the dogs benefitted their health and well-being. Officers whose dogs slept indoors, often in the same bedroom, generally said they loved their dogs and they described their dogs as calm rather than active, as indicated by a multiple correspondence analysis. These 96 officers more than the 154 officers whose dogs slept outdoors or in kennels also planned to remain in canine work. Although departments often assumed responsibility for purchasing the dogs, the more experienced officers usually were involved in the final selection of dogs (logistic regression: p < .0001). Compared with 94 officers not involved in selecting their dogs, 106 officers with a specific role in selecting their dogs planned to stay in canine work, as shown by a multiple correspondence analysis. They believed the dogs had saved their lives (p < .01). Over-all, officers reported spending 4.1 hr. on-duty and 2.9 hr. off-duty per week training their dogs, and also played with them for 6.5 hr. per week, assuring a regular pattern of exercise for the officers. Virtually all officers valued canine service and believed the dogs enhanced the department's effectiveness. This study showed that both close companionship with the dog and involvement in selecting the dog were associated both with satisfaction with the dog and with working as a canine officer.     

Chronic Pain and Neuropsychological Functioning

This review article examines the effect of chronic pain on neuropsychological functioning. Primary attention is given to studies that include patient groups without a history of traumatic brain injury (TBI) or neurologic disorders. Numerous studies were identified that demonstrate neuropsychological impairment in patients with chronic pain, particularly on measures assessing attentional capacity, processing speed, and psychomotor speed. Despite suggestive findings, further studies are needed to clarify the variables that mediate the impact of pain on neuropsychological functioning and the unique role of various symptoms often associated with chronic pain.     

Alignment effect: primary-secondary learning and cognitive styles

The degree to which the way of learning spatial information (primary/secondary learning) and spatial cognitive style (landmark/route/survey) affect orientation specificity (alignment effect) is studied. We think that the most important factor explaining the absence of the alignment effect is the spatial cognitive style. We hypothesise that while landmark participants show an alignment effect after both primary and secondary learning, route participants show this effect only after secondary learning, and survey participants do not show it at all. Participants performed three tasks in order to distinguish their cognitive style; they were then randomly assigned to primary or secondary learning and submitted to directional judgment tasks to verify whether the alignment effect was present. The results confirm our hypothesis.     

Diurnal cycle of salivary cortisol in older adult men and women with subjective complaints of memory deficits and/or depressive symptoms: relation to cognitive functioning

In populations of young and older adults, it has been shown that individuals may be categorized into one of three diurnal subgroups when salivary cortisol levels are assessed over a 2-day period and compared for their consistency across days: a typical subgroup, a flat subgroup, and an inconsistent subgroup. Interestingly, recent studies have reported that the typical subgroup represents the majority of the young and older adult population, a finding that is difficult to reconcile with previous studies showing increased cortisol levels in older adults with depression or cognitive impairments. In order to assess whether a typical diurnal cortisol profile is representative across different subgroups of older adults, we assessed diurnal cortisol cycle representation in a sample of older adults with subjective complaints of depression and/or memory problems. Furthermore, given the robust relationship between cortisol and cognitive function, the present study examined the association between the three diurnal subgroups and cognitive performance. Forty-two older individuals were recruited on the basis of reporting subjective complaints of either memory problems and/or depressive mood. Participants were asked to sample their saliva over a 2-day period and were then asked to undergo a neuropsychological evaluation that taps into short-term memory, declarative memory and language. The results showed that 69% of the sample presented a Flat cycle of salivary cortisol over a 2-day period while 19% presented an inconsistent pattern and 12% presented a typical pattern. Participants in the flat subgroup were significantly impaired on letter verbal fluency. Furthermore, a relationship was found between diurnal cortisol subgroup representation and subjective complaint profile. These findings show that older adults with complaints of memory problems and/or depressive symptoms do not present the typical profile of the diurnal cortisol cycle, and they provide a preliminary view of how diurnal cortisol profile relates to cognitive function during human aging.     

PRiME: Integrating professional responsibility into the engineering curriculum

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.     

Types of college student-to-student learning: correlated interactions

209 college men and 327 college women took a 20-item Likert survey to assess the types of education-related information students may learn from other students during their informal interactions. Students were very likely to ask other students low level questions such as which professors were good and which classes to take. They were less likely to ask other students about concepts discussed in class and how to solve problems generated in class. If students asked about test taking, these students were also likely to ask about study skills and writing skills for the class. Other research suggests these higher level help-seeking behaviors seem to be related to classroom mastery and achievement.     

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Word learning and individual differences in word learning reflected in event-related potentials

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms after onset of the 1st word. These results may point to an episodic memory effect. The 2nd word produced an N400 that distinguished trained and familiar word pairs that were related in meaning from unrelated word pairs. Skilled comprehenders learned more words than less skilled comprehenders and showed a stronger episodic memory effect at 400-600 ms on the 1st word and a stronger N400 effect on the 2nd word. These results suggest that superior word learning among skilled comprehenders may arise from a stronger episodic trace that includes orthographic and meaning information and illustrate, how an episodic theory of word identification can explain reading skill.     

Reconstructing psychopathy: clarifying the significance of antisocial and socially deviant behavior in the diagnosis of psychopathic personality disorder

A survey of clinical views suggests that the significance of antisocial and socially deviant behavior in the diagnosis of psychopathic personality disorder is unclear. To investigate this issue, we evaluated Psychopathy Checklist-Revised ratings (PCL-R; Hare, 1991) using structural equation modeling. One model, referred to as the measurement model, included PCL-R ratings related to antisocial behavior as primary symptoms of psychopathy; a second, referred to as the causal model, included the same PCL-R ratings as secondary symptoms or consequences. Compared to the measurement models, the causal model included more PCL-R items, was more parsimonious, and had equal or superior fit indices. These findings suggest that antisocial behavior is best viewed as a secondary symptom or consequence of psychopathy, In addition, the findings have important implications for future research and clinical-forensic practice, especially concerning the assessment of risk for criminality and violence.