Fractioned reaction time in power-trained and endurance-trained athletes under conditions of fatiguing isometric exercise

Fractionated knee extensor and plantar flexor reaction time (RT) components were assessed in a group of eight weightlifters and eight long distance runners. Following a 4-day period of baseline stabilization for each muscle group, a 50% maximal voluntary contraction (MVC) holding-time exercise was administered. Results showed that the runners had longer premotor times (PMT) than the weightlifters in the knee extensors, but had much faster PMTs than the lifters in the plantar flexor condition. Compared to previously reported investigations using non-athletes, the data for the present sample of athletes indicated faster total reaction times(TRT) in both the knee extensors and the plantar flexors. A resistance of 15% MVC applied during the RT task resulted in a lengthening of the motor time (MT) component in both groups prior to exercise. However, while knee extensor resisted motor time was lengthened by the exercise task, no such lengthening occurred in plantar flexor resisted RT. It is concluded that power-trained and endurance-trained athletes exhibit difference in response to a fractionated RT task, under both baseline and fatiguing exercise conditions.     

Personality,time of day and delayed memory for tv news

An experiment was conducted to test the effects of time of day on delayed memory for televised news stories. Three groups received the same sequence of 6 news stories at 09.30, 13.30 and 16.30, respectively. Unexpected tests of free recall, cued recall and recognition were given about 2 hr after news presentation. Results showed that memory performance improved slightly across the day on tests of recall, and significantly so on recognition. Personality differences were also examined. In general, introverts remembered more than extraverts and differences between them were most marked during the late-afternoon session especially on free recall and when minimal cuing was provided. The results support previous time-of-day findings for delayed retention of complex learning materials. Personality differences observed here are consistent with predicted introvert-extravert differences in memory performance predicted by Eysenck's modified action-decrement hypothesis.     

Self-reinforcement: Appealing misnomer or effective mechanism?1

The purpose of these two experiments was to test the motivational explanation for the effectiveness of self-reinforcement techniques. In each experiment, the classic self-reinforcement procedure (a desirable consequence following a target behavior) was compared with variations. In Experiment 1, undergraduate females (n = 61) showed no more self-recorded exercise when they performed a classic self-reinforcement procedure (high-probability activities following exercising) than when they only self-monitored exercise or engaged in one of three related procedures (high-probability activities preceding exercise, or low-probability activities following or preceding exercise). Indeed, only this last group produced significantly more self-recorded exercise. In Experiment 2, undergraduates (n = 62) attempted more workbook questions following a reading session in which they read a page and then ate a chosen food (classic self-reinforcement procedure) or ate a chosen food and then read a page, than when they read and ate in no particular order. More importantly, more workbook questions were answered correctly by the group who ate a chosen food and then read a page than by the other two groups. No differential results were produced by subjects' level of food deprivation. The classic self-reinforcement procedure showed no advantage over the variations in either experiment. These results call into question the motivational explanation for the effectiveness of self-reinforcement techniques. An alternative stimulus or cuing explanation is offered: that self-reinforcement is effective because it cues the long-term environmental consequences that actually control the frequency of the target behavior.     

The Epistemic Status of Auxiliary Hypotheses: A Reply to Douven

I have previously argued that anti-realism cannot use the claim that theories have empirically equivalent rivals (EE) to establish that theories are underdetermined by evidence (UD). Douven objects that the auxiliary hypotheses needed to generate observational equivalence need not as I claimed be themselves underdetermined if (EE) is true, because they may be either compatible with observation or acceptable in the constructive-empiricist sense. I reply that these conditions are not strong enough to establish (EE): the auxiliaries have to be epistemically warranted if they are to fix a theory's observational commitments unambiguously. The support they require need not presuppose their respective observational consequences, because there are more holistic sources of warrant.     

Concurrent Validity and Informant Agreement of the ADHD Module of the Anxiety Disorders Interview Schedule for <Emphasis Type="Italic">DSM-IV</Emphasis>

Examined the concurrent validity of the attention-deficit/hyperactivity disorder (ADHD) module of the Anxiety Disorders Interview Schedule for DSM-IV, Child and Parent versions (ADIS-C/P). One hundred eighty-four clinic-referred children were categorized into three ADIS-generated groups: No diagnosis of ADHD (No ADHD; n = 63), parent-only diagnosis of ADHD (Parent Only; n = 81), and parent plus child diagnosis of ADHD (Parent + Child; n = 40). The groups were compared on demographics, comorbid diagnoses, parent and child-report measures, and a computerized test of attention. Results support the concurrent validity of the ADIS ADHD module and highlight the positive relationship between internalizing symptomatology and parent-child agreement on ADHD diagnoses. The clinical implication of this study is that parent-child agreement on ADHD may serve as a marker of internalizing symptomatology. Future research on child self-perceptions is suggested in developing treatments for this internalizing ADHD group.

Developing Cognitive Behavioral Therapy to Prevent Depressive Relapse in Youth

Relapse rates for children and adolescents with major depressive disorder (MDD) range from 30% to 40% within 1 to 2 years after acute treatment. Although relapse rates are high, there have been relatively few studies on the prevention of relapse in youth. While acute phase pharmacotherapy has been shown to reduce symptoms rapidly in depressed youth, children and adolescents frequently report ongoing residual symptoms and often relapse following acute treatment. Recent adult trials have begun examining augmentation with psychosocial treatment after successful medication treatment to enhance medication response and prevent future relapse. This strategy has not yet been examined in youth with depression. Here we present initial efforts to develop a sequential, combination treatment strategy to promote rapid remission and to prevent relapse in depressed youth. We describe efforts to adapt CBT to prevent relapse (RP-CBT) in youth who respond to pharmacotherapy. The goals of RP-CBT include: preventing relapse, increasing wellness, and developing skills to promote and sustain well-being. We describe the rationale for, components of, and methods used to develop RP-CBT. The results from a small open series sample demonstrate feasibility and indicate that youth appear to tolerate RP-CBT well. A future test of the treatment in a randomized controlled trial is described.     

Occupational Stress in University Staff

A survey was conducted of all staff members of an established Australian metropolitan university. The overall response rate for noncasual staff was 72% (77% for general staff and 65% for academic staff) resulting in a sample of N = 2,040. High levels of psychological stress were observed, despite the fact that trait anxiety and job satisfaction were normal. Psychological distress was highest and job satisfaction lowest among academic staff engaged in both teaching and research. In general, university staff reported high levels of autonomy and social support from colleagues. However those engaged in both teaching and research reported increased pressure arising from funding cuts to universities, resulting in heavier teaching loads and greater difficulty in securing research funds, as well as a decline in facilities and support for both teaching and research. The results are discussed in relation to the Demand–Control and Person–Environment Fit models of job stress.