A Normative and Comparative Study of the Hand Test with Normal and Delinquent Children

Normative data obtained on the Hand Test from 114 secondary school boys, 52 institutionalized male delinquents, and 26 institutionalized female delinquents, were compared. Significant differences were in the expected direction for certain scores. Comparison with the “equivalent” American samples given by Wagner shows marked differences. Looseness of definition of certain scoring categories affected interscorer reliability.     

Self‐Creation? On the Dignity of Human Beings

It was not through biotechnological possibilities that human beings first discovered “self‐creation” as a question. Rather, the question fits into the horizon of the primordial human desire to be like God. Against this hamartiological insight, a soteriological expectation related to technology has arisen. The latter expectation must be rejected, but not in all respects. Rather, one has to stress the inventive and constructive aspect of the dignity to rule, which is implied in human linguistic reason (λογοσ). There are, however, boundaries to be perceived and to be set. This becomes evident when embryo‐consuming research is at stake. In this context, the main question is: Wherein lies human “dignity”? This is the same question as: wherein lies the “being‐as‐person”? The author sees the fewest difficulties in attributing personhood to the beginning of life, which occurs with the fusion of ovum and sperm. This attribution is not justified by the material substrate as such. Rather, it is the result of intertwining the element, namely the lump of cells, and the word of institution, which “speaks together” the lump of cells and the person: This lump of cells is a person. Human beings are honored and enabled to use this instituting word, a φυσ?ι, because according to Gen 2:7 and 19f, God granted unto human beings linguistic reason (λογοσ), and thus the power to define. In this intertwining of element and instituting word lies the human dignity, which is undeservedly conferred on humans as a categorical gift. This absolute gratuity implies the unconditional acknowledgment of the dignity and the personhood of human beings—before one can speak of any characteristics or abilities. Psalm 8 underscores the elementary human dependency on unconditional acknowledgment as an inviolable person, an acknowledgment preceding all human characteristics and achievements. The psalm further intertwines this acknowledgment and the commission to rule, which is conferred on human beings, as an insoluble unity. What at first appear to be opposites is in fact a synopsis and inseparable connection of creaturely human determinations that correspond to God's simultaneously being the almighty creator and the compassionate, merciful father. By using “dignity” and “person” as critical terms of negotiation, theology can engage in a conversation with the societal and political public. In rejecting the dominant determination of the “person” as an autonomous, self‐determinately active, individual rational being, theology finds an ally in juridical thinking, which also acknowledges the dignity even of persons unable to act. Two consequences are to be drawn concerning biotechnology: perceiving the remaining dependency, vulnerability and vanity of human beings forces us to abandon illusions of “self‐creation” and immortality. Second, priorities are required that determine the goals and limits of research—especially in protecting the personal dignity of embryos—in the light of our accountability before God the creator and judge.     

The 9th annual INDUS-EM 2013 Emergency Medicine Summit, “Principles,Practices, and Patients,” a level one international meeting,Kerala University of Health Sciences and Jubilee Mission Medical College and Research Institute,Thrissur, Kerala,India, October 23–27, 2013

INDUS-EM is India’s only level one conference imparting and exchanging quality knowledge in acute care. Specifically, in general and specialized emergency care and training in trauma, burns, cardiac, stroke, environmental and disaster medicine. It provides a series of exchanges regarding academic development and implementation of training tools related to developing future academic faculty and residents in Emergency Medicine in India. The INDUS-EM leadership and board of directors invited scholars from multiple institutions to participate in this advanced educational symposium that was held in Thrissur, Kerala in October 2013.     

Enhancing Immediate Retention with Clickers Through Individual Response Identification

Classroom audience response systems, in which students respond to class questions via a remote ‘clicker’ unit, are widely used as a method for increasing student participation and providing immediate feedback in the form of a group frequency distribution. The phenomenon of social facilitation shows that task performance can be enhanced with co‐action of others or with the presence of an audience. To enhance the audience effect, we employed a unique feedback system that displays each individual's response. After reading a text passage, participants responded via a remote clicker to a series of comprehension questions. Participants were provided with no feedback regarding other respondents' answers, group feedback, or individual feedback. The results demonstrated significantly higher test performance with individual response identification. Implications are discussed in terms of applied classroom settings and social facilitation with enhanced options for displaying different types of feedback with clickers during instruction. Copyright © 2014 John Wiley & Sons, Ltd.     

Metaphor as Argument: Rhetorical and Epistemic Advantages of Extended Metaphors

This paper examines from a cognitive perspective the rhetorical and epistemic advantages that can be gained from the use of (extended) metaphors in political discourse. We defend the assumption that extended metaphors can be argumentatively exploited, and provide two arguments in support of the claim. First, considering that each instantiation of the metaphorical mapping in the text may function as a confirmation of the overall relevance of the main core mapping, we argue that extended metaphors carry self-validating claims that increase the chances of their content being accepted. Second, we show how the recognition of an extended metaphor’s sophistication and relevance (on behalf of the addressee) can benefit the speaker’s perceived competence (ethos). We then assess whether these two arguments measure against the dual epistemic monitoring postulated in the notion of epistemic vigilance (i.e., assessment of the source of a message and assessment of the message) and conclude that extended metaphors may fulfil the requirements of epistemic vigilance and lead to the stabilisation of a belief. We illustrate our account with an analysis of the extended metaphor of the USA as an empire found in a political pamphlet written by the Swiss politician Oskar Freysinger.     

A detection model of college withdrawal

Many students during their college careers consider withdrawing from their respective college or university. Understanding why some students decide to withdraw yet others persist has implications for both the well being of students as well as for institutes of higher education. The present study develops a model of the decision to withdraw drawing on theories of voluntary employee turnover from organizational psychology and signal detection theory from the cognitive sciences. The model posits that precipitating events or shocks (e.g., changes in tuition) lead students to consider withdrawing from the university. If the evidence surpasses a criterion then the student decides to withdraw. The model was used to identify shocks students were sensitive to and to test hypotheses about the underlying decision process. The theoretical implications of this model in terms of understanding and predicting student withdrawal decisions and voluntary employee turnover decisions are discussed.     

Encoding and retrieval are differentially processed by the anterior cingulate and prelimbic cortices: A study based on trace eyeblink conditioning in the rabbit

A growing body of literature suggests that structures along the midline of the prefrontal cortex (mPFC), including Brodmann’s area 32 (prelimbic cortex) and area 24 (anterior cingulate cortex) in the rabbit play a role in retrieval of learned information. The present studies compared the effects of post-training lesions produced either immediately or 1-week following learning, to either prelimbic (area 32) or anterior cingulate (area 24) cortex on trace eyeblink (EB) conditioning. Further, because recent evidence suggests that the mPFC may play an even greater role in learning and memory when emotional arousal is low, these studies compared the effects of lesions in groups conditioned with either a relatively low-arousal corneal airpuff, or a more aversive periorbital eyeshock unconditioned stimulus (US). A total of six groups were tested, which received selective ibotenic acid or “sham” control lesions to either area 32 or 24, immediately or 1-week following asymptotic learning, and conditioned with an eyeshock US or an airpuff US. Results showed that the greatest lesion deficits were found when conditioning with the less aversive airpuff US. Further, lesions produced to area 32 one-week, but not immediately following learning, caused significant deficits in performance, while lesions produced to area 24 immediately, but not 1-week following learning, caused significant deficits in performance. These findings add to the body of evidence which shows that area 32 of the mPFC regulates retrieval, but not acquisition or storage of information, while area 24 mediates a less specific reacquisition process, but not permanent storage or retrieval of information during relearning of memories abolished by mPFC damage. These findings were, however, specific to those experiments in which the relatively non-aversive airpuff was the US.     

Predictors of multitasking performance in a synthetic work paradigm

This study investigated determinants of success in a ‘synthetic work’ task designed to reflect the requirement for multitasking that is common to many occupations. Participants were administered tests of working memory capacity (WMC) and processing speed (PS), and they reported experience with videogames, a type of activity presumed to involve multitasking. Results revealed that WMC was a strong predictor of multitasking in a ‘non‐emergency’ condition when the pace of the tasks was relatively slow, whereas PS was a weaker predictor. Additionally, there was evidence for the incremental validity of videogame experience (VGE), consistent with the possibility that multitasking is supported by a general, trainable skill. Finally, individual differences in strategy use accounted for a large proportion of the variance in multitasking, above and beyond other predictor variables, and WMC predicted use of an effective strategy. Copyright © 2009 John Wiley & Sons, Ltd.