Effects of an intervention in active strategies for text comprehension and recall

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.     

Reconsolidation of a context long-term memory in the terrestrial snail requires protein synthesis

We investigated the influence of the protein synthesis blocker anisomycin on contextual memory in the terrestrial snail Helix. Prior to the training session, the behavioral responses in two contexts were similar. Two days after a session of electric shocks (5 d) in one context only, the context conditioning was observed as the significant difference of behavioral response amplitudes in two contexts. On the day following testing of context learning, a session of "reminding" was performed, immediately after which the snails were injected with anisomycin or vehicle. Testing of long-term context memory has shown that only anisomycin injections impaired the context conditioning. In control series, the snails were injected after the training session with anisomycin/saline without reminding, and no impairment of the long-term context memory was observed, while injection of anisomycin during the training session completely abolished the long-term memory. No effects of anisomycin on the short-term memory were observed. Surprisingly, injection of anisomycin after the reminding combined with reinforcing stimuli elicited no effect on the context memory. Differences between single-trial and multisession learning are discussed.     

Scores on the eysenck personality questionnaire for a sample of children and adolescents receiving psychological treatment in Puerto Rico

Personality questionnaire scores obtained by children and adolescents (n = 28) receiving psychological treatment at a health facility in Humacao, Puerto Rico were examined. The scores were compared with those of regular school children of the same age, of Gurabo, Puerto Rico, who were not in treatment (n = 30). The children in treatment obtained higher scores on Psychoticism, lower scores on Extraversion, and similar scores on Neuroticism and Dissimulation by comparison with regular students.     

Assessment of predation risk through conspecific cues by anuran larvae

Animal Cognition - Accurate assessment of predation risk is critical for prey survival during predator–prey interactions. Prey can assess predation risk by the presence of cues dropped by...     

Superman meets don Quixote: Stereotypes in clinical medicine

Long-established stereotypes tend to dominate the perceptions physicians have of the philosophers and other humanists who serve as medical ethicists. They also alter the views humanists have of physicians, and those that the public have of both. These stereotypes are a formidable barrier to effective working relationships between the two groups of professionals, as well as to public understanding of medical ethics issues. To achieve a better working relationships and to foster more realistic understanding, it is important that the humanists step out of their academic settings, for a time, and become part of the clinical service.     

Extended workdays: Effects on performance and ratings of fatigue and alertness

The present investigation provided a laboratory test of long workdays and served as an initial step in developing a field-test battery that is sensitive to fatigue. Six subjects worked both a 12-h/4-day workweek and an 8-h/6-day week at a data-entry job simulation. Before and after the first and last days of each week, they completed a battery of brief tests measuring cognitive, perceptual-motor, task-sharing, motor, and sensory capacities, as well as subjective feelings. Results suggest that the 12-h/4-day week was more fatiguing than the 8 h/6-day week. In the data-entry job, it was easier to improve performance across the 8 h/6-day week. This result suggested that the fatigue of the 12-h days slowed the rate of improvement across the week. With respect to the test battery, two cognitive tasks (grammatical reasoning and digit addition) and several self-report scales also reflected greater fatigue in the 12-h/4day week. Performance efficiency decreased and reports of drowsiness and lack of concentration increased from the beginning to the end of the final 12-h workday. On the basis of these results, it was concluded that the test battery has utility for the assessment of the potential fatigue effects of long workdays in actual work settings.     

Barriers to condom use in primary and nonprimary relationships among Hispanic STD clinic patients

Some programs designed to reduce the spread of AIDS and other STDs encourage consistent condom use among sexually active, at-risk individuals. A random sample of 283 Hispanic men and women seeking services at a public STD clinic in New York City were surveyed in an examination of differences in their attitudinal patterns, normative beliefs, and practices related to condom use with primary and nonprimary sex partners. 60% of the participants were male. The group was of mean age 30.9 years, with 46% having graduated from high school. 44.5% were born in the US, although 73.8% had lived in mainland US for the previous ten years or longer. 52.7% were single, 19.8% married, and the remaining 27.5% were either divorced, separated, or widowed. Only 3.2% of men and women reported having same-sex relationships, although the authors suggest that the respondents may have underreported the extent of their bisexual and homosexual behavior. 58.3% of men and 53.3% of women reported having had a prior STD, 82.2% of men and 74.8% of women had experience using a condom, and 31.3% of men and 13.3% of women reported having nonprimary partners. Both the men and women report that they are more likely to use condoms in nonprimary than primary relationships and that they perceive fewer barriers to doing so. Issues related to trust and social acceptability are more salient in primary relationships. Interventions to promote condom use among Hispanics must acknowledge the different psychosocial influences upon condom use in different relationships and target the specific attitudinal and behavioral changes desired.     

Task Enjoyment: A Mediator Between Achievement Motives and Performance

Task enjoyment is an important component in social cognitive theories of achievement motivation and intrinsic motivation. Combining these theories with the classic achievement-motivation theory we predicted that task enjoyment and its facilitating behavioral manifestations are associated with an approach-oriented achievement motive and only when individuals anticipate forthcoming competence feedback. In the present study we regarded task enjoyment as a mediator between the achievement motive and performance. First, a two-way ANOVA design was adopted. Success-motivated individuals performed better in a reaction task than failure-motivated individuals, and they reported more task enjoyment during performance. This relationship was not dependent on whether competence information had been announced or not. Second, path analyses showed as expected that the relationship between achievement motivation and performance was mediated by task enjoyment. This mediation was observed only under the condition that individuals expected competence feedback. These results were discussed considering current theories of achievement motivation and intrinsic motivation. It is shown that the findings enrich the related nomological networks in some important ways.     

The Effects of Direct Questions on Preschool Children's Responses to Indirect Requests

Indirect instructional approaches, such as responsive interaction, are common in inclusive early childhood settings. Unfortunately, young children with disabilities do not always have the skills to take advantage of these learning opportunities. Teaching children with disabilities to be more responsive to developmentally appropriate indirect instructional strategies may help them take advantage of and benefit from available learning opportunities in inclusive settings. The purpose of this research was to examine the extent to which presenting a series of direct questions increased children's attempts to respond and correct responses to indirect requests. Increased attempts to respond and correct responses to indirect requests were evident for all participants with whom the intervention was implemented. Three of the participants continued to attempt to respond and responded correctly to indirect requests when intervention procedures were removed. The contributions of these findings to literature on language instruction with young children, implications of the findings for practitioners, methodological limitations, and suggestions for future research are discussed.