A real-time satellite system based on UNIX

One solution to the difficulty of running real-time applications under UNIX is to develop the application programs on an available UNIX system and execute them on a dedicated satellite processor. This combines the advantages of a powerful timesharing operating system with the real-time capabilities of a single-process system. PARASITE, a real-time satellite system, provides tools for developing the application program on the host and executing it on a satellite. A host utility serves to invoke the standard UNIX C compiler and link its output with the PARASITE library. The PARASITE library consists of routines that mimic the standard library and routines that read and write the real-time peripherals. PARASITE currently supports digital inputs and outputs, asynchronous serial-line interfaces, program-mable real-time clocks, and analog-to-digital and digital-to-analog converters. Another PARA-SITE utility downloads the object code of the user program and PARASITE support code into the satellite, where it runs independently. Once the application routine is executing on the satellite, it controls the satellite processor at all times and is continuously available for servicing hardware-generated interrupts. When a real-time peripheral interrupt routine is invoked by a hardware interrupt, it sends a software signal to the user program, in addition to processing the interrupt. This allows the user program to perform additional tasks that are specific to the application. All data to be permanently stored must be transferred to the host. Since the satellite has no direct access to the resources of the host, a process running on the host receives the data and manages files. PARASITE provides packet driver routines on both the host and the satellite, which together handle the data transmission protocol.     

Contextual potentiation of acquired behavior after devaluing direct context-US associations

In two experiments, water-deprived rats were exposed to tone-footshock pairings in a particular conditioning context. In Experiment 1, the training parameters were selected on the basis of parametric pilot data so as not to produce direct associations between the conditioning context and footshock. Despite independent evidence of no appreciable direct association between the conditioning context and footshock, animals tested in the conditioning context exhibited more lick suppression to the tone than other animals tested with the tone outside of the conditioning context. Thus, the conditioning context potentiated suppression to the tone in the absence of appreciable fear of the conditioning context. In Experiment 2, training parameters were used that permitted the formation of direct associations between the conditioning context and footshock; however, for half the animals, these associations to the context were then extinguished. With the tone absent, a comparison of extinguished animals tested either in the conditioning context or outside the conditioning context detected no differences in suppression, demonstrating the effectiveness of the extinction manipulation. However, other animals also subjected to extinction of direct context-footshock associations displayed greater suppression to the tone within the conditioning context than comparable animals tested outside the context. Collectively the data indicate that the superior retention-test performance seen within the training context can arise both from the commonly assumed direct associations between the training context and the unconditioned stimulus and from the potentiation by the training context of the associations between the nominal conditioned stimulus and unconditioned stimulus.     

Assessment of social anxiety: a controlled comparison among social phobics,obsessive-compulsives,agoraphobics, sexual disorders and simple phobies

The construct validity of the Willoughby Personality Schedule (WPS) as an index of social anxiety was established in the present study. The WPS correctly identifies social phobics from controls in 88% of the cases.     

Anxiety disorders research with African Americans: current status

Anxiety disorders are the most common psychiatric disorders in the general population of the United States. Recent findings indicate that the prevalence of certain anxiety disorders may be higher in African Americans. In addition, anxiety disorders in African Americans may be manifested differently. Despite the high prevalence and the suggestion of different patterns of manifestation, a paucity of research exists on anxiety disorders in this population. This may be due in part to the pattern of help-seeking behavior among African Americans, a negative perception of research by members of this community, the small number of African American researchers, and perhaps to some extent a general disinterest on the part of researchers. The available research on anxiety disorders in African Americans is critically reviewed, the need for research in the area is highlighted, and ways to facilitate such research are discussed.     

Factors facilitating adjustment to unemployment: Implications for intervention

Conducted a community survey in the Fall of 1984 in a sample of high unemployment blue-collar census tracts in southeastern Michigan. Results of earlier analyses using these data showed that involuntarily unemployed workers had significantly elevated levels of depression, anxiety, somatization, and self-reported physical illness relative to a stably employed comparison group (Kessler, House, & Turner, 1987). Results presented in this paper document that this relationship is modified by social support (as measured by social integration and the availability of a confidant), self-concept, and various coping processes. Further analyses allowed us to determine the way in which these modifiers operate. The modifying effects of social support and coping operate primarily by buffering the impact of unemployment-related financial strain on the health outcomes. Self-concept operates primarily by attenuating vulnerability to other stressful life events. The implications of these results for the design and implementation of preventive interventions are discussed.     

Interpersonal problem solving: An intervention program for preschool children

The purpose of the present study was to evaluate the effectiveness of an intervention program designed to train preschool children in interpersonal problem solving skills. Forty preschool age children were randomly assigned to an experimental or control group. Experimental subjects were trained in interpersonal problem solving skills for ten weeks, four days per week, for a total of 10–13 hours. Problem-solving skills were assessed at pretest, posttest, and three months after training was completed. Seventy-eight percent of the children who participated in pretest and posttest were tested at follow-up. Results indicated that the experimental group, compared to the control group, showed a significant increase in both cognitive—verbal and behavioral interpersonal problem-solving skills from pretest to posttest and that these changes were maintained at follow-up testing. Discussion focuses on suggestions for future research and implications for applied settings.     

Effects of live modeling, covert modeling and rehearsal on assertiveness in psychiatric patients.

The present study evaluated the effects of live modeling, covert modeling, and rehearsal in unassertive psychiatric patients. Psychiatric patients scoring 19 or below on the Wolpe-Lazarus Assertiveness Scale were assigned to one of five conditions, with 10 subjects in each group: (1) Test-retest (no treatment). (2) Live modeling plus rehearsal. (3) Live modeling without rehearsal. (4) Covert modeling plus rehearsal, and (5) Covert modeling without rehearsal. All subjects were videotaped (pre- and post-test) while responding to eight interpersonal situations (four training scenes; four generalization scenes) requiring assertive responses. Pre- and post-test responses for all subjects were rated independently by judges on several verbal and non-verbal components of assertiveness. The results indicated that live modeling and covert modeling effected improvements in the assertive behavior of the patients, but that the two treatments were not differentially effective. Generally, the addition of rehearsal to live or covert modeling failed to enhance treatment. But on two measures, the covert modeling plus rehearsal condition was superior to the other treatments. There was evidence for transfer of treatment effects from training to generalization scenes. No differences were found among the groups on the Wolpe-Lazarus Assertiveness Scale and the Eysenck Personality Questionnaire. The results were discussed in light of prior findings with live and covert modeling procedures.     

MULTIVARIATE ASSESSMENT OF CONFLICT IN DISTRESSED AND NONDISTRESSED MOTHER-ADOLESCENT DYADS

A battery of measures was used to assess conflict between mothers and young adolescents (females and males, 11 to 15 years of age). Two groups of families, one composed of a distressed clinical sample (N = 38), the other a nondistressed normative sample (N = 40), participated. The assessment battery included retrospective judgments, frequency estimates, self-monitored home recording, and tape-recorded discussion of a home problem. Content of assessment measures tapped aspects of parental control, decisionmaking, self-reported interaction behavior, arguments, interaction behavior rated by independent “blind” observers, frequency and anger-intensity of specific problematic issues, and perceptions of positive and negative behaviors of the other family member. Based on univariate analyses, 21 of the 26 defined variables discriminated significantly in the predicted direction. Maternal and adolescent reports of behavior and independent ratings of tape-recorded interaction emerged as strong and consistent discriminators. Stepwise multivariate discriminant analysis provided successful classification of 100% of the families based on the inclusion of nine variables. In a cross-validation sample, 84% of the families were correctly classified. Implications for systematic outcome research as well as clinical application are discussed.