Sexual quality of life in patients undergoing coronary artery bypass graft surgery

Objectives: Despite improvements in many domains of functioning, sexual quality of life often remains impaired following coronary artery bypass graft (CABG) surgery. This study examined associations among sexual quality of life, fear of sexual activity and receiving information from providers about sexual activity in CABG patients.

Methods: Participants completed a survey assessing sexual activity, mental health and physical health at baseline (3–5-day post-surgery; n?=?60) and 2-month post-surgery (n?=?42).

Results: Sexual quality of life showed moderate difficulties at baseline and did not improve by follow-up (p values ≥0.09). At follow-up, greater patient fear was associated with lower sexual quality of life in some domains; receiving information was related to lower fear (p values ≤0.03) and greater sexual satisfaction and interest (p values ≤0.04). Suggestive of mediation, there was a significant indirect effect of information on patient fear and of patient fear on sexual interest (p?=?0.05).

Conclusions: Though data were cross-sectional, findings suggest that fears of sexual activity may play a role in lowering CABG patients’ motivation for sexual activity and that receiving information from a medical provider may assist in hastening sexual rehabilitation. Prospective and intervention studies are needed to support findings.     

Does subgroup membership information lead to better estimation of true subscores?

Haberman (2008) suggested a method to determine if subtest scores have added value over the total score. The method is based on classical test theory and considers the estimation of the true subscores. Performance of subgroups, for example, those based on gender or ethnicity, on subtests is often of interest. Researchers such as Stricker (1993) and Livingston and Rupp (2004) found that the difference in performance between the subgroups often varies over the different subtests. We suggest a method to examine whether the knowledge of the subgroup membership of the examinees leads to a better estimation of the true subscores. We apply our suggested method to data from two operational testing programmes. The knowledge of the subgroup membership of the examinees does not lead to a better estimation of the true subscore for the data sets.     

Distinct Visual Cues Mediate Aperture Shaping for Grasping and Pantomime-Grasping Tasks

The authors examined whether the top-down requirements of dissociating the spatial relations between stimulus and response in a goal-directed grasping task renders the mediation of aperture trajectories via relative visual information. To address that issue, participants grasped differently sized target objects (i.e., grasping condition) and also grasped to a location that was dissociated from the target object (i.e., pantomime-grasping condition). Just noticeable difference (JND) values associated with the early through late stages of aperture shaping were computed to examine the extent to which motor output adhered to, or violated, the psychophysical principles of Weber's law. As expected, JNDs during the late stages of the grasping condition violated Weber's law: a result evincing the use of absolute visual information. In contrast, JNDs for the pantomime-grasping condition produced a continuous adherence to Weber's law. Such a result indicates that dissociating a stimulus from a response is a perception-based task and results in aperture shaping via relative visual information.     

Reporting Diagnostic Scores in Educational Testing: Temptations,Pitfalls, and Some Solutions

Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting in educational testing. The existing methods for diagnostic score reporting are discussed. A recent method (Haberman, 2008a Haberman, S. J. 2008a. When can subscores have value?. Journal of Educational and Behavioral Statistics, 33: 204–229. [Crossref], [Web of Science ®] , [Google Scholar]) that examines if diagnostic scores are worth reporting is reviewed. It is demonstrated, using results from operational and simulated data, that diagnostic scores have to be based on a sufficient number of items and have to be sufficiently distinct from each other to be worth reporting and that several operationally reported subscores are actually not worth reporting. Several recommendations are made for those interested to report diagnostic scores for educational tests.     

Tailoring of interfaces in amorphous silicon–germanium multilayers on the atomic scale by ultra-high gravity

Amorphous Si/Ge multilayers containing diffuse interfaces have been prepared, heated in an ultra-centrifuge and subsequent interface structure modifications observed by X-ray reflectivity. The thickness of the Si/Ge and Ge/Si interface zones became asymmetrical owing to various effects occurring on the different atoms parallel to the direction of gravity-induced diffusion. The technique could prove useful for tuning physical (electronic, magnetic or optical) properties of layered structures.     

Conditional teaching and mindful learning

Abstract:

Most people can draw on vast categories of stored information when explicitly asked to do so. The spontaneous, creative, mindful use of previously learned information, however, tends to be atypical. Three studies were designed to assess whether the manner in which information is initially presented affects how such information will subsequently be used, that is, in a mindful or mindless way. More specifically, two experiments (one with children, the other with college students) were conducted to compare the effects of a conditional versus absolute form of teaching upon creativity. Results revealed that instruction presented in an absolute manner resulted in mindless use of the information for both age groups. In contrast, subjects who were taught in a conditional way were better able to creatively deal with the information. For the college students, this finding was obtained even when the absolute learning condition was concerned with theoretical (i.e., conditional) information. In a third experiment, student teachers were taught conditionally or unconditionally in a confident or unconfident manner. Results indicated that confident but conditional instruction was most effective in provoking subsequent mindfulness.     

Mindfulness and self-acceptance

The present article will focus on the cognitive theory of mindfulness and its importance in achieving unconditional self-acceptance. The goal of the mindful perspective is to increase cognitive flexibility and to thereby increase behavioral flexibility and the ability to adapt to one’s current environment in a meaningful manner. Empirical evidence spanning four decades attests to the beneficial effects of a mindful vs. mindless perspective. The article will focus on the following aspects of mindfulness as they apply to self-acceptance: the importance of authenticity, the tyranny of evaluation, the benefits of mistakes, the mindlessness of social comparison, the trap of rigid categories, and the acceptance of self as a mindful choice. The article concludes with a number of mindfulness applications geared toward enhancing self-acceptance.     

A SCATTER PLOT FOR IDENTIFYING STIMULUS CONTROL OF PROBLEM BEHAVIOR

Line graphs that average response frequency over long periods obscure the major rate changes that indicate sources of behavioral control. A scatter plot can make patterns of responding identifiable and, in turn, suggest environmental features that occasion undesirable behavior. Use of scatter diagrams is illustrated in three cases.     

Decreasing prejudice by increasing discrimination

We conducted an experiment to assess the effects of mindfulness (active distinction making) training on the perception of and reaction to handicapped children. In a 2 X 2 factorial design, sixth graders received either a high- or low-mindfulness treatment and viewed slides that were either all of "normal" people or consisted primarily of "handicapped" individuals. The high-mindfulness treatment, especially when bolstered by explicit reference to the handicapped, revealed that teaching children to be more differentiated (i.e., more mindful) resulted in the view that handicaps are function specific and not people specific. Children in this group were less likely to inappropriately discriminate for or against the handicapped target. Most important, however, was the finding that subjects in this group were less likely to avoid a handicapped other.