Communicating BRCA1/2 genetic test results within the family: A qualitative analysis

Genetic testing for BRCA1/2 mutations associated with hereditary breast and ovarian cancer reveals significant risk information about one's chances of developing cancer. It is important to study communication processes in families where members are undergoing genetic testing because the information received is crucial not just to the individual concerned but also to other members of the biological family. This study investigates family communication of BRCA1/2 test results from both the informants’ and recipients’ perspectives. A total of 10 female patients and 22 of their relatives were interviewed. Patients’ and their relatives described feelings of responsibility for sharing genetic information within the family to enable others to reduce their risks of developing cancer. However, there were limits to an individuals’ responsibility once key family members had been informed, who then had to take responsibility for continuing dissemination of information. Whilst there was an implicit responsibility to inform the family of a mutation, information was edited or withheld in the best interest of relatives, dependent upon their perceived emotional readiness, resilience and current life stage and circumstances. The pre-existing family culture and the impact previous cancer diagnoses had upon the family also influenced the process of communication. Findings are discussed in relation to extant literature and implications for clinical practice are considered.     

The two landscapes of northern Norway

Our concepts of the world come from our common activities in the world. Without coastal fishing, or seafaring, in boats too large for their crews to draw them ashore, there is no place for the concept of a harbour. And without reindeer herding, there will be no concept of JASSA. That is one point. The other is this: without some of the coastal fisherman's skill and local knowledge, you will not be able to recognize a natural harbour when you see one. And without the reindeer herder's skill, you will not be able to recognize a JASSA when you see one. To put it all rather bluntly. Though there is more of both work and experience behind the first part of this article, about the world of coastal fishing, most of my academic friends have found the latter part, about the concept JASSA, the better and more readable. Can it be that the better teacher is the one who has just learnt the lesson himself?     

Muscular Fatigue and the Learning and Performance of a Motor Control Task

Four groups of 12 female college students performed a pursuit-rotor task during learning under one of four conditions of exercising the muscles of the limb used in the task: (a) no muscular exercise, (b) low-fatiguing, (c) medium-fatiguing, and (d) high-fatiguing muscular exercise. All four groups were tested 48 hr later on the same pursuit-rotor task with no exercise interpolated between the ten 20-sec trials. Differences in the performances among the four groups were not statistically significant on either the first or the second day alone or when the data of the two days were combined. The data appear to support the hypothesis of an inverted-U or inverted-J model relating performance (and learning) to muscular fatigue in motor-control tasks.     

Quiet Eye Duration,Expertise, and Task Complexity in Near and Far Aiming Tasks

Skilled (n = 12) and less skilled (n = 12) billiards players participated in 2 experiments in which the relationship between quiet eye duration, expertise, and task complexity was examined in a near and a far aiming task. Quiet eye was defined as the final fixation on the target prior to the initiation of movement. In Experiment 1, skilled performers exhibited longer fixations on the target (quiet eye) during the preparation phase of the action than their less skilled counterparts did. Quiet eye duration increased as a function of shot difficulty and was proportionally longer on successful than on unsuccessful shots for both groups of participants. In Experiment 2, participants executed shots under 3 different time-constrained conditions in which quiet eye periods were experimentally manipulated. Shorter quiet eye periods resulted in poorer performance, irrespective of participant skill level. The authors argue that quiet eye duration represents a critical period for movement programming in the aiming response.     

Studies in Affective Reaction: II. Dependence of Affective Ratings upon the Stimulus-Situation

Meehl, Paul E. Clinical vs. Statistical Prediction: A Theoretical Analysis and Review of the Evidence. Minneapolis: Univ. Minnesota Press, 1954. Pp. 149. Reviewed by Henry Winthrop.     

Differences in familiarity according to the cognitive reserve of healthy elderly people / Diferencias en familiaridad en función de la reserva cognitiva en ancianos sanos

Abstract

This study examines the relationship between cognitive reserve and familiarity processes in recognition memory. We hypothesize that people with high cognitive reserve are able to better compensate in alternative information retrieval processes. Forty-five participants, divided into high and low cognitive reserve groups, conducted a recognition experiment where they were asked to discriminate between studied and non-studied words that varied in perceptual familiarity. The results indicated that participants were able to use perceptual familiarity to improve their level of recognition. More importantly, people with high cognitive reserve used familiarity better than those with low cognitive reserve. The results provide the first empirical evidence indicating that people with high cognitive reserve are more efficient at balancing recollection and familiarity processes, and thus maintain a better performance level than those with low cognitive reserve.     

Visual search,anticipation, and reactive comparisons between highly-skilled and beginning tennis players

Abstract

Simulated tennis playing situations were created for the laboratory testing of visual search patterns, anticipation, reactions, and movements to compare male and female high-level and beginning players. Of particular interest was the degree to which each measure would differentiate the groups. Participants were highly-rated university players (N-30) and students enrolled in a beginning tennis class (N = 30). Under one testing condition, visual search patterns were recorded as they viewed filmed opponents serve (60 trials) and hit ground strokes (60 trials). Also recorded was anticipation accuracy and speed of the intended type and location of serves and the intended placement of ground strokes. In other testing, execution of a split step was followed by moving rapidly to the comet location for a simulated stroke in response to a series of light cues. Reaction and movement times were recorded. Discrimination analysis revealed that experts and beginners were most differentiated due to fixations on certain cues and predicting ball direction. As to visual search analysis of fixation duration for nine possible areas during the serves, only the head area was significant. Beginners directed more time toward the head region than did the highly skilled. Experts and novices had similar visual patterns with respect to ground strokes, and a few differences existed within the two female groups, in the two male groups. as well as between males and females. Anticipation measures for the serve indicated that experts were faster and more accurate than beginners, and males were faster than females. Ground stroke data revealed that the highly-skilled were faster and more accurate than novices. Finally, the simulated split-step data showed that reaction times and movement times were faster for the experts versus the beginners, and males were quicker in movement times than females.     

Effects of Language of Implementation on Functional Analysis Outcomes

This study evaluated the influence of language of implementation on functional analysis outcomes for a child with a severe intellectual disability from a Spanish-speaking home. Challenging behavior was assessed during 5-min sessions under 4 conditions; attention, play-verbal, play-nonverbal, and demand and across 2 phases; implementation in English versus Spanish. The highest levels of challenging behavior occurred during the attention and demand conditions of the English phases. These results suggest that the language of implementation may influence the overall levels of challenging behavior within functional analysis conditions.