Recording puff volume in smoking

Recent research on nicotine self-administration has highlighted the need to accurately assess within-cigarette topography in order to estimate changes in puff profiles that occur in response to varying nicotine content. This paper describes equipment and techniques that may be used to record puff volume in the laboratory and discusses methods used by other researchers to study puff volume with an emphasis on methodological advantages of the present technique.     

Bilingual speech: Bilateral control?

Forty bilinguals from several language backgrounds were contrasted to a group of English-speaking monolinguals on a verbal-manual interference paradigm. For the monolinguals, concurrent finger-tapping rate during speech output tasks was disrupted only for the right hand, indicating left-hemisphere language dominance. Bilingual laterality patterns were a function of language used: native (L1) versus second acquired (L2), and age of L2 acquisition. Early bilinguals (L1 + L2 acquisition prior to age 6) revealed left-hemisphere dominance for both languages, whereas late bilinguals (L2 acquired beyond age 6) revealed left-hemisphere dominance only for L1 and symmetrical hemispheric involvement for L2.     

On discriminating visual textures and images

Recent developments in modeling image discrimination by feature analytic and frequency selective methods are discussed. Some issues relating to the design of two-dimensional spatial frequency filters are developed within the context of two experiments on texture discrimination using artificial and naturally occurring textures. Results of these experiments indicate that, given an adequately formulated relationship between spatial frequency and orientation tuning parameters of the filter, one can predict a variety of texture discriminations using only amplitude-specific models. Finally, guidelines are established for ascertaining when phase transmission characteristics do become critical in two-dimensional image processing by the human observer.     

Notice and consent: The school's responsibility to inform parents

Parental involvement in planning and placement for 20 children initially referred for special education is described in light of the PL 94-142 requirements for informed parental consent. The pattern of notification and parental involvement in the planning and placement team in four elementary schools is described, and the level of parental understanding for four components of the special education decision (eligibility, placement, program goals, and review date) is examined. Comparisons indicate that parent's versions of each decision component were clear and accurate no more than 50% of the time for any of the four components, even though parents were present at the team meeting where these decisions were rendered. The highest accuracy in parental reports was for the placement decision, while unclear or erroneous versions of decisions regarding eligibility, program goals, and review date were even more frequent. Results are interpreted in light of the amount of change demanded of local school systems to insure that parents are giving informed consent for special education planning and placement decisions.     

Ripple effect: Communication of planning team decisions to program implementers

Due process provisions are intended to insure that special education placement and programming decisions are fair. However, educators should address the issue of whether those decisions are properly implemented. This paper explores how placement decisions are communicated to the teachers and support personnel who are responsible for implementing students' special education programs. The communication network used by planning teams was characterized as informal; most information was communicated orally by many different planning team members. The results were discussed in the context of whether the messages provided to program implementers were consistent and clear.     

Interpersonal mood induction: Situational and individual determinants

Several situational and individual aspects of interpersonal mood induction were investigated in an attempt to elucidate the mechanisms by which depressed mood is transmitted from one individual to another. Eighty-four psychology students interacted with confederates previously trained to enact one of three mood states — depressed, neutral, or elated. Participants were randomly assigned to same-sex confederates in one of two roles — helper or stranger, resulting in a 3×2×2 design. Mood and self-esteem were independent variables assessed prior to the interaction. Mood, perceptions, and reactions to the confederate were dependent variables assessed following the interaction. Results indicated induction of depression and anxiety in participants exposed to depressed confederates, and induction of hostility following interaction with elated confederates. Induction of depression and hostility were significantly attenuated in participants in the helper role as opposed to person perception role, while the concept of individual vulnerability to mood induction was not supported in this study. Rejection of depressed persons was only modestly associated with negative mood induction. Thus, role components of the situation affected mood induction more than did individual participant differences. The results and their implications for therapists and family members of depressed individuals are discussed within the framework of Lazarus's cognitive model of emotional arousal.The authors gratefully acknowledge the contributions and talents of Bill Dorfman, Mike Harrington, Ginger Johnson, Anita Navarra, and Debbie Illman.