Genetic Knowledge Among Participants in the Coriell Personalized Medicine Collaborative

Genetic literacy is essential for the effective integration of genomic information into healthcare; yet few recent studies have been conducted to assess the current state of this knowledge base. Participants in the Coriell Personalized Medicine Collaborative (CPMC), a prospective study assessing the impact of personalized genetic risk reports for complex diseases and drug response on behavior and health outcomes, completed genetic knowledge questionnaires and other surveys through an online portal. To assess the association between genetic knowledge and genetic education background, multivariate linear regression was performed. 4 062 participants completed a genetic knowledge and genetic education background questionnaire. Most were older (mean age: 50), Caucasian (90 %), female (59 %), highly educated (69 % bachelor’s or higher), with annual household income over $100 000 (49 %). Mean percent correct was 76 %. Controlling for demographics revealed that health care providers, participants previously exposed to genetics, and participants with ‘better than most’ self-rated knowledge were significantly more likely to have a higher knowledge score (p?<?0.001). Overall, genetic knowledge was high with previous genetic education experience predictive of higher genetic knowledge score. Education is likely to improve genetic literacy, an important component to expanded use of genomics in personalized medicine.     

Is ontological revisionism uncharitable?

Some philosophers (‘nihilists’) deny the existence of composite material objects. Other philosophers (‘universalists’) hold that whenever there are some things, they compose something. The purpose of this paper is to scrutinize an objection to these revisionary views: the objection that nihilism and universalism are both unacceptably uncharitable because each of them implies that a great deal of what we ordinarily believe is false. Our main business is to show how nihilism and universalism can be defended against the objection. A secondary point is that universalism is harder to defend than nihilism.     

THE EFFECTS OF INSTRUCTIONAL MATCH AND CONTENT OVERLAP ON GENERALIZED READING PERFORMANCE

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.     

Effects of prime-target spatial separation and attentional deployment on masked repetition priming

In two masked repetition priming experiments with letter stimuli, the positions of prime and target stimuli were varied horizontally from fixation. Priming effects did not interact with position when prime and target location covaried (Experiment 1A) but diminished with increasing prime eccentricity when targets were always centrally located (Experiment 1B). Two accounts of this pattern of priming effects were proposed that postulate two different mechanisms over and above effects of visual acuity. The integration account postulates degree of separation of prime and target stimuli as the critical factor, and the attentional account postulates spatial attention as the critical factor. The results of Experiment 2, in which prime and target positions were manipulated orthogonally, were in favor of the attentional account. Repetition priming did not vary as a function of whether or not primes and targets appeared at the same location, but target processing was facilitated independently of priming when targets appeared at the same location as primes, especially in the right visual field.     

Fictionalism and the attitudes

This paper distinguishes revolutionary fictionalism from other forms of fictionalism and also from other philosophical views. The paper takes fictionalism about mathematical objects and fictionalism about scientific unobservables as illustrations. The paper evaluates arguments that purport to show that this form of fictionalism is incoherent on the grounds that there is no tenable distinction between believing a sentence and taking the fictionalist's distinctive attitude to that sentence. The argument that fictionalism about mathematics is ‘comically immodest’ is also evaluated. In place of those arguments, an argument against fictionalism about abstract objects of any kind is presented in the last section. This argument takes the form of a trilemma against the fictionalist.

An Experimental Analysis of Phoneme Blending and Segmenting Skills

In this 2-experiment study, experimental analyses of phoneme blending and segmenting skills were conducted with four-first grade students. Intraindividual analyses were conducted to identify the effects of classroom-based instruction on blending phonemes in Experiment 1. In Experiment 2, the effects of an individualized intervention for the student who failed to improve in the first experiment were examined. Stimulus materials were drawn directly from the classroom curriculum, making it possible to monitor students’ response to classroom instruction and intervention over time. Generalization of responding to unique letter combinations was measured. A multiple-probe across tasks designs was used in both studies. Results indicated that all students improved their phoneme blending skills and are discussed in terms of the need for evaluation methods that are sensitive enough to identify individual differences in responding between students and to detect within-student performance increases in critical early literacy skills.     

Feelings Matter: Depression Severity and Emotion Regulation in HIV/STI Risk-Related Sexual Behaviors

Human immunodeficiency virus (HIV)/sexually transmitted infection (STI) prevention models may not address psychological complexities among adolescents with mental illnesses. This study examined contextual factors related to HIV/STI risk among heterosexually active Black adolescents with mental illnesses to inform the development of targeted HIV/STI prevention strategies. Black adolescent males and females (aged 14–17) were recruited from outpatient mental health programs in Philadelphia, PA to complete a computer-assisted personalized interview on sociodemographics, sexual behaviors, and emotion regulation (N?=?53). Two sample t-tests, Wilcoxon Rank Sum tests and regression modeling were used to examine differences in the study measures by gender and relationship status. Reports of sexual partner concurrency were high—both while already in a sexual relationship (67.3%) and multiple sexual partners in the same day (42.3%). Boys reported significantly more risk behaviors than girls. Sadness dysregulation predicted currently being in a relationship, older age at first oral sex, fewer vaginal sexual partners and fewer unprotected oral sexual encounters. Coping difficulties predicted a greater number of vaginal and oral sexual partners, and a lower age at first vaginal sex. Increasing depression severity was related to older age at first vaginal sex, fewer vaginal sexual partners and fewer unprotected oral sexual encounters in the past 3 months. This formative work suggests that coping mechanisms should be addressed in HIV/STI prevention research through the inclusion of activities targeted toward emotion regulation and decreasing sexual risk behaviors. Psycho-education and skills building may mitigate the psychopathology that contributes to HIV/STI risk in the target demographic.     

Executive Functioning Among College Students With and Without History of Childhood Maltreatment

This study utilized performance-based and self-report measures to examine differences in executive functions in college students with and without histories of childhood maltreatment. On the performance-based measures of executive function, all scores fell within the normal range for age. However, participants in the childhood maltreatment group reported more problems with metacognition than those without history of maltreatment. Severity of childhood maltreatment was associated with poorer cognitive inhibition/switching and phonetic fluency. Although significant group differences were found on a laboratory-based task of executive function, performance across the other tasks was generally similar. However, those with a history of maltreatment reported more problems with metacognition, suggesting a potential avenue for brief interventions focused on improving metacognitive skills important for success in the college environment. Implications and suggestions for future research are discussed.