bluuebunny/crossref_metadata_2025 huggingface dataset:
ON SPECTRAL SIMULATION OF FRACTIONAL BROWNIAN MOTION
Authors: Dieker A.B. , Mandjes M.
Published: June 2003

This article focuses on simulating fractional Brownian motion
(fBm). Despite the availability of several exact simulation
methods, attention has been paid to approximate simulation (i.e.,
the output is approximately fBm), particularly because of possible
time savings. In this article, we study the class of approximate
methods that are based on the spectral properties of fBm's
stationary incremental process, usually called fractional Gaussian
noise (fGn). The main contribution is a proof of asymptotical
exactness (in a sense that is made precise) of these spectral
methods. Moreover, we establish the connection between the spectral
simulation approach and a widely used method, originally proposed
by Paxson, that lacked a formal mathematical justification.
The insights enable us to evaluate the Paxson method in more
detail. It is also shown that spectral simulation is related
to the fastest known exact method.
INTRODUCTION
Authors: Kouwenberg Silvia , Patrick Peter L.
Published: June 2003

This volume aims to rekindle interest in the question of whether insights from the study of second language (L2) acquisition can usefully be called on to provide explanations for pidgin and creole genesis, providing (mainly) creolist perspectives.1 Not surprisingly, the focus of several contributions is on transfer in pidginization, creolization, and L2 acquisition.
THE TENSE-ASPECT SYSTEM IN PIDGINS AND NATURALISTICALLY LEARNED L2
Authors: Clements J. Clancy
Published: June 2003

The advantages and disadvantages of wider or narrower definitions of pidginization and pidgin are reviewed to determine the differences between pidgins and naturalistically learned second languages (L2s). It is argued that a wider definition is preferred because it avoids problematic counterexamples and captures generalizations that allow us to view the difference between naturalistic L2 varieties and pidgins as one of degree, not of type. In first language (L1) acquisition, Bates and Goodman (1999) showed the link between the development of vocabulary and grammar and argued that this may be explained by, among other things, logical and perceptual bootstrapping. It is suggested that these types of bootstrapping are also relevant for explaining the pace of grammar development in pidgins and naturalistic L2 varieties. The tense-aspect system of a Spanish variety spoken by a Chinese immigrant in Spain is examined in detail. The data, taken from a 90-minute interview that yielded 602 tokens, reveal several clear traits of the informant's verbal system: (a) All nonfinite, imperfective verb forms (gerunds) correspond exclusively to Vendlerian activities; (b) all but three of the perfective nonfinite forms (past participles) correspond to telic verbs or predicates; and (c) 81% of the stative verbs appear in the third-person-singular present form. The sensitivity to aspectual distinctions in the informant's variety of Spanish is not addressed by logical and perceptual bootstrapping. Furthermore, although this sensitivity can be partially explained by language-specific considerations (i.e., transfer from Mandarin), such an explanation does not speak to precise form–function mappings found, which are best accounted for by appealing to the Primacy of Aspect and Distributional Bias hypotheses (Andersen, 1993; Andersen & Shirai, 1996).
THE SURVIVAL OF INFLECTIONAL MORPHOLOGY IN FRENCH-RELATED CREOLES
Authors: Becker Angelika , Veenstra Tonjes
Published: June 2003

In traditional classifications of languages by inflectional subsystems, both creole languages and the results of untutored SLA (interlanguages) are classified as isolating. We focus on remnants of verbal inflectional morphology in French-related creoles and ask: (a) Can the properties of verbal morphology be attributed to SLA, and (b) what does this imply for creole genesis? We show how acquisition of inflectional morphology occurs in learner varieties of French from a basic variety perspective. We discuss reflexes of French inflectional morphology that survived the creolization process, resulting in a long–short opposition of verb forms: Across creoles, different grammatical properties are marked by this opposition. Finally, we consider the implications for creole genesis theories and propose a three-generational scenario of creolization with multiple agents.
Mutual emotion regulation and the stability of conduct problems between preschool and early school age
Authors: COLE PAMELA M. , TETI LAUREEN O. , ZAHN–WAXLER CAROLYN
Published: June 2003

Mutual regulation of anger plays a role in both healthy adjustment and mental health problems. This study of 85 preschooler boys and girls examined mother–preschooler anger regulation during a frustration in relation to the child's preschool and school age problem status. Less mutual positive emotion, more mutual anger, and more emotional mismatches than other dyads characterized dyads with a stable conduct problem child. Maternal emotion predicted school age conduct problems, particularly for boys. Maternal emotion also predicted stability versus improvement of symptoms. The emotional dynamics of mother–preschooler angry exchanges may redirect girls' conduct problems and may contribute to the stability of boys' conduct problems.
Child–parent attachment following early institutional deprivation
Authors: O'CONNOR THOMAS G. , MARVIN ROBERT S. , RUTTER MICHAEL , OLRICK JEFFREY T. , BRITNER PRESTON A. , THE ENGLISH AND ROMANIAN ADOPTEES STUDY TEAM
Published: June 2003

Child–parent attachment quality with an adoptive caregiver at age 4 years was examined in a sample of 111 children adopted into the United Kingdom following early severe deprivation in Romania and a comparison group of 52 nondeprived within–United Kingdom adoptees. Findings indicated that, compared with nondeprived adoptees, children who experienced early severe deprivation were less likely to be securely attached and more likely to show atypical patterns of attachment behavior; ordinary forms of insecure attachment were not associated with deprivation. Within the sample of deprived adoptees, there was a dose–response association between duration of deprivation and disturbances in attachment behavior. In addition, a minority of children who experienced severe early deprivation were classified as avoidant, secure, or dependent using conventional classification strategies, despite also exhibiting atypical patterns of attachment behaviors, and this was also more likely among children exposed to prolonged deprivation. The results raise both theoretical and methodological implications for attachment research on very deprived children.
Differences in assertive speech acts produced by children with autism, Asperger syndrome, specific language impairment, and normal development
Authors: ZIATAS KATHRYN , DURKIN KEVIN , PRATT CHRIS
Published: June 2003

The assertive speech acts of children with autism (n = 12) and Asperger syndrome (n = 12), individually matched to children with specific language impairment (SLI; n = 24) and children with normal development (n = 24) were studied in the context of gently structured conversation. These children also completed the false belief test of theory of mind. The children with autism used significantly lower proportions of assertions involving explanations and descriptions than the children with SLI or normal development and significantly lower proportions of assertions involving internal state and explanations than the children with Asperger syndrome. The children with autism used a higher proportion of assertions involving identifications than any other group. The assertions of the children with Asperger syndrome were generally not different than those of the children with SLI or normal development except for a higher proportion of assertions involving own internal state. Further analysis of the mental assertions revealed that the children with autism and Asperger syndrome predominantly referred to desire and made few references to thought and belief, whereas the children with SLI and those with normal development used a higher proportion of references to thought and belief.
The influence of teacher support on student adjustment in the middle school years: A latent growth curve study
Authors: REDDY RANJINI , RHODES JEAN E. , MULHALL PETER
Published: June 2003

The influence of perceived teacher support on trajectories of depression and self-esteem in middle school was examined using multigroup latent growth cross-domain models. A longitudinal sample of 2,585 students was followed from the sixth through the eighth grades. Students' perceptions of teacher support and general self-esteem declined and depressive symptoms increased over the course of middle school. We further found that, for both boys and girls, changes in perceptions of teachers' support reliably predicted changes in both self-esteem and depression. In particular, those students perceiving increasing teacher support showed corresponding decreases in depressive symptoms and increases in self-esteem. Gender differences were found for the initial levels of both perceptions of teacher support and general self-esteem. A competing model was also tested, which gave additional support for pathways of influence from perceptions of teacher support to depression and self-esteem, rather than the reverse. This study underscores the role of teacher support in facilitating students' adjustment to middle school and highlights the importance of using idiographic methodologies in the study of developmental processes. Implications and future directions are discussed.
Characteristics of resilient youths living in poverty: The role of self-regulatory processes
Authors: BUCKNER JOHN C. , MEZZACAPPA ENRICO , BEARDSLEE WILLIAM R.
Published: June 2003

As part of a larger investigation of very low income families, this study examined the characteristics that differentiated resilient from nonresilient school-age youths, with a focus on self-regulation (e.g., executive function, emotion regulation) skills. Resilience was operationally defined in a robust and comprehensive manner using well-established instruments that measured children's emotional well-being and mental health. Controlling for other explanatory variables, including differences in the experience of negative life events and chronic strains, resilient youths were notably different from nonresilient youths in terms of having greater self-regulatory skills and self-esteem, as well as in receiving more active parental monitoring. Study findings are discussed with regard to the theoretical framework of self-regulation and their implications for preventive intervention.
Exposure to partner violence and child behavior problems: A prospective study controlling for child physical abuse and neglect, child cognitive ability, socioeconomic status, and life stress
Authors: YATES TUPPETT M. , DODDS MICHELE F. , SROUFE L. ALAN , EGELAND BYRON
Published: June 2003

Previous research suggests an association between partner violence and child behavior problems. However, methodological shortcomings have precluded the formation of directional conclusions. These limitations include failure to control for the effects of child physical abuse and general life stress, employment of nonrepresentative samples from battered women's shelters, and reliance on a single contemporaneous reporter, usually the mother, for information on both independent and dependent measures. This study used prospective, longitudinal data (N = 155) and multiple informants to examine the relation between maternal reports of partner violence in the home and teacher- and youth-report ratings of concurrent and prospective child behavior problems. Hierarchical multiple regression analyses were used to control for the effects of child physical abuse, child physical neglect, socioeconomic status, child cognitive ability, and life stress. The contribution of partner violence to child behavior problems was confirmed for boys' (n = 81) externalizing problems and girls' (n = 74) internalizing problems. Child developmental status at the time of exposure further influenced these relations. For boys, behavior problems in middle childhood were most strongly related to contemporaneous partner violence, whereas behavior problems among both boys and girls at age 16 were most strongly related to partner violence exposure during the preschool years.
Selective processing of threatening information: Effects of attachment representation and anxiety disorder on attention and memory
Authors: VAN EMMICHOVEN INGEBORG A. ZEIJLMANS , VAN IJZENDOORN MARINUS H. , DE RUITER CORINE , BROSSCHOT JOS F.
Published: June 2003

To investigate the effect of the mental representation of attachment on information processing, 28 anxiety disorder outpatients, as diagnosed by the Anxiety Disorders Interview Schedule—Revised, were administered the Adult Attachment Interview and the State–Trait Anxiety Inventory. They also completed an emotional Stroop task with subliminal and supraliminal exposure conditions, a free recall memory task, and a recognition test. All tasks contained threatening, neutral, and positively valenced stimuli. A nonclinical comparison group of 56 participants completed the same measures. Results on the Stroop task showed color-naming interference for threatening words in the supraliminal condition only. Nonclinical participants with insecure attachment representations showed a global response inhibition to the Stroop task. Clinical participants with secure attachment representations showed the largest Stroop interference of the threatening words compared to the other groups. Results on the free recall task showed superior recall of all types of stimuli by participants with secure attachment representations. In the outpatient group, participants with secure attachment representations showed superior recall of threatening words on the free recall task, compared to insecure participants. Results on the recognition task showed no differences between attachment groups. We conclude that secure attachment representations are characterized by open communication about and processing of threatening information, leading to less defensive exclusion of negative material during the attentional stage of information processing and to better recall of threatening information in a later stage. Attachment insecurity, but not the type of insecurity, seems a decisive factor in attention and memory processes.
Atypical maternal behavior, maternal representations, and infant disorganized attachment
Authors: GOLDBERG SUSAN , BENOIT DIANE , BLOKLAND KIRSTEN , MADIGAN SHERI
Published: June 2003

The data for 197 mother–infant pairs from two longitudinal studies were analyzed to assess relations between maternal attachment representations; atypical maternal behavior, coded with a new tool, Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE), and infant attachment. Both maternal and infant attachment were systematically related to atypical maternal behavior: mothers who were Unresolved on the Adult Attachment Interview and those whose infants were disorganized in the Strange Situation Procedure engaged in more atypical behaviors than those who were not Unresolved and whose infants showed organized patterns of attachment, respectively. Regression analyses indicated that when tested as a mediator, atypical maternal behavior as measured on the AMBIANCE did not reduce the association between maternal Unresolved status and infant disorganized attachment. This may, in part, reflect the fact that our low-risk sample did not include enough cases in the risk categories. These data provide preliminary empirical validation for the AMBIANCE and strengthen the evidence for links between atypical maternal behavior and disorganized attachment but indicate that in addition to maternal attachment representations, other factors must contribute to atypical maternal behavior.
The development of joint attention in blind infants
Authors: BIGELOW ANN E.
Published: June 2003

There is little documentation of how and when joint attention emerges in blind infants because the study of this ability has been predominantly reliant on visual information. Ecological self-knowledge, which is necessary for joint attention, is impaired in blind infants and is evidenced by their reaching for objects on external cues, which also marks the beginning of their Stage 4 understanding of space and object. Entry into Stage 4 should occur before joint attention emerges in these infants. In a case study of two totally blind infants, the development of joint attention was longitudinally examined during Stage 4 in monthly sessions involving interactions with objects and familiar adults. The interactions were scored for behavior preliminary to joint attention, behavior liberally construed as joint attention, and behavior conservatively construed as joint attention. Behavior preliminary to joint attention occurred throughout Stage 4; behavior suggestive of joint attention by both liberal and conservative standards emerged initially in Stage 4 and became prevalent by mid to late Stage 4. The findings are discussed in terms of how they inform our thinking about the development of joint attention with respect to the importance of vision, cognition, social context, language, and early self-knowledge.
Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses
Authors: DOUSSARD–ROOSEVELT JANE A. , JOE CLAUDIA M. , BAZHENOVA OLGA V. , PORGES STEPHEN W.
Published: June 2003

The nature of mother–child interaction in autism and the maternal approach characteristics that elicit social response in children with autism were examined in two studies. Mother–child play sessions of 24 preschool children with autism and 24 typically developing preschoolers were compared in Study 1, and play sessions of 9 mothers with their autistic child and with their nonautistic child were compared in Study 2. Mother–child interactions were coded using the Approach Withdrawal Interaction Coding System to quantify maternal approach behaviors and child responses. Results of Study 1 indicate that, although the quantity of approaches did not differ between mothers with their autistic children and mothers with their nonautistic children, there were qualitative differences. Mothers used more physical contact, more high-intensity behaviors, and fewer social verbal approaches with autistic children. Results of Study 2 replicated these findings with mothers showing a similar pattern of approach toward their autistic children but not their nonautistic children. Although autistic children displayed lower contingency to maternal approaches in general, they showed greater responsiveness to approaches involving increased physical proximity and/or containing nonverbal object use. Mothers socially engaged both autistic and nonautistic children. The implications for parent training and intervention are discussed.
Domestic violence is associated with environmental suppression of IQ in young children
Authors: KOENEN KARESTAN C. , MOFFITT TERRIE E. , CASPI AVSHALOM , TAYLOR ALAN , PURCELL SHAUN
Published: June 2003

Research suggests that exposure to extreme stress in childhood, such as domestic violence, affects children's neurocognitive development, leading to lower intelligence. But studies have been unable to account for genetic influences that might confound the association between domestic violence and lower intelligence. This twin study tested whether domestic violence had environmentally mediated effects on young children's intelligence. Children's IQs were assessed for a population sample of 1116 monozygotic and dizygotic 5-year-old twin pairs in England. Mothers reported their experience of domestic violence in the previous 5 years. Ordinary least squares regression showed that domestic violence was uniquely associated with IQ suppression in a dose–response relationship. Children exposed to high levels of domestic violence had IQs that were, on average, 8 points lower than unexposed children. Structural equation models showed that adult domestic violence accounted for 4% of the variation, on average, in child IQ, independent of latent genetic influences. The findings are consistent with animal experiments and human correlational studies documenting the harmful effects of extreme stress on brain development. Programs that successfully reduce domestic violence should also have beneficial effects on children's cognitive development.
The role of attentional processes in children's prosocial behavior with peers: Attention shifting and emotion
Authors: WILSON BEVERLY J.
Published: June 2003

This study evaluated the role of attentional shifting in children's prosocial behavior with peers. Participants were 27 aggressive/rejected and 27 nonaggressive/popular kindergarten and first grade boys and girls. Children's ability to shift attention from one affective state to another was assessed during: (a) a computerized task that required shifting attention between different affective events (i.e., the Children's Attentional Shifting Task, CAST) and (b) an analogue entry task with unacquainted peers. Children's latency for sharing with peers was assessed after they experienced failure during the entry task. Aggressive/rejected children had significant difficulty shifting attention from negative to positive affect during the CAST and were slower to share after experiencing entry failure. In general, aggressive/rejected children were less able to regulate their behavior effectively after experiencing social failure. Girls, regardless of status, had less difficulty than boys shifting attention from one affective state to another during the CAST. In addition, children's social status/aggressiveness, their ability to regulate emotional behavior after social failure and to shift attention effectively on the CAST predicted approximately 31% of the variance in their latency to share. These findings suggest that the ability to shift attention between different affective states plays a significant role in children's prosocial behavior with peers.
Life course turning points: The effect of grade retention on physical aggression
Authors: NAGIN DANIEL S. , PAGANI LINDA , TREMBLAY RICHARD E. , VITARO FRANK
Published: June 2003

Our objective is to advance the life course analytical framework by demonstrating a model for testing two of its tenets. The first is whether the individual's developmental history conditions the response to a turning point event. The second is whether the influence of a major life event upon an individual's developmental course depends upon the timing of the event. We test both propositions in an analysis of the effect of grade retention on a child's trajectory of physical aggression. Our analysis is based on data from a longitudinal study of 1,037 boys from schools in the lowest socioeconomic areas in Montreal, Canada. We find clear evidence that a developmental history of physical aggression conditions the child's response to grade retention. The evidence on whether the timing of retention affects this response is less clear.
Attention-deficit/hyperactivity disordered boys' relationships with their mothers and fathers: Child, mother, and father perceptions
Authors: GERDES ALYSON C. , HOZA BETSY , PELHAM WILLIAM E.
Published: June 2003

Self-perceptions of parent–child relationship quality were examined for 142 boys with attention-deficit/hyperactivity disorder (ADHD) and 55 control boys. Parent perceptions were examined as well. Mothers and fathers of ADHD boys perceived their relationships with their children more negatively than mothers and fathers of control boys. Interestingly, despite these differences in parental perceptions, ADHD boys did not differ from control boys in their perceptions of their relationships with their parents. Further, when ADHD boys' perceptions were compared directly to those of their parents, ADHD boys' reports were positively enhanced relative to those of control parent–child dyads. Together, these results may be viewed as providing support for a positive illusory bias in the social self-perceptions of ADHD children.
Developmental differences in the phenomenology of depression
Authors: WEISS BAHR , GARBER JUDY
Published: June 2003

Most researchers and clinicians now agree that children and adolescents are able to develop depressive disorders, and there also appears to be consensus that developmental level has relatively little influence on the phenomenology of the depression. The present paper examines the validity of this latter assumption from methodological, theoretical, and empirical perspectives. We first review reasons why there might be developmental differences in the symptoms that define depression, and then discuss the implications and significance if such differences do or do not exist. Next, we highlight methodological and design issues relevant to the appropriate evaluation of this question. Then, we propose that this broad developmental question actually is comprised of two subquestions—one focusing on symptoms and the other focused at the syndrome level—that have not yet been clearly differentiated in the field. Finally, after conducting a meta-analysis of the current empirical literature and reviewing its limitations, recommendations are made regarding future research in this area.
Salivary testosterone diurnal variation and psychopathology in adolescent males and females: Individual differences and developmental effects
Authors: GRANGER DOUGLAS A. , SHIRTCLIFF ELIZABETH A. , ZAHN–WAXLER CAROLYN , USHER BARBARA , KLIMES–DOUGAN BONNIE , HASTINGS PAUL
Published: June 2003

Individual differences in salivary testosterone were examined in 213 adolescents (106 boys, 107 girls; mean age = 13.66 years) in relation to externalizing and internalizing psychopathology. Self- and parent-report measures of behavior problems and psychiatric symptoms were obtained. Latent anxiety–depression, disruptive behavior, and attention problem constructs were developed using multitrait, multimethod procedures. Saliva samples were collected in the morning, midday, and late afternoon on multiple days and were later assayed for testosterone. Latent constructs were derived for testosterone level and diurnal variation across the six sampling occasions. Structural equations modeled relationships between problem behavior and intra- and interindividual differences in testosterone separately by gender. For boys, lower levels of testosterone and testosterone levels that decreased more slowly across the day were related to higher levels of anxiety–depression and attention problems. These associations were not moderated by pubertal development. For girls, steep declines in testosterone production across the day related to higher levels of disruptive behavior problems, but this association was only evident after including pubertal development as a moderator in the model. These findings raise novel questions regarding the nature and magnitude of links between testosterone and problem behavior in youth.
Attachment, autonomy, and multifinality in adolescent internalizing and risky behavioral symptoms
Authors: MARSH PENNY , MCFARLAND F. CHRISTY , ALLEN JOSEPH P. , MCELHANEY KATHLEEN BOYKIN , LAND DEBORAH
Published: June 2003

A diathesis-stress interaction model is used to describe multifinality in adolescent internalizing and risky behavioral outcomes. Problematic behavior associated with adolescent insecure preoccupation (a diathesis) was expected to interact with the level of maternal autonomous discourse (a stressor) to predict specific adolescent outcomes. Assessments of adolescent preoccupied attachment organization, observations of maternal displays of autonomy in mother–adolescent interactions, and adolescent reports of internalizing symptoms and risky behaviors were obtained at age 16. As predicted, maternal autonomy in the mother–adolescent relationship helped to explain multifinality in dysfunctional symptoms among preoccupied adolescents. Adolescent preoccupation was more strongly linked to internalizing behavior when mothers demonstrated low levels of autonomy in interactions with their adolescents and more strongly linked to risky behavior when mothers displayed extremely high levels of autonomy. Implications for autonomy processes in increasing our understanding of how adolescent insecure–preoccupation relates to profiles of specific problems during adolescence are discussed as is the importance of exploring the role of attachment in different contexts.
Remembering David Thomasma
Authors: Koch Tom
Published: June 2003

Although space limitations do not permit including all the responses
received after the passing of David Thomasma, some representative expressions
are included below. As these remembrances attest, Edmund Pellegrino spoke for
all of us when he said at David's memorial service, “It has been
said that we die only when forgotten; if so, David will live a long time. He
remains a presence for his family, friends, collaborators, and all who met
him.”
Conceptions of Family-Centered Medical Decisionmaking and
Their Difficulties
Authors: HYUN INSOO
Published: June 2003

Over the past decade or so, the predominant patient-centered ethos in
American bioethics has come under attack by critics who claim that it is
morally deficient in certain respects, particularly when viewed in the
context of acute-care decisionmaking. One line of criticism has been that
the current ethic of patient autonomy gives an individual competent patient
far too much decisional authority over the terms of his own treatment so
that the patient is at complete liberty to neglect the ways in which his
medical decisions can drastically and negatively affect the lives of other
family members. Given that family members must help shoulder the financial,
emotional, and rehabilitative burdens involved in the patient's care,
it has been argued that they too have a legitimate interest in choosing what
sort of medical treatment the patient eventually receives. Another closely
related line of criticism is that the prevailing focus on patient autonomy
gives short shrift to the moral significance of the family as a genuine
community. Echoing a view of the person advanced by most communitarian
political theorists, some commentators have argued that the patient comes
to the clinic so thoroughly embedded in a complex web of familial
relationships and obligations that it does not make sense to identify him
as the only person in the family to make decisions about treatment.
Where Is the Virtue in Professionalism?
Authors: DOUKAS DAVID J.
Published: June 2003

There is a wind of change about to affect the training of all house
officers in the United States. The Accreditation Council of Graduate
Medical Education (ACGME) has promulgated a set of general competencies
for all U.S.-trained residents, with a major thrust focused on bioethics
and professionalism that will likely catch residency directors unaware.
The ACGME's General Competencies document globally addresses
many relationship-based ethical roles and responsibilities of house officers
in healthcare. Of note, this document contains a specific section on
professionalism. However, the entire document is woven with a sustained
thread of medical ethics throughout its other sections. The intent is to
imbue each physician with those skills, rules, and aspects of character
that will be a foundation for humane, ethical, professional conduct.
Professionalism does indeed go beyond ethical principles, accounting for
competency and commitment to excellence and, most of all, implying a virtue
ethics account of medical practice. The need to address the central place
of virtue ethics in house-staff education is apparent, and we now have the
right tool for the job—the ACGME General Competencies.
Educating for Professionalism: What Counts? Who's Counting?
Authors: SURDYK PATRICIA M.
Published: June 2003

“Character counts at Central High” is the message frequently
exhibited on the curbside marquee outside our local secondary school. Its
meaning, however, is left to interpretation by those who happen to drive by
the electronic display. More than likely, the deceptively simple declaration
implies that Central's curriculum and associated activities are value
laden, that they somehow address the collective and somewhat ambiguous set of
traits we label “character.” It is a hopeful message to those who
consider forming the character of the country's future workforce and
citizenry to be an important goal of schooling.
Fostering Professionalism: The Loyola Model
Authors: KUCZEWSKI MARK G. , BADING EVA , LANGBEIN MARY , HENRY BEVERLY
Published: June 2003

Medicine is in a very self-reflective mood. There is a revival of
interest not only in medical ethics (a.k.a. bioethics) but also in medical
history, the Hippocratic corpus, and various kinds of literature that
indicate physicians are reexamining the foundations of medicine and what
it is that gives meaning to medicine. That is, they are reexamining the
physician's vocation, in the true sense of vocation as a calling. This
interest has coincided with the concern of third parties such as accreditation
agencies about the professionalism of physicians.
Mapping, Modeling, and Mentoring: Charting a Course for
Professionalism in Graduate Medical Education
Authors: LARKIN GREGORY L.
Published: June 2003

Professionalism, like common sense, remains a timeless ingredient in
the ethically successful practice of medicine in the twenty-first century.
Professional ideals are particularly relevant in times of economic and
social upheaval, medicolegal crises, provider shortages, and global threats
to the public health. The American Board of Internal Medicine specifies
professionalism as “constituting those attitudes and behaviors that
serve to maintain patient interest above physician self-interest.”
Because of its transcendent nature, professionalism, like ethics, is also
considered “a structurally stabilizing, morally protective force in
society.” Professions enjoy tremendous deference and autonomy in
exchange for three unwritten but prerequisite promises: expert knowledge,
self-regulation, and a fiduciary responsibility to place the needs of the
client ahead of self-interest. Many educators suggest that professionalism
includes additional characteristics such as honesty, altruism, temperance,
commitment, integrity, and suspension of self-interest. However, there are
large gaps in providing more user-friendly and operational models of
professionalism to learners and evaluators at all levels of the academic
hierarchy.
CQ Sources/Bibliography
Authors: Anton Bette
Published: June 2003

These CQ Sources were compiled by Bette Anton.
Human Experiments and National Security: The Need to Clarify Policy
Authors: MORENO JONATHAN D.
Published: June 2003

On September 4, 2001, press reports indicated that the Defense
Intelligence Agency of the U.S. Department of Defense (DOD) planned to
reproduce a strain of anthrax virus suspected of being held in Russian
laboratories. According to the same reports, the Central Intelligence
Agency (CIA), under the auspices of Project Clear Vision, is engaged in
building replicas of bomblets believed to have been developed by the former
Soviet Union. These small bombs were designed to disperse biological agents,
including anthrax. Government attorneys were said to be confident that,
because these projects were designed to develop defensive measures, they
were not in violation of the 1972 Biological and Toxin Weapons Convention.
Considering the Role of White Matter in Neurobehavioral Function:
Behavioral Neurology of White Matter, by C.M. Filley. 2001.
New York: Oxford University Press. 279 pp., $57.50 (HB).
Authors: Cullum C.M.
Published: June 2003

In his text, Behavioral Neurology of White Matter, Filley
focuses our attention on the role of white matter in neurobehavioral
functioning. He makes the point that much of clinical neuroscience,
including neuropsychology and behavioral neurology, has focused on
cognitive correlates of cortical lesions and disorders.
Historically in neuropsychology, we have acknowledged the role of
white matter more typically in vague terms of connecting pathways,
but there has been a decided emphasis on cortical and subcortical
gray matter regions as “where the action is.” Filley's
insightful writing clearly supports his proposal that “the mind
depends as much on the white matter as on its gray counterpart.
Beyond the Homunculus: The Executive Brain: Frontal Lobe and
the Civilized Mind, by Elkhonon Goldberg. 2001. New York: Oxford
University Press. 251 pp., $29.95 (HB).
Authors: Barr William B.
Published: June 2003

There is an old saying that one of mankind's biggest challenge
will be to fully understand the functioning of the human brain. Some point
out the ultimate irony of needing to utilize all 1400 grams of this organ to
understand itself. When confronted with the riddle of frontal lobe functions,
this argument can be extended further: the part of the brain that is
considered to be most responsible for the highest forms of mental activity
is likely to be pushed to its own limits in an effort to understand its own
functions. While this might seem like an endless loop to some, the good news
is that our field has been making serious advances in understanding the
executive functions, those abilities we commonly attribute to the frontal
lobes. Many of these successes are presented in a clear and engaging manner
in this monograph.
An Introduction to Human Neuropsychology: Principles of
Neuropsychology, by E.A. Zillmer and M.V. Spiers. 2001. Belmont,
CA: Wadsworth/Thomson Learning. 606 pp., $86.95 (HB).
Authors: Halperin Jeffrey M.
Published: June 2003

Education and training in neuropsychology has been primarily directed
to pre- and postdoctoral students with numerous excellent books available
for these target audiences. However, as indicated by Eric Zillmer in the
preface to Principles of Neuropsychology, this book is geared
toward undergraduates and beginning-level graduate students, a group that
in this reviewer's opinion, has received considerably less attention
from the field. According to Dr. Zillmer, the goal was to “teach
brain function in a clear, interesting and progressive manner.” This
goal was clearly accomplished by the authors in this stimulating, well-
organized, and comprehensive introduction to human neuropsychology, which
masterfully merges a solid neuroscientific perspective with human interest
stories and an array of fascinating clinical vignettes.
OTHER BOOKS OF INTEREST WITH BRIEF NOTES BY THE BOOK REVIEW EDITOR
Authors: Lezak Muriel D.
Published: June 2003

Other books of interest with brief notes by the book review
editor.
Extratemporal quantitative MR volumetrics and neuropsychological
status in temporal lobe epilepsy
Authors: HERMANN BRUCE , SEIDENBERG MICHAEL , BELL BRIAN , RUTECKI PAUL , SHETH RAJ D. , WENDT GARY , O'LEARY DANIEL , MAGNOTTA VINCE
Published: June 2003

Neuropsychological studies of temporal lobe epilepsy have focused
heavily on the nature and extent of memory dysfunction and its
relationship to the neuropathological status of the hippocampus
and related mesial temporal lobe structures. In this study,
we examined whole brain and lobar quantitative MRI volumes and
comprehensive neuropsychological performance in 58 patients
with temporal lobe epilepsy and 62 healthy controls in order
to determine (1) the nature and degree of extratemporal
structural abnormalities in localization-related temporal lobe
epilepsy; (2) the nature and degree of cognitive abnormalities
outside of anterograde memory function; and (3) the relationship
of volumetric abnormalities to neuropsychological status. Temporal
lobe epilepsy patients exhibited significant reduction in the
volume of adjusted (age, gender, height) total cerebral tissue
(−5.8%), more evident in white (−9.8%) compared
to gray matter (−3.0%) tissue volumes. Significant volumetric
reductions were evident across frontal, temporal and parietal
but not occipital lobe regions. Subarachnoid but not total
ventricular CSF was significantly increased in epilepsy patients.
Neuropsychological abnormality was generalized in nature,
consistent with the generalized nature of the morphometric
abnormalities, and reductions in cerebral tissue volumes were
directly associated with poorer cognitive performance. In summary,
patients with temporal lobe epilepsy exhibited clinically
significant structural and functional abnormalities that extended
outside the epileptogenic temporal lobe. The degree to which
these structural and cognitive abnormalities are due to factors
that cause the epilepsy, as opposed to reflecting the consequences
of chronic epilepsy (e.g., duration and severity of epilepsy),
remain to be determined. (JINS, 2003, 9,
353–362.)
Sexual orientation related differences in spatial memory
Authors: RAHMAN QAZI , WILSON GLENN D. , ABRAHAMS SHARON
Published: June 2003

The purpose of this study was to investigate and extend previously
reported sex differences in object location memory by comparing
the performance of heterosexual and homosexual males and females.
Subjects were 240 healthy, right-handed heterosexual and homosexual
males and females. They were instructed to study 16 common,
gender-neutral objects arranged randomly in an array and
subsequently tested for object recall, object recognition and
spatial location memory. Females recalled significantly more
objects than males, although there were no group differences
in object recognition. Decomposition of significant interactions
between sex and sexual orientation on spatial location memory
(controlling for differences in object recall, age and IQ) revealed
that heterosexual females and homosexual males scored better
than heterosexual males, and no different from each other. There
were no differences between homosexual and heterosexual females.
The findings suggest that homosexual males and heterosexual
females encode, store and retrieve positional and relational
information about spatial layouts similarly, pointing to within-sex
variations in the neural architecture underlying spatial memory.
(JINS, 2003, 9, 376–383.)
Category fluency in first-episode schizophrenia
Authors: GIOVANNETTI TANIA , GOLDSTEIN RITA Z. , SCHULLERY MATTHEW , BARR WILLIAM B. , BILDER ROBERT M.
Published: June 2003

Animal word list generation (ANWLG) was administered to 47
first-episode schizophrenia (FES) participants and 31 controls.
Fifty-nine left temporal lobe epilepsy (LTLE) participants were
included as a comparison group with known temporal lobe damage
and expected semantic deficits. Semantic knowledge was assessed
with the Association Index (AI), a measure of the semantic
relatedness of all consecutive ANWLG responses.
Neuropsychological tests of language and executive functioning
were also administered. Results showed that both FES and LTLE
groups generated fewer ANWLG responses than controls, but only
the LTLE participants obtained a lower AI relative to controls.
FES participants did not differ from controls on the AI. FES
and LTLE groups produced fewer semantic subcategories (clusters),
however, only the LTLE group produced fewer words per subcategory
compared to controls (cluster size). FES participants produced
a higher rate of perseverative responses compared to the other
groups. Finally, correlation analyses showed that for FES
participants both executive and language tests significantly
correlated with ANWLG total responses, while the correlation
between ANWLG and only 1 language test was significant for LTLE
participants. Taken together, the results suggest that reduced
ANWLG output in FES participants may be best conceptualized
as a deficit in the executive component of word list generation
(i.e., semantic search/access, response monitoring) or global
cognitive impairment. (JINS, 2003, 9, 384–393.)
Categorization and recognition performance of a memory-impaired
group: Evidence for single-system models
Authors: ZAKI SAFA R. , NOSOFSKY ROBERT M. , JESSUP NENETTE M. , UNVERZAGT FREDERICK W.
Published: June 2003

Previous research has demonstrated dissociations between
categorization and recognition performance in amnesic patients,
supporting the idea that separate memory systems govern these
tasks. However, previous research has also demonstrated that
these dissociations are predicted by a single-system model that
allows for reasonable parameter differences across groups.
Generally, previous studies have employed categorization tasks
that are less demanding than the recognition tasks. In this
study, we distinguish between single-system and multiple-system
accounts by testing memory-impaired individuals in a more demanding
categorization task. These patients, just like previous amnesic
participants, show a dissociation between categorization and
recognition when tested in previously employed paradigms. However,
they display a categorization deficit when tested in the more
challenging categorization task. The results are interpreted
as support for a single-system framework in which categorization
and recognition depend on one representational system.
(JINS, 2003, 9, 394–406.)
Olfactory functioning in Gulf War-era veterans: Relationships
to war-zone duty, self-reported hazards exposures, and
psychological distress
Authors: VASTERLING JENNIFER J. , BRAILEY KEVIN , TOMLIN HOLLY , RICE JANET , SUTKER PATRICIA B.
Published: June 2003

To explore possible neurotoxic sequelae of Gulf War (GW)
participation, olfactory identification performance, neurocognitive
functioning, health perceptions, and emotional distress were
assessed in 72 veterans deployed to the GW and 33 military
personnel activated during the GW but not deployed to the war
zone. Findings revealed that war-zone-exposed veterans reported
more concerns about health, cognitive functioning, and depression
than did their counterparts who did not see war-zone duty. There
was no evidence that performances on olfactory or neurocognitive
measures were related to war-zone duty or to self-reported exposure
to GW toxicants. However, symptoms of emotional distress were
positively correlated with self-report of health and cognitive
complaints. Results do not provide support for the hypothesis
that objectively-measured sensory (i.e., olfactory) or cognitive
deficits are related to war-zone participation but do underscore
the increasingly demonstrated association between self-reported
health concerns and symptoms of emotional distress. (JINS,
2003, 9, 407–418.)
The effects of practice on the cognitive test performance
of neurologically normal individuals assessed at brief
test–retest intervals
Authors: COLLIE ALEXANDER , MARUFF PAUL , DARBY DAVID G. , McSTEPHEN MICHAEL
Published: June 2003

Performance on many cognitive and neuropsychological tests
may be improved by prior exposure to testing stimuli and
procedures. These beneficial practice effects can have a
significant impact on test performance when conventional
neuropsychological tests are administered at test–retest
intervals of weeks, months or years. Many recent investigations
have sought to determine changes in cognitive function over
periods of minutes or hours (e.g., before and after anesthesia)
using computerized tests. However, the effects of practice at
such brief test–retest intervals has not been reported.
The current study sought to determine the magnitude of practice
effects in a group of 113 individuals assessed with an automated
cognitive test battery on 4 occasions in 1 day. Practice effects
were evident both between and within assessments, and also within
individual tests. However, these effects occurred mostly between
the 1st and 2nd administration of the test battery, with smaller,
nonsignificant improvements observed between the 2nd, 3rd, and
4th administrations. On the basis of these results, methodological
and statistical strategies that may aid in the differentiation
of practice effects from drug-induced cognitive changes are
proposed. (JINS, 2003, 9, 419–428.)