bluuebunny/crossref_metadata_2025 huggingface dataset:
In situ X-ray Diffraction Study of the Swelling of Montmorillonite as Affected by Exchangeable Cations and Temperature
Authors: Morodome Shoji , Kawamura Katsuyuki
Published: July 2011

The swelling property of smectite is dominated by the hydration of exchangeable cations in the interlayer spacing (‘interlayer hydration’). By investigating systematically the swelling behavior of various exchangeable cations with different valences and ionic radii, the interlayer hydration of smectite was explored. The swelling behavior of Li+-, K+-, Rb+-, Cs+-, Mg2+-, Sr2+-, Ba2+-, and La3+- montmorillonites in undersaturated conditions was measured precisely over the range 50–150°C by in situ X-ray diffraction (XRD) analyses. The systematic swelling behavior of ten homocationic montmorillonites, the aforementioned eight homoionic montmorillonites, plus Na+ and Ca2+ from a previous study, and the cation hydration energies were analysed by studying the changes occurring in the basal spacing and the 001 peak width. With decreasing cation hydration energy, swelling curves (i.e. plots of basal spacing vs. relative humidity (RH)) change from continuous (Mg2+, La3+, and Ca2+) to stepwise (Sr2+, Li+, Ba2+, and Na+) to one-layer only (K+, Rb+, and Cs+). For the first two groups, the RH at the midpoint between the one- and two-layer hydration states increased as the cation hydration energy decreased. Under low RH, with increasing temperature, the basal spacings of Mg-, La-, Ca-, Sr-, Li-, and Ba-montmorillonites decreased continuously to the zero-layer hydration state, whereas Na-, K-, Rb-, and Cs-montmorillonites swelled from the zero-layer hydration state even at the lowest temperature (50°C). A decrease in the basal spacing at the same RH but at different temperatures suggests the existence of metastable states or that the layer-stacking structure changes with temperature. The systematics of the swelling behavior of various homocationic montmorillonites as functions of RH and temperature (<150°C) at 1 atmare reported here.
X-ray Diffraction and Thermal Analysis of Bauxite Ore-Processing Waste (Red Mud) Exchanged with Arsenate and Phosphate
Authors: Castaldi Paola , Silvetti Margherita , Enzo Stefano , Deiana Salvatore
Published: July 2011

The use of waste materials from mineral ore processing has much potential for immobilizing pollutants such as arsenic (As) in natural soils and waters. The purpose of the present study was to investigate red mud (RM, a finely textured bauxite-ore residue) as a sequestering agent for arsenate and phosphate, including characterization of the types of surface complexes formed. The mineralogical and structural changes occurring in RM were investigated after exchange with arsenate [As(V)-RM] and phosphate [P(V)-RM] anions at pH 4.0, 7.0, and 10.0. Eight different phases were present in the untreated red mud (RMnt), though 80 wt.% of the crystalline phase consisted of sodalite, hematite, gibbsite, and boehmite. The X-ray diffraction (XRD) data for As(V)-RM revealed an anion-promoted dissolution of the gibbsite, suggesting that this phase was the most active for As(V) sequestration. In addition, the lattice parameters of cancrinite were different in As(V)-RM at pH 7.0 and 10.0 from those in RMnt. The changes may be related to the incorporation of arsenate in the cancrinite cages. X-ray diffraction patterns of P(V)-RM at pH 4.0 and 7.0 revealed the dissolution of sodalite, hematite, and gibbsite, and the formation of a novel phase, berlinite [(α,β)AlPO4]. The new phases detected through XRD and thermal (TG/DTG) analysis in P(V)-RM probably originated through an initial phosphate-promoted dissolution of some RM phases, followed by a precipitation reaction between the phosphate and Al/Fe ions. The results obtained suggest that phosphate and arsenate, though with different reactivities, were strongly bound to some RM phases, such as gibbsite, cancrinite, sodalite, and hematite through mechanisms such as chemical sorption and coprecipitation reactions. The knowledge acquired will be helpful in selecting alternative materials such as red muds, which currently pose critical economic and environmental challenges related to their disposal, for the decontamination of soils and waters polluted with As.
Microbiological Aspects of Human Mandibular Subperiosteal Dental Implants
Authors: Rams Thomas E. , Balkin Burton E. , Roberts Thomas W. , Molzan Arthur K.
Published: July 2011

Clinical, microbiological, and biochemical features of human mandibular subperiosteal dental implants exhibiting peri-implantitis were compared with those experiencing long-term peri-implant health. After evaluation of clinical parameters, submucosal plaque samples were obtained from permucosal implant abutment posts exhibiting probing depths ≥5 mm and bleeding on probing in subjects with peri-implantitis (n = 3) and from posts with peri-implant health in subjects with long-term subperiosteal implant health (n = 8). The microbial specimens were transported in VMGA III and plated onto enriched Brucella blood agar and Hammond's selective medium with anaerobic incubation, and onto selective TSBV with 5% CO2 incubation. Total anaerobic viable counts and selected bacterial species were identified using established phenotypic methods and criteria. In vitro resistance to doxycycline (2 μg/mL), amoxicillin (2 μg/mL), or metronidazole (4 μg/mL) was recorded per subject when bacterial pathogen growth was noted on antibiotic-supplemented isolation plates. Interleukin (IL)–1β levels were measured with an enzyme-linked immunosorbent assay in peri-implant crevicular fluid samples from 5 study subjects. Significantly higher Plaque Index scores, higher total anaerobic viable counts, more red complex species, and lower proportions of gram-positive facultative viridans streptococci and Actinomyces species were detected on peri-implantitis–affected subperiosteal implants as compared with subperiosteal implants with long-term peri-implant health. No in vitro resistance to the 3 test antibiotic breakpoint concentrations studied was found, except a Fusobacterium nucleatum strain resistant to doxycycline at 2 μg/mL from 1 peri-implantitis subject. Subperiosteal implants with peri-implantitis tended to yield higher peri-implant crevicular fluid IL-1β levels. The level of peri-implant supramucosal plaque control and the composition of the peri-implant submucosal microbiome may be important determinants of the long-term clinical status of mandibular subperiosteal dental implants.
Factors Associated with Altered Long-Term Well-Being After Prophylactic Salpingo-Oophorectomy Among Women at Increased Hereditary Risk for Breast and Ovarian Cancer
Authors: Touboul Cyril , Uzan Catherine , Ichanté Jean Laurent , Caron Olivier , Dunant Ariane , Dauchy Sarah , Gouy Sébastien , de Paillerets Brigitte Bressac , Morice Philippe , Delaloge Suzette
Published: July 2011

Learning Objectives

After completing this course, the reader will be able to: Describe factors associated with decreased well-being after PBSO in order to prospectively identify patients at risk.Provide pre-operative counseling and information to patients at risk of decreased well-being after PBSO.

CME This article is available for continuing medical education credit at CME.TheOncologist.com

Background.

Prophylactic bilateral salpingo-oophorectomy (PBSO) might alter several components of well-being, such as sexual functioning and endocrine symptoms, in women at high risk for hereditary breast and/or ovarian cancer, compared with the general population. We searched for factors associated with altered long-term well-being in this population (lower quality of life [QOL], altered sexual functioning, greater anxiety, more endocrine symptoms).

Methods.

All high-risk women who had undergone PBSO during the past 15 years in a single cancer center were contacted by mail. Upon acceptance, they were sent five questionnaires: (a) general social questions, (b) the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire C30, (c) Sexual Activity Questionnaire, (d) Functional Assessment of Cancer Therapy – Endocrine Symptom, and (5) State-Trait Anxiety Inventory. Logistic analyses were used to identify factors associated with altered results. Because of multiple testing, only p-values ≤ .01 were considered significant.

Results.

One hundred twelve of 175 women (64%) returned the completed questionnaires at a mean duration (standard deviation) of 6.0 (5.1) years after PBSO. QOL was positively influenced by two baseline factors: a high educational level and occupying an executive position. However, younger age at PBSO was associated with lower social functioning and greater anxiety. At the time of the study, practicing a sport and the avoidance of weight gain (≥10%) were highly related to QOL, sexual pleasure, endocrine symptoms, and anxiety in the univariate analysis and predictive of better QOL and lower anxiety in the multivariate analysis.

Conclusions.

Younger women and women with a low educational level and no occupation appear to be at higher risk for altered long-term well-being. After surgery, practicing a sport and stable weight may help maintain overall well-being.
Maximizing Benefits for Effective Cancer Survivorship Programming: Defining a Dissemination and Implementation Plan
Authors: Wolin Kathleen Y. , Colditz Graham A. , Proctor Enola K.
Published: July 2011

Learning Objectives

After completing this course, the reader will be able to: Outline a process that cancer organizations can use to design, implement, prioritize, and evaluate cancer survivor programs.Describe the scientific evidence for benefit from survivorship interventions and the process and strategies for implementation and evaluation to promote sustainable programs.

This article is available for continuing medical education credit at CME.TheOncologist.com

Although calls for improvements in cancer survivorship planning and programming exist, implementation has lagged. As with most guidelines, moving from recommendations to implementation requires active planning and systems changes to insure sustained use. Here, we draw on the latest in implementation science to outline a process that cancer organizations can use in designing, implementing, prioritizing, and evaluating cancer survivor programs to improve patient outcomes, using smoking cessation as a primary example. We consider the scientific evidence for benefit from interventions and the strategy for implementation and evaluation to sustain programs.
Castleman's Disease: Systematic Analysis of 416 Patients from the Literature
Authors: Talat Nadia , Schulte Klaus-Martin
Published: July 2011

Learning Objectives

After completing this course, the reader will be able to: Describe the centricity and histopathology profiles of each of the three classes of HIV-negative patients identified in this analysis.Correlate nosological classification and outcomes in patients with Castleman's disease.

CME This article is available for continuing medical education credit at CME.TheOncologist.com

Background.

Castleman's disease is a rare primary disease of the lymph nodes with limited available clinical information.

Methods.

A systematic literature search identified 416 cases amenable to detailed analysis.

Results.

In HIV− patients, centricity, pathology type, the presence of symptoms, gender, and age all predict outcome in univariate analyses. The 3-year disease-free survival (DFS) rate for patients with unicentric hyaline vascular disease (49.5% of cases, class I) was 92.5%, versus 45.7% for those with multicentric plasma cell disease (20.2% of cases, class III) and 78.0% for those with any other combination (22.6% of cases, class II) (p < .0001). HIV+ patients (class IV) exclusively presented with multicentric plasma cell disease and had a 3-year DFS rate of only 27.8%. Kaposi's sarcoma and lymphoma were observed in 59.3% and 9.4% of HIV+ patients and in 2.6% and 3.6% of HIV− patients (p < .0001). Paraneoplastic pemphigus and the syndrome of polyneuropathy, organomegaly, endocrinopathy, monoclonal gammopathy, and skin changes were observed exclusively in HIV− patients at a rate of 1.3% and 1.8%, respectively.

Conclusion.

Clinical, pathological, and viral markers allow for the classification of Castleman's disease into groups with markedly different outcomes and disease associations.
FDG-PET/CT Compared with Conventional Imaging in the Detection of Distant Metastases of Primary Breast Cancer
Authors: Niikura Naoki , Costelloe Colleen M. , Madewell John E. , Hayashi Naoki , Yu Tse-Kuan , Liu Jun , Palla Shana L. , Tokuda Yutaka , Theriault Richard L. , Hortobagyi Gabriel N. , Ueno Naoto T.
Published: July 2011

Purpose.

Evidence from studies with small numbers of patients indicates that 18F-fluorodeoxyglucose positron emission tomography/computed tomography (PET/CT) accurately detects distant metastases in the staging of primary breast cancer. We compared the sensitivity and specificity of PET/CT and conventional imaging (CT, ultrasonography, radiography, and skeletal scintigraphy) for the detection of distant metastases in patients with primary breast cancer.

Patients and Methods.

We performed a retrospective review that identified 225 patients with primary breast cancer seen from January 2000 to September 2009 for whom PET/CT data were available for review. Imaging findings were compared with findings on biopsy, subsequent imaging, or clinical follow-up. Sensitivity and specificity in the detection of distant metastases were calculated for PET/CT and conventional imaging. Fisher's exact tests were used to test the differences in sensitivity and specificity between PET/CT and conventional imaging.

Results.

The mean patient age at diagnosis was 53.4 years (range, 23–84 years). The sensitivity and specificity in the detection of distant metastases were 97.4% and 91.2%, respectively, for PET/CT and 85.9% and 67.3%, respectively, for conventional imaging. The sensitivity and specificity of PET/CT were significantly higher than those of conventional imaging (p = .009 and p < .001, respectively). Eleven cases of distant metastases detected by PET/CT were clinically occult and not evident on conventional imaging.

Conclusion.

PET/CT has higher sensitivity and specificity than conventional imaging in the detection of distant metastases of breast cancer. A prospective study is needed to determine whether PET/CT could replace conventional imaging to detect distant metastases in patients with primary breast cancer.
Quality of Life and Targeted Treatment for Metastatic Renal Cell Carcinoma
Authors: Stockler Martin
Published: July 2011

The results of quality of life analyses from a randomized, placebo-controlled phase III trial of everolimus for metastatic renal cell carcinoma patients progressing after treatment with sunitinib or sorafenib are reviewed.
Optimizing subpixel rendering using a perceptual metric
Authors: Farrell Joyce , Eldar Shalomi , Larson Kevin , Matskewich Tanya , Wandell Brian
Published: July 2011

Abstract— ClearType is a subpixel‐rendering method designed to improve the perceived quality of text. The method renders text at subpixel resolution and then applies a one‐dimensional symmetric mean‐preserving filter to reduce color artifacts. This paper describes a computational method and experimental tests to assess user preferences for different filter parameters. The computational method uses a physical display simulation and a perceptual metric that includes a model of human spatial and chromatic sensitivity. The method predicts experimentally measured preferences for filters for a range of characters, fonts, and displays.
On substrate behavior of flexible displays subjected to torque
Authors: Lee Y. C. , Liu T. S. , Chang Po‐Yi , Ku Yi‐Sha
Published: July 2011

Abstract— In contrast to liquid‐crystal displays (LCDs) and light‐emitting‐diode (LED) displays, flexible displays allow deformation. Therefore, it is worth studying the deformation of substrates in flexible displays. In this work, an analytical derivation is carried out for the torsion behavior of flexible substrates. Comparisons are made between deflection results of linear and non‐linear elasticity analyses for substrates subject to four corner forces and torque, respectively. They show that when deflection becomes large, torques or forces needed for unit deformation also increase. Simulation results also show that when the substrate aspect ratio of length/width in display sizes increases, displays are easier to deform under torsion. In addition, polyethylene terephthalate (PET) substrates subject to torque are compared with polyethylene naphthalate (PFN) substrates. Finally, in experiments a fringe‐reflection method and a four‐step phase‐shifting technique were carried out to val idate the proposed non‐linear model.
Digital time‐modulation pixel memory circuit in LTPS technology
Authors: Chen Szu‐Han , Ker Ming‐Dou , Wang Tzu‐Ming
Published: July 2011

Abstract— A digital time‐modulation pixel memory circuit on glass substrate has been designed and verified for a 3‐μm low‐temperature polysilicon (LTPS) technology. From the experimental results, the proposed circuit can generate 4‐bit digital codes and the corresponding inversion data with a time‐modulation technique. While the liquid‐crystal‐display (LCD) panel operates in the still mode, which means the same image is displayed on the panel, a data driver for an LCD panel is not required to provide the image data of the frame by the proposed pixel memory circuit. This pixel memory circuit can store the frame data and generate its corresponding inversion data to refresh a static image without activating the data driver circuit. Therefore, the power consumption of a data driver can be reduced in the LCD panel.
Interdisciplinary Teamwork and Collaboration An Essential Element of a Positive Practice Environment
Authors: Ponte Patricia Reid , Gross Anne H. , Milliman-Richard Yolanda J. , Lacey Kara
Published: July 2011

Interdisciplinary collaboration is critical to excellence in patient care delivery. There is a growing consensus that the basic education for all clinical professionals should include the knowledge, skills, and attitudes required to effectively participate in interdisciplinary teams, and that health care organizations should continue this education in the practice setting. The authors examine the large and growing evidence base regarding interdisciplinary collaboration and teamwork and explore the relationship between interdisciplinary collaboration and patient, workforce, and organizational outcomes. Antecedents and attributes of the construct are presented, as well as structures, models, and programs that are being implemented by health care organizations and academic settings to facilitate and advance interdisciplinary collaboration in clinical practice.
Standardized Nursing Languages Essential for the Nursing Workforce
Authors: Jones Dorothy , Lunney Margaret , Keenan Gail , Moorhead Sue
Published: July 2011

The evolution of standardized nursing languages (SNLs) has been occurring for more than four decades. The importance of this work continues to be acknowledged as an effective strategy to delineate professional nursing practice. In today's health care environment, the demand to deliver cost-effective, safe, quality patient care is an essential mandate embedded in all health reform policies. Communicating the contributions of professional nursing practice to other nurses, health providers, and other members of the health care team requires the articulation of nursing's focus of concern and responses to these concerns to improve patient outcomes. The visibility of the electronic health record (EHR) in practice settings has accelerated the need for nursing to communicate its practice within the structure of the electronic format. The integration of SNLs into the patient record offers nurses an opportunity to describe the focus of their practice through the identification of nursing diagnosis, interventions and outcomes (IOM, 2010). Continued development, testing, and refinement of SNLs offers nursing an accurate and reliable way to use data elements across populations and settings to communicate nursing practice, enable nursing administrators and leaders in health care to delineate needed resources, cost out nursing care with greater precision, and design new models of care that reflect nursepatient ratios and patient acuity that are data driven (Pesut & Herman, 1998). The continued use of nursing languages and acceleration of nursing research using this data can provide the needed evidence to help link nursing knowledge to evidence-driven, cost-effective, quality outcomes that more accurately reflect nursing's impact on patient care as well as the health care system of which they are a part. The evaluation of research to support the development, use, and continued refinement of nursing language is critical to research and the transformation of patient care by nurses on a global level.
Results of an Integrative Review of Patient Classi cation Systems
Authors: Fasoli DiJon R. , Haddock Kathlyn Sue
Published: July 2011

This chapter presents the findings of an integrative review of the literature to identify current practices related to patient classification systems (PCSs). We sought to determine if there was a “gold standard” PCS that could be adopted or adapted for use by nurse leaders in practice. Sixty-three articles reporting studies related to PCS, Patient Acuity Systems or Workload Management Systems from 1983 to 2010 and applicable for inpatient medical/surgical settings were reviewed. Generally, we found that many of the criticisms of earlier PCSs are still evident: (1) difficulties with measuring workload remain an overarching theme throughout the literature; (2) definitions and descriptions of nursing work continue to be deemed inadequate; (3) there is insufficient evidence of reliability and validity testing of PCSs; and (4) there is still a need to identify nursing sensitive performance indicators and outcomes. We identified characteristics of promising PCSs, but concluded that no consensus exists about PCSs. We suggest that any approach to predicting staffing should seek to be parsimonious, minimize additional workload, be based on expert nurse judgment, be a true reflection of nursing work, and include indicators that measure patient complexity, required nursing care, available resources, and relevant organizational attributes.
Can We Improve Fluid Intelligence With Training on Working Memory in Persons With Intellectual Disabilities?
Authors: Perrig Walter J. , Hollenstein Marco , Oelhafen Stephan
Published: July 2011

Fluid intelligence is considered as the ability to reason and to solve problems that influence learning in everyday life in both professional and educational settings. Therefore, a possibility to improve this faculty in persons with intellectual disabilities would be of highest interest for education. However, still being debated, many scientist as well as practitioners will agree that it is extremely difficult for these persons to go beyond a certain level of reasoning and to improve their intellectual functioning. This goes together with the consideration of fluid intelligence as a trait with a strong hereditary component that is rather immune to training. Nevertheless, we present in this article the theoretical rationale for successful working memory training as a processual training and as a remedial intervention tool for persons with intellectual deficiencies. This rationale is based on a review of the research on the relationship between working memory and fluid intelligence and the research on far transfer effects in nontrained tasks after training in populations with varying mental capacity. Features and constraints of the training tasks are described that are considered mandatory for a working memory training to be efficient.
WICS: A New Model for Cognitive Education
Authors: Sternberg Robert J.
Published: July 2011

This article presents a unified model for cognitive education, WICS, which is an acronym for wisdom, intelligence, creativity, synthesized. The model can be applied to identification/admissions, instruction, and assessment. I first discuss why there is a need for such a model. Then I describe the model. Next I show how the model can be applied to admissions/identification. Then I show how the model can be applied to instruction and assessment. Finally, I present some conclusions.
Learning to Think, Thinking to Learn: A Comparative Analysis of Three Approaches to Instruction
Authors: Feuerstein Reuven , Falik Louis H.
Published: July 2011

The authors analyze two major approaches currently extant in curriculum and instruction in classroom application and propose a third approach. The analysis is based on a consideration of the contribution of cognitive development in the currently adopted approaches and their necessity in responding to the demands of modern technology and social change. A rationale is presented for emphasizing structural cognitive teaching as a separate and distinct curricular intervention. The Feuerstein Instrumental Enrichment (FIE) program is posed as an example of such intervention. The process of “bridging” that is an integral part of the FIE program is proposed as an effective vehicle for the development and transfer of thought processes acquired and their application to diverse content and learning situations.
Influencing the Mind Through the Body: A Theoretical Model for Coping With Student Teacher Stress Through Physical Exercise
Authors: MacFarlane Les , Montgomery Cameron
Published: July 2011

This article is a theoretical synthesis of two distinct concepts: student teacher stress and physical exercise. This article begins by reviewing the literature surrounding these two ideas and leads to a theoretical framework that integrates the concepts embedded in Loehr’s theories on stress and physical exercise, as well as Folkman and Lazarus’ model of cognitive appraisal. The article proposes an explanation of how physical exercise interacts with cognitive appraisal.
Teacher’s Appraisal of Dynamic Assessment Outcomes: Recommendations for Weak Mathematics-Performers
Authors: Bosma Tirza , Resing Wilma C.M.
Published: July 2011

This study investigated teachers’ evaluations of reports and recommendations, based on outcomes of dynamic assessment, regarding their second grade pupils with math difficulties. Thirty-one teachers and 116 pupils assigned to an experimental or control condition participated. Reports for children were based on administrated math and memory tasks and either a dynamic test (Seria-Think Instrument) or standard test (Raven PM). Teachers were observed, interviewed, rated the learning potential at two moments, and evaluated specific dynamic assessment information in a follow-up questionnaire. Results showed that teachers valued the dynamic assessment reports and recommendations overall as meaningful, as did teachers reading static reports. Learning potential ratings appeared to be affected by the reports. Dynamic assessment information and recommendations were valued as applicable for constructing individual educational plans; personal factors (seniority and teaching experience) appeared of influence. To realize the potential of dynamic assessment, it is recommended to make dynamic assessment part of teacher’s curriculum.
Prediction of Early Literacy by Analogical Thinking Modifiability Among Kindergarten Children
Authors: Tzuriel David , Flor-Maduel Hila
Published: July 2011

Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this study was to assess the power of a major cognitive process: analogical reasoning, to predict early knowledge of writing as evaluated by kindergarten teachers. 103 kindergarten children, randomly selected from 10 kindergartens, were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test. The children were also evaluated for their primary knowledge of writing by their kindergarten teachers as part of a routine didactic assessment. Early writing was significantly predicted by analogical reasoning above and beyond age and gender. Analogical reasoning and early writing may have similar cognitive components requiring inferential processing and closing of information gaps.
The Effects of Self- and Other-Scaffolding on Progression and Variation in Children’s Geometric Analogy Performance: A Microgenetic Research
Authors: Tunteler Erika , Resing Wilma C. M.
Published: July 2011

The study investigated geometric analogical reasoning in 8-year-old children by microgenetically examining the (transfer) effects of self- and other-scaffolding and memory capacity on progression and variation in children’s analogy performance. Participants were 54 children, divided over three conditions, and followed for 5 weeks. Children’s initial performances showed a wide strategy repertoire. A number of children profited from repeated self-scaffolding and increased their strategy use considerably. A 20-minute graduated-prompts other-scaffolding procedure promoted strategy use beyond the effects of self-scaffolding, inducing either continuation of gradual change or a rapid change in analogical reasoning. Distinct change trajectories showed individual differences regarding timing and rate of change. There was evidence of transfer of analogy strategies between geometric and verbal tasks. Children with a larger memory capacity remained at higher levels of geometric analogical reasoning. Children with smaller memory capacities fully caught up with their peers with a larger memory capacity after other-scaffolding.
What To Do About Educational Research’s Credibility Gaps?
Authors: Levin Joel R. , O’ Donnell Angela M.
Published: July 2011

Educational research is continually being thrashed for its poor quality. Several recent efforts to define better research standards have sputtered. Acknowledging others’ arguments that the nature of educational research is applied (directed at problems of schooling), heterogeneous (multidisciplinary), and complex (multidimensional), we nonetheless advocate more widespread implementation of scientifically based research methodologies. Our central thesis focuses on the concept of credible evidence. We suggest that most educational research approaches that are in vogue today are incapable of yielding empirical evidence that is convincing from either a scientific or a prescriptive standpoint. After offering a refresher on the logic underlying carefully controlled scientific investigations and then contrasting current educational research inquiry with inquiry characteristic of medical research, we present an educational research model in which what we refer to as “randomized classroom trials” studies are accorded a position of prominence. We provide examples of candidate topics for such studies and discuss the challenging issues that must be resolved so that educational practice will be better informed by educational research evidence that is credible.
Effects of Cognitive Education in Kindergarten On Learning to Read in the Primary Grades
Authors: Cèbe Sylvie , Paour Jean-Louis
Published: July 2011

Although kindergarten curricula typically center on the teaching of “basic skills,” cognitive education programs that pursue the same goal have not been entirely successful at fostering reading, writing, and numbers skills. Previous research in our laboratory reinforced our confidence in the ability of cognitive early education to promote educability, especially in children of low socio-economic status. As a preventive measure, we gave the “Bright Start” program of cognitive early education to a group of children from a very low SES group during the kindergarten year, and assessed its effects on acquisition of reading competence through the first three grades, in comparison to a control group from the same social milieu and a control group of much more socially advantaged children. The results affirm once again the influence of the socio-economic environment on learning, and provide evidence that cognitive early education can promote reading acquisition and can compensate in very large measure for socio-economic differences.
Stress and Social Problem Solving: Another Wonderful Symbiosis
Authors: Montgomery Cameron , Melchor-Beaupré Regina
Published: July 2011

This article is a literature review of stress and social problem solving skills. The authors emphasize the need for a joint consideration of stress and social problem solving. This article integrates some ideas and theoretical concepts from Goleman’s theory of emotional intelligence, as well as Sternberg’s theory of successful intelligence. The article contributes to knowledge regarding the relationship between cognitive (social problem solving) and affective (stress) processes. The information in this article is also useful for teacher education program reform. It should encourage student teacher educators to put an emphasis on certain emotional dimensions such as student teachers’ stress and social problem solving before, during, and after student teaching.
The Instructional Approach: Improving the Performance of a Person with Moderate Mental Retardation in a Reasoning Task
Authors: Fontana Stella
Published: July 2011

Persons with mental retardation have limitations in their cognitive functions and thus low performances in reasoning tasks. The author of this case study aimed at understanding the difficulties of a thirty-year-old female with moderate mental retardation, in resolving a deductive reasoning task and to see if, when compensating these difficulties, she would be able to improve her performance. The postulated deficits were a lack of planning (e.g., Borkowski, Reid, & Kurtz, 1984), an inefficient encoding of information (e.g., Ellis, Meador, & Bodfich, 1985) and a limited short-term memory (e.g., Dulaney & Ellis, 1991). To achieve improved performance, we proposed aids to compensate for the postulated deficits following the instructional approach of Belmont and Butterfield (1977). A second interesting question was whether working with figurative material would have an effect on the resolution of verbal syllogisms. A final question concerned which variables influenced the performance in verbal syllogisms.
In Praise of Empiricism
Authors: Miller Martin B.
Published: July 2011

Theories need precise definition of their terms and concepts. Their arguments require empirical support that is as unequivocal as possible. Good theory typically evolves through an iterative process, being confirmed or refined and modified as empirical evidence dictates over time and experience. The Mediated Learning (ML) model is examined under the lens of empiricism. The author suggests that ML may be seen as two separate models, one concerned with cognitive development, and the other a model that guides application of interventional methodology on behalf of promoting effective cognitive functioning. Fundamental assumptions of the ML developmental model are questioned on the basis of contrary evidence, but the validity of the ML developmental model has little bearing on the value of the ML applied model, which stands or falls on its own merits. Two programs that spring entirely or in part from the ML applied model are considered. One program has shown few if any durable effects that are scientifically reliable over a generation of wide-ranging experience with it, whereas the second program appears to show solidly supported effects as well as durability over a more limited range of applications. The older program has seen little if any revision over its history. The promise of enhanced cognitive functioning is so compelling that program developers have an obligation to modify and adjust their methods, and presumably the model that underlies those methods, in the hope of improving the programs’ efficacy. Data from appropriate evaluative research should be used constantly to modify and refine the programs, as well as to feed back to the theoretical systems on which they are based.

The author discusses empiricism as a major philosophical basis for the construction of conceptual systems from which applied programs are then developed and appeals for closer adherence to its scientific methods where applied educational programs are concerned.
Effects of Training in Conceptual Versus Perceptual Analogies Among Adolescents and Adults With Intellectual Disability
Authors: Lifshitz Hefziba , Tzuriel David , Weiss Itzhak
Published: July 2011

The objective of this study was to investigate whether adolescents and adults with mild and moderate intellectual disability (ID) can improve their level of analogical reasoning following a short but intensive teaching stage within a dynamic assessment procedure. The sample was composed of two age groups: adolescents (n = 24, ages 15 to 21) and adults (n = 24, ages 30 to 73). All subjects were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test and the Abstract Verbal Thinking Test. A repeated-measures MANCOVA of Type of Test X Age Group X Time X ID Level, with Abstract Verbal Thinking score as a covariate, indicated significant pre- to postteaching improvement across all age groups and ID levels. Significant interactions were found for Age Group X ID Level, and for Type of Test X ID Level X Time. Among the adolescents, the moderate group scored significantly higher than the mild group; the mild group benefited more from teaching in perceptual analogies. Hierarchical regression analyses showed that, for conceptual analogies, the synonyms subtest added 10% to the prediction of CCPAM postteaching score; for the perceptual analogies, the verbal analogies subtest added 9% to the prediction of CCPAM postteaching score. Our findings support the central assertion of the structural cognitive modifiability theory relating to the possibility of change in individuals with ID even at advanced ages.
Effects of the Sequence and Pattern Unit of Bright Start on Seriational and Math Problem Solving among Kindergarten Children of Ethiopian Immigrants to Israel
Authors: Tzuriel David , Haywood Carl H. , Mandel Riva
Published: July 2011

In order to investigate the effects of cognitive early education on the seriational performance and learning effectiveness of transcultural children, 20 young Ethiopian children whose families had immigrated to Israel were given two tests of seriational thinking before and after they received mediational instruction in the Pattern and Sequence unit of Bright Start: Cognitive Curriculum for Young Children. 20 children of the same age, gender distribution, and family background had a control (non-mediational) activity. The control children performed initially at a higher level than did the cognitive education children, but the latter group closed that gap and surpassed the performance of the control children following their Bright Start experience. The authors concluded that there was evidence of cultural difference rather than cultural deprivation in this transcultural group, that their performance in seriational problem solving could be enhanced by cognitive early education, and that there was also evidence of intermediate transfer of their training in seriation.
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages
Authors: Gindis Boris
Published: July 2011

Within the last two decades over 200,000 children from overseas orphanages have been adopted in the USA. Research findings and clinical experiences about language, cognitive, and academic issues of internationally adopted post-institutionalized children in the cultural context of North America are discussed. Theoretical conceptualizations of Vygotsky and Feuerstein serve as the major paradigm in psycho-educational and remedial components of the cultural issues of international adoptees. Native language attrition and dynamics of English language acquisition are considered in the context of transculturality. The specificity of cumulative cognitive deficit (CCD) in international adoptees is linked to prolonged institutionalization, lack of cultural mediation in early childhood, and profound native language loss. The issue of remediation is examined with an emphasis on cognitive education in the context of acculturation.
The Multiplier Effect
Authors: Anderson Stuart
Published: July 2011

New research shows that foreign-born professionals and students are contributing more to the United States than previously thought—their children are rising intellectual superstars—and without them the nation’s technological and scientific standing is at risk.
Dynamic Assessment of Spatial Abilities of Young Children: Effects of Gender and Task Characteristics
Authors: Tzuriel David , Egozi Gila
Published: July 2011

The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two boys and 32 kindergarten girls, 5 to 6 years old, were administered the Spatial Relations subtest (PMA), the Mental Rotation subtest (CMB), the Visual Figure Ground test, and the Dynamic Embedded Figures Test. The results revealed a significant pre- to postteaching improvement in mental rotation and spatial visualization in both gender groups. Boys showed higher performance than girls on easy preteaching mental rotation tasks but the girls closed the gap on the postteaching test. On difficult mental rotation tasks (e.g., higher rotation or higher complexity) boys and girls showed similar pre-teaching performance, but boys showed higher performance than girls on the postteaching test. Pearson correlations between spatial and verbal abilities were higher among girls than among boys — a result which was explained by the girls’ tendency to use their verbal abilities for solving spatial problems, especially for the spatial visualization tasks. Boys tended to separate between the two domains and use a holistic spatial strategy.
Transfer Effects of Teaching Conceptual Versus Perceptual Analogies
Authors: Tzuriel David
Published: July 2011

The study’s main objective was to investigate the transfer effects of training in one type of analogies (conceptual versus perceptual) on performance of the second type. A sample of 396 kindergarten children (mean age = 5:8 years) were randomly assigned to three experimental (E1, E2, E3) and one control group. Groups E1 and E2 received training in either conceptual (n = 118) or perceptual analogies (n = 121), respectively. Training included encoding, inference, mapping, application, and response. Group E3 (n = 93) was trained only in the relation between the analogy terms A : B and the control group had no training. All groups were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test before and after the training. Groups E1 and E2 improved their test performance significantly from pre- to posttraining as compared with group E3, which showed a significant decrease in conceptual analogies and no improvement in perceptual analogies. Perceptual training (group E2) was limited to gains in perceptual analogies whereas conceptual training (group E1) was effective in improving conceptual and perceptual analogies. Group E3 showed a pre- to posttraining performance decrease. The findings are discussed in relation to mediation processes, task characteristics, conditions for transfer, and practical implications for teaching.
Monologism and Dialogism in Self-Regulated Learning (SRL) Instruction: An Evaluation
Authors: Chye Stefanie , Chia Liu Woon , Hoon Seng Seok
Published: July 2011

The capacity for self-regulated learning (SRL) is now recognized as a worthy educational goal. Consequently, there have been efforts to design and develop programs that seek to teach individuals to engage in SRL. The focus of most of these programs has been on the content taught. However, the authors make the claim that the discourse employed during SRL instruction should also be given a central role due to the potential impact it may have on learning outcomes. Bakhtin’s constructs of monologism and dialogism are used to conceptualize the instructional discourse that occurs. Through a combination of ethnographic and discourse analytic methods, this study will show the learning outcomes that arise when monologism and dialogism are employed during SRL instruction. Implications for SRL instruction and future research in this area are discussed.
Why Some Apes Imitate and/or Emulate Observed Behavior and Others Do Not: Fact, Theory, and Implications for Our Kind
Authors: Rumbaugh Duane M. , Washburn David A. , King James E. , Beran M. J. , K. Gould K. , Savage-Rumbaugh E. Sue
Published: July 2011

We suggest that it is a disservice to psychology and to our understanding of the minds of chimpanzees (as well as other species) to hold any one individual or small group of individuals responsible as representatives for the entire species. This is especially nonproductive in the case of reports of negative performance in various tests of cognitive skill. We focus on the issue of why some chimpanzees may imitate whereas others do not. We focus also on the role of early rearing and individual differences that emerge from such rearing. Accounting for these differences and what may have caused them is crucial in truly understanding the chimpanzee mind.
Twenty Years of IACEP, and a Focus on Dynamic Assessment: Progress, Problems, and Prospects
Authors: Haywood H. Carl
Published: July 2011

This 20th anniversary address charts a brief history of the International Association for Cognitive Education and Psychology, from its organizational conference at Lake Louise in November 1988. International conferences, regional conferences, and successive presidents are listed (and pictured in the case of presidents). Introducing the theme of the conference, the history of dynamic assessment is outlined, with photographs of the pioneers and some present leaders. Problems with standard normative testing are listed. The principal argument is that appropriate assessment methods depend upon valid models of the nature of human abilities. One model, Haywood’s transactional perspective, is outlined briefly.
Partner-Abusers as Fathers: Testing Hypotheses About Their Child Rearing and the Risk of Physical Child Abuse
Authors: Holden George W. , Barker Edward D. , Appel Anne E. , Hazlewood Lonnie
Published: July 2011

Children of men who abuse their partners are at risk for behavior problems and physical abuse. Few studies have investigated the child rearing of these men. To investigate the quality of child rearing spouse abusers engage in, a total of 94 fathers of children participated. Fifty-six fathers were enrolled in a batterers intervention program and 39 fathers came from the community. The men reported on their parenting behavior and attitudes, problematic behaviors linked to abuse, and two types of abnormal behavior. Only one significant group difference was found between the violent and the nonviolent fathers. However, across the two samples, men who reported engaging in more psychological abuse had higher Child Abuse Potential Inventory (CAP) scores. Furthermore, fathers with elevated CAP scores (all but one were in the batterer intervention group) differed significantly from the other men on seven variables including anger, trauma symptoms, and borderline personality organization. Implications for understanding perpetrators of partner violence and the links to physical child abuse are discussed.