bluuebunny/crossref_metadata_2025 huggingface dataset:
Clinical Pharmacology of Multiple Doses of Lasofoxifene in Postmenopausal Women
Authors: Gardner Mark , Taylor Ann , Wei Greg , Calcagni Albert , Duncan Barbara , Milton Ashley
Published: January 2006

Lasofoxifene, a next‐generation selective estrogen receptor modulator, is undergoing phase 3 clinical development for osteoporosis. This study evaluated daily lasofoxifene for 14 days in healthy postmenopausal women. A loading dose of 5 times the daily dose was followed by daily doses of 0.01 mg (n = 8), 0.03 mg (n = 8), 0.1 mg (n = 16), 0.3 mg (n = 9), 1 mg (n = 8), or placebo (n = 16). Samples were collected for pharmacokinetic and pharmacodynamic assessments. Lasofoxifene was well tolerated; study drug—associated adverse events were mild and unrelated to dose. There was a predictable increase in plasma concentrations of lasofoxifene with dose. Pharmacokinetic parameters included mean half‐life of 165 hours, mean area under the plasma concentration‐time curve from time 0 to 24 hours ranging from 1.67 ng•h/mL to 137 ng•h/mL, and mean maximum observed plasma concentration ranging from 0.09 ng/mL to 6.43 ng/mL. Lasofoxifene partially suppressed luteinizing hormone, follicle‐stimulating hormone, low‐density lipoprotein, and N‐telopeptide.
Population Pharmacokinetics and Pharmacodynamics of Meropenem in Pediatric Patients
Authors: Du Xiaoli , Li Chonghua , Kuti Joseph L. , Nightingale Charles H. , Nicolau David P.
Published: January 2006

Meropenem is a highly potent carbapenem antibiotic against gram‐positive and gram‐negative bacteria. Meropenem plasma concentration data from 99 pediatric patients (aged 0.08–17.3 years) were used to develop a population pharmacokinetic model. Pharmacokinetic analysis was performed using NONMEM with exponential interindividual variability and combinational residual error model. A 2‐compartment model was found to fit the data best. Creatinine clearance and body weight were the most significant covariates explaining variabilities in meropenem pharmacokinetics among pediatric patients. The validated final model was used to predict meropenem plasma concentrations in 37 pediatric meningitis patients, receiving 40 mg/kg meropenem, who had minimum inhibitory concentration values of the causative pathogens and outcome available. Since the causative pathogens in all patients were eradicated, no break points for required exposure could be found. The microbiological outcomes indicate that the current clinical dosage regimen provides sufficient drug exposure to eradicate the pathogens commonly involved in pediatric meningitis.
Deterrence and Arrest Ratios
Authors: Carmichael Stephanie E. , Piquero Alex R.
Published: January 2006

In the limited research on the origins of sanction threat perceptions, researchers have focused on either the effects of actively engaging in crime or the effects of formal sanctioning but rarely on both (i.e., the arrest ratio or the number of arrests relative to the number of crimes committed). This article extends this line of research by using a sample of Colorado inmates and measures arrest ratios and sanction perceptions for eight different crime types. Analyses reveal that the offenders report both significant experiential and arrest ratio effects. Theoretical and policy implications, limitations, and directions for future research are outlined.
Mixing or Matching? The Influence of Voluntary Associations on the Occupational Diversity and Density of Small Business Owners' Networks
Authors: Davis Amy E. , Renzulli Linda A. , Aldrich Howard E.
Published: January 2006

Most employeeswork in large organizations, enjoying the potential benefits of forming career-enhancing intraorganizational networks. By contrast, small business owners must look to external contexts such as voluntary associations for their business-enhancing ties. This research discusses ways through which involvement in voluntary associations can enhance or diminish occupational diversity and density for owners' networks. Whether owners met their alters (members of respondents'business discussion network, individuals they nominated as persons with whom they would discuss business matters) in voluntary association memberships and whether comemberships are concentrated in one or dispersed among several organizations influence the occupational diversity and density of their networks. The article concludes that voluntary association memberships help owners overcome some of the career isolation produced by their social location.
Implementing Tax Abatements in Michigan: A Study of Best Practices
Authors: Sands Gary , Reese Laura A. , Khan Heather L.
Published: January 2006

Because the use of tax abatements to foster local economic development is widespread despite uncertainty about their effectiveness, is it possible to allocate abatements in a way that increases the likelihood that tangible benefits will result? This research suggests that few municipalities place conditions on abatements, most never evaluate the performance of firms granted abatements, and abatement requests are seldom or never rejected. The project focuses on the implementation of tax abatements, explores the use of tax abatements over a relatively long time period, and makes explicit policy recommendations for more effective policy implementation. Changes in state enabling legislation targeting abatements to distressed areas and adding requirements for evaluation may produce more effective use of abatements at the local level.
The Economic Development Impacts of Universities on Regions: Do Size and Distance Matter?
Authors: Goldstein Harvey , Drucker Joshua
Published: January 2006

As American colleges and universities have increasingly become involved in economic development since the mid-1980s, there has been a concomitant growth of interest in measuring the impacts of higher education on regional economies. This study examines the influences of 4-year colleges and universities in the United States at the metropolitan level, focusing on the internal and external factors that affect the generation of regional economic development impacts, the spatial extent of the impacts, and separating the effects of different university functions. Knowledge-based university activities, particularly teaching and basic research, are found to have substantial positive effects on regional earnings gains. The greatest impacts occur in small- and medium-sized regions, suggesting that universities may be able to act as a substitute for agglomeration economies. Spatial spillovers across regions are influential as well, indicating a relatively flat spatial gradient of university impacts that stretches to neighboring regions.
Family Strategies for Supporting Involvement in Meaningful Activity by Persons With Dementia
Authors: Phinney Alison
Published: January 2006

Involvement in meaningful activity may be helpful for those with dementia, although it is a poorly understood phenomenon among those living in the community with family members. An interpretive phenomenological study was conducted with eight families to determine how family members support involvement in activity of persons with dementia and what it means to families. Repeated individual interviews were conducted with the person with dementia and a family member; they were asked to tell stories about their usual activities, to consider the impact of the dementia on everyday life and what they did to cope with difficulties. They were also observed taking part in everyday activities. Analysis revealed three strategies used by families to support activity: (a) reducing demands, (b) guiding, and (c) accompanying. These strategies allowed families to sustain meaning for both the person with dementia and the family itself. Significance for practice and ideas for future research are discussed.
Community Agency Survey Formative Research Results From the TAAG Study
Authors: Saunders Ruth P. , Moody Jamie
Published: January 2006

School and community agency collaboration can potentially increase physical activity opportunities for youth. Few studies have examined the role of community agencies in promoting physical activity, much less in collaboration with schools. This article describes formative research data collection from community agencies to inform the development of the Trial of Activity for Adolescent Girls (TAAG) intervention to provide out-of-school physical activity programs for girls. The community agency survey is designed to assess agency capacity to provide physical activity programs for girls, including resources, programs, and partnerships. Most agency respondents ( n = 138) report operations during after-school hours, adequate facilities, and program options for girls, although most are sport oriented. Agency resources and programming vary considerably across the six TAAG field sites. Many agencies report partnerships, some involving schools, although not necessarily related to physical activity. Implications for the TAAG intervention are presented.
Physical Activity Attitudes, Preferences, and Practices in African American, Hispanic, and Caucasian Girls
Authors: Grieser Mira , Vu Maihan B. , Bedimo-Rung Ariane L. , Neumark-Sztainer Dianne , Moody Jamie , Young Deborah Rohm , Moe Stacey G.
Published: January 2006

Physical activity levels in girls decline dramatically during adolescence, most profoundly among minorities. To explore ethnic and racial variation in attitudes toward physical activity, semistructured interviews ( n = 80) and physical activity checklists ( n = 130) are conducted with African American, Hispanic, and Caucasian middle school girls in six locations across the United States. Girls from all groups have similar perceptions of the benefits of physical activity, with staying in shape as the most important. Girls have similar negative perceptions of physical activity, including getting hurt, sweating, aggressive players, and embarrassment. Chores, running or jogging, exercises, and dance are common activities for girls regardless of ethnicity. Basketball, swimming, running, and dance are commonly cited favorite activities, although there are slight differences between ethnic groups. The results suggest that factors other than ethnicity contribute to girls’ physical activity preferences and that distinct interventions may not be needed for each ethnic group.
Using School-Level Interviews to Develop a Multisite PE Intervention Program
Authors: Moe Stacey G. , Pickrel Julie , McKenzie Thomas L. , Strikmiller Patricia K. , Coombs Derek , Murrie Dale
Published: January 2006

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.
Listening to Girls and Boys Talk About Girls’ Physical Activity Behaviors
Authors: Vu Maihan B. , Murrie Dale , Gonzalez Vivian , Jobe Jared B.
Published: January 2006

As part of the formative assessment for the Trial of Activity for Adolescent Girls (TAAG), a multicenter study to reduce the decline of physical activity in adolescent girls, girls and boys with diverse ethnicity from six states participated in focus groups and semistructured interviews. Data from 13 girls’ focus groups ( N = 100), 11 boys’ focus groups ( N = 77), and 80 semistructured interviews with girls are examined to identify perceptions of girls’ physical activity behaviors to help develop TAAG interventions. Both girls and boys talk about physically active girls as being “tomboys” or “too aggressive.” Girls are more likely to characterize active girls as “in shape,” whereas boys say they are “too athletic.” Girls report boys to be influential barriers and motivators in shaping their beliefs about physical activity. Given the strong influence of peers, developing successful interventions for girls should include verbal persuasion, modeling, and social support from both girls and boys.
Data to Action: Using Formative Research to Develop Intervention Programs to Increase Physical Activity in Adolescent Girls
Authors: Young Deborah Rohm , Johnson Carolyn C. , Steckler Allan , Gittelsohn Joel , Saunders Ruth P. , Saksvig Brit I. , Ribisl Kurt M. , Lytle Leslie A. , McKenzie Thomas L.
Published: January 2006

Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to guide intervention development. Methods included providing oral and written reports, prioritizing recommendations, and cross-checking recommendations with intervention objectives and implementation strategies. Formative work influenced the intervention in many ways. For example, results indicated that middle schools offered only coeducational physical education and health education classes, so the TAAG intervention was designed to be appropriate for both sexes, and intervention strategies were developed to directly address girls’ stated preferences (e.g., enjoyable activities, opportunity to socialize) and barriers (e.g., lack of skills, fear of injury) for physical activity. The challenges of using formative research for intervention development are discussed.
Italian Football
Authors: Baroncelli Alessandro , Lago Umberto
Published: January 2006

The Italian football industry has recently grown at a pace that was never experienced before, boosted by the entrance of pay TV into the business. Nevertheless, Italian football has recently sunk into a deep financial crisis, which has caused bankruptcy for some clubs and strong downsizing for others. At the end of the 2002-2003 football season, the aggregate net loss for Serie A was larger than [UNKNOWN] 400 million, more than one third of total turnover. In the present article, the authors analyze some data from Italian football, discuss the reasons for the financial crisis, and propose some remedies.
The French Exception
Authors: Gouguet Jean-Jacques , Primault Didier
Published: January 2006

Currently, professional football in Europe is in a deep financial crisis. Amidst the five major European leagues (England, France, Germany, Italy, Spain), only France is not in a bad situation despite this country suffering from a low level of the demand from fans and a weakness in the urban system. The aim of this article is to show how the better regulation of the French organization explains this success. This organization is based upon three pillars: solidarity (revenue sharing), training (by all clubs), and financing control. Finally, the question is to know whether such a system should be extended throughout Europe.
Incomplete and Incremental Plan Implementation in Downtown Providence, Rhode Island, 1960-2000
Authors: Ryan Brent D.
Published: January 2006

Between 1960 and 2000, Providence, Rhode Island, transformed its downtown through physical redevelopment. This article examines the proposals and implementation of seven major downtown plans issued for Providence during this period. Each plan proposed significant physical changes like the redevelopment of city blocks, the relocation of railroads, or the construction of open space. Despite Providence's successful redevelopment reputation, the study found that Providence's downtown plan implementation was both incomplete and incremental. Only four of the seven plans issued experienced any implementation during the study period, and of those four plans, only one had more than half of its recommendations implemented. Incremental implementation occurred when unimplemented plan ideas were proposed by later plans and subsequently realized.
Fast-Find: A novel computational approach to analyzing combinatorial motifs
Authors: Hamady Micah , Peden Erin , Knight Rob , Singh Ravinder
Published: January 2006

Background

Many vital biological processes, including transcription and splicing, require a combination of short, degenerate sequence patterns, or motifs, adjacent to defined sequence features. Although these motifs occur frequently by chance, they only have biological meaning within a specific context. Identifying transcripts that contain meaningful combinations of patterns is thus an important problem, which existing tools address poorly.

Results

Here we present a new approach, Fast-FIND (Fast-FullyIndexedNucleotideDatabase), that uses a relational database to support rapid indexed searches for arbitrary combinations of patterns defined either by sequence or composition. Fast-FIND is easy to implement, takes less than a second to search the entireDrosophilagenome sequence for arbitrary patterns adjacent to sites of alternative polyadenylation, and is sufficiently fast to allow sensitivity analysis on the patterns. We have applied this approach to identify transcripts that contain combinations of sequence motifs for RNA-binding proteins that may regulate alternative polyadenylation.

Conclusion

Fast-FIND provides an efficient way to identify transcripts that are potentially regulated via alternative polyadenylation. We have used it to generate hypotheses about interactions between specific polyadenylation factors, which we will test experimentally.
Leiomyosarcoma of the inferior vena cava: Clinical experience with four cases
Authors: Abisi Said , Morris-Stiff Gareth J , Scott-Coombes David , Williams Ian M , Douglas-Jones Anthony G , Puntis Malcom C
Published: January 2006

Background

Leiomyosarcoma of the inferior vena cava is a rare tumor that presents in an insidious manner with non-specific symptoms. Given its rarity, there are no consensus guidelines to its management. The aim of this study was to report the clinical experience in the management of patients presenting to our institution during a 12 year period.

Patients and Methods

Four patients with leiomyosarcomas of the inferior vena cava were managed at our institution during the period reviewed. Patient details were identified through a search of the pathology department computerized database, and case notes were retrospectively reviewed to obtain details of presentation and management.

Results

There were 3 females and 1 male with a mean age of 59 years. All tumors were identified within 2 months of first symptoms. Three of the 4 had localized tumors whilst 1 patient had lung metastases at presentation. The three patients with resectable tumors underwent radical surgical excision of the tumor, and two patients had postoperative radiotherapy. One patient died of recurrence at 7 months, and another at 30 months. The third patient is currently well and disease free at 16 months. The fourth patient with metastatic disease was treated with chemotherapy alone and survived 36 months.

Conclusion

Leiomyosarcoma of the inferior vena cava is an uncommon tumor that presents with non-specific symptoms. At the time of presentation, tumors are usually large and resection is challenging but probably offers the best opportunity for long-term survival.
The lunar-tide cycle viewed by crustacean and mollusc gatherers in the State of Paraíba, Northeast Brazil and their influence in collection attitudes
Authors: Nishida Alberto K , Nordi Nivaldo , Alves Rômulo RN
Published: January 2006

Traditional human communities have a wide knowledge of their environment. Collection of animals in estuarine and coastal areas are directly influenced by tidal cycles. The aim of this study is to evaluate the understanding of the tides associated with the lunar cycle held by people who gather crustaceans and molluscs in the State of Paraiba. The empirical knowledge of 20 crab gatherers and 30 mollusc gatherers was recorded through open interviews and structured questionnaires. The results showed that the gatherers have an accurate comprehension of tidal phenomenon based on their exploitation of natural resources, which perpetuates through generations.
Parental use of the term "Hot Qi" to describe symptoms in their children in Hong Kong: a cross sectional survey "Hot Qi" in children
Authors: Kong Flora Y , Ng Daniel K , Chan Chung-hong , Yu Wan-lan , Chan Danny , Kwok Ka-li , Chow Pok-yu
Published: January 2006

Background

The Chinese term "Hot Qi" is often used by parents to describe symptoms in their children. The current study was carried out to estimate the prevalence of using the Chinese term "Hot Qi" to describe symptoms in children by their parents and the symptomatology of "Hot Qi".

Method

A cross sectional survey by face-to-face interview with a semi-structured questionnaire was carried out in a public hospital and a private clinic in Hong Kong. The parental use of the term "Hot Qi", the symptoms of "Hot Qi" and the remedies used for "Hot Qi" were asked.

Results

1060 pairs of children and parents were interviewed. 903 (85.1%) of parents claimed that they had employed the term "Hot Qi" to describe their children's symptoms. Age of children and place of birth of parents were the predictors of parents using the term "Hot Qi". Eye discharge (37.2%), sore throat (33.9%), halitosis(32.8%), constipation(31.0%), and irritable (21.2%) were the top five symptoms of "Hot Qi" in children. The top five remedies for "Hot Qi" were the increased consumption of water (86.8%), fruit (72.5%), soup (70.5%), and the use of herbal beverages "five-flower- tea" (a combination of several flowers such as Chrysanthemum morifolii, Lonicera japonica, Bombax malabaricum, Sophora japonica, and Plumeria rubra) (57.6%) or selfheal fruit spike (Prunella vulgaris) (42.4%).

Conclusion

"Hot Qi" is often used by Chinese parents to describe symptoms in their children in Hong Kong. Place of birth of parents and age of the children are main factors for parents to apply the term "Hot Qi" to describe symptoms of their children. The common symptoms of "Hot Qi" suggest infections or allergy.
Presence and Quality of Touch Influence Coregulation in Mother–Infant Dyads
Authors: Moreno Amanda J. , Posada German E. , Goldyn Danielle T.
Published: January 2006

The first major goal of this study was to determine whether touch would enhance mother—infant coregulation in ordinary, nonstressful face‐to‐face interactions. In an experimental manipulation of presence versus absence of touch in face‐to‐face interactions between 79 mothers and their 3.5‐month‐old infants, results indicated that when touch is prohibited, relaxed and mutually attuned coregulation (asymmetrical coregulation) decreases. Contrary to expectations, coactive and mutually attuned coregulation (symmetrical coregulation) increased during prohibited touch, but this finding was qualified by a significant interaction between touch and order. The second major goal of this study was to question the assumption that the presence of touch should exert uniform effects on mother—infant interactions despite likely individual differences in the way touch is practiced. We assessed affectionate touch and stimulating touch in the touch condition of the experiment. Results indicated that the decrease in symmetrical coregulation during touch was primarily explained by those dyads that practiced more affectionate and less stimulating touch, indicating that affectionate touch is inversely related and stimulating touch is directly related to infant activity level.
Shake, Rattle, and … One or Two Objects? Young Infants' Use of Auditory Information to Individuate Objects
Authors: Wilcox Teresa , Woods Rebecca , Tuggy Lisa , Napoli Roman
Published: January 2006

Most research on object individuation in infants has focused on the visual domain. Yet the problem of object individuation is not unique to the visual system, but shared by other sensory modalities. This research examined 4.5‐month‐old infants' capacity to use auditory information to individuate objects. Infants were presented with events in which they heard 2 distinct sounds, separated by a temporal gap, emanate from behind a wide screen; the screen was then lowered to reveal 1 or 2 objects. Longer looking to the 1‐ than 2‐object display was taken as evidence that the infants (a) interpreted the auditory event as involving 2 objects and (b) found the presence of only 1 object when the screen was lowered unexpected. The results indicated that the infants used sounds produced by rattles, but not sounds produced by an electronic keyboard, as the basis for object individuation (Experiments 1 and 2). Data collected with adult participants revealed that adults are also more sensitive to rattle sounds than electronic tones. A final experiment assessed conditions under which young infants attend to rattle sounds (Experiment 3). Collectively, the outcomes of these experiments suggest that infants and adults are more likely to use some sounds than others as the basis for individuating objects. We propose that these results reflect a processing bias to attend to sounds that reveal something about the physical properties of an object—sounds that are obviously linked to object structure—when determining object identity.
Demonstrating a Self-Serving Bias
Authors: Dunn Dana S.
Published: January 2006

A self-serving attributional bias is demonstrated in a classroom exercise. Students' self-descriptions reveal a bias toward reporting positive attributes, a result that allows for discussion of motivational and cognitive processes in attribution.
Issues in Training Therapists to Deal with Clients' Sexual Performance Problems
Authors: Freeman Sally Thigpen
Published: January 2006

Many professionals agree that therapists need specialized training to help clients with sexual problems. However, recent literature on teaching this subject in minimal. This article describes the creation of a class designed to train students in the skills required for dealing with clients who have sexual performance problems. Issues important to the development of such a class are discussed.
Networking as a Tool for Career Advancement among Academic Psychologists
Authors: Osherg Timothy M. , Raulin Michael L.
Published: January 2006

The central thesis of this article is that a successful academic career, which is based largely on the quality or importance of one's scholarly work and teaching skill, can be enhanced by effective networking. Networking is defined as the set of strategies academic psychologists use to increase their visibility among and interactions with other professionals. We point to the recent focus on networking skills in the fields of business and career development and argue that little attention is given to such skills in the graduate training of psychologists. To remedy this, we describe several networking strategies that may be helpful for the budding academic psychologist.
Carving Out the Niche: A Review of Alumni Surveys on Undergraduate Psychology Majors
Authors: McGovern Thomas V. , Carr Karen F.
Published: January 2006

Information about psychology majors' activities after graduation is an important ingredient in the evaluation and renewal of undergraduate programs. In this article, we review the survey research on psychology alumni, analyzing the various survey objectives, samples, results, and program implementations. Based on this review, we make recommendations about the design of future studies, the role of APA's Educational Affairs Office, and the use of life-span development theory and methodology to refine future alumni research in undergraduate psychology.
Constructing a Moving Cube Illusion
Authors: Corey J. R.
Published: January 2006

The construction of a moving cube illusion is described. Observers report a compelling illusion of movement of this stationary, three-dimensional object when it is viewed under proper conditions.
A Survey of Computer Use Reported in Teaching of Psychology: 1974–1988
Authors: Beins Bernard C.
Published: January 2006

During the past 15 years, the computer has evolved from a simple drill-and-practice device to a flexible instrument for teaching psychological concepts and techniques. Readily available commercial and public domain software makes computer technology the choice for many teaching applications. This article surveys computer use and the changing role of teachers in the development of computer applications and introduces the Computers in Teaching section of Teaching of Psychology (ToP).
A National Survey of Microcomputer Use by Academic Psychologists
Authors: Couch James V. , Stoloff Michael L.
Published: January 2006

A national survey of academic psychologists indicated increasing use of microcomputers for instructional purposes and that such use was unrelated to department size. Apple and IBM microcomputers, the predominant brands, were represented about equally. Software was used most frequently for statistical analysis and word processing. Microcomputers were used most often in research methods and statistics courses.
A Computer-Based Instructional Management System for General Psychology
Authors: Halcomb Charles G. , Chatfield Douglas C. , Stewart Barbara E. , Stokes Michael T. , Cruse Bradley H. , Weimer Jon
Published: January 2006

We describe the development and impact of a minicomputer-based system of instructional management for the General Psychology program at Texas Tech University. We also discuss ways that such a program might be useful in other university settings and in stimulating research concerning the educational process.
Toward Teaching Inclusive Personality Theories
Authors: Enns Carolyn Zerbe
Published: January 2006

This article reviews some of the limitations and biases in mainstream personality theories and recommends teaching content that is not traditionally covered in a theories course. Through discussion of the limitations of theory and the use of expanded evaluation guidelines, students' critical thinking skills are enhanced. Inclusiveness is increased when teachers expose students to: (a) historical theories that demonstrate early respect for diversity and the role of sociocultural events in personality formation, (b) recent reformulations of traditional theory, (c) feminist approaches that focus on the relational elements of development, and (d) cognitive developmental perspectives that value desires for related-ness and strivings for independence.
Faculty Development: An Experimental Psychologist Teaches Abnormal Psychology
Authors: Smith Randolph A.
Published: January 2006

Teaching a course outside one's area of expertise can enhance faculty development and alleviate burnout. This article describes the benefits and drawbacks of an experimentalist's classroom encounter with Abnormal Psychology as well as student reaction to the experience. In this case, the positive aspects outweighed the negative, and teaching a new course contributed to my development.
Evaluating the Department Chairperson
Authors: Jacobs Keith W.
Published: January 2006

A procedure for evaluating the department chairperson is described. The benefits and importance of such evaluations are emphasized.
Of Barfights and Gadflies: Attitudes and Practices concerning Extra Credit in College Courses
Authors: Norcross John C. , Horrocks Linda J. , Stevenson John F.
Published: January 2006

Empirical exploration of giving extra credit in the college setting has been negligible, even though the practice is common and controversial. Faculty ( n = 145) and students ( n = 525) at two northeastern universities were surveyed regarding their use of and views toward extra-credit assignments in undergraduate courses. In our sample, between 12% and 22% of courses provided an opportunity for extra credit in the previous semester, 50% of the students were offered extra-credit opportunities in at least one course. Faculty were much more likely than students to view extra credit negatively; students were far more ready to endorse its routine offering. The most frequently cited disadvantage of extra credit was that it encourages a lax or irresponsible attitude. The advantage most frequently cited by students was that it provides a second chance; the most popular advantage for faculty was that it allows exploration of a topic in greater depth. Underlying views on perceived fairness and student evaluation are linked to these findings.
Academic Research Guides: Aids to the Dissertation Writer
Authors: Lehmann Thomas S.
Published: January 2006

Doctoral students of psychology frequently rely on oral transmission from their major professor, instructors, and fellow students in learning how to plan, execute, and document the dissertation project. This article describes and evaluates several academic research guides and highlights their unique contributions to the dissertation writer.
Faculty Resistance to Writing-Intensive Courses
Authors: Boice Robert
Published: January 2006

This article examines professors' resistance to implementing writing as learning and contends that strategies developed for inhibited writers can also help inhibited teachers. These strategies were combined with surveys and observations of professors implementing writing-intensive courses to produce a sequence of steps for overcoming resistance: (a) raising consciousness about resistance, (b) helping students generate momentum, (c) establishing regimens of brief writing sessions, and (d) making writing more socially skilled.
An Experimental Comparison of the Effects of Focused Freewriting and Other Study Strategies on Lecture Comprehension
Authors: Hinkle Steve , Hinkle Ann
Published: January 2006

In a 2 × 4 factorial design, the immediate and delayed effects of focused freewriting on lecture comprehension were examined and contrasted with the following conditions: focused thought, outlining, and math problem solving (control). The immediate effect of a focused freewriting exercise was increased lecture comprehension, which was equivalent to that observed in the focused-thought condition and superior to comprehension in the outlining and math problem-solving conditions. In contrast, on a 1-week delayed comprehension test, performance of the focused-freewriting subjects was below that of the focused-thought group and similar to that of the outlining and math problem-solving groups. Some advantages of focused freewriting as an instructional technique for enhancing students' writing skills and comprehension of course content are discussed. Several hypotheses concerning the optimal circumstances for obtaining beneficial, long-term effects of focused freewriting are advanced.
Defining Normal Sexual Behavior: A Classroom Exercise
Authors: Kite Mary E.
Published: January 2006

A classroom exercise that can help students focus on the difficulties in defining normal sexual behavior is described. First, students complete a 30-item questionnaire on which they indicate whether or not a variety of behaviors are normal. Then, they meet in groups and construct a definition of “normal” sexual behavior. Class discussion centers on the difficulty of constructing these definitions.
A Brief Training Program for Graduate Student Teachers of Laboratory-Tutorial Classes
Authors: Pennington Helen
Published: January 2006

A short training program was conducted to prepare graduate students to teach laboratory-tutorial classes in an introductory psychology course. The program consisted of four sessions, held over 6 weeks, and included role-playing, video feedback, discussion, and written guidelines. Participants' reactions to the program were largely positive.
What Would You Tell Professor Wundt?
Authors: Cronan-Hillix W. A. , Cronan-Hillix Terry A. , Speth Timothy W.
Published: January 2006

There is great recent concern with the “value added” concept in assessing quality of instruction. Although it is relatively easy to measure some aspects of learning, more general skills and attitudes are harder to assess. In order to measure some of these less accessible changes, students in three history of psychology classes were given a “semiprojective” pretest and posttest. Over the term, student responses increased in level of abstraction, concentrating more on philosophical and general methodological issues and less on specific methodology and empirical findings. Our results suggest that students change their attitudes about what course material is important without being taught specifically to attend to broader issues and that these changes can be measured.
Demonstrating the Influence of Cognition on Emotion and Behavior
Authors: Deffenbacher Jerry L.
Published: January 2006

An exercise demonstrating the influence of cognitive processes on emotion and behavior is described. Students visualize themselves as having recently experienced the termination of an important male–female relationship. While doing so, they are exposed to one of three cognitive scenarios designed to generate feelings of depression, anger, or moderate sadness with a sense of coping. After each visualization, the nature and extent of emotional reactions and behavioral tendencies are noted and later related to class goals. Evaluation indicated that the scenarios produced different types and degrees of reported affect, suggesting that the exercise produces the desired results. Common uses of the exercise are described.
Assessing Effectiveness of Undergraduate Instruction in Psychology
Authors: Koteskey Ronald L.
Published: January 2006

To assess the effectiveness of instruction in psychology, we developed a means of testing student learning that includes questions from all areas of psychology in many test forms at minimal cost. Students are tested when they begin the first psychology course, as seniors, and twice between. Three pretest–posttest studies showing evidence of learning in individual courses and cumulative learning across courses are reported.
Using Science Fiction to Teach the Psychology of Sex and Gender
Authors: Lips Hilary M.
Published: January 2006

In order to help students appreciate the impact of gender on social relationships and social structure, it is useful to have them consider different conceptions of gender. One way to do this is by exposing them to science fiction about worlds in which gender is constructed very differently. This article describes the classroom use of two science fiction novels to illustrate the links between a society's assumptions about gender and its practices with respect to such matters as family structure, interpersonal relationships, and language.
Undergraduate Psychology in Japan and the United States
Authors: Nakano Yoshie , Richey Marjorie H. , Bohs Rhonda A. , Koch James E. , Mannion Mary E. , Warbin Robert W.
Published: January 2006

Three Japanese and two United States undergraduate psychology departments were compared using data from catalogs and surveys. Course listings and professors' theoretical orientations were similar, but American courses were more encompassing, participative, demanding, and oriented toward psychological careers. Japanese students entered the university better prepared, but Americans studied more and were expected to acquire more specific content. Japanese students put more emphasis on intercollegiate activity groups, experience they considered important to later job performance and life adjustment. Overall, differences were attributed to different phasing of educational demands, fewer professional opportunities in psychology in Japan, and generally different emphases in higher education.
Students' Perceptions of Faculty and Graduate Students as Classroom Teachers
Authors: Schuckman Harold
Published: January 2006

Student ratings of the effectiveness of graduate student teaching versus faculty teaching were examined on seven occasions over an 8-year period. When all courses taught were considered, graduate student and faculty ratings were equivalent for six of the semesters in which student evaluations were conducted; on one occasion, the graduate students received significantly higher ratings than did the faculty. When only the ratings for introductory psychology courses were examined, results for graduate student teachers were significantly higher in four semesters; in three semesters, the ratings of the two groups were equivalent. There was a significant positive correlation of student evaluation ratings for individual faculty over time, but no such correlation for graduate students.
Reading Ability as a Performance Predictor in a Behaviorally Based Psychology Course
Authors: Roberts M. Susan , Suderman Linda , Suderman Robert , Semb George B.
Published: January 2006

The use of lectures for motivational purposes and to stress the written word were original components of the personalized system of instruction (PSI). These features assume that students have the study skills to acquire information on their own. We investigated the relation between reading ability and course performance in PSI and contingency managed lecture (CML) sections of a developmental psychology course. Results indicated that grade point average (GPA) and reading comprehension scores best predicted final exam performance in CML and that reading comprehension scores and GPA were the best predictors in PSI sections. Students in the PSI and CML sections achieved average reading scores and vocabulary subtest scores at or above grade level, but average reading rate and comprehension subtest scores were below grade level.
Annotated Bibliography on the Teaching of Psychology: 1989
Authors: Fulkerson Frank E. , Wise Paula Sachs
Published: January 2006

This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We also continued the cumulative numbering practice of previous bibliographies. We included a number of pre-1989 citations not listed in previous bibliographies, because we continue to terminate our search in June. A noteworthy observation about this year's bibliography concerns the increase in the number of cognitive psychology articles, many of which are difficult to separate from the teaching of psychology.
Participant Modeling as a Classroom Activity
Authors: Hughes Dolores
Published: January 2006

Participant modeling was used to introduce students to this behavioral technique for reducing anxiety and avoidance behavior. An expert model and peer models performed appropriate approach responses when interacting with a red rat snake, Elaphe quttata. Using guided participation, students who had previously indicated they were afraid of snakes were encouraged to approach, touch, and hold the snake. Students' evaluations of this activity were highly favorable. Participant modeling provides an excellent introduction to behavior therapies and encourages students to think critically. This activity illustrates some of the difficulties encountered when evaluating the effectiveness of therapeutic techniques.
The Relations of Learning and Grade Orientations to Academic Performance
Authors: Beck Hall P. , Rorrer-Woody Sherry , Pierce Linda G.
Published: January 2006

This investigation assessed the roles of learning orientation (LO) and grade orientation (GO) in academic performance. Most important, we found that GO was negatively correlated with grade point average (GPA) and General Psychology test scores. Correlations of LO scores with the academic performance measures were not significant. The poor academic performance of students with high GO scores can be partially attributed to lower Scholastic Aptitude Tests (SAT) scores. Even after the effects of SAT were controlled, GO scores were negatively related to GPA and psychology test scores. These findings demonstrate the need for investigations to determine the effects of grading practices on students with high and low grade orientations.
Computer Attitudes, Computer Experience, and Their Correlates: An Investigation of Path Linkages
Authors: Arthur Winfred , Olson Erik
Published: January 2006

Two models to explain relations among computer attitudes, computer experience, and cognitive ability were investigated. The sample consisted of 136 college students in a large southwestern state university. Results supported the cognitive ability—computer experience—computer attitudes path. Specifically, cognitive ability exhibited a direct relation with computer experience, and the cognitive ability—computer attitude relation was mediated by computer experience. Results thus supported the hypothesis that initial computer experiences play a major role in the formation of subsequent computer attitudes. There were no significant relations between computer experience and computer attitudes and their postulated correlates. Results are discussed in terms of implications for the strategic introduction of psychology students to computers in their courses and steps to reduce self-selection from computer interactions.
The Representation of Counseling versus Clinical Psychology in Introductory Psychology Textbooks
Authors: Leong Frederick T. L. , Poynter Mary Ann
Published: January 2006

The major purpose of our study was to determine how counseling and clinical psychology are represented in introductory psychology textbooks and to compare this representation with what is known about clinical and counseling psychology as specialties. We found that introductory psychology textbooks' representations of counseling and clinical psychology were generally consistent with existing empirical data. There was some evidence, however, of a shift in the representations of counseling psychology between the 1970s and the 1980s. Textbooks tended to provide more coverage of clinical than counseling psychology. Implications of the findings and suggestions for future research are discussed.
Teaching the Importance of Accuracy in Preparing References
Authors: Peden Blaine F.
Published: January 2006

This article outlines and evaluates a technique for teaching students to recognize and prepare references for four types of works commonly used in research reports. Subsequent performance on the reference section of their research reports earns either an A or F grade (after Crown-Hillix, 1988). This technique helps students learn to prepare accurate reference lists and appears to sensitize them to other aspects of APA style.
Integrating Scholarship on Ethnicity into the Psychology of Women Course
Authors: DeFour Darlene C. , Paludi Michele A.
Published: January 2006

This article presents the argument that instructors of courses in the psychology of women need to integrate the scholarship on ethnicity into their curriculum. We offer a possible structure for including this content by organizing the course discussions around major themes. The course consists of presentations based on these themes. Examples of films, topics, exercises, and popular books to be used are presented. Implications of incorporating the contents for other courses in the psychology curriculum are discussed.
Holistic Grading of Written Work in Introductory Psychology: Reliability, Validity, and Efficiency
Authors: Madigan Robert J. , Brosamer James J.
Published: January 2006

Written assignments in large classes can be made practical by the use of holistic scoring. Data are presented to show the reliability, validity, and efficiency of adapting holistic scoring to written work in an introductory psychology course in which the grading was done entirely by a teaching assistant (TA). Separate criteria were used to score the content and writing skill of paragraph-length essay-test answers and short-paper assignments, Judgments of writing skill made by psychology TAs using holistic criteria were reliable and compared favorably with writing-skill judgments made by experienced English composition instructors. We conclude that holistic scoring is a high-quality, low-cost approach to scoring written work in large classes.