bluuebunny/crossref_metadata_2025_split huggingface dataset:
IFN-γ–Induced Priming Maintains Long-Term Strain-Transcending Immunity against Blood-Stage Plasmodium chabaudi Malaria
Authors: da Silva Henrique Borges , de Salles Érika Machado , Panatieri Raquel Hoffmann , Boscardin Silvia Beatriz , Rodríguez-Málaga Sérgio Marcelo , Álvarez José Maria , D’Império Lima Maria Regina 
Published: October 2013

Abstract
The mechanism by which protective immunity to Plasmodium is lost in the absence of continued exposure to this parasite has yet to be fully elucidated. It has been recently shown that IFN-γ produced during human and murine acute malaria primes the immune response to TLR agonists. In this study, we investigated whether IFN-γ–induced priming is important to maintain long-term protective immunity against Plasmodium chabaudi AS malaria. On day 60 postinfection, C57BL/6 mice still had chronic parasitemia and efficiently controlled homologous and heterologous (AJ strain) challenge. The spleens of chronic mice showed augmented numbers of effector/effector memory (TEM) CD4+ cells, which is associated with increased levels of IFN-γ–induced priming (i.e., high expression of IFN-inducible genes and TLR hyperresponsiveness). After parasite elimination, IFN-γ–induced priming was no longer detected and protective immunity to heterologous challenge was mostly lost with &gt;70% mortality. Spontaneously cured mice had high serum levels of parasite-specific IgG, but effector T/TEM cell numbers, parasite-driven CD4+ T cell proliferation, and IFN-γ production were similar to noninfected controls. Remarkably, the priming of cured mice with low doses of IFN-γ rescued TLR hyperresponsiveness and the capacity to control heterologous challenge, increasing the TEM cell population and restoring the CD4+ T cell responses to parasites. Contribution of TLR signaling to the CD4+ T cell responses in chronic mice was supported by data obtained in mice lacking the MyD88 adaptor. These results indicate that IFN-γ–induced priming is required to maintain protective immunity against P. chabaudi and aid in establishing the molecular basis of strain-transcending immunity in human malaria.
Filling the Void: Defining Invasive Bedside Procedural Competency for Internal Medicine Residents
Authors: Lenchus Joshua D. , Carvalho Cristiane Mocelin , Ferreri Kaitlyn , Sanko Jill Steiner , Arheart Kristopher L. , Fitzpatrick Maureen , Issenberg S. Barry 
Published: October 2013

Abstract

Background
Residents perform invasive bedside procedures in most training programs. To date, there is no universal approach for determining competency and ensuring quality and safety of care.

Objective
We developed and implemented an assessment of central venous catheter insertion competency for internal medicine and internal medicine–pediatrics residents, using measurements for knowledge, skill, and attitude and linking them to procedural outcomes.

Methods
We conducted a cohort study of a 4-week, resident-run procedure service from July 2007 through June 2011 at a large academic medical center. Knowledge was assessed by using a written test, technical skill by using a checklist, and attitude by self- and supervisor assessments of residents' confidence and capability. Competence was defined as (1) a minimum written test score (70%); (2) a perfect checklist score; (3) a resident's self-assessed confidence and capability scores of 4 or 5 of 5; and (4) faculty rating of the resident's confidence and capability as 5 of 5. A composite success rate was based on procedural outcomes (eg, completed procedures, less than 3 forward needle passes, and complication rate) and was compared to the checklist scores.

Results
A total of 148 internal medicine and medicine–pediatrics residents inserted 639 catheters, and 53 (36%) achieved competence by the end of 4 weeks. Residents judged to be competent by checklist scores had a higher composite success rate than those deemed not competent.

Conclusions
Our multi-factorial criteria used to define central venous catheter insertion competency effectively discriminated between residents judged to be competent and those judged not competent, using data from procedural outcomes.
Absolutism
Authors: Beins Bernard C. 
Published: October 2013

AbstractFrom an absolutist perspective, psychological constructs are the same across cultures, and measurements of constructs reflect quantitative, not qualitative, differences. Thus, depression in one culture would be the same as depression in all cultures. According to this perspective, cross‐cultural issues play a very small role in the interpretation of research or in the discussion of constructs. This viewpoint contrasts with the perspectives ofrelativism, which posits that any given construct is particular to a single culture, anduniversalism, which asserts that constructs have universal underpinnings but are displayed differently depending on cultural context.
Adolescence
Authors: Gibbons Judith L. 
Published: October 2013

AbstractA wealth of studies has revealed cross‐cultural differences and similarities in the life stage of adolescence, defined by the World Health Organization as the second decade of life. Recent research has focused on brain growth and plasticity during adolescence, identity development, adolescents' relationships with families and peers, gender differences in development during adolescence, adolescents' engagement in school, work, and civic activities, psychological and physical health during adolescence, adolescents' wellbeing and positive development, adolescents' use of the media, and adolescents in difficult circumstances.
Ainsworth, Mary Dinsmore Salter
Authors: Rutherford Alexandra 
Published: October 2013

Abstract
Mary D. S. Ainsworth is well known for her methodological, empirical, and theoretical contributions to the study of infant attachment. With her colleague Barbara Wittig, she devised the famous laboratory procedure called “the Strange Situation.” In this procedure, developed during her tenure at Johns Hopkins University in Baltimore, infants are carefully observed over several brief periods when their mothers are present, then absent, and then return. Ainsworth's research with the Strange Situation revealed reliable individual differences in infant behaviors that were correlated with ratings of maternal sensitivity to a number of infant cues during the first three months of life and to later patterns of attachment. These findings led to the widespread use of the Strange Situation as an efficient method of classifying infant‐parent attachment patterns.
Altered States of Consciousness
Authors: Ward Colleen 
Published: October 2013

AbstractIn the simplest terms altered states of consciousness (ASCs) are those states that are recognized by an individual or by external observers as being substantially different from one's general state of awareness and responsiveness to the external environment. In contrast to the active, mentally alert state that defines “normal” waking consciousness, altered states are characterized by diffuse attention, non‐logical thought, and a focus on sensory experiences.
Animism
Authors: Drescher Christopher F. 
Published: October 2013

AbstractAlthough the idea of animism dates to early philosophers and scientists such as Stahl, Hume, Zenophanes, Tiedemann, Froebel, Comte, Sully, and Rasmussen, the modern conceptualization of animism is generally credited to the British anthropologist seminal workPrimitive Culture: Researches into the Development of Mythology, Philosophy, Religion, Art, and Custom. The concept has also been explored by sociologists (e.g., Emile Durkheim), anthropologists (e.g., Margaret Mead), and psychologists (e.g., Jean Piaget). Given the lengthy history and multidisciplinary use of the term “animism,” it is not surprising that several different definitions of the term have emerged.
Anthropology of Knowledge
Authors: Allwood Carl Martin 
Published: October 2013

Abstract
The anthropology of knowledge (AoK) is a multi‐disciplinary research orientation that deals with reproduction and change of human understanding in different types of social and cultural contexts. AoK sees understanding as located in a broad social naturalistic context and all types of understanding are studied: Western, non‐Western, scientific, religious, and everyday. This is in contrast to much of the sociology of knowledge or science studies where mainly scientific or at least Western understanding is focused. Central disciplines in the AoK are social anthropology, psychology, and the cross‐disciplinary research area of cognitive science.
Applied Behavior Analysis
Authors: Dogan Rebecca K. , Mathews Judith R. 
Published: October 2013

Abstract
Applied behavior analysis (ABA) is “the science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior”. Building on basic research (“experimental analysis of behavior”, EAB) and incorporating previous animal research (most notably by I. P. Pavlov, John B. Watson, and B. F. Skinner) defined seven dimensions of ABA.
Bartlett, Sir Frederic Charles
Authors: Brucato Gary , Hogan John D. 
Published: October 2013

Abstract
Frederic Bartlett was born in Stow‐on‐the‐Wold, Gloucestershire, England, in 1886. Despite his pronounced intellect, his formal education was impeded by a long early bout of pleurisy. In 1914, at the age of 28, he completed a degree in Moral Sciences at St. John's College, Cambridge, intent on a career in anthropology.
Bateson, Gregory
Authors: Sullivan Gerald 
Published: October 2013

AbstractGregory Bateson was born in 1904 into one of the most distinguished of British academic families. His father William, a leading biologist and authority on variation within species, brought the work of Gregor Mendel into British biology and coined the term “genetics.” Both the elder and younger Bateson knew the work of Samuel and Butler's contention that Darwin's theory of evolution, while stimulating, lacked an appreciation of mind or consciousness and that creatures with consciousness learn some elements of life so well that these elements become not only habitual but also largely unconscious.
Belief Systems
Authors: Tuli Kailish 
Published: October 2013

Abstract
Belief systems are something like the foundations of human convictions on which thinking, mental mapping, and conceptualization are based. Beliefs are the hard core of our thinking, concept formation, and understanding of the world around us. These are often unchangeable or resistant to change. A person holding any belief may become hyper‐convinced of its veracity, making it impossible to change the belief. Beliefs become the guiding light and perceived rationality for the person who holds them and form in various areas of human thought. A belief system is the collection of mutually supportive beliefs held by the person, and beliefs constitute what called a subjective element of culture.
Bond, Michael Harris
Authors: Smith Peter B. 
Published: October 2013

Abstract
Michael Harris Bond (b. 1944) has made a distinguished contribution to the field of cross‐cultural psychology over the past four decades. After completing his first degree at the University of Toronto in his native Canada, he achieved his doctorate at Stanford University and undertook a post‐doctoral fellowship at Michigan State University. After a three‐year stay at Kwansei Gakuin University in Japan, he obtained an appointment as lecturer at the Chinese University of Hong Kong, where he eventually became Professor of Psychology, remaining there for 35 years. He subsequently held a post as Chair Professor of Psychology at Hong Kong Polytechnic University.
Campbell, Donald T
Authors: Gregerson Mary 
Published: October 2013

AbstractThe global influence of scientific and theoretical psychologist Donald T. Campbell (1916–1996) spanned psychology, sociology, philosophy, biology, and anthropology. As a laboratory scientist, Campbell's work on visual perception centered on the influence of context, whether cultural or through experience, strongly supporting perception as contextually relative and not universal. He co‐authoredEthnocentrism: Theories of Conflict, Ethnic Attitudes, and Group Behavior, which described a large scale study determining that discriminatory behaviors and attitudes are nearly universal. As a theoretical epistemologist, Campbell was a leading authority on cross‐cultural design of scientific investigations, championing social influences on measurement and experimentation.
Central Asian Psychology
Authors: Feigenbaum Kenneth D. 
Published: October 2013

Abstract
Psychology in Central Asia can serve as a good example of the aphorism of Hermann Ebbinghaus: Psychology has a long past and a short history. The long past is the folk psychology of Kyrgyzstan and the nomads of Central Asia. The short history is the major borrowings from Russia. For much of the twentieth century the Central Asian republics were under the domination of Russia or the Soviet Union. The republics of Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan, and Tajikistan were part of the Soviet Union from the 1920s until 1990.
Chess, Stella
Authors: Devonis David C. 
Published: October 2013

Abstract
Stella Chess, daughter of Russian immigrants, was born in New York City in 1914. Her parents set an example of intellect and independence and encouraged her to take on challenges. She entered medical school at New York University in 1935 and, after an encounter with Lauretta Bender, the pioneering child psychiatrist and head of the child psychiatric services at Bellevue Hospital, made child psychiatry her specialty. After graduation in 1939, she married fellow psychiatrist Alexander Thomas, forming an inseparable partnership with him. Dissatisfied with the way in which Freudian theory had become unidimensional in finding the cause for all pathology in parenting, they began a long‐term study of infant and child behavior, the New York Longitudinal Study, in 1956, to examine the relation between caregivers and children. This resulted in a large amount of data which their colleagues Herbert Birch and Margaret Hertzig made tractable for statistical analysis. From this analysis emerged Chess and Thomas's central achievement, the concept of infant personality or temperament.
Cognitive Averaging
Authors: Miller Richard L. , Stastny Bradley J. 
Published: October 2013

Abstract
Research by Judith Langlois and her colleagues has demonstrated that people's preferences for attractive faces exist well before the effects of socialization from parents, peers, and media. In fact, humans form a clear preference for attractive faces during infancy. Some researchers have suggested that this preference for attractive faces is the result of an innate template that provides a domain‐specific beauty detection module. However, others suggest that people's preferences develop as a function of cognitive averaging, a domain‐general information processing mechanism that allows us to average across exemplars within a category.
Cole, Michael
Authors: Serpell Robert 
Published: October 2013

Abstract

Born in 1938 and raised in the United States, Michael Cole had early formative experiences in experimental laboratory studies of human learning under the mentorship of William Estes at Indiana University (Ph.D. 1962). He then spent a year as a post‐doctoral student at Moscow University in Russia (1962–1963) under the guidance of Alexander Luria, who provided an introduction to the work of Lev Vygotsky. In the 1970s, Cole edited and co‐edited English translations of some of both these authors' key publications. From 1966 to 1969 he held an appointment at the University of California, Irvine, and from 1969 to 1978 at the Rockefeller University, New York. At Rockefeller he founded (1971) the Laboratory of Comparative Human Cognition (LCHC), which attracted a wide spectrum of cultural and cross‐cultural researchers from around the world. The base of LCHC moved with Cole to the University of California, San Diego in 1978, where it became an increasingly Internet‐mediated resource for international conferencing, as well as spawning, in 1994, the multidisciplinary journal
Mind, Culture and Activity
. The various listserv‐supported discussions known as “XLCHC and other discussions grouped under the XFAMILY electronic umbrella” and the journal have afforded influential fora for the “substantial international scholarly community which takes a serious interest in study of mind as a cultural‐historical process of human development” (
http://lchc.ucsd.edu/mca
). Since 1979, Cole has been professor of communication, psychology and human development at the University of California, San Diego.
Compliance
Authors: J. Hovee Mark 
Published: October 2013

Abstract

Many people from various cultural backgrounds can relate to the psychological construct of
compliance
from an early age. Such conditioning has been virtually embedded in our DNA in terms of familial and educational rules and expectations. Children typically learn to defer to the guiding hand of their parents and teachers to a considerable degree, despite marked variance between authoritarian and passive forms of adult governance. Compliance, as understood in the social psychology literature, is individual behavior driven by the desire to gain some kind of reward, or actions taken to avoid punishment.
Conflict Resolution
Authors: Gire James T. 
Published: October 2013

Abstract
Conflict is a very pervasive phenomenon occurring in literally all societies and at all times. It appears to be an inevitable byproduct of the interdependence needed to create groups. It is not surprising that we find ourselves in conflict with our family members, neighbors, and pretty much everyone with whom we have had more than a momentary contact. Conflict is not unique to the modern era. Some of the earliest written and oral accounts contain descriptions of various types of conflict including political, military, and economic disputes that have had, at times, devastating consequences on the world at the time and beyond. It appears that advances in technology have been paralleled by advances in conflict, both in scope and complexity. Unfortunately, the ability to manage these conflicts has failed to keep pace with technological advancement. The world is replete with national and international wars; legal systems are overburdened with litigation; serious quarrels and disagreements abound among dating and married couples; and employers and employees seem to be locked in seemingly intractable conflicts. Not surprisingly, researchers, and indeed society in general, have devoted a lot of effort, time, and resources to enhance our understanding and management of conflicts.
Conformity
Authors: Neto Félix 
Published: October 2013

Abstract
Researchers have long recognized that behavior in social situations is both a function of the characteristics of the individual involved (his or her attitudes, values, personality characteristics), as well as the characteristics of the stimulus configuration surrounding them (the setting, the number of other people present, their relationships). In an attempt to assess more precisely the forces that arise from the social milieu, devised an experimental situation in which he studied the susceptibility of individuals to social pressures for conformity.
Construct Bias
Authors: van de Vijver Fons J. R. 
Published: October 2013

Abstract
Bias can occur in the context of comparative studies and refers to the presence of nuisance factors. If scores are biased, their psychological meaning is not the same in the different groups studied. Bias is not an inherent characteristic of an instrument, but arises in the application of an instrument in at least two cultural groups. As a consequence, an instrument is not inherently biased but may become so when an investigator compares scores from specific cultural groups.
Construct Inequivalence
Authors: Beins Bernard C. 
Published: October 2013

Abstract
Measurement of a construct or a concept across cultures can be difficult because of differences in the way a concept is viewed in different groups or because of limitations in the measurement process itself. When measurements are comparable across cultures, construct invariance holds. When psychologists cannot measure a given construct comparably across cultures, comparisons may not be meaningful; in such a case, a state of construct inequivalence will hold.
Context Differentiation
Authors: Matsumoto David , Hwang Hyi Sung 
Published: October 2013

Abstract
One of the major functions of culture is to ascribe meaning to context – the nature of interactants, the physical setting, the events that occur – so that norms are generated that provide guidelines for how members think, feel, and act in those contexts. These norms are essential to avoid social chaos, maintain social coordination, and produce efficiency in effort. In some cultures, for instance, fathers are held in positions of higher status and authority than mothers; in others this is not the case, and fathers and mothers share status on a more egalitarian basis. Norms, therefore, of behaving with one's father vary greatly depending on the type of culture one was raised in, and are based on the meanings afforded to that social role (i.e., context).
Cultural Adaptation
Authors: Goforth Anisa N. 
Published: October 2013

Abstract
Cultural adaptation refers to both a dynamic process by which an individual responds to a new cultural environment and to an outcome of an individual's acculturation. Immigrants relocating to a new culture will undergo the process of acculturation, which is characterized by the extent to which an immigrant will maintain his or her ethnic cultural practices and/or participate in the cultural practices of the host culture. This process includes keeping the cultural customs, traditions, and values of one's old culture as well as learning the customs and traditions of the new culture. It is a process that involves learning and unlearning of cultural practices.
Cultural Assimilator
Authors: Hankton Umieca N. , Bastien Gilberte , Johnson Laura R. 
Published: October 2013

Abstract
A cultural assimilator is a method of experiential education designed and used to facilitate an individual or group's ability to understand and function in a different cultural context. As the United States began to experience growth in cultural diversity and an increase in day‐to‐day contact among individuals from different cultural backgrounds, Fielder, determined it would be important to expose individuals from one culture to the values, attitudes, and behaviors of other cultures. The method developed to facilitate this learning experience is known as the cultural assimilator. A well known technique in cross‐cultural psychology, the cultural assimilator assesses an individual's awareness and knowledge of cultural differences. The cultural assimilator also provides an assessment of the extent to which an individual understands the impact of operating in an unfamiliar cultural context. Cultural assimilators vary in design and usefulness.
Cultural Competence
Authors: Lonner Walter J. 
Published: October 2013

AbstractCultural competence (alternatively:cross‐cultural competence,interculturalormulticultural competence, and various other terms, such ascultural sensitivity) is a psychological construct usually understood to consist of a set of attitudes, knowledge, and skills that together form a personal attribute that facilitates smooth and effective communication and interaction with people who are culturally and linguistically different. Through socialization experiences, education, and training, cultural competence consists of a diverse, yet highly related, constellation of specific factors. Empathy, openness or flexibility, perspective‐taking, tolerance of ambiguity and uncertainty, high self‐efficacy, self‐moderation and emotion regulation, and other components are believed to be paramount in describing individuals who are culturally competent. The ability to maintain a high degree of respect and a nonjudgmental stance is also often cited as a characteristic of culturally competent persons.