bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of addition of ameliorative materials on the distribution of As, Cd, Pb, and Zn in extractable soil fractions
Authors: Száková J. , Tlustoš P. , Pavlíková D. , Hanč A. , Batysta M. 
Published: June 2007

AbstractThe effects of lime, limestone, and zeolite addition on the availability of As, Cd, Pb, and Zn in three contaminated soils were investigated in a pot experiment after four vegetation periods of spring wheat, spring barley, and oat. The results showed different responses of extractable element portions to soil amendment when 0.01 mol dm−3 aqueous CaCl2 was applied as a soil extraction agent. Substantial differences were evident among the investigated elements as well as among the individual soil treatments. Except natural zeolite, the ability of ameliorative materials to redistribute cadmium and zinc from a soil solution into less mobile but labile soil fractions was observed. The lead availability was less affected and the extractability of arsenic even increased in some of the treated pots. Moreover, the availability of arsenic was more affected by different characteristics of experimental soils than by individual soil treatments. It was found that these treatments can be applied neither for multicontaminated nor for all the soil types. The soil treatments had a lower effect on the less mobile soil fractions.
Synthesis of new triphenodithiazine- and indolocarbazolediones of biological interest
Authors: Hammam A. , Youssef M. , Atta F. , Mohamed Th. 
Published: June 2007

AbstractTetrabromo-p-benzoquinone reacted with excess aromatic amines to give 2,5-dirylamino-3,6-dibromo-p-benzoquinones. The latter molecules on heating with sodium sulfide in alcohol in the presence of air gave triphenodithiazinediones. Heating with copper powder in nitrobenzene transformed these compounds into the respective indolocarbazolediones. Comparative antimicrobial and antifungal activities of the studied compounds were determined and discussed.
Ab initio study of small coinage metal telluride clusters AunTem (n, m = 1, 2)
Authors: Rong Q. , Liu F. , Li X. , Zhao Y. , Jing X. 
Published: June 2007

AbstractThe geometries of the most stable isomers of gold telluride systems AuTe, Au2Te, and AuTe2 are determined using the MP2 method. The aspect of gold—telluride interaction, the electron correlation, and relativistic effects on geometry and stability are investigated at the MP2 and CCSD(T) theoretical levels. The results show that the electron correlation and relativistic effects are responsible not only for gold—gold attraction but also for additional gold—telluride interaction. The gold—telluride interaction is strong enough to modify the known pattern of bare gold clusters. Both effects are essential for determining the geometry and relative stability of this type of systems.
Enantioselective extraction of mandelic acid enantiomers by L-dipentyl tartrate and β-cyclodextrin as binary chiral selectors
Authors: Jiao F. , Chen X. , Hu W. , Ning F. , Huang K. 
Published: June 2007

AbstractA new binary chiral selector system effective for the enantioselective extraction of racemic mandelic acid is presented. While L-dipentyl tartrate and β-cyclodextrin had a very low enantioselectivity as single selectors, a preferential extraction of D-mandelic acid to the organic phase was found in the binary selector system. Using decanol as organic solvent and pH of a phoshate buffer equal to 2.3, the distribution coefficients of D-and L-mandelic acids as high as 14.9 and 7.0, respectively, and the enantioselectivity value of 2.1 were found at optimum concentration of β-cyclodextrin.
Mechanism of thermal decomposition of cobalt acetate tetrahydrate
Authors: Wanjun T. , Donghua C. 
Published: June 2007

AbstractThe thermal decomposition of cobalt acetate tetrahydrate (Co(CH3COO)2 · 4H2O) has been studied via thermogravimetric (TG) analysis, in situ X-ray powder diffraction (XRD), and Fourier transform infrared spectroscopy (FTIR). The results of TG and XRD showed that the parent salt melted and then the dissolved crystalline water was vaporized in two steps. The dehydration process was followed by a major step concerning the decomposition of the acetate group, leading to basic acetate as an intermediate, which then produced CoO and Co in N2 and H2 atmosphere, respectively. Three decomposition intermediates Co(CH3COO)2 · 0.5H2O, Co(CH3COO)2, and Co(OH)(CH3COO) were presumed. In situ XRD experiments revealed that the intermediate basic acetate was poorly crystallized or even amorphous. Evolved gases analysis indicated that the volatile products of acetate decomposition were water vapor, acetic acid, ethylenone, acetone, and CO2. A detailed thermal decomposition mechanism of Co(CH3COO)2 · 4H2O was discussed.
Three-component, one-pot synthesis of 3,4-dihydropyrimidin-2-(1H)-ones catalyzed by bromodimethylsulfonium bromide
Authors: Shaabani A. , Maleki A. 
Published: June 2007

AbstractAn efficient synthesis of 3,4-dihydropyrimidin-2-(1H)-one derivatives by one-pot three-component condensation reaction between an alkyl or aryl aldehyde, a 1,3-dicarbonyl compound, and urea or thiourea in the presence of catalytic amount of bromodimethylsulfonium bromide has been developed. The condensation product was obtained in excellent yields in refluxing ethanol and easily separated from the reaction mixture and purified.
Which aspects of reading ability show a ‘hump’ in their distribution?
Authors: Stevenson Jim 
Published: June 2007

AbstractData from two studies on large samples of 7‐, 11‐ and 13‐year‐old children were used to estimate the regression relationship between reading, spelling and maths achievement and IQ. Using these regression equations the number of children obtaining achievement scores more than two standard deviations below that expected were identified. It was found that there was a significant excess of underachievers for reading and spelling at 11 years but not for maths. This ‘hump’ was also found for the reading of non‐words. It was concluded that the issue of whether such a ‘hump’ can be found is only a minor facet of the debate about the nature of reading failure, and that more direct studies of the processing of written text are likely to prove more decisive.
Of private talk and public print: General pre‐trial publicity and juror decision‐making
Authors: Greene Edith , Wade Russell 
Published: June 2007

AbstractThe term ‘general pre‐trial publicity’ refers to trial‐related information that is prominently in the news, and that affects jurors in wholly unrelated cases. Two experiments explored the impact of general pre‐trial publicity on juror decision‐making. In Experiment 1 mock jurors who earlier read a newspaper article about a defendant mistakenly identified and subsequently convicted of a crime he did not commit were less likely to convict the defendant in an unrelated case than were jurors who read instead about a series of heinous crimes or who had no pre‐trial publicity. Experiment 2 demonstrated that this effect is somewhat stronger when the general pre‐trial publicity concerns a case that closely resembles the one jurors must decide than when the two cases are dissimilar. These data are discussed in terms of the availability of relevant information in memory. People may evaluate the probability of a defendant's guilt by the ease with which similar or relevant examples come to mind.
An extension of the keyword method facilitates the acquisition of simple Spanish sentences
Authors: Kasper Loretta F. , Glass Arnold L. 
Published: June 2007

AbstractSubjects were taught Spanish‐English paired‐associates by using the keyword method. The item pairs ranged in length from one to four words. Subjects using the keyword method recalled many more constituents of n‐a‐v‐n Spanish sentences than subjects spontaneously using rehearsal, but no more than subjects spontaneously using imagery. The results of the study suggest that the keyword method facilitates recall by inducing subjects to process item‐specific information for individual words.
Expert knowledge as mnemonic cues
Authors: Bellezza Francis S. , Buck Debra K. 
Published: June 2007

AbstractIt is proposed that expert knowledge can operate as a cognitive cueing structure for the acquisition and retention of new information in memory. Two experiments are reported which demonstrate that expert knowledge about football and clothing can act as mnemonic cues for the recall of information newly associated with that knowledge. In Experiment 1 expert terms from the domains of football and clothing and those neutral nouns paired with them were both better recalled by experts than by non‐experts. In Experiment 2 passages containing information contrary to factual knowledge about football and clothing were recalled better by experts than by non‐experts, in spite of the fact that information in the passages contradicted what the experts already knew. The results of the two experiments were interpreted as showing that expert knowledge provides mental cues that have desirable mnemonic properties such as constructibility, associability, discriminability and invertibility. Also, the interpretation of expert knowledge as a cognitive cueing structure is compared to Ausubel's ideas regarding advance organizers.
Predictions of movie entertainment value and the representativeness heuristic
Authors: Glass Arnold L. , Waterman David 
Published: June 2007

AbstractThe purpose of this study was to investigate whether college students make use of the representativeness heuristic in predicting how entertaining a film will be from a brief description. A group of 45 students were asked to rate how entertaining they expected certain films to be on the basis of brief descriptions. Another group of 45 students were presented with the same film descriptions but asked to recall a film that was similar, and to rate how entertaining the film they had recalled had been. The correlation between the two sets of entertainment ratings was.72, which is consistent with the representativeness hypothesis. However, including the similarity ratings in the equation to predict the entertainment ratings of the film descriptions did not improve the correlation. Also, the film descriptions received significantly lower ratings than the films they reminded the students of.
Dating recent and historical events
Authors: Kemp Simon 
Published: June 2007

AbstractSubjects were asked to date 28 ‘recent’ public events that had occurred in the previous 7 years, and 28 ‘historical’ events that occurred between 1765 and 1947. For both kinds of event, the age of older events was underestimated and that of more recent events overestimated, a result agreeing with previous research. Whether the events were well or poorly known, as rated by a separate sample of subjects, affected the dating error of historical but not recent events. The results suggest that both recent and historical events are dated by a rather abstract, constructive process, rather than by cues relating to the age of the memory or the time of its formation.
A comparison of componential and traditional approaches to training reading skills
Authors: Schwartz Steven 
Published: June 2007

AbstractPrimary school children with average intelligence and no oral language comprehension deficits—but who were 18 or more months behind their peers in reading comprehension—served as subjects in an evaluation of two approaches to reading remediation. Half the children received teacher‐based tutoring using the DISTAR programme (Science Research Associates, 1983). The remaining students received practice on four computer games. These games were designed to improve performance on a set of information‐processing components shown in previous research to have an important impact on reading comprehension. Training in both conditions focused mainly on word decoding and phonics. Although almost all students improved their reading comprehension test scores after training, the poorest readers made significantly greater gains in the componential training condition than in the DISTAR condition. These results demonstrate the effectiveness of the componential approach with a sample of specifically reading‐disabled children. They also show that componential training can be a practical adjunct to a traditional tutoring programme.
Sign language as cognition for deaf people: Pitfalls and prospects
Authors: Kyle J. G. 
Published: June 2007

AbstractWith a tradition reliance on verbal paradigms cognitive psychology has repeatedly rediscovered the centrality of verbal processes in the cognitive representation of the world. Frequently it has been considered that non‐speaking groups offer the proof of such psychological theories. Deaf people, because of their apparently poor memory, retardation in reading, relative lack of speech, yet cognitive viability, have offered an ideal test population for cognitive paradigs. Unfortunately deaf people turn out not to be a non linguistic control. We have now discovered sign language—a visual, spatial representation form used naturally by profoundly deaf people. This apparently offers the key the deaf people's cognition without speech. This paper describes some aspects of what we know of deaf people and their language, critically examines some of the evidence for sign representation in memory, and discusses the methodological problems to be faced by anyone searching for conclusive evidence on deaf people's working memory. Despite the attractiveness of ‘sings for words’ in cognition, this paper argues that the evidences is weak and signs may not be equated easily with words.
Memories of a bicycle tour
Authors: Bruce Darryl , Van Pelt Marianne 
Published: June 2007

AbstractOne person's memories of a 47‐day bicycle tour of Scandinavia were tested 3–4 months later. The tests assessed frequency, spatial, and temporal knowledge of events. Results indicated that frequency judgements were based on some combination of counts of discrete event memories and a general impression of the tour. Episodic memories showed clear variation as a function of where events had occurred, and judged and actual locations of episodes were strongly related. In fact, knowledge of the week in which something had happened appeared to hinge on where in a sequence of locations it was thought to have taken place. The apparent dependence of temporal judgements on spatial information is consistent with other findings in the literature indicating that temporal memories about past events are derived from a variety of other associated information, much of which is temporally referenced.
The unconscious transference effect: Are innocent bystanders ever misidentified?
Authors: Read J. D. , Tollestrup P. , Hammersley R. , McFadzen E. , Christensen A. 
Published: June 2007

AbstractUnconscious transference refers to an eyewitness's misidentification of an innocent bystander for a criminal perpetrator because of the witness's exposure to the bystander in another context. In a series of five field studies involving 330 retail store clerks and 340 students, five retention intervals from 2 hours to 2 weeks, seven bystander‐perpetrator intervals from 2 minutes to 2 weeks, three line‐up types, two levels of line‐up similarity, four different bystanders and four different targets, with one exception no evidence was obtained that could be interpreted to demonstrate the phenomenon of unconscious transference. That is, the resultsr repeatedly failed to reveal more misidentifications of an innocent bystander by witnesses who had been previously exposed to the bystander than by control evewitnesses who had not. To the contrary, the prior observation of the bystander often served to reduce the frequency of misidentification. In the final experiment the kind of misidentification error referred to as unconscious transference did occur, but only within a particular combination of bystander‐perpetrator similarity and line‐up construction: a combination that, in conjunction with the kind of event used, seems unlikely in real‐world settings. Nevertheless, the inclusion of a familiar face in the line‐ups often altered witnesses' choices in such a way that choosing someone was more likely when the lineup included a familiar face than when it did not. Finally, in contrast to the current explanations of unconscious transference, it is argued that it may not be a sense of familiarity with the bystander that is the basis of misidentifications; rather, it may also include incorrect inferences about the likelihood that the bystander might be the perpetrator.
Applied cognitive gerontology: Some problems, methodologies and data
Authors: Rabbitt Patrick 
Published: June 2007

AbstractThe main research goals for applied cognitive gerontology are deceptively simple: When do age changes in cognition first appear? How fast do they then proceed? Are changes ‘global’ so that all cognitive systems and the skills that they support change at similar rates and to the same extent, or does ageing affect some independent ‘modules’ and their ‘domain‐specific’ skills before others? We may ask parallel questions about variations in the rates of ageing between individuals: Are there marked individual differences in the ages of onset and in the rates of progression of cognitive ageing? Do all individuals experience the same patterns of cognitive change with age, or are there a variety of distinct patterns with characteristic time‐scales and aetiologies? These last questions imply the most interesting issue of all for applied cognitive psychologists: Can we slow or abolish cognitive ageing? A review of the current state of the field can be structured in these terms.
Rehabilitation for cognitive impairment: Does cognitive psychology apply?
Authors: Wilson Barbara , Patterson Karalyn 
Published: June 2007

AbstractThe most obvious neuropsychological application of cognitive psychology would concern rehabilitation for neurological patients with deficits in cognitive processes. We debate here the extent to which theoretical cognitive psychology is currently contributing to the design of rehabilitation. On one side of the debate our assessment suggests that, at present, theories from cognitive psychology have little impact on the majority of treatment programmes; on the other side we note some current and future theoretical developments which could enhance rapport between theory and therapy.
Cognitive failures and accidents
Authors: Wagenaar Willem A. , Hudson Patrick T. W. , Reason James T. 
Published: June 2007

AbstractIn this paper we argue that industrial accidents are the end‐results of long chains of events that start with decisions at management level. Often these decisions create latent failures, which may remain hidden for a long time. Latent failures can be grouped into a limited number of classes, which are called general failure types. Examples are: wrongly designed machines, unsuitable work procedures, and incompatible goals. Latent failures will affect the psychological processes determining the actual behaviour of workers on the shop floor. Consequently, these workers will commit unsafe acts that, provided the system lacks appropriate defences, will cause accidents. Our discussion of accidents and their cognitive causes follows this logic, and stresses the point that, in modern industries, preventive action will be more effective when aimed at changes based on management decisions. The reason for this is that many unsafe acts are not simple slips, but intentional and reasoned actions that end in unforeseen results. Erroneous plans are not easily avoided on the shop floor, once they are invited by operational conditions replete with latent failures. However, the removal of latent failures requires a more thorough understanding of how they shape behaviour, than is provided by our current insights in cognition.
The acquisition and retention of knowledge: Exploring mutual benefits to memory research and the educational setting
Authors: Naveh‐Benjamin Moshe 
Published: June 2007

AbstractThis article examines the relationship between laboratory‐based memory research and educational research and practice. The first section addresses possible contributions of laboratory research to education. It shows that such research provides meta‐theoretical, theoretical, and conceptual frameworks to explain educationally relevant phenomena, as well as solid empirical contributions that can be applied in relevant educational settings. The second section presents several examples of empirical, educationally relevant memory research. Analysis of these studies shows the potential mutual benefits to both educatioal practice and memory research. In addition to demonstrating the relevance of memory research to education and educational practice, such research can also increase the external validity of memory research, put constraints on the scope of laboratory findings, and help refine theoretical positions. The third section of the article discusses principles to be used in evaluating the applicability and relevance of laboratory research and memory phenomena to education, and looks at ways to increase the applicability of research to educational practice. Among the outlined suggestions are choosing parameters in laboratoy‐based memory research similar to those existing in educational settings, and considering relevant interactions, laboratory effects size, and variation of relevant variables. Using broad categories of variables, including those of individual differences and non‐cognitive ones, will benefit ecologically oriented memory research.
Judgmental asymmetry in the exercise of police discretion
Authors: Stradling S. G. , Tuohy A. P. , Harper K. J. 
Published: June 2007

AbstractPolice officers and probationer constables rated 40 sets of circumstances as to how far each would influence them to prosecute or not prosecute a motorist stopped for speeding. The distribution of responses about the ipsative means exhibited an asymmetry, consistent with the maximum salience bias towards a negative proportion of 1/e (Tuohy and Stradling, 1987). This asymmetry occurred in both directions, differentiating between a minority group for whom ‘prosecute’ was the negative pole and a majority for whom ‘not prosecute’ was negative. These groups did not differ significantly on overall mean rating, but did so on the primary underlying factor (‘lack of deference’), where the former group was significantly more likely to prosecute. Significant differences were also found between probationer and experienced officers in their susceptibility to the bias, and in their distribution between the two groups.
Learning implications of field dependence‐independence: Cognitive style versus cognitive ability
Authors: McKenna Frank P. 
Published: June 2007

AbstractThe relationship between field dependence‐independence and learning has been the subject of much research. In particular it has been suggested that matching teachers and students on cognitive style may produce beneficial results. Much research has also related cognitive style to the way students learn, the way teachers teach, and the way students make choices and perform in various academic areas. While cognitive style has provided the theoretical framework, it is found upon re‐examination that a contrasting interpretation in terms of cognitive ability is readily applicable.