Divergent thinking ability is related to faster relatedness judgments.

Creativity is commonly defined as the novel and useful combination of concepts previously thought to be unrelated. Fundamentally, this process rests on the ability to judge relatedness between concepts. The authors conducted an experiment to test the connection between divergent thinking ability and the speed of judging relatedness. Our results demonstrated that people with higher divergent thinking ability are faster in judging whether two concepts are related or unrelated. In real life, this can lead to a substantial advantage in the number of potentially useful relationships that could be assessed per unit of time. Equally important, there was no link between IQ and speed of judging relatedness. These results are interpreted in relation to a recently proposed model of creative cognition suggesting that creative people are faster in information processing under conditions of low ambiguity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of psychological science: Searching for Cronbach’s two streams in social–personality psychology.

The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences largely conform to social and personality researchers’ stereotypes about each subgroup; (c) despite their methodological and philosophical differences, the 2 subgroups study many of the same research topics; and (d) the structure of social–personality research practices can be characterized as having 2 independent factors, which closely correspond to L. J. Cronbach’s (1957) correlational and experimental “streams of research.” (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpretation and generation incremental management in natural interaction systems

Human interaction develops as an exchange of contributions between participants. The construction of a contribution is not an activity unilaterally created by the participant who produces it, but rather it constitutes a combined activity between the producer and the rest of the participants who take part in the interaction, by means of simultaneous feedback. This paper presents an incremental approach (without losing sight of how turns are produced throughout time), in which the interpretation of contributions is done as they take place, and the final generated contributions are the result of constant rectifications, reformulations and cancellations of the initially formulated contributions. The Continuity Manager and the Processes Coordinator components are proposed. The integration of these components in natural interaction systems allow for a joint approach to these problems. Both have been implemented and evaluated in a real framework called LaBDA-Interactor System which has been applied to the “dictation domain”. We found that the degree of naturalness of this turn-taking approach is very close to the human one and it significantly improves the interaction cycle.     

The Key Enzyme of the Sialic Acid Metabolism Is Involved in Embryoid Body Formation and Expression of Marker Genes of Germ Layer Formation

The bi-functional enzyme UDP-N-acetyl-2-epimerase/N-acetylmannosamine kinase (GNE) is the key enzyme of the sialic acid biosynthesis. Sialic acids are negatively charged nine carbon amino sugars and are found on most glycoproteins and many glycolipids in terminal positions, where they are involved in a variety of biological important molecular interactions. Inactivation of the GNE by homologous recombination results in early embryonic lethality in mice. Here, we report that GNE-deficient embryonic stem cells express less differentiation markers compared to wild-type embryonic stem cells. As a result, GNE-deficient embryonic stem cells fail to form proper embryoid bodies (EB) within the first day of culture. However, when culturing these cells in the presence of sialic acids for three days, also GNE-deficient embryonic stem cells form normal EBs. In contrast, when culturing these cells in sialic acid reduced medium, GNE-deficient embryonic stem cells proliferate faster and form larger EBs without any change in the expression of markers of the germ layers.     

Review of Psychodynamic techniques: Working with emotion in the therapeutic relationship.

Reviews the book, Psychodynamic techniques: Working with emotion in the therapeutic relationship by Karen J. Maroda (see record 2010-01318-000). What makes Maroda’s work particularly remarkable, however, is that she not only manages to identify and explicate aspects of technique, but that the range of skills she addresses all converge on what can seem like an especially mystifying topic to new clinicians: the use of emotion in the therapeutic relationship. Maroda’s pragmatic tone seems to effortlessly weave concrete skills through the particularly vaporous topic of using emotion productively. The result is an admirably unmechanistic set of principles to aid clinicians in navigating the complex emotional terrain of the therapeutic relationship in a manner consistent with their own personal styles. One of the major strengths of Psychodynamic techniques is its breadth, and Maroda provides a good balance, including both general and specific issues related to the role of emotion in the therapeutic process. Despite the overall consistency of her attunement to the experience of the newer clinician, some of what Maroda stresses as vital to the therapeutic relationship may be unrealistic. The process of reading the book parallels the process of a successful therapy in which one has come to engage with and trust her guide and emerges a more flexible, confident, insightful person and professional. Maroda’s continued reassurances and frank openness to sharing her own vulnerabilities leaves the reader feeling infused with a sense of possibility that a fuller, deeper therapeutic relationship is possible. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

How Internet Users' Privacy Concerns Have Evolved since 2002

In 2002, the authors established a baseline for Internet users' online privacy values, finding information transfer, notice/awareness, and information storage were the top online privacy concerns. Since this survey, many privacy-related events have occurred, including changes in online trends and the creation of laws, prompting the authors to rerun the survey in 2008 to examine how these events might have affected users' online privacy concerns. In this article, they discuss the 2008 survey, which revealed that US Internet users' top three privacy concerns didn't change over the course of six years, although their level of concern did. The authors also examine differences in privacy concerns between US and international respondents. The Web extra groups the survey statements according to six dimensions of privacy concerns based on the following classifications—personalization, notice/awareness, information transfer, information collection, information storage, and access/participation.     

Pervasive Access to MRI Bias Artifact Suppression Service on a Grid

Bias artifact corrupts MRIs in such a way that the image is afflicted by illumination variations. Some of the authors proposed the exponential entropy-driven homomorphic unsharp masking (E²D-HUM) algorithm that corrects this artifact without any a priori hypothesis about the tissues or the MRI modality. Moreover, E²D-HUM does not care about the body part under examination and does not require any particular training task. People who want to use this algorithm, which is Matlab-based, have to set their own computers in order to execute it. Furthermore, they have to be Matlab-skilled to exploit all the features of the algorithm. In this paper, we propose to make such algorithm available as a service on a grid infrastructure, so that people can use it almost from everywhere, in a pervasive fashion, by means of a suitable user interface running on smartphones. The proposed solution allows physicians to use the E²D-HUM algorithm (or any other kind of algorithm, given that it is available as a service on the grid), being it remotely executed somewhere in the grid, and the results are sent back to the user's device. This way, physicians do not need to be aware of how to use Matlab to process their images. The pervasive service provision for medical image enhancement is presented, along with some experimental results obtained using smartphones connected to an existing Globus-based grid infrastructure.     

Adult age differences in learning from positive and negative probabilistic feedback.

Objective: Past research has investigated age differences in frontal-based decision making, but few studies have focused on the behavioral effects of striatal-based changes in healthy aging. Feedback learning has been found to vary with dopamine levels; increases in dopamine facilitate learning from positive feedback, whereas decreases facilitate learning from negative feedback. Given previous evidence of striatal dopamine depletion in healthy aging, we investigated behavioral differences between college-aged and healthy older adults using a feedback learning task that is sensitive to both frontal and striatal processes. Method: Seventeen college-aged (M = 18.9 years) and 24 healthy, older adults (M = 70.3 years) completed the Probabilistic Selection task, in which participants are trained on probabilistic stimulus-outcome information and then tested to determine whether they learned more from positive or negative feedback. Results: As a group, the older adults learned equally well from positive and negative feedback, whereas the college-aged group learned more from positive than negative feedback, F(1, 39) = 4.10, p effect = .3. However, these group differences were not due to older individuals being more balanced learners. Most individuals of both ages were balanced learners, but while all of the remaining young learners had a positive bias, the remaining older learners were split between those with positive and negative learning biases (χ2(2) = 6.12, p