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A modern assessment of Freud's conceptualization of the creative process focusing on drives, ego psychology, and object relation theory is presented. 40 artists and musicians were interviewed employing 13 open-ended questions to provoke responses historically associated with the theoretical conceptualizations of Freud and post-Freudian theory related to the creative process. Creative process was defined as internal object relations that motivate the external connection between artist and the creative work. Measured responses concerning purpose and understanding; motivation before, during, and after performance; obstacles in performance; and needs through the creative process were assessed. Cluster analysis segregated the participants into high, medium, and low agreement groups based on similarity of responses. A multivariate stepwise regression revealed four questions (enlightenment, drives, obstacles, and ought self discrepancies) accounted for 83.9% of the variance. A post hoc discriminant function analysis identified 82.5% of the population to their correct groups. The findings support Spitz's (2005) suggestion that we regard “drives, ego psychology, and object relation theory not as separate approaches but as parts of a whole with varying stresses or accents” (p. 503).

Using eye-tracking methodology, gaze to a speaking face was compared in a group of children with autism spectrum disorders (ASD) and a group with typical development (TD). Patterns of gaze were observed under three conditions: audiovisual (AV) speech in auditory noise, visual only speech and an AV non-face, non-speech control. Children with ASD looked less to the face of the speaker and fixated less on the speakers' mouth than TD controls. No differences in gaze were reported for the non-face, non-speech control task. Since the mouth holds much of the articulatory information available on the face, these findings suggest that children with ASD may have reduced access to critical linguistic information. This reduced access to visible articulatory information could be a contributor to the communication and language problems exhibited by children with ASD.

Despite prevention efforts of colleges and universities across the nation, there have been no substantial decreases in heavy episodic drinking among undergraduates over the past 2 decades.This study provides an update on correlates of heavy episodic drinking for a recent cohort of undergraduate college students.A cross-sectional survey design was utilized. Participants were randomly selected undergraduate students from a public 4-year university located in the Northeast.Heavy episodic drinking was associated with male gender, white race, having a family history of drug or alcohol abuse, smoking cigarettes, and using marijuana. Age, athlete status, completion of an alcohol education program, condom use, depression, anxiety, and financial stress were not associated. After controlling for gender and race, marijuana use and smoking cigarettes were found to increase predictability of heavy episodic drinking.Rates of heavy episodic drinking remain high but correlates may be shifting for this cohort of college students. Opportunities to address heavy episodic drinking concurrently with cigarette smoking and marijuana use should be explored.Qualitative research methods are needed to gain insight into reasons for heavy episodic drinking; information that could inform the creation of more effective programming. © 2014 Copyright © SHAPE America.

This study uses a multifactor REIT-specific model to estimate and compare REIT idiosyncratic volatility vis-A-vis the same from the Fama-French three-factor model. Estimates of conditional idiosyncratic volatility and conditional betas obtained from a multifactor REIT-returns model and a bivariate EGARCH model respectively are found to be positively and significantly related with REIT returns. Consistent with Merton's (1987) predictions, we observe that larger REITs post higher average returns when idiosyncratic risk is introduced in cross-sectional regressions. Persistence of past market-risk does not appear to be short-lived and seems to have a lasting impact on future idiosyncratic volatility. We also observe mild evidence of persistence of past idiosyncratic risk, albeit short-lived, thereby suggesting that past idiosyncratic risk has a short-term impact on future idiosyncratic risk. Published by Elsevier Inc.

Two new Jaltomata species (Solanaceae) of Peru that produce red floral nectar are described. Jaltomata neei of Department Cajamarca has 1–4 flowers per inflorescence, the campanulate corolla is green and then changes to blue, corolla lobes (5) and lobules (5) are equally prominent, a corona is lacking, five radial staminal-corolla thickenings create nectar troughs between, and the stigma is capitate. Jaltomata quipuscoae of Department Arequipa has solitary flowers, a purple, broadly crateriform, 5-lobed corolla, a corona on which nectar pools, a punctiform stigma, lacks corolla thickenings, and the mature fruit is whitish. Photographs, illustrations and tables are included that allow comparison with closely related species. © 2014, The New York Botanical Garden.

Long Island Sound (LIS) is a relatively shallow estuary with a mean depth of 20 m (maximum depth 49 m) and a unique hydrology and history of pollutant loading. These factors have contributed to a wide variety of contamination problems in its muddy sediments, aquatic life, and water column. The LIS sediments are contaminated with toxic compounds and elements related to past and present wastewater discharges and runoff. These include nonpoint and stormwater runoff and groundwater discharges, whose character has changed over the years along with the evolution of its watershed and industrial history. Major impacts have resulted from the copious amounts of nutrients discharged into LIS through atmospheric deposition, domestic and industrial waste water flows, fertilizer releases, and urban runoff. All these sources and their effects are in essence the result of human presence and activities in the watershed, and the severity of pollutant loading and their impacts generally scales with total population in the watersheds surrounding LIS. Environmental legislation passed since the mid-to-late 1900s (e.g., Clean Air Act, Clean Water Act) has had a beneficial effect, however, and contaminant loadings for many toxic organic and inorganic chemicals and nutrients have diminished over the last few decades (O’Shea and Brosnan 2000; Trench et al. 2012; O’Connor and Lauenstein 2006; USEPA 2007). Major strides have been made in reducing the inflow of nutrients into LIS, but cultural eutrophication is still an ongoing problem and nutrient control efforts will need to continue. Nonetheless, LIS is still a heavily human impacted estuary (an “Urban Estuary,” as described for San Francisco Bay by Conomos 1979), and severe changes in water quality and sediment toxicity as well as ecosystem shifts have occurred since the European colonization in the early 1600s (Koppelman et al., 1976). The Sound has seen the most severe environmental changes over the last 400 years during its 10,000 year history (Lewis, this volume), suggesting that human impacts have overwhelmed the natural forces at play.

Personality theories, as Giordano (2014) argues, often treat Western versions of the self as having universal import. Eastern notions of self, however, offer a dramatically different basis for thinking about what personality might be. This paper, nonetheless, seeks to offer a general framework for theorizing about the epiphenomenon of personality in any culture, asserting that it is an effect of specific histories of ideological practices, semiotic networks and systems, and affect, which engage each other in dialogic and dialectical ways. The interactions of these factors, guided by ideology, regularize behavior and affective dynamics, largely in non-personal ways. Subjects are produced and reproduced from these complex interactions, which are situationally specific and simultaneously transpersonal. The subjects formed through these interactions are the basis for the folk psychology of personality, which treats the transient, varying effects of these interactions as more or less reified qualities that form a basis for the construction of selfhood, however conceived.

We investigated prospects for reported sustainable adoption and sharing of an educational innovation through survey research including online questionnaires and telephone interviews. This investigation is part of the Scaling-Up SimCalc experimental program, which combines dynamic representational algebra software (SimCalc MathWorlds) with integrated curriculum and small professional development workshops focused on how to use the software and how to integrate this intervention into the larger year-long curriculum. Teachers who (1) perceived the usefulness of the SimCalc professional development as being consistent with personal aims and (2) perceived specific affordances of the software/curriculum to be valuable were more likely to report continued use of the innovation after the research had ended and that they had shared it with colleagues over time.

What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This question juxtaposes one of the oldest literary genres in human history (i.e., poetry), with some of the newest technologies available. To enrich the content and effect as students experience poetry, technology may seem like an unwelcome stranger. Research has found, however, that “multimedia texts and multimodal composing may actually shift classroom culture toward a more learner-centered paradigm” (Chandler-Olcott & Mahar, 2003, pp. 381-382). This chapter explores the integration of technology with both response to poetry and authorship of poetic works as a means to enrich English classroom experiences. In the authors’ view, important work in this arena must not use technological tools for the sake of using technology in the classroom, but, rather, for the sake of enriching literary experiences. Ultimately, by connecting response, authorship, and multimodal technologies, the teaching of poetry may be enhanced by the teaching of 21st century literacy skills. Toward these ends, the authors share opportunities for intertwining multimodal text with the teaching of poetry to enrich literacy and literary experience in middle and high school classrooms.

Despite a substantial body of research in direct-to-consumer advertising (DTCA) for prescription drugs, what is missing from the existing discussion on the risk disclosure in DTCA is a focus on the roles of individual motivation and ability to process risk information. Guided by the Elaboration Likelihood Model (ELM) and the Motivation-Ability-Opportunity framework, the current study examines the roles of the consumer's optimism bias and subjective health literacy in responding to the risk disclosure in DTCA. By analyzing survey data (N = 404), the study reveals that: (1) consumers who show a tendency to believe that they are at less risk of experiencing adverse reactions to prescription drugs than their peers are less likely to pay attention to the risk disclosure or intend to seek further information about the health risks of drugs, (2) the relationship between optimism bias and information-seeking intentions is stronger for consumers with high subjective health literacy than for those with low health literacy. Implications and recommendations are provided.

Purpose: The goals were to (a) test the efficacy of a motor-learning-based treatment that includes ultrasound visual feedback for individuals with residual speech sound errors and (b) explore whether the addition of prosodic cueing facilitates speech sound learning. Method: A multiple-baseline, single-subject design was used, replicated across 8 participants. For each participant, 1 sound context was treated with ultrasound plus prosodic cueing for 7 sessions, and another sound context was treated with ultrasound but without prosodic cueing for 7 sessions. Sessions included ultrasound visual feedback as well as non-ultrasound treatment. Word-level probes assessing untreated words were used to evaluate retention and generalization. Results: For most participants, increases in accuracy of target sound contexts at the word level were observed with the treatment program regardless of whether prosodic cueing was included. Generalization between onset singletons and clusters was observed, as was generalization to sentence-level accuracy. There was evidence of retention during posttreatment probes, including at a 2-month follow-up. Conclusion: A motor-based treatment program that includes ultrasound visual feedback can facilitate learning of speech sounds in individuals with residual speech sound errors.

Reading disability is a brain-based difficulty in acquiring fluent reading skills that affects significant numbers of children. Although neuroanatomical and neurofunctional networks involved in typical and atypical reading are increasingly well characterized, the underlying neurochemical bases of individual differences in reading development are virtually unknown. The current study is the first to examine neurochemistry in children during the critical period in which the neurocircuits that support skilled reading are still developing. In a longitudinal pediatric sample of emergent readers whose reading indicators range on a continuum from impaired to superior, we examined the relationship between individual differences in reading and reading-related skills and concentrations of neurometabolites measured using magnetic resonance spectroscopy. Both continuous and group analyses revealed that choline and glutamate concentrations were negatively correlated with reading and related linguistic measures in phonology and vocabulary (such that higher concentrations were associated with poorer performance). Correlations with behavioral scores obtained 24 months later reveal stability for the relationship between glutamate and reading performance. Implications for neurodevelopmental models of reading and reading disability are discussed, including possible links of choline and glutamate to white matter anomalies and hyperexcitability. These findings point to new directions for research on gene-brain-behavior pathways in human studies of reading disability. © 2014 the authors.

The purpose of the study was to identify structural brain differences in school-age children with residual speech sound errors. Voxel based morphometry was used to compare gray and white matter volumes for 23 children with speech sound errors, ages 8;6-11;11, and 54 typically speaking children matched on age, oral language, and IQ. We hypothesized that regions associated with production and perception of speech sounds would differ between groups. Results indicated greater gray matter volumes for the speech sound error group relative to typically speaking controls in bilateral superior temporal gyrus. There was greater white matter volume in the corpus callosum for the speech sound error group, but less white matter volume in right lateral occipital gyrus. Results may indicate delays in neuronal pruning in critical speech regions or differences in the development of networks for speech perception and production. Copyright © 2013 Elsevier Inc. All rights reserved.

Background: Individuals with acquired apraxia of speech (AOS) can lose precision of articulatory movements, including the ability to achieve correct production of specific sounds or sound sequences. Novel treatment approaches should be explored to enhance treatment outcomes.Aims: To evaluate the clinical feasibility of ultrasound visual feedback of the tongue for addressing errors on rhotics in a patient with AOS. Ultrasound visual feedback was used to provide knowledge of performance to the participant.Methods & Procedures: A multiple baseline single case report is presented to evaluate a treatment programme that uses visual feedback of the participant's tongue from real-time ultrasound images. A blocked practice schedule was implemented during 12 one-hour therapy sessions; 30 minutes involved ultrasound visual feedback (10 minutes of pre-practice and 20 minutes of practice) and 20 minutes involved non-ultrasound practice. Cues were provided to modify tongue shape to achieve perceptually accurate production of rhotics, along with practice trials with increasing levels of phonetic complexity. The feedback type (verbal knowledge of performance and knowledge of results) and feedback frequency (number of trials with feedback) were structured to adhere to principles of motor learning.Outcomes & Results: The participant demonstrated moderate evidence of acquisition of prevocalic rhotics and strong evidence of acquisition of postvocalic rhotics during treatment. There was evidence of retention and generalisation only for postvocalic rhotics. An untreated context was probed regularly and showed no evidence of improvement.Conclusion: The results provide preliminary support for the feasibility of this treatment approach for improving speech accuracy in adults with acquired AOS. The improvements in stimulability for the treated sound sequences could be used to foster further motor learning. © 2014 © Taylor & Francis Group.