The positive relationship between androgens and hematocrit levels in the Japanese quail ( Coturnix japonic a)

It is anticipated that Japanese quail /Coturnix coturnix japonica/ will provide animal proteins in long term space flights. Consequently this species of birds is of research interest of international space program INTERCOSMOS. In the year 1987 we reported on an experiment /2/ in which the effect of chronic acceleration of 2 G hypergravitation, the hypodynamy and the simultaneous effect of chronic acceleration and the location in the centre of the turntable of the centrifuge on the protein fractions in skeletal muscles was studied. The ultrastructure of the heart muscle was now in this experiments examined as well.Japanese quail cockerels, aged 48 days were exposed to 2 G hypergravitation /group IV/ in a 6,4 m diameter centrifuge, to hypodynamy /group III/ and their combination /group V/, respectively for 6 days / Fig.1/. The hypodynamy in group III was achieved by suspending the birds in jackets without contact the floor. The group II was located in the centre ofthe turntable of the centrifuge. The control group I. was kept under normal conditions. The quantitative ultrastructure of myocard was evaluated by the methods of Weibel/3/ - this enables to determine the number, relative size and volume of mitochondria volume of single mitochondria, defficiency of mitochondrial cristae and volume of myofibrils.

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Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.3.139 ◽

2002 ◽

Vol 61 (3) ◽

pp. 139-151 ◽

Cited By ~ 20

Author(s):

Céline Darnon ◽

Céline Buchs ◽

Fabrizio Butera

Keyword(s):

Cooperative Learning ◽

Social Comparison ◽

Positive Relationship ◽

Learning Task ◽

Control Group ◽

Complementary Information ◽

Relational Conflict ◽

The Social ◽

The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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Are Deficits in Social Cognition Linked to Autobiographical Memory in Patients with Alzheimer’s Disease?

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000187 ◽

2016 ◽

Vol 27 (4) ◽

pp. 257-264 ◽

Cited By ~ 3

Author(s):

Johannes H. Scheidemann ◽

Franz Petermann ◽

Marc Schipper

Keyword(s):

Alzheimer’S Disease ◽

Alzheimer's Disease ◽

Social Cognition ◽

Theory Of Mind ◽

Autobiographical Memory ◽

Positive Relationship ◽

Neuropsychological Test ◽

Clinical Group ◽

Neuropsychological Test Battery ◽

Fluency Task

Abstract. We investigated theory of mind (ToM) deficits in Alzheimer‘s disease (AD) and its possible connection to autobiographical memory (ABM). Patients and matched controls were evaluated and compared using a video-based ToM test, an autobiographical fluency task, and a neuropsychological test battery. We found that ToM deficits were positively associated with semantic ABM in the clinical group, whereas a positive relationship appeared between ToM and episodic ABM in controls. We hypothesize that this reflects the course of the disease as well as that semantic ABM is used for ToM processing, being still accessible in AD. Furthermore, we assume that it is also less efficient, which in turn leads to a specific deficit profile of social cognition.

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Expressed Emotion in the Client-Professional Dyad

European Journal of Psychological Assessment ◽

10.1027/1015-5759.20.4.237 ◽

2004 ◽

Vol 20 (4) ◽

pp. 237-246 ◽

Cited By ~ 7

Author(s):

G. Van Humbeeck ◽

Ch. Van Audenhove ◽

G. Storms ◽

M. De Hert ◽

G. Pieters ◽

...

Keyword(s):

Therapeutic Relationship ◽

Correlation Matrix ◽

Concurrent Validity ◽

Positive Relationship ◽

Expressed Emotion ◽

Family Interview ◽

Insufficient Time ◽

Perceived Criticism

Summary: Background: This article reports on a study of the concurrent validity between the standard expressed emotion instrument, the Camberwell Family Interview (CFI), and two alternative EE measures, the Level of Expressed Emotion (LEE) and the Perceived Criticism Scale (PCS). Methods: The research sample consisted of 56 schizophrenic clients, who were residing in sheltered residences, and 56 professionals. Results: Based on the results of the correlation matrix between all the subscales of the instruments, a significantly positive relationship was found between the criticism scale of the CFI, the total score of the LEE, and the client version of the PCS. These correlations, however, were rather weak, which implies that the three instruments have little in common with each other. The professionals' version of the PCS does not appear to be an EE instrument. Conclusions: The results suggest that the CFI still remains the best instrument for assessing EE in a therapeutic relationship (between a professional and a client). If there is insufficient time to administer the CFI, then the client version of the PCS and the LEE can be used with the qualification that the PCS and LEE also measure other aspects and thus cannot completely replace the CFI. Nevertheless, the research indicates that asking the clients would seem to provide a better indication of the level of the professionals' criticism rather than asking the professionals themselves directly.

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