Douglass Residential College

About: Douglass Residential College is a based out in . It is known for research contribution in the topics: Cognitive development & Experimental psychology. The organization has 119 authors who have published 124 publications receiving 4707 citations. The organization is also known as: New Jersey College for Women & Douglass College.

Using Augmented Reality as a Clinical Support Tool to Assist Combat Medics in the Treatment of Tension Pneumothoraces

Abstract: This study was to extrapolate potential roles of augmented reality goggles as a clinical support tool assisting in the reduction of preventable causes of death on the battlefield. Our pilot study was designed to improve medic performance in accurately placing a large bore catheter to release tension pneumothorax (prehospital setting) while using augmented reality goggles. Thirty-four preclinical medical students recruited from Morehouse School of Medicine performed needle decompressions on human cadaver models after hearing a brief training lecture on tension pneumothorax management. Clinical vignettes identifying cadavers as having life-threatening tension pneumothoraces as a consequence of improvised explosive device attacks were used. Study group (n = 13) performed needle decompression using augmented reality goggles whereas the control group (n = 21) relied solely on memory from the lecture. The two groups were compared according to their ability to accurately complete the steps required to de...

Configuration‐dependent properties of randomly coiling polynucleotide chains. II. The role of the phosphodiester linkage

Abstract: The dependence of the unperturbed dimensions of randomly coiling polynucleotides on the rotations about the phosphodiester linkages of the chain has been examined in order to understand the conformational discrepancies, set forth in paper I, regarding these angles (ω′ and ω). Large values of the characteristic ratio 〈r2〉0/nl2, which agree with the experimental behavior of the chain, are obtained only if a sizeable proportion of the polymer residues have trans ω′ values. The asymmetric torsional potential that is believed to arise from gauche effects associated with the P-O bonds has been approximated using a hard core model. The calculated characteristic ratio exhibits a strong dependence upon the magnitude of this torsional barrier (separating trans and gauche conformations) and shows agreement with experimental values for polyribonucleotides only if this energy difference is 1 kcal/mol or less.

Units of word recognition: Evidence for the use of multiple units

Abstract: The present experiments were concerned with subsyllabic units in word recognition. The studies employed a same-different RT task. A one-syllable word and a probe were presented simultaneously, and subjects responded “same” if the probe was an integral subset of the word (BLAST:BL), and “different” otherwise (BLAST:BC). Probes included single letters (BLAST:L), doublets (BLAST:LA), triplets (BLAST:LAS), and the whole word (BLAST: BLAST). The first experiment suggested that a variety of spelling patterns, as well as the whole word, served as units of processing. In particular, initial consonant clusters were processed as quickly as single letters, and only slightly faster than the whole words. Consonant strings were used in the second experiment, which demonstrated spelling pattern effects with permissible strings (BLGST:BL) as compared to nonpermissable strings (BXJPK:BX). A third experiment demonstrated that the particular effective units depend on task demands.

Sex differences in children's expression and control of fantasy and overt aggression.

Abstract: The present study explored sex differences in children's expression and control of fantasy and overt aggression. Fifth-grade boys and girls were presented a TAT-like projective test to measure fantasy aggression and controls over aggression. Overt peer-oriented aggression was measured by peer and teacher ratings. Results indicated that boys were rated more physically and verbally aggressive than girls but not more indirectly aggressive. Boys also produced more physical aggression in fantasy than girls, although the opposite trend was found for indirect aggression; no sex difference was found for verbal fantasy aggression. Finally, girls had a higher ratio of aggression control per total fantasy aggression than boys. The results support the position that while boys, in contrast to girls, are socialized in a way that encourage direct expression of aggression, girls are just as likely to be aggressive as boys when the aggression is indirect. The results are discussed further from the perspective of social learning theory and Maccoby and Jacklin's biological position. Language: en

Managing identity impacts associated with disclosure of HIV status: a qualitative investigation.

Abstract: Disclosure of HIV status to potential and current sex partners by HIV-positive people (HIVPP) is a complex issue that has received a significant amount of attention. Research has found that disclosure depends upon the evaluation by HIVPP of potential benefits and risks, especially of the risks stemming from the profound social stigma of HIV and AIDS. Drawing on concepts from Goffman's classic stigma theory and Anderson's more recently developed cultural-identity theory of drug abuse, we analyzed data from in-depth, post-intervention qualitative interviews with 116 heterosexually active, HIV-positive injection drug users enrolled in a randomized trial of a behavioral intervention to prevent HIV transmission. We explored how disclosure experiences lead to "identity impacts" defined as: (1) identity challenges (i.e. interactions that challenge an individual's self-concept as a "normal" or non-deviant individual); and (2) identity transformations (i.e. processes whereby an individual comes to embrace a new identity and reject behaviors and values of an old one, resulting in the conscious adoption of a social and/or public identity as an HIV-positive individual). Participants engaged in several strategies to manage the identity impacts associated with disclosure. Implications of these findings for research and prevention programming are discussed.