Showing papers by "Georgia State University published in 1968"

Extracellular Proteinases of Yeasts and Yeastlike Fungi

Abstract: Approximately 800 yeasts and other fungi, representing over 70 species, were tested for extracellular caseinolysis. Isolates of a variety of genera, including Aureobasidium, Cephalosporium, Endomycopsis, Kluyveromyces, and numerous sporobolomycetes, demonstrated significant proteolytic activity. Caseinolysis was not necessarily correlated with gelatin liquefaction or with albuminolysis. Numerous fungi showed significant proteolysis at 5 C. The most active organisms were isolates of Candida lipolytica, Aureobasidium pullulans, Candida punicea, and species of Cephalosporium. Taxonomic and ecological implications of proteolytic activity are discussed.

Factor Analytic Studies of the Frostig Developmental Test of Visual Perception

Abstract: visual perception does play a part in the earliest stages of reading development. The evidence indicates that a child with a mental age of five to six years can perceive simple forms without great difficulty. The extent to which he can perceive the small differences between a number of similar shapes is open to question (Vernon, 1962). It also appears that his memories of combinations of shapes are, to an even greater extent, uncertain and unreliable (Vernon). Early studies by Gates (1926, 1939; Gates & Bond, 1936) found that a minimum of perceptual ability might be required for reading, but that the minimum was quite small. Since then, much research has been done in this area, and other investigators (Barrett, 1965; Davidson, 1931; Frostig, et a/., 1964; Goins, 1958; MacLatchy, 1946; Stuart, 1967) have reported a definite relationship bet ween reading achievement and visual perception. These differences in reported relationships have precipitated conflicts concerning not only the relationship of visual perception to reading achievement, but also the extent of perceptual skill needed and the specific skills involved (Olson, eta!., 1968). In 1958, Marianne Frostig began to develop a test that has since been revised and standardized on the basis of responses of over 2100 public school and nursery children. Frostig based the construction of the measure on her clinical observations and the works of Thurstone (1944), Wedell (1960), and Cruickshank (1957). She designated five abilities, which were presumed to be developmentally mutually exclusive. She did not assume that these five abilities were the only ones involved in visual perception, but Factor Analytic Studies of the Frostig Developmental Test of Visual Perception

Human Figure Drawings by Freshman and Senior Student Nurses

Abstract: 90 freshman and 90 senior nursing students were asked to draw themselves, the “ideal” nurse, and the most “undesirable” nurse, and were asked to rate themselves on a five-point scale (from least li...

Discussion Patterns of Homogeneous Groups of Repressers and Sensitizers following Success and Failure

Abstract: Homogeneous groups of repressers and sensitizers were exposed to success, neutral and failure evaluations of past performance. They were then asked to perform two tasks, one work-oriented and the other interpersonally oriented. It was hypothesized that in the latter task, sensitizer groups would manifest more negative affect in verbal interaction than represser groups. The hypothesis was not supported although there were mild trends in the predicted direction.

Facilitation of memory in the retardate.

Abstract: Research in learning and retention was examined in an effort to extract possible implications and practices which teachers might employ with retarded children to improve their attention and/or abil...

Factor analytic investigation of two reading readiness tests

Abstract: The purpose of this investigation was to identify the similarities and/or differences among the subtests of commonly used standardized reading readiness tests. The significance of the study lay in the statistical analyses employed. The primary emphasis in previous similar studies has been on the presentation of subjective inspection of measures of reading readiness. A survey of related literature indicated numerous correlational and predictive studies but only three which utilized a factor analytic approach to measurement of readiness. In a limited study, Goins (1958) correlated scores from tests of perception with reading achievement. Using an approach analogous to that of Thurstone's work, she presumed two factors to be present. The correlations were not directly factor analyzed, however, but subjected to an analogous argument. The only factor analytic study of reading readiness tests was conducted by Leton ( 1963). A detailed discussion of his procedures and results appears to be most pertinent to this investigation. To 219 first grade pupils from two elementary schools Leton administered the Metropolitan Readiness Test, Form R and the Rzbtgers Drazuing Te~t, Form A as reading readiness measures. The intercorrelations of the subtests ranged from .35 to .67, with a mean of .53. The subtests were factor analyzed by the principal components method. Two factors were extracted and rotated according to varimax procedures. These two factors accounted for 100% of the variance, stabilized after five iterations. From the factor loadings two factors were named, Verbal Comprehension and Visual-motor. The isolation of a numerical factor did not occur in this analysis, although several studies (Kingston, 1962; Hildreth, 1948) have shown that the Numbers subtest of the Metvopolitan Readiness Test holds the best predictive value for reading achievement in Grades 1 through 4. Leton concluded that the numerical factor may be obscured by other perceptual factors at this level of measurement, since numerical factors do appear at higher grade levels. Johannson (1965) reported the results of a study of 235 first grade children in Sweden, conducted to determine factors that predispose to school readiness and to study the relationship between age, sex, school environment, home background, mental and physical development. By means of factor analysis, four main factors were extracted from the criteria teachers included in their concept of

Note on the categorization, recall and preference of KTSA objects by "aggressive" and "non-aggressive" prisoners.

Abstract: Public opinion of criminals is often based upon the rype of crime for which they were convicted by the courts. This study investigated differences between "aggressive" and "non-aggressive'' male criminals, as defined from a common sense, "public" type of judgment. Fifty male prisoners convicted of acts seemingly involved with aggressive behavior toward another person (murder, rape, robbery) were compared to 50 male prisoners convicted of less aggressive acrs (fictitious check writing, larceny, indecent liberties, burglaries, receiving stolen goods) in terms of their responses to a portion of the Kahn Test of Symbol Arrangement (KTSA; Kahn, 1956, 1957). If, indeed, these two groups have different personality characteristics which motivate their different types of criminal activities, this should be exhibited in the KTSA through the following variables: the number of objects sorted into the negative categories of HATE, BAD and DEAD as contrasted to the number of objects sorted into the more positive categories of LOVE, GOOD and LIVING. The major assumption of this approach is that aggressive criminals would more often place objects on the negative categories than would non-aggressive ones who would more often place objects in the positive categories. Similarly, the more aggressive criminal may be less inclined to show a preference for the heart object (since this is generally viewed as a positive affect symbol in the American culture). A further speculation is that, since the aggressive group committed more serious crimes (as indicated often by their lengths of sentence), the underlying personality is perhaps more pathological than with persons in the non-aggressive group who have committed what are considered less serious crimes. Individuals convicted of aggressive crimes then may show a deficit in their recall of previous arrangements of objects as a result of what may be intrusions stemming from lack of control over ongoing thought processes. When data were analyzed, the results indicated no significant differences existed between the two groups, i.e., on the KTSA variables investigated, the aggressive and nonaggressive convicts (as defined essentially by a social-legal viewpoint) did not differ. Subsequent research seeking clues as to the nature of personality differences motivating different criminal activities should consider the possibility that criteria other than those used in this study should be used to define "aggressiveness" and "non-aggressiveness."

The effects of situational and personal variables on vertical autokinesis

Abstract: Subjects in an autokinetic situation reported after each trial whether the stimulus light had moved up or down. More upward movement was reported following a failure experience than following a success experience. Also more upward movement was reported when the height of the light was about eye level than when it was below eye level Differences in the name assigned to the stimulus light by E had no effect on the direction of movement reported.