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Articles 1 - 5 of 5
Full-Text Articles in Psychology
Book Review: Reasoning Agents In A Dynamic World: The Frame Problem. Kenneth M. Ford And Patrick J. Hayes, Eds.,, Jozsef A. Toth
Book Review: Reasoning Agents In A Dynamic World: The Frame Problem. Kenneth M. Ford And Patrick J. Hayes, Eds.,, Jozsef A. Toth
Jozsef A Toth Ph.D.
No abstract provided.
Seizure Threshold In Electroconvulsive Therapy: I. Initial Seizure Threshold, C. Edward Coffey, Joseph Lucke, Richard D. Weiner, Andrew D. Krystal, Michael Aque
Seizure Threshold In Electroconvulsive Therapy: I. Initial Seizure Threshold, C. Edward Coffey, Joseph Lucke, Richard D. Weiner, Andrew D. Krystal, Michael Aque
Joseph Lucke
We measured initial seizure threshold by means of a structured stimulus dosage titration procedure in a clinical sample of 111 depressed patients undergoing brief-pulse, constantcurrent electroconvulsive therapy (ECT). Initial seizure threshold was approximately 60 millicoumbs (mc) (10 Joules) on average, but varied widely (6-fold) across patients. Initial seizure threshold was predicted by four variables: electrode placement (higher with bilateral), gender (higher in men), age (higher with increasing age), and dynamic impedance (inverse relationship). Use of neuroleptic medication was associated with a lower seizure threshold. EEG seizure duration was inversely related to initial seizure threshold, but no other relations with seizure …
Seizure Threshold In Electroconvulsive Therapy (Ect): Ii. The Anticonvulsant Effect Of Ect, C. Edward Coffey, Joseph Lucke, Richard D. Weiner, Andrew D. Krystal, Michael Aque
Seizure Threshold In Electroconvulsive Therapy (Ect): Ii. The Anticonvulsant Effect Of Ect, C. Edward Coffey, Joseph Lucke, Richard D. Weiner, Andrew D. Krystal, Michael Aque
Joseph Lucke
To measure the anticonvulsant effects of a course of electroconvulsive therapy (ECT), we used a flexible stimulus dosage titration procedure to estimate seizure threshold at the first and sixth ECT treatments in 62 patients with depression who were undergoing a course of brief pulse, constant current ECT given at moderately suprathreshold stimulus intensity. Seizure threshold increased by approximately 47% on average, but only 35 (56%) of the 62 patients showed a rise in seizure threshold. The rise in seizure threshold was associated with increasing age, but not with gender, stimulus electrode placement, or initial seizure threshold. Dynamic impedance decreased by …
Assessing Sequential Oncogene Amplification In Human Breast Cancer, Laura E. Janocko, Joseph F. Lucke, David W. Groft, Kathryn A. Brown, Charles A. Smith, Agnese A. Pollice, Sarita G. Singh, Robert Yakulis, Robert J. Hartsock, Stanley E. Shackney
Assessing Sequential Oncogene Amplification In Human Breast Cancer, Laura E. Janocko, Joseph F. Lucke, David W. Groft, Kathryn A. Brown, Charles A. Smith, Agnese A. Pollice, Sarita G. Singh, Robert Yakulis, Robert J. Hartsock, Stanley E. Shackney
Joseph Lucke
Studies of amplification and/or overexpression of c-myc, HER-2/neu, and H-ras in breast cancer have shown that each is associated with a poor prognosis. The purpose of this study was to explore the possibility that there is a preferred sequence of amplification of these oncogenes in breast cancer. The frequencies of amplification and patterns of co-amplification of c-myc, HER-2/neu, and H-ras were studied in a group of 84 breast cancers. The data suggested a preferred sequence of amplification that consisted of c-myc amplification-HER-2/neu amplification-H-ras amplification. This model was supported by loglinear analysis. In addition, the levels of amplification of JC-A, a …
Empowering The Marginal Student: An Innovative Skills-Based Extra Credit Assignment, Ellen N. Junn
Empowering The Marginal Student: An Innovative Skills-Based Extra Credit Assignment, Ellen N. Junn
Ellen N. Junn
A simple extra-credit assignment explicitly rewarded marginal or failing students for improving their learning and study strategies. The instructor approached individual students who were at risk for failing the course following the midterm exam and gave them the option of earning extra-credit points for regularly documenting a variety of effective learning and study skills. In contrast to control groups of matched marginal students and of nonfailing students, those attempting the extra-credit assignment improved their test performance from midterm to final exam. They were more likely to earn at least a grade of C and less likely to drop out of …