Need for Cognition Scale: A Study of its Psychometric Properties and its Ability to Predict Academic Achievement

The psychometric properties of the Need for Cognition Scale (NCS; Cacioppo & Petty, 1982) were investigated in two studies with independent samples of undergraduates at Western Kentucky University. In the first study (N = 379), the internal consistency and factor structure of the NCS were examined, and the NCS was compared to the Achievement subscale of the Personality Research Form (Jackson, 1974) and the State-Trait Curiosity subscale of the State-Trait Personality Inventory (Speilberger, 1979). Also, the possibility of differences in “need for cognition” attributable to socio-economic status (i.e. the educational attainment of the subjects’ parents) were examined. The second study (N = 72) compared the NCS to the Peabody Picture Vocabulary Test-Revised (PPVT-R; Dunn & Dunn, 1981) and, in addition, investigated the possibility that the NCS could explain variance in American College Test (ACT) scores other than that explained by the PPVT-R alone. The findings indicated that the NCS is a reliable instrument in terms of internal consistency. In factor analyses, one primary and one lesser factor emerged. The first factor was interpreted as representing the enjoyment of thinking, which is consistent with the first factor described in previous factor analytic investigations (i.e. Cacioppo & Petty, 1982; Cacioppo, Petty, Kao, 1984). The weaker factor appeared to represent the “amount” of cognitive activity sought by the individual high in NCog. This factor corresponded to one described by Tanaka, Panter, and Winbourne (1988). The NCS correlated positively and moderately with the Achievement and Curiosity subscales. The analyses of SES differences in NCS scores indicate that there is a main effect for SES; the participants whose parents had fewer years of formal education had higher scores on the NCS. In the second study, the NCS correlated moderately and positively with the PPVT-R; however, the NCS did not account for variance in ACT scores which was significant and unique to that accounted for by PPVT-R scores

Consensus Paper: Radiological Biomarkers of Cerebellar Diseases

Hereditary and sporadic cerebellar ataxias represent a vast and still growing group of diseases whose diagnosis and differentiation cannot only rely on clinical evaluation. Brain imaging including magnetic resonance (MR) and nuclear medicine techniques allows for characterization of structural and functional abnormalities underlying symptomatic ataxias. These methods thus constitute a potential source of radiological biomarkers, which could be used to identify these diseases and differentiate subgroups of them, and to assess their severity and their evolution. Such biomarkers mainly comprise qualitative and quantitative data obtained from MR including proton spectroscopy, diffusion imaging, tractography, voxel-based morphometry, functional imaging during task execution or in a resting state, and from SPETC and PET with several radiotracers. In the current article, we aim to illustrate briefly some applications of these neuroimaging tools to evaluation of cerebellar disorders such as inherited cerebellar ataxia, fetal developmental malformations, and immune-mediated cerebellar diseases and of neurodegenerative or early-developing diseases, such as dementia and autism in which cerebellar involvement is an emerging feature. Although these radiological biomarkers appear promising and helpful to better understand ataxia-related anatomical and physiological impairments, to date, very few of them have turned out to be specific for a given ataxia with atrophy of the cerebellar system being the main and the most usual alteration being observed. Consequently, much remains to be done to establish sensitivity, specificity, and reproducibility of available MR and nuclear medicine features as diagnostic, progression and surrogate biomarkers in clinical routine

Ustekinumab as Induction and Maintenance Therapy for Crohn’s Disease

BACKGROUND Ustekinumab, a monoclonal antibody to the p40 subunit of interleukin-12 and inter-leukin-23, was evaluated as an intravenous induction therapy in two populations with moderately to severely active Crohn’s disease. Ustekinumab was also evaluated as subcutaneous maintenance therapy. METHODS We randomly assigned patients to receive a single intravenous dose of ustekinumab (either 130 mg or approximately 6 mg per kilogram of body weight) or placebo in two induction trials. The UNITI-1 trial included 741 patients who met the criteria for primary or secondary nonresponse to tumor necrosis factor (TNF) antagonists or had unacceptable side effects. The UNITI-2 trial included 628 patients in whom conventional therapy failed or unacceptable side effects occurred. Patients who completed these induction trials then participated in IM-UNITI, in which the 397 patients who had a response to ustekinumab were randomly assigned to receive subcutaneous maintenance injections of 90 mg of ustekinumab (either every 8 weeks or every 12 weeks) or placebo. The primary end point for the induction trials was a clinical response at week 6 (defined as a decrease from baseline in the Crohn’s Disease Activity Index [CDAI] score of ≥100 points or a CDAI score <150). The primary end point for the maintenance trial was remission at week 44 (CDAI score <150). RESULTS The rates of response at week 6 among patients receiving intravenous ustekinumab at a dose of either 130 mg or approximately 6 mg per kilogram were significantly higher than the rates among patients receiving placebo (in UNITI-1, 34.3%, 33.7%, and 21.5%, respectively, with P≤0.003 for both comparisons with placebo; in UNITI-2, 51.7%, 55.5%, and 28.7%, respectively, with P<0.001 for both doses). In the groups receiving maintenance doses of ustekinumab every 8 weeks or every 12 weeks, 53.1% and 48.8%, respectively, were in remission at week 44, as compared with 35.9% of those receiving placebo (P = 0.005 and P = 0.04, respectively). Within each trial, adverse-event rates were similar among treatment groups. CONCLUSIONS Among patients with moderately to severely active Crohn’s disease, those receiving intravenous ustekinumab had a significantly higher rate of response than did those receiving placebo. Subcutaneous ustekinumab maintained remission in patients who had a clinical response to induction therapy. (Funded by Janssen Research and Development; ClinicalTrials.gov numbers, NCT01369329, NCT01369342, and NCT01369355.

The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum

Doctor of PhilosophyCurriculum and Instruction ProgramsMargaret G. ShroyerIn this study, the professional development for a physics program called Visual Quantum Mechanics (VQM) was observed and analyzed. Four of the participants in a summer institute as Kansas State University (KSU) volunteered to be observed by the researcher as they implemented the program into their classrooms during the next academic year. Observations were used to determine the effectiveness of the instructional strategies that they used. The students’ perception of the laboratory sessions was evaluated and student understanding of the physics concepts also was determined. Qualitative and quantitative data analyses indicated that the professional development as presented and supported by the KSU team provided teachers with the information necessary to use the VQM program successfully with their students. However, only 30% of the teachers implemented the program during the following school year. Instructional strategies advocated by the VQM program included use of the hands-on equipment and computer simulations as well as discussion techniques. Observations revealed that students were more attentive during laboratory activities and less attentive during the discussions. Nevertheless, discussion proved to be a valuable component of this process. The researcher concluded that high quality professional development encouraged teaches to implement VQM in their classrooms. Although teachers did not always follow the instructional strategies advocated by the program, the inquiry-based hands-on activities and computer simulations kept students attentive. As a result, there was significant learning directly attributable to VQM for the students who participated in the study. Students who finished a complete learning cycle within the activities showed more significant learning than students who did not complete a learning cycle. Professional development can be designed to encourage teachers to implement new skills. For Visual Quantum Mechanics, emphasizing the importance of the whole class discussions, presenting the connections between the concepts and the science standards, and focusing on strategies for implementation will provide additional confidence to teachers as they implement the program in their classrooms

Syllabus for the study of principles of library organization and administration for use in connection with Library service 222.

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