Unimpeded Growth of Tumour in Hosts Pre-immunized with Tyrosyl- or Dinitrophenyl-coated Tumour Cells

Techniques are described for hapten attachment to the cell membranes of mouse tumour cells. Dinitrophenylation and tyrosylation could be achieved without substantial loss of viability as measured by dye exclusion. In addition hapten coated tumour cells were capable of initiating new tumour formation in syngeneic hosts. Pre-immunization of recipient mice with hapten coated tumour cells did not increase their resistance to tumour formation upon subsequent challenge with graded doses of untreated tumour cells

A Lion’s Blues: Heroism, Heroic Self-Representations, and Emotional Distress in the Life and Character of Yonatan (Yoni) Netanyahu

The realization that heroism – representing either a trait or a value system – is potentially pernicious is important for both scientific and societal reasons. In this article, we adopt a psychobiographical perspective to analyze the character and life of one of Israel’s greatest heroes, Yonathan (“Yoni”) Netanyahu. Yoni was an illustrious military leader, as well as an outstanding intellectual and adored persona. He served as the commander of the special operation forces spearheading the famous Entebbe Operation during which Israeli commando forces rescued hostages taken captive in Uganda. Yoni was the only military causality in this operation, which was ultimately named after him. Subsequent to his death, his numerous personal letters were made public, allowing further glimpses into his heroic self-representations but also to the emotional distress he suffered. Applying our theory of heroic self-representations (HERS; Shahar, 2013), we analyze Yoni\u27s letters. Our analyses confirm Yoni\u27s tendency to construe himself as a savior and conqueror, and to identify with cultural heroes. The emotional distress Yoni suffered is characterized by depressed and anxious affect, masked by superb functioning. Qualitative analyses of the letters suggest two mechanisms of the effect of heroic self-representations on distress in Yoni\u27s case: compulsive purposefulness and emotional seclusion

Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism

Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children’s motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories; the affordances of the technology; and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention

Perturbed angular correlations for Gd in gadolinium: in-beam comparisons of relative magnetizations

Perturbed angular correlations were measured for Gd ions implanted into gadolinium foils following Coulomb excitation with 40 MeV O-16 beams. A technique for measuring the relative magnetizations of ferromagnetic gadolinium hosts under in-beam conditions is described and discussed. The combined electric-quadrupole and magnetic-dipole interaction is evaluated. The effect of nuclei implanted onto damaged or non-substitutional sites is assessed, as is the effect of misalignment between the internal hyperfine field and the external polarizing field. Thermal effects due to beam heating are discussed.Comment: 37 pages, 15 figures, accepted for publication in NIM

Pathways to peer interaction in ASD and TD through individual and dyadic joint-action motor abilities

PurposeAny social engagement, especially with peers, requires children’s effective activation of social and motor mechanisms. Children and adolescents with autism spectrum disorder (ASD) often display dysfunctions both in individual motor functioning (e.g., fine/gross) and in dyadic joint action (JA), where two partners coordinate movement toward a shared goal. Yet, these mechanisms’ contribution to peer interaction has been underexplored.MethodThis study examined the contribution of individual motor functioning and JA performance to peer interaction (cooperation, attentiveness, social engagement, and dyadic quality), while comparing children and adolescents’ (youngsters) with ASD versus those with typical development (TD).ResultsResults indicated more competent peer interaction in TD than in ASD. Interestingly, only the ASD group showed significant maturation with age for social engagement and dyadic interaction quality, calls for further examination of developmental trajectories. However, even the oldest participants with ASD continued to lag behind the youngest TD group. Also, findings indicated that better individual motor functioning and JA performance explained better peer interactive competence; yet, the contribution of individual motor functioning to social cooperation and dyadic quality was moderated by JA performance. Thus, youngsters’ individual motor system was found to be an important contributor to peer interaction in those with low to moderate JA coordination capabilities, but not for those with high JA.ConclusionResults emphasize possible distinct contributions of each motor mechanism and their interaction for facilitating social interaction, hence, encouraging incorporation of individual and dyadic motor skills explicitly into social interaction interventions for youngsters ASD

'I didn't used to have much friends': Exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities

© 2015 John Wiley & Sons Ltd. Accessible summary: This paper looks at the friendships of Ben, (not his real name), a 10-year-old boy with autism and learning disabilities, in his mainstream school. Ben was able to name his friends and showed that he understood some important things about friendship. Adults in the school said that Ben was very keen to have friends and that some of his friendships had lasted for over a year. The study focused on the importance of listening to children with autism and learning disabilities and on the need to highlight their social strengths. Summary: Whilst progress has been made in understanding the friendships of children with autism, research on the friendships of children with additional learning disabilities remains extremely limited. In this research, a qualitative case study approach provided a rich description of the friendship concepts and capabilities of Ben, a 10-year-old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity-based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process

Predicting Friendship Quality in Autism Spectrum Disorders and Typical Development

The role played by social relationship variables (attachment security; mother–child relationship qualities) and social-cognitive capacities (theory of mind) was examined in both observed friendship behaviors and in children’s descriptions of friendships (age 8–12) with high functioning children with autism spectrum disorders (HFASD) (n = 44) and with typical development (TYP) (n = 38). Overall, half of the HFASD sample (54.45%) reported maternal attachment security, corroborating data from younger children with ASD. The hypothesized predictors and their interrelations had both direct and indirect effects on friendship for both groups of children, highlighting the importance of these factors in children’s friendship development and suggesting both compensatory and amplification mechanisms for friendship qualities. Practical and clinical implications are discussed for friendship support in both ASD and TYP

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with children with autism

This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.This article describes a pilot study in which a novel experimental setup, involving an autonomous humanoid robot, KASPAR, participating in a collaborative, dyadic video game, was implemented and tested with children with autism, all of whom had impairments in playing socially and communicating with others. The children alternated between playing the collaborative video game with a neurotypical adult and playing the same game with the humanoid robot, being exposed to each condition twice. The equipment and experimental setup were designed to observe whether the children would engage in more collaborative behaviours while playing the video game and interacting with the adult than performing the same activities with the humanoid robot. The article describes the development of the experimental setup and its first evaluation in a small-scale exploratory pilot study. The purpose of the study was to gain experience with the operational limits of the robot as well as the dyadic video game, to determine what changes should be made to the systems, and to gain experience with analyzing the data from this study in order to conduct a more extensive evaluation in the future. Based on our observations of the childrens’ experiences in playing the cooperative game, we determined that while the children enjoyed both playing the game and interacting with the robot, the game should be made simpler to play as well as more explicitly collaborative in its mechanics. Also, the robot should be more explicit in its speech as well as more structured in its interactions. Results show that the children found the activity to be more entertaining, appeared more engaged in playing, and displayed better collaborative behaviours with their partners (For the purposes of this article, ‘partner’ refers to the human/robotic agent which interacts with the children with autism. We are not using the term’s other meanings that refer to specific relationships or emotional involvement between two individuals.) in the second sessions of playing with human adults than during their first sessions. One way of explaining these findings is that the children’s intermediary play session with the humanoid robot impacted their subsequent play session with the human adult. However, another longer and more thorough study would have to be conducted in order to better re-interpret these findings. Furthermore, although the children with autism were more interested in and entertained by the robotic partner, the children showed more examples of collaborative play and cooperation while playing with the human adult.Peer reviewe