Layer-by-layer assembly method is employed to fabricate multilayer hybrid films based on poly(styrenesulfonate)-doped poly(3,4-ethylenedioxythiophene) (PEDOT:PSS) and W oxide nanoparticles (WO3 NPs). Polyethylenimine (PEI) is deposited in between to introduce electrostatic force between the components. In the hybrid films, randomly oriented disk-like WO3 NPs are homogeneously distributed in the polymers and form an interdigitated structure. This very rough surface morphol. hinders the formation of a continuous PEI layer between the electrochromic layers. Owing to the efficient charge transfer between the two active components and complementary elec. cond. of the two components in the redox switching process, the coloration efficiency of the hybrid film is significantly improved to 117.7 cm2/C at wavelength of 633 nm. The underlying mechanism for the enhancement is verified by scanning electrochem. microscopic studies through probing the cond. changes of PEDOT:PSS, WO3-NP and hybrid films under various applied potentials. [on SciFinder(R)]
This article describes a pilot study of a “bottom up” dissemination process of a new evidence based intervention for treating early childhood trauma. Clinicians applied to learn Child–Parent Psychotherapy (CPP), imported to Israel from the U.S. A focus group of six graduates of a CPP training program responded to questions concerning their experiences learning and using CPP. All 39 CPP graduates from two cohorts also completed a cross sectional survey related to their use of CPP. Within the focus group, the openness of the workplace and the intervention's characteristics were considered major factors impacting CPP use; the training program was perceived to promote CPP implementation, and lack of supervision and secondary traumatic stress were the major inhibiting factors. Using CPP-informed therapy, as opposed to CPP with fidelity, was perceived to be one of the main outcomes of the training. Survey results showed that 53% of graduates were using CPP in over three cases, and almost all intended to use CPP within the next year. Ninety-five percent were using CPP principles in their therapeutic work. The implications of importing a new evidence based intervention to a foreign country that utilizes a different dissemination system within a different professional culture are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
We explore the potential of learning from reading discussions in social network settings. Undergraduates were asked to read an argumentive discussion between students of a closed, course-related Facebook group. The discussion revolved around a social-economic-ethical, ‘hot’ topic of debate and contained several links to online resources in support of the discussants’ opinions. Based on previous research on argumentive discourse style, two different online discussions were created to reflect either a disputative or deliberative discourse goal, while controlling for all other verbal content. Students in a control condition only received the links to the same online resources, without the discussions. Following the reading phase, declarative knowledge on the topic was significantly lower in the disputative discourse condition, but no differences were found between the deliberative argumentation and the control condition. Reading behavior measures (time-on-task, time spent reading the online information resources, number of online information sources, time spent reading the discussion) could not account for the differences in knowledge performance. A program for future research is outlined to explore the effects of learning through reading discussions, the role of argumentive style, and the affective and cognitive processes underlying them.
Second language comprehension is generally not as efficient and effective as native language comprehension. In the present study, we tested the hypothesis that lower-level processes such as lexical support for phonetic perception are a contributing factor to these differences. For native listeners, it has been shown that the perception of ambiguous acoustic–phonetic segments is driven by lexical factors (Samuel Psychological Science, 12, 348–351, 2001). Here, we tested whether nonnative listeners can use lexical context in the same way. Native Hebrew speakers living in Israel were tested with American English stimuli. When subtle acoustic cues in the stimuli worked against the lexical context, these nonnative speakers showed no evidence of lexical guidance of phonetic perception. This result conflicts with the performance of native speakers, who demonstrate lexical effects on phonetic perception even with conflicting acoustic cues. When stimuli without any conflicting cues were used, the native Hebrew subjects produced results similar to those of native English speakers, showing lexical support for phonetic perception in their second language. In contrast, native Arabic speakers, who were less proficient in English than the native Hebrew speakers, showed no ability to use lexical activation to support phonetic perception, even without any conflicting cues. These results reinforce previous demonstrations of lexical support of phonetic perception and demonstrate how proficiency modulates the use of lexical information in driving phonetic perception.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4822410/
This article reconsiders Bentham’s theory of liberty in relation to republican and democratic ideas in the Age of Revolution. It reinterprets his jurisprudential definitions of liberty as ideological weapons intended to “cut the throat” of pro-American and proto-democratic discourse. In particular, his negative definition of individual liberty and his democratic and international definitions of political liberty were designed and used to caricature and draw to absurdity the republican ideal of self-government. The early Bentham, according to this interpretation, was a subversive critic of republicanism, who occupied its language of liberty and security while trying to neutralize its democratic potential.
