The piece is a twenty minute work discoursing the integration and eventual dissolution of two separate musical strands. The pitch material of each strand is determined from synthetic scales whose intervalic content duplicates at the following intervals: Perfect 12th, Diminished 12th, Minor 9th, Perfect 8ve, and Major 7th. A proportional means of temporal compression is generated through the use of the factor, 11/15 (e.g. Event 2 is 11/15 the duration of Event 1). Various elements of jazz music informed the construction of plies, including the instrumentation of the ensemble and the means by which the performers interact throughout the piece. Internal cueing and performer decisions are meant to eliminate the need of a conductor in favor of increased interpretive freedom by the performers.

My thesis covers the materials and methods of my composition, The Passion According to the Gospels of Matthew and John. It features an extensive analysis of Penderecki's Passio et mors Domini nostri Iesu Christi secundum Lucam. The research also covers some history of the Passion genre and its development. The second half of the paper presents a background and analysis of my work. It details many of the creative processes and methods I employed.

No description available.

This study served as a pilot study of cingulate gyrus surface areas and their relation to intelligence in individuals with hydrocephalus. Surface areas of the corpus callosum and cingulate gyrus regions were compared between individuals with early hydrocephalus (n = 9) and controls (n = 7). Subsequently, the surface areas were correlated with full-scale intelligence scores and the verbal and nonverbal discrepancy scores. Corpus collosum surface areas were significantly smaller in participants with hydrocephalus. These areas also robustly correlated with full-scale intelligence scores. Although the cingulate gyrus did not differ significantly between the groups, the cingulate gyrus regions were increasingly divergent the more posterior the region. Additionally, the caudal anterior and the posterior cingulate gyrus regions had only moderate positive correlations with full-scale intelligence scores. Although the participants with hydrocephalus had a significantly lower mean performance IQ compared to verbal IQ, the discrepancy scores did not correlate significantly with any of the regions of interest.

No description available.

Best practice in gifted and talented identification procedures involves making decisions on the basis of multiple measures. However, very little research has investigated the impact of different methods of combining multiple measures. This article examines the consequences of the conjunctive ("and"), disjunctive/complementary ("or"), and compensatory ("mean") models for combining scores from multiple assessments. It considers the impact of rule choice on the size of the student population, the ability heterogeneity of the identified students, and the psychometric performance of such systems. It also uses statistical simulation to examine the performance of the state of Georgia's mandated and complex multiple-criteria assessment system.

Genome-wide approaches including polygenic risk scores (PRSs) are now widely used in medical research; however, few studies have been conducted in low- and middle-income countries (LMICs), especially in South America. This study was designed to test the transferability of psychiatric PRSs to individuals with different ancestral and cultural backgrounds and to provide genome-wide association study (GWAS) results for psychiatric outcomes in this sample. The PrOMIS cohort (N = 3308) was recruited from prenatal care clinics at the Instituto Nacional Materno Perinatal (INMP) in Lima, Peru. Three major psychiatric outcomes (depression, PTSD, and suicidal ideation and/or self-harm) were scored by interviewers using valid Spanish questionnaires. Illumina Multi-Ethnic Global chip was used for genotyping. Standard procedures for PRSs and GWAS were used along with extra steps to rule out confounding due to ancestry. Depression PRSs significantly predicted depression, PTSD, and suicidal ideation/self-harm and explained up to 0.6% of phenotypic variation (minimum p = 3.9 × 10−6). The associations were robust to sensitivity analyses using more homogeneous subgroups of participants and alternative choices of principal components. Successful polygenic prediction of three psychiatric phenotypes in this Peruvian cohort suggests that genetic influences on depression, PTSD, and suicidal ideation/self-harm are at least partially shared across global populations. These PRS and GWAS results from this large Peruvian cohort advance genetic research (and the potential for improved treatments) for diverse global populations. / National Institutes of Health / Revisión por pares

The effects of tokens as reinforcers on IQ test performance was investigated in 45 preschool Head Start children. There were 63 children assessed using the Slosson Intelligence Test for Children (SIT), and based upon these scores, were divided into three IQ groups: low, average and high. There were 15 children randomly selected from each group and within each of these groups, subjects were randomly assigned to one of three conditions: Control (C) , Pretest experimental (E1), and no pretest experimental (E 2). The C and E1 groups were administered the Peabody Picture Vocabulary Test (PPVT), Form A, according to standardized procedures. Three weeks later all groups were assessed using the PPVT, Form B, with a token being contingent on correct responses. Three weeks later all children were assessed with a standardized administration of the PPVT, Form A. Results showed that tokens given contingent upon each correct response increased the IQ scores for the initially low IQ subjects, but had no significant effect on the scores of the average and high IQ subjects. The increase in the IQ scores of the low IQ subjects was stable over time. The effectiveness of the reinforcer was empirically demonstrated.

Critical thinking skills have become an important part of current educational practices. However, there is little empirical evidence comparing the effectiveness of the programs teaching these skills. In addition, there are questions as to whether the skills should be taught within the class content or separate from the class content. This study assigned students attending labs as part of an educational psychology class to two experimental conditions (content-based and content-free) and a control condition. Measures were scores on lab papers and test scores for the class. In addition, an attitude survey was used to assess student attitudes to each condition, and the overall quality of the labs was assessed. An analysis of variance was performed on the data. Results indicated little difference between experimental and control conditions.

A study was conducted to examine one aspect of construct validity for the Kaufman Assessment Battery for Children (K-ABC). Forty-eight Sioux children at five age levels (8 to 12.5) were used in this study. Relying on theories of child development, most tests of mental abilities have been constructed so that raw scores will increase with age. Pearson r correlation coefficients between age and raw scores were calculated across five age levels for this sample of Sioux children. The Simultaneous-, Sequential-, and Achievement-scale raw scores significantly correlate with age at the .05 level for a one-tailed test of significance. Number Recall and Word Order did not significantly correlate with age. Z-score comparisons between the standardization sample (n = 900) and the Sioux sample were calculated. Statistically significant Z-score discrepancies were obtained on a two-tailed test of significance (.05) for the total Simultaneous scale, for Spatial Memory, and for Hand Movements. Gender differences were found between the Sioux males and standardization males. This study also examined the possible effects of school attendance and gender on three K-ABC global scales. An ANOVA (method of unweighted means) test of statistical significance was computed to determine main and interaction effects on the Simultaneous, Sequential, and Achievement scales. There was no significant main effect between the two classification variables and the three global scale scores. Results did indicate Sioux males tended to obtain lower Sequential scores in the low attendance condition and low attending females obtained lower scores on the Simultaneous scale.