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Biomedical subjects

Elizabeth Perry

Publications and source records attributed to Elizabeth Perry.

4 recordsLinked to original sources
PubMed2002

Long-term reductions in sexual initiation and sexual activity among urban middle schoolers in the reach for health service learning program.

PURPOSE: To evaluate the sustained effectiveness of a middle school service learning intervention on reducing sexual initiation and recent sex among urban African-American and Latino adolescents from 7th grade through the 10th grade. METHODS: During the fall of seventh grade and again in eighth grade, students were randomly assigned by classroom to participate either in community youth service (CYS) or not (controls). Service learning is an educational strategy that couples meaningful service in the community with classroom instruction. Students in both intervention and control conditions received classroom health lessons. Surveys were conducted at seventh grade baseline and at the end of 10th grade, approximately 2 years after intervention. Self-reported sexual behaviors of youths who had participated in CYS were compared with those of controls receiving classroom curriculum alone (n = 195). RESULTS: CYS participants were significantly less likely than controls to report sexual initiation (2 years CYS, odds ratio [OR] = 0.32; 1 year, OR = 0.49) as well as recent sex (2 years CYS, OR = 0.39; 1 year CYS, OR = 0.48). Among those who were virgins at seventh grade, 80% of males in the curriculum-only condition had initiated sex, compared with 61.5% who received 1 year of CYS, and 50% who received 2 years. Among females, the figures were 65.2%, 48.3%, and 39.6%, respectively. CONCLUSION: A service learning intervention that combines community involvement with health instruction can have a long-term benefit by reducing sexual risk taking among urban adolescents.

Adolescent↗
PubMed2002

Assessing the inhibitory account of retrieval-induced forgetting with implicit-memory tests.

Five experiments examined whether retrieval-induced-forgetting effects are observed for implicit tests of memory. In each experiment participants first studied category-exemplar paired associates, then practiced retrieval for a subset of items from a subset of categories before finally completing memory tests for all the studied items. In standard fashion, inhibition was measured as the performance difference of unpracticed items from practiced categories and unpracticed items from unpracticed categories. Across the 5 experiments poorer performance for unpracticed items was seen in conceptual implicit memory (category generation and category matching) but not in perceptual implicit memory (stem completion, perceptual identification). Thus, retrieval-induced-forgetting effects are limited to tests of conceptual memory.

Adult↗