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Biomedical subjects

J L Peel

Publications and source records attributed to J L Peel.

At least 19 recordsLinked to original sources
PubMed1998

Management and prevention of personal problems in older adolescents via schematic maps and peer feedback.

The purpose of the present study was to provide a basis for enhancing personal development in older adolescents by examining the usefulness of two information-processing tools in solving personal problems: schematic maps and peer feedback. Ninety-five college students were assigned to either a schematic map group or an essay group, and further subdivided into groups that worked alone or with a vicarious partner. Assessment consisted of analyzing and generating alternatives to a scenario involving a college student with a drinking problem. Results indicated that alternative generation, an important step in the problem-solving process, is susceptible to experimental manipulation. Schematic maps facilitate the generation of wider-ranging, viable, synergistic alternatives to an uncomfortable situation. Maps help illustrate the complex systems within which problems occur and how patterns of behavior are maintained through reinforcement. Peer feedback may provide information about strategies for the development of additional options.

Adolescent↗
PubMed1996

Schematic maps: cognitive tools for enhancing the early stages of counseling.

The purpose of the present studies was to explore the utility of schematic maps as tools for the early stages of both peer and self-counseling. In experiment 1 (self-counseling), 42 students from undergraduate general psychology classes participated to fulfill course requirements. Participants were assigned to either a schematic map or essay group. They first extracted information about their alcohol-related behavior patterns and then analyzed the patterns from the perspective of a counselor. In experiment 2 (peer counseling), 38 students from upper-division psychology courses participated for extra credit. Participants were asked to evaluate behavior patterns, in the form of maps or essays, which were presented either in the same form as they were extracted or were transposed to the other format. In both studies, assessment consisted of questionnaires that addressed the usefulness of the tools in the counseling process. Schematic maps are potentially powerful tools for both self- and peer counseling. For self-counseling, maps were preferred over traditional essay writing. In addition, the subjective reaction to maps as tools for peer counseling was positive.

Alcohol Drinking↗
PubMed1993

Identifying the best scenario for using schematic organizers as integration tools for alcohol-related information.

The goal of the present study was to examine scenarios for using two schematic organizers--schematic knowledge maps and conceptual matrices--in integrating episodic and semantic knowledge about alcohol. Seventy students from undergraduate general psychology classes participated for course credit. Participants were assigned to either a schematic organizer group or an essay writing group. These groups were subdivided further into two treatment sequences: episodic/semantic and semantic/episodic. The episodic activity required participants to complete materials using their own alcohol-related experiences, whereas the semantic activity required participants to annotate expert materials. Assessment measures used were consumer-satisfaction questionnaires and free-recall tests. While no preferences were established for any one scenario, the episodic activities were rated higher than the semantic activities regardless of integration sequence. The semantic/episodic integration scenario did produce higher recall scores for the expert information.

Adult↗
PubMed1993

Using scripted cooperation to communicate information about the consequences of alcohol and cocaine use.

Fifty-two participants from undergraduate psychology classes at a private university were asked to study, either cooperatively or individually, information dealing with the consequences of using alcohol and cocaine. Objectives were to (a) determine the effect of cooperative study on recall, (b) assess personal reactions to the information presented, and (c) assess the effect of individual differences. Findings indicate that cooperative study can facilitate both recall of information as well as degree of understanding and confidence in dealing with persons using alcohol/cocaine; that the materials used were received positively; and that verbal ability may play a subtle role in college students' responses to alcohol/cocaine information.

Adolescent↗
PubMed1992

Using knowledge maps and scripted cooperation to inform college students about patterns of behavior related to recurring abuse of alcohol.

Objectives of this study were to determine the effectiveness of using a specific information format--graphic representations called knowledge maps--and an information processing strategy--scripted cooperation--in teaching college students about behavior patterns that underlie recurring abuse of alcohol. Participants in this three-session, 6-hour study were 111 Texas Christian University students recruited from undergraduate psychology classes. Participants were randomly assigned to one of two materials format conditions (map vs. text format) and to one of two processing strategy conditions (individual processing vs. scripted interaction with a partner). Results indicate that map format facilitated recall of the pattern information; processing with a partner appeared to enhance perception of the multidimensional nature of behavior that supports alcohol use.

Adult↗
PubMed1991

Using conceptual matrices, knowledge maps, and scripted cooperation to improve personal management strategies.

Research in the area of substance abuse suggests that ineffective personal management strategies appear to be a major factor in abuse behavior. In this study, fifty-seven students in an intermediate level psychology class were provided with three tools previously found to enhance academic learning strategies--knowledge maps, scripted peer cooperation, and conceptual matrices--as a means of understanding and improving personal management strategies. Student ratings of the value of these activities were significantly higher than an average or moderate response. Individual differences appear to be an important consideration in predicting participants' perceptions of the value of this approach. Those who felt they had control of whatever happens to them, and those who perceived problems as impactful and had strong desires to change recurring problem situations, had the most positive reactions to the types of activities used in this study.

Adult↗
PubMed1990

Scopolamine produces locomotor stereotypy in an open field but apomorphine does not.

Both dopaminergic and nondopaminergic drugs produce hyperlocomotion in rats. Dopaminergic drugs also produce focused stereotypy (absence of locomotion and intense sniffing or licking/biting of a restricted area of the environment). Some drugs produce repetitive routes of locomotion; this phenomenon might represent a combination of hyperlocomotion and stereotypy. Scopolamine (an acetylcholine antagonist) and apomorphine (a dopamine agonist) both produce hyperlocomotion in rats; apomorphine also produces focused stereotypy but scopolamine does not. This research determines whether these drugs also produce locomotor stereotypy as measured by gamma. Scopolamine (0.5 and 2.0 mg/kg) produced locomotor stereotypy at both doses. Apomorphine (1.0, 2.0, and 3.0 mg/kg) failed to reliably produce locomotor stereotypy. Thus, there is not necessarily a relationship between the ability of a drug to produce focused stereotypy and the ability of the drug to produce locomotor stereotypy.

Animals↗
PubMed1989

Effects of caerulein + haloperidol on amphetamine-induced locomotor stereotypy in rats.

The combination of haloperidol + caerulein has been reported to produce a long-lasting reduction of amphetamine-induced hyperlocomotions in rats. This study was designed to replicate those findings and to determine whether haloperidol + caerulein produce any unique effect on amphetamine-induced locomotor stereotypy. In two experiments, haloperidol + caerulein failed to produce a long-lasting reduction in amphetamine-induced hyperlocomotions. Although haloperidol reduced the locomotor stereotypy produced by higher doses of amphetamine, caerulein had no effect, either alone or combined with haloperidol.

Amphetamine↗
PubMed1971

The biosynthesis of valine from isobutyrate by peptostreptococcus elsdenii and Bacteroides ruminicola.

1. Growing cultures of Peptostreptococcus elsdenii and Bacteroides ruminicola incorporate (14)C from [1-(14)C]isobutyrate into the valine of cell protein. With P. elsdenii some of the (14)C is also incorporated into leucine. 2. Crude cell-free extracts of both organisms in the presence of glutamine, carbon dioxide and suitable sources of energy and electrons incorporate (14)C from [1-(14)C]isobutyrate into valine but not into leucine. 3. With extracts of P. elsdenii treated with DEAE-cellulose the reaction is dependent on ATP, CoA, thiamin pyrophosphate, molecular hydrogen and a low-potential electron carrier (ferredoxin, flavodoxin or benzyl viologen). 4. The same extracts incorporate (14)C from NaH(14)CO(3) into valine in the presence of isobutyrate plus ATP, CoA, glutamine and ferredoxin; isobutyryl-CoA or isobutyryl phosphate plus CoA will replace the isobutyrate plus CoA and ATP. With acetyl phosphate in place of isobutyryl phosphate, (14)C is incorporated into alanine. With isovalerate or 2-methylbutyrate in place of isobutyrate, (14)C is incorporated into leucine and isoleucine respectively. 5. When carrier 2-oxoisovalerate is added to the carboxylating system (14)C from [1-(14)C]isobutyrate passes into the oxo acid fraction. 6. It is concluded that these two organisms form valine from isobutyrate by the sequence isobutyrate-->isobutyryl-CoA-->2-oxoisovalerate-->valine and that the reductive carboxylation of isobutyrate is catalysed by a system similar to the pyruvate synthetase of clostridia and photosynthetic bacteria.

Adenosine Triphosphate↗
PubMed1970

Biosynthesis of amino acids in Clostridium pasteurianum.

1. Clostridium pasteurianum was grown on a synthetic medium with the following carbon sources: (a) (14)C-labelled glucose, alone or with unlabelled aspartate or glutamate, or (b) unlabelled glucose plus (14)C-labelled aspartate, glutamate, threonine, serine or glycine. The incorporation of (14)C into the amino acids of the cell protein was examined. 2. In both series of experiments carbon from exogenous glutamate was incorporated into proline and arginine; carbon from aspartate was incorporated into glutamate, proline, arginine, lysine, methionine, threonine, isoleucine, glycine and serine. Incorporations from the other exogenous amino acids indicated the metabolic sequence: aspartate --> threonine --> glycine right harpoon over left harpoon serine. 3. The following activities were demonstrated in cell-free extracts of the organism: (a) the formation of aspartate by carboxylation of phosphoenolpyruvate or pyruvate, followed by transamination; (b) the individual reactions of the tricarboxylic acid route to 2-oxoglutarate from oxaloacetate; glutamate dehydrogenase was not detected; (c) the conversion of aspartate into threonine via homoserine; (d) the conversion of threonine into glycine by a constitutive threonine aldolase; (e) serine transaminase, phosphoserine transaminase, glycerate dehydrogenase and phosphoglycerate dehydrogenase. This last activity was abnormally high. 4. The combined evidence indicates that in C. pasteurianum the biosynthetic role of aspartate and glutamate is generally similar to that in aerobic and facultatively aerobic organisms, but that glycine is synthesized from glucose via aspartate and threonine.

Alcohol Oxidoreductases↗
PubMed1967

Tracer studies on the biosynthesis of amino acids from lactate by Peptostreptococcus elsdenii.

Peptostreptococcus elsdenii, a strict anaerobe from the rumen, was grown on a medium containing yeast extract and [1-(14)C]- or [2-(14)C]-lactate. Radioisotope from lactate was found in all cell fractions, but mainly in the protein. The label in the protein fraction was largely confined to a few amino acids: alanine, serine, aspartic acid, glutamic acid and diaminopimelic acid. The alanine, serine, aspartic acid and glutamic acid were separated, purified and degraded to establish the distribution of (14)C from lactate within the amino acid molecules. The labelling patterns in alanine and serine suggested their formation from lactate without cleavage of the carbon chain. The pattern in aspartic acid suggested formation by condensation of a C(3) unit derived directly from lactate with a C(1) unit, probably carbon dioxide. The distribution in glutamic acid was consistent with two possible pathways of formation: (a) by the reactions of the tricarboxylic acid cycle leading from oxaloacetate to 2-oxoglutarate, followed by transamination; (b) by a pathway involving the reaction sequence 2 acetyl-CoA-->crotonyl-CoA-->glutaconate-->glutamate.

Amino Acids↗