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Biomedical subjects

M Arlin

Publications and source records attributed to M Arlin.

14 recordsLinked to original sources
PubMed1993

Immediate placement of dental implants into extraction sockets: surgically-related difficulties.

Osseointegrated dental implants have proven predictably successful when appropriate guidelines are followed. The Branemark Technique includes a period of up to 12 months for post-extraction bone healing. This delay, combined with the inevitable ridge resorption following extraction may contribute to several problems. The two common difficulties are: insufficient available bone for ideal implant placement and, prolonged treatment time. Recently several investigators have reported on the immediate placement of osseointegrated dental implants into extraction sockets. This technique was developed in order to eliminate or minimize the problems associated with delayed implant placement. Readers are referred to: Oral Health, pg. 19, July 1992, which discusses the technique and advantages of immediate placement of dental implants into extraction sockets. This paper discusses some of the difficulties associated with immediate implant placement. Several types of complications that may occur are summarized in Table I and expanded in the text of the article.

Alveolar Bone Loss↗
PubMed1989

The effects of physical work, mental work, and quantity on children's time perception.

An experiment was conducted to examine the effects of work and quantity cues on children's time perception. Ninety-seven children in kindergarten and Grades 2, 4, and 6 lifted and transferred pipes under eight different conditions, after which they reproduced the perceived time taken to move the pipes. The conditions varied by quantity (two/four pipes), by mental work (no-matching/matching), and by physical work (light/heavy pipes). Significant main effects were found for quantity, physical work, and mental work, and for the quantity x age and mental work x physical work interactions. These results can help to disentangle possible confounds among these variables in the classic Piagetian experiments about their effects on time judgment and perception.

Attention↗
PubMed1986

The effects of quantity and depth of processing on children's time perception.

Two experiments were conducted to investigate the effects of quantity and depth of processing on children's time perception. These experiments tested the appropriateness of two adult time-perception models (attentional and storage size) for younger ages. Children were given stimulus sets of equal time which varied by level of processing (deep/shallow) and quantity (list length). In the first experiment, 28 children in Grade 6 reproduced presentation times of various quantities of pictures under deep (living/nonliving categorization) or shallow (repeating label) conditions. Students also compared pairs of durations. In the second experiment, 128 children in Grades K, 2, 4, and 6 reproduced presentation times under similar conditions with three or six pictures and with deep or shallow processing requirements. Deep processing led to decreased estimation of time. Higher quantity led to increased estimation of time. Comparative judgments were influenced by quantity. The interaction between age and depth of processing was significant. Older children were more affected by depth differences than were younger children. Results were interpreted as supporting different aspects of each adult model as explanations of children's time perception. The processing effect supported the attentional model and the quantity effect supported the storage size model.

Age Factors↗
PubMed1983

Children's comprehension of semantic constraints on temporal prepositions.

Children's comprehension of the semantic rules for temporal prepositions was investigated. The temporal prepositions were in, on, and at. Leech's (1969) semantic analysis was used as the framework for the study. The contextual property [(x)] leads to TIM[PERI] with its related constraints indicates the ill-formedness of phrases like in noon, on January and at Saturday. Correct usage of these prepositions is based on the implicit distinction between time with or without duration (period versus moment). Comprehension differences among the prepositions, based on semantic differences were hypothesized, as well as developmental differences across age levels. Thirty-five children at each of three levels (kindergarten, grades 2, and 4) in Experiment 1, and 24 grade 4 children in Experiment 2, judged the appropriateness of sentences containing temporal prepositions and attempted to revise the ill-formed sentences. Significant developmental differences were observed. Kindergarten children could not discriminate between well- and ill-formed sentences; second grade children could discriminate but could not identify the reason for their discrimination, nor could they revise the ill-formed sentences. Fourth grade children could discriminate and identify or revise the ill-formedness. Ability to revise the prepositions was found to be related to cognitive developmental level. None of the children in either experiment were able to articulate the periodicity-moment temporal distinction which provides the basis for the semantic constraints. The awareness of semantic rules for temporal prepositions may be relatively late in developing, perhaps between the ages of 8 and 10 years. An advanced awareness of these rules may develop considerably later.

Child↗
PubMed1976

Causal priority of social desirability over self-concept: a cross-lagged correlation analysis.

The study examined the causal relationship between social desirability (SD) and self-concept (SC). Two self-report instruments--Crandall's Children's Social Desirability Scale and the Piers-Harris Children's Self-Concept Scale--were administered before and after a 9-month therapeutic treatment designed to enhance self-concept. Subjects were 57 upper elementary pupils in a laboratory research school. Three hypotheses were proposed: (a) There is a positive correlation between SD and SC; (b) SD is more stable across time than SC; and (c) SD is causally prior to SC. Cross-lagged panel correlation analysis supported all three hypotheses. Discussion centers on a causal explanation of the distorting effect of SD upon SC scores.

Child↗