Development and Use of Assay Conditions Suited to Screening for and Profiling of SET-Domain-Targeted Inhibitors of the MLL/SET1 Family of Lysine Methyltransferases.

Methylation of histone H3 lysine-4 (H3K4) is an important, regulatory, epigenetic post-translational modification associated with actively transcribed genes. In humans, the principal mediators of this modification are part of the MLL/SET1 family of methyltransferases, which comprises six members, MLLs1-4 and SET1A/SET1B. Aberrations in the structure, expression, and regulation of these enzymes are implicated in various disease states, making them important potential targets for drug discovery, particularly for oncology indications.

Life-history correlates of maximum population growth rates in marine fishes.

Theory predicts that populations of animals with late maturity, low fecundity, large body size and low body growth rates will have low potential rates of population increase at low abundance. If this is true, then these traits may be used to predict the intrinsic rate of increase for species or populations, as well as extinction risks. We used life-history and population data for 63 stocks of commercially exploited fish species from the northeast Atlantic to test relationships between life-history parameters and the rate of population increase at low abundance.

Temperament, recalled parenting styles, and self-regulation: testing the developmental postulates of self-discrepancy theory.

Self-discrepancy theory (SDT) postulates that self-regulatory systems corresponding to the ideal and ought self-domains emerge from the influences of temperament (e.g., sensitivity to stimuli for positive vs.

Critical thinking during the adult years: has the developmental function changed over the last four decades?

Age, sex, and education differences in critical thinking during the adult years were investigated. The Watson-Glaser (1980) Critical Thinking Appraisal was administered to 60 men and women between the ages of 20 and 79. Regression analyses indicated that age was significantly related to overall critical thinking: Performance decreased with increasing age.

Aging and episodic memory: are elderly adults less likely to make connections between target and contextual information?

The hypothesis that elderly individuals are less likely than young adults to connect target and contextual information was tested. Young and elderly adults were presented with a number of slides, each of which contained a word superimposed in the center of a background picture of a landscape or cityscape. Half of the subjects were told to remember the words and half were told to remember the word-and-background pairs.

Does social problem solving differ from other types of problem solving during the adult years?

One hundred thirteen individuals, ages 18-81, were presented with a test of social problem solving, a test of practical problem solving, the Twenty Questions task (a test of traditional problem solving), the Wechsler Adult Intelligence Scale--Revised Vocabulary subtest (a measure of crystallized intelligence), and Raven's Progressive Matrices (a measure of fluid intelligence). The effects of age, sex, education, and intellectual abilities on problem-solving performance were examined. Social problem solving was positively related to higher education and higher Vocabulary scores, but it was not related to age.

The effect of instructions on age differences in practical problem solving.

In previous research middle-aged adults have typically been found to perform better on practical, everyday problems than either younger or older adults. However, it has been suggested that young adults may not expend as much effort as middle-aged adults and therefore may not perform as well as they are capable of performing. In order to test this hypothesis, the performance of young, middle-aged, and elderly adults was compared on 10 practical, everyday problems.

An adult developmental study of the encoding of spatial location.

The present study was designed to test the hypothesis that there is a differential deficit in the ability to encode contextual information with increasing age. Young, middle-aged, and elderly adults were shown target words in various quadrants of a computer screen (contexts) and were told to either (a) remember the words and their locations, (b) remember the words, or (c) tell whether the words referred to something that was alive or not. Following presentation of the words, subjects were given a recognition test for the words and were asked to identify the quadrant in which each word had been presented.

An adult development study of contextual memory.

This study tested the hypothesis that there is a relatively greater decrease in memory for contextual features than in memory for target information with increasing age. Young, middle-aged, and elderly adults were presented with a number of slides, each of which contained a word centered on a background composed of either a landscape/cityscape or a border design. One third of the subjects were told to remember the words, one third were told to remember the backgrounds, and one third were told to remember the word-and-background pairs.

Training effects on Raven's progressive matrices in young, middle-aged, and elderly adults.

Previous training studies of fluid intellectual abilities have involved training on either figural relations or induction tasks. In the present study, young, middle-aged, and elderly adults were given training on another measure of fluid ability--Raven's Progressive Matrices. The training involved a strategy-modeling technique that lasted no more than a few minutes.

A developmental study of practical problem solving in adults.

Previous research indicates that young and middle-aged adults perform better than other age groups on problems similar to those they might encounter in their everyday lives. However, elderly adults have not performed better than other age groups on problems designed to give them the advantage. In order to ensure that the problems used in the present study were ones that elderly adults might encounter, elderly adults were recruited to help develop the problems.

A reanalysis of the influence of a "friendly visitor" program.

A paper in the American Journal of Community Psychology (AJCP), by Reinke, Holmes, and myself, reported the results of a study of the influence of a friendly visitor program on the cognitive functioning and morale of elderly individuals. The program was reported to have had a significant multivariate effect on a combination of cognitive and morale measures and significant univariate effects on memory, self-perceived health, and activity director's ratings. Being intrigued by the memory finding, I conducted a follow-up study to further investigate the effect of a visitation program on cognitive functioning.

Postpartum moods in men and women.

Twenty-one married couples, recruited from childbirth classes (mean age 29.6 years), were administered questionnaires measuring 20 different moods during the third trimester of pregnancy (prepartum period), during the postpartum period, and at 6 months after birth (follow-up period). In each questionnaire period individual questionnaires were filled out daily by both the mother and father for 10 consecutive days.

A review of life span research with the Twenty Questions Task: a study of problem-solving ability.

Research with the Twenty Questions Task which was aimed at investigating problem solving across the life span was reviewed. This research indicates that the use of an efficient problem-solving strategy increases during childhood and then decreases again during the later adult years. Investigations of the determinants of performance on the Twenty Questions Task indicate that both age and education are significantly related to performance.

A lifespan study of classification preference.

Individuals between the ages of 4 and 70 were presented with a revised version of the Conceptual Styles Test. The number of similarity classifications was found to increase from the 4- to the 45- to 50-year-old group and to decrease thereafter; the number of complementary responses was found to decrease and then increase. The 20- to 25-year-old group used more perceptual similarity classifications, whereas the 35- to 40- and 45- to 50-year-old groups used more functional similarity classifications.

Sex differences in sexual needs and desires.

Female and male responses on attitudes toward foreplay prior to sexual intercourse, sexual intercourse, and afterplay following sexual intercourse, were compared. Foreplay was defined as the sexual activity that occurs before sexual intercourse, whereas afterplay was defined as the interaction such as hugging, holding, talking, and so forth that occurs after sexual intercourse. The subjects were 39 men and 49 women students enrolled in various courses at the University of Kansas.

Elderly adults' perception of their own cognitive development during the adult years.

Individuals between the ages of sixty-five and seventy-five were asked a number of questions regarding which of their cognitive abilities they think have changed with age and, further, what factors they think are responsible for such age changes. Questions were asked in two areas of cognitive functioning--memory and problem solving. With respect to memory, the reports of the elderly adults corresponded well with the results of memory research, which indicates that most memory abilities tend to decrease with increasing age.

The relationship between classification and questioning strategies among adults.

Adults ranging from 30 to 90 were administered the Twenty Questions Task to evaluate questioning strategies and the Picture Pairing Test to assess classification preferences. With respect to the Twenty Questions Task, the results indicated that the percentage of constraint-seeking questions decreased while the percentage of hypothesis-testing questions increased across age. With respect to classification, the results indicated that the use of similarity-based classifications decreased while the use of complementary-based classification increased across age.

A developmental study of adults' performance on traditional and practical problem-solving tasks.

Ninety-six individuals between the ages of 20 and 80 were presented with two types of problem-solving tasks. One was a traditional laboratory problem-solving task; the other was composed of a number of practical problems. Three types of practical problems were employed--problems that young adults might encounter in their daily lives, problems that middle-aged adults might encounter, and problems that elderly adults might encounter.

Influence of a "friendly visitor" program on the cognitive functioning and morale of elderly persons.

Forty-nine nursing home residents were randomly assigned to a visitation condition focusing on conversational interaction, a visitation condition in which the playing of cognitively challenging games supplemented conversation, or a no-treatment control condition. Each subject in a visitation condition was visited by an undergraduate student twice per week for 8 weeks. Before and after the visitation period, all subjects were given four tests of cognitive functioning (vocabulary, matrices, memory, problem-solving), three tests of morale (Life Satisfaction Index A; Philadelphia Geriatric Center Morale Scale, self-perceived health), and were rated by nursing home activity directors on morale, program participation, alertness, sociability, and physical condition.

Adult age differences on traditional and practical problem-solving measures.

Eighty-four adults between the ages of 20 and 79 were presented with two types of problem-solving tasks. One was a task that is typically used in problem-solving research and the other was a task composed of practical problems that adults might encounter in their daily lives. Performance on the two types of tasks exhibited different developmental functions across age.

Attempts to modify cognitive tempo in elderly adults.

Three experiments were conducted in an attempt to modify the cognitive tempo of elderly adults. In all three, attempts were made to modify response latency. In the first experiment, the participants were given either instructions to take as much time as they needed, instructions to respond as quickly as they could, or no instructions regarding response speed.

Task demands and problem-solving strategies in middle-aged and older adults.

Elderly individuals tend to use less efficient strategies on problem-solving tasks such as the Twenty Questions task than younger adults. Two studies were undertaken in an attempt to facilitate the problem-solving performance of elderly individuals by manipulating the demands of the problem-solving tasks. In the first study, problems that were so difficult as to be virtually insoluble without the use of an efficient strategy were compared with standard Twenty Questions problems.

Conservation abilities in middle-aged and elderly adults.

The conservation abilities of middle-aged and elderly adults were compared. The design was a 3 (noninstitutionalized middle-aged, noninstitutionalized elderly, and institutionalized elderly) x 2 (male and female) x 3 (substance, weight, and volume conservation) x 2 (judgment and explanation responses) factorial design. The results of both an analysis of variance and correlational analyses indicated that age was not significantly related to conservation performance.