IntroductionBinge and other heavy drinking patterns have plagued institutions of higher learning for many years (Bulmer, Irfan, Mugno, Barton, & Ackerman, 2010; O'Malley& Johnson, 2002). Factors such as residence in a fraternity or sorority house, age, chronic partying, prior binging in high school, and other current risky behaviors significantly predict patterns of college alcohol use at majority institutions (Wechsler, Lee, Nelson, & Kuo, 2002; Wechsler, Dowdall, Davenport, & Castillo, 1995). Recently, researchers have begun to explore factors that reduce the likelihood and risk of binging. These studies have included individual level and systems level factors.In a study of binge drinking rates from 2 major national surveys, the state in which a student attends college was found to predict binge drinking by college students. The researchers concluded that state level policies related to alcohol control may exert significant influence on college binge drinking behaviors (Nelson, Naimi, Brewer, & Wechsler, 2005; Mitchell, Toomey, & Erickson, 2005). Tightening relaxed or less restrictive state and local alcohol policies have been found to reduce college drinking, and many have reviewed these data to conclude that high alcohol consumption rates by college students may be associated with the lack of environmental reinforcers for controlled drinking (Williams, Liccardo, Chaloupka, & Wechsler, 2004; Weitzman, Nelson, Lee, & Wechsler, 2004; Lewis, 2001). Even more recently, and in a review of data collected across years 1993 to 2001 from 4 -year colleges in the United States and representing more than 50,000 students, a campus culture, as a function of its policies, permissive of alcohol consumption was found to produce students who were more likely to binge and consume greater quantities of alcohol (Wechsler & Nelson, 2008). With this wealth of data, very little is known about the influence of campus policies and students' knowledge of those policies on alcohol consumption patterns on campuses of Historically Black Colleges and Universities (HBCUs).Although historical surveys of substance use among college students have provided important information, they generally and collectively suffer an important limitation. Such surveys most often consist of predominantly of White American students (O'Hare, 1990; Wechsler, Davenport, Dowdall, Moeykens, & Castillo 1994; Wechsler & Issac, 1992) with relatively little representation of Black American and other minority students. However, there is much evidence that, among young adults, patterns of substance and alcohol use differ by ethnicity. For example, black men have been found to show lower rates of heavy drinking in young adulthood than white men (Caetano & Herd, 1984; Caetano, 1984; Herd, 1990), and black females show higher rates of abstinence at all ages than white females (Caetano, 1984). Hispanic young adults, similar to non-Hispanic whites, have been found to show increases in heavy drinking and associated problems during the young adult years (Caetano, 1984), but Hispanic women show higher rates of abstention at all ages than non-Hispanic white women (Caetano, 1984). By surveying relatively homogeneous samples of students, possible differences in substance use patterns by young adults in minority groups go undetected. Further, the specific data on Black Americans to make such comparisons is generally unavailable.Because of the misperception that binge drinking primarily occurs on the campuses of Predominantly White Institutions (PWIs) of higher learning, very little attention over the years has been focused on factors that influence binge drinking on the campuses of HBCUs (Sheffield, Darkes, Del Boca & Goldman, 2005). Alcohol policies within a state have been found to influence students' binge drinking behaviors at PWIs (Nelson et al., 2005), while active policy intervention has been postulated as a primary factor in reducing student binge drinking rates (Seo & Li, 2009). …

The current study examined the effects of electroconvulsive therapy (ECT) on neuropsychological test performance. Forty-six patients completed brief neuropsychological and psychological testing before and after receiving ECT for the treatment of recalcitrant and severe depression. Neuropsychological testing consisted of the Levin Selective Reminding Test (Levin) and Wechsler Memory Scale-Revised Edition (WMS-R). Self-report measures included the Beck Depression Inventory (BDI), the Short-Term Memory Questionnaire (STMQ), and several other measures of emotional functioning and patient attitudes toward ECT. The mean number of days between pre-ECT and post-ECT testing was 24. T-test revealed a significant decrease in subjective ratings of depression as rated by the BDI, t(45) = 9.82, P < 0.0001 (Pre-BDI = 27.9 +/- 20.2; post-BDI = 13.5 +/- 9.7). Objective ratings of memory appeared impaired following treatment, and patients' self-report measures of memory confirmed this decline. More specifically, repeated measures MANOVA [Wilks Lambda F(11,30) = 4.3, p < 0.001] indicated significant decreases for measures of immediate recognition memory (p < 0.005), long-term storage (p < 0.05), delayed prose passage recall (p < 0.0001), percent retained of prose passages (p < 0.0001), and percent retained of visual designs (p < 0.0001). In addition, the number of double mentions on the Levin increased (p < 0.02). This study suggests that there may be a greater need to discuss the intermittent cognitive risks associated with ECT when obtaining informed consent prior to treatment. Further that self-reports of cognitive difficulties may persist even when depression has remitted. However, patients may not acknowledge or be aware of changes in their memory functioning, and post-ECT self-reports may not be reliable.

A Case of a 75-year-old female with late-onset depression and MRI finding of a T2 signal hyperintensity in the anterior corpus callosum is presented. This case furthers the clinical anatomical association between late-onset mood disorders and frontal subcortical cere-brovascular disease. Depression 1:108–109 (1993). © 1993 Wiley-Liss, Inc.

Interpretation of clinical memory tests generally emphasizes the quantitative aspects of recall. This study presents an additional unit analysis of the Logical Memory subtest of Russell's revision of the Wechsler Memory Scale for a variety of older adult groups. Patients' neuropsychological test data were reviewed, and the paragraphs from the Logical Memory subtest were analyzed using unit analysis (Rubin, 1978). The older adults consisted of a healthy group as well as groups whose diagnoses included Alzheimer's and multi‐infarct dementias, head trauma, and metabolic and affective disorders. Quantitative analyses of recall revealed group differences. Qualitative analysis of which memory units were recalled, however, showed similarities in memory processing among these groups.

(1979). Inter-rater reliability of the russell revision of the wechsler memory scale: An attempt to clarify some ambiguities in scoring. Journal of Clinical Neuropsychology: Vol. 1, No. 4, pp. 343-345.

The Missouri Children's Picture Series, an objectively scored nonverbal personality inventory, was administered to 118 prelingually profoundly deaf residential students aged 9 to 14 yr. Norms tended to be consistent with earlier research as well as other research describing personality characteristics of deaf children. In general, scores higher than standardized population scores for the deaf group, particularly for deaf males, were obtained. Consistent differences in Activity Level, Aggression, and Maturity were noted. The Masculinity-Femininity scale discriminated between males and females, but T-score values for deaf males were lower than their hearing peers at all age levels with increasing differences as age increased. Maturity scale T-scores for both sexes were inversely related to chronological age. The Aggression scale was not related to teachers' ratings at a statistically significant level; however, no attempt was made to assess the reliability of those ratings. The Missouri Children's Picture Series appears useful in personality assessment of deaf children and practical for group administration with children of at least normal intelligence above Age 9.