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Cobalt-containing aluminophosphate five (CoAPO-5) was synthesized and shown to contain tetrahedral Co2+ residing within framework atomic positions and also as extraframework cations. The isolated framework Co2+ atoms can be oxidized by 02 at 500 °C to Co3+ which is stabilized in tetrahedral coordination by the oxide lattice. The framework Co3+ is easily reduced to Co2+ by a variety of reducing agents.

This Short Review critically evaluates three hypotheses about the effects of emotion on memory: First, emotion usually enhances memory. Second, when emotion does not enhance memory, this can be understood by the magnitude of physiological arousal elicited, with arousal benefiting memory to a point but then having a detrimental influence. Third, when emotion facilitates the processing of information, this also facilitates the retention of that same information. For each of these hypotheses, we summarize the evidence consistent with it, present counter-evidence suggesting boundary conditions for the effect, and discuss the implications for future research.

Research has demonstrated that when discrete pieces of information are integrated together at encodingimagining two items together as a single entity, for examplethere is a mnemonic benefit for their relationship. A separate body of literature has indicated that the presence of emotional information can have an impact on the binding of associated neutral details, in some cases facilitating associative binding (MacKay et al. Memory and Cognition 32:474-488, 2004; Mather, Perspectives on Psychological Science 2: [33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52] 2007), and in other cases impeding the processing of associated details (Easterbrook, Psychological Review 66:183-201, 1959; Kensinger, Emotion Review 1:99-113, 2009). In the present experiments, we investigated how memory for neutral words is affected by the emotionality of the information with which they are presented (whether with an emotional word or a second neutral word) and the encoding context (integrated or nonintegrated strategy). Participants viewed word pairs and were instructed to visualize the items as an integrated unit or to visualize them separately from one another. The results of Experiment 1 showed a disproportionate mnemonic benefit for neutral items that were integrated with other neutral items over those integrated with emotional items. The results of Experiments 2A and 2B showed that this effect interacted with encoding time: When given 2 s to encode, participants showed no effect of integration on memory for neutral-neutral pairs, but showed a significant mnemonic benefit for integrating emotional-neutral pairs. When given 4 or 6 s, the integrative benefit increased significantly for neutral-neutral pairs but decreased for emotional-neutral pairs. These results suggest that creating an integrated mental image of two neutral items requires a more time-consuming process than integrating an emotional and a neutral item, but that extra effort may result in a downstream mnemonic benefit.

Treatment of Mes2BOH (1) with «-BuLi in hexane/ether affords a suspension of LiOBMes2, which can be crystallized from THF solution as the dimer [|Li(THF)OBMes2¡2] (2). Treatment of a slurry of anhydrous CoCl2 in THF with 2 equiv of 2 gives the complex [Co{OBMes2)2Li(THF)2Cl2Li(THF)2] (3) in good yield. The X-ray crystal structures of 1-3 are also reported. The structure of 1 is the first for a diorganoboronous acid, and it exists in the solid state as hydrogen-bonded tetramers. The lithium derivative 2 is the first structurally characterized example of a metal salt of a boronous acid, and it possesses a dimeric structure previously seen only with very bulky -OC(Z-Bu)3 and -OC6H2-2,6-i-Bu2-4-Me salts. The complex 3 has cobalt pseudotetrahedrally bound to two -OBMes2 and Cl" ligands, which also form bridges to two Li+ ions. Each Li+ is also pseudotetrahedrally coordinated, with two THF donors as the remaining ligands in each case. Crystallographic data with Mo Kce radiation ( = 0.71069 Á) at

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Recent studies have demonstrated that young adults can voluntarily suppress information from memory when directed to. After learning novel word pairings to criterion, participants are shown individual words and instructed either to “think” about the associated word, or to put it out of mind entirely (“no-think”). When given a surprise cued recall test, participants typically show impaired recall for “no-think” words relative to “think” or “control” (un-manipulated) words. The present study investigated whether this controlled suppression effect persists in an aged population, and examined how the emotionality of the to-be-suppressed word affects suppression ability. Data from four experiments using the think/no-think task demonstrate that older and younger adults can suppress information when directed to (Experiment 1), and the age groups do not differ significantly in this ability. Experiments 2 through 4 demonstrate that both age groups can suppress words that are emotional (positive or negative valence) or neutral. The suppression effect also persists even if participants are tested using independent probe words that are semantically related to the target words but were not the studied cue words (Experiments 3 and 4). These data suggest that the cognitive functioning necessary to suppress information from memory is present in older adulthood, and that both emotional and neutral information can be successfully suppressed from memory.

Hand preference and hand skill were assessed in 20 children with autism, 20 normal controls and 12 children with mental retardation. 90% of the normal controls and 92% of the children with mental retardation showed concordance for hand preference and hand skill (i.e. the preferred hand was also the more skillful), whereas only 50% of the children with autism showed concordance of preference and skill, the remaining 50% preferring to use the hand which was less skillful. Children with autism also showed a lesser degree of handedness and a lesser degree of consistency than the other groups, although this was unrelated to the discordance of skill and asymmetry. A developmental model of handedness is proposed in which the development of handedness as preference is ontogenetically prior to the development of handedness as skill asymmetry, such that in normal children the development of skill asymmetry occurs as a secondary consequence of the establishment of preference. The causal sequence is disrupted in autism, so that although preference is established, it does not subsequently result in concordant skill asymmetry.