In these studies the authors examined the effects of concealing a stigma in a social interaction relevant to the stigma. An interview paradigm called for undergraduate female participants who either did or did not have eating disordered characteristics to play the role of someone who did or did not have an eating disorder (ED) while answering stigma-relevant questions. The data suggest that the participants who concealed their stigmas become preoccupied with the control of stigma-relevant thoughts. In Study 1, participants with an ED who role-played not having an ED exhibited more secrecy, suppression, and intrusive thoughts of their ED and more projection of ED-related thoughts onto the interviewer than did those with an ED who role-played someone with an ED or those without an ED who role-played someone without an ED. This finding was replicated in Study 2, and the authors found both increasing accessibility of ED-related words among those participants with concealed stigmas during the interview and high levels of accessibility following the interview.

Deep cognitive activation occurs when a thought is so accessible as to have measurable effects on behavior or judgement, but is yet not consciously reportable. This state of mind has unique properties mimicking some characteristics of the psychoanalytic unconscious, but following theoretically from a consideration of processes of cognitive activation. The sources and consequences of deep cognitive activation are examined, with a view toward understanding how this state is implicated in the assessment, etiology, and treatment of psychopathology.

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ADEPT is a 5-year project whose goals are to develop, deploy, and evaluate inquiry learning capabilities for the Alexandria Digital Library, an extant digital library of primary sources in geography. We interviewed nine geography faculty members who teach undergraduate courses about their information seeking for research and teaching and their use of information resources in teaching. These data were supplemented by interviews with four faculty members from another ADEPT study about the nature of knowledge in geography. Among our key findings are that geography faculty are more likely to encounter useful teaching resources while seeking research resources than vice versa, although the influence goes in both directions. Their greatest information needs are for research data, maps, and images. They desire better searching by concept or theme, in addition to searching by location and place name. They make extensive use of their own research resources in their teaching. Among the implications for functionality and architecture of geographic digital libraries for educational use are that personal digital libraries are essential, because individual faculty members have personalized approaches to selecting, collecting, and organizing teaching resources. Digital library services for research and teaching should include the ability to import content from common office software and to store content in standard formats that can be exported to other applications. Digital library services can facilitate sharing among faculty but cannot overcome barriers such as intellectual property rights, access to proprietary research data, or the desire of individuals to maintain control over their own resources. Faculty use of primary and secondary resources needs to be better understood if we are to design successful digital libraries for research and teaching.

A goal of the Alexandria Digital Earth Prototype (ADEPT) project is to make primary resources in geography useful for undergraduate instruction in ways that will promote inquiry learning. The ADEPT education and evaluation team interviewed professors about their use of geography information as they prepare for class lectures, as compared to their research activities. We found that professors desired the ability to search by concept (erosion, continental drift, etc.) as well as geographic location, and that personal research collections were an important source of instructional materials. Resources in geo-spatial digital libraries are typically described by location, but are rarely described by concept or educational application. This paper presents implications for the design of an educational digital library from our observations of the lecture preparation process. Findings include functionality requirements for digital libraries and implications for the notion of digital libraries as a shared information environment. The functional requirements include definitions and enhancements of searching capabilities, the ability to contribute and to share personal collections of resources, and the capability to manipulate data and images.