Prosodic aspects of motherese: effects on gaze and responsiveness in developmentally disabled children

This study was conducted to examine the effectiveness of using voice tones (prosody) typical of "motherese" (O. K. Garnica, 1977, in C. E. Snow & C. A. Ferguson (Eds.), Talking to Children: Language Input and Acquisition, pp. 63-88, Cambridge: Cambridge Univ. Press) on responsiveness and eye gaze in children with severe handicaps. Specifically, two conditions, "motherese" and "conversational" voice tones, were compared. The current study presents data from naturalistic observations of six children, and controlled experimental manipulations with four children. The results of the naturalistic observations in Study 1 suggested a positive relationship between the use of voice tones typical of "motherese" and responsiveness and eye gaze. Further analysis using an alternating treatments design in Study 2 revealed similar results. Specifically, the use of prosody associated with "motherese" showed increased levels of eye gaze when compared to the use of "conversational tones." The results suggest the importance of considering normal development in analyzing social and teaching interactions between teachers and severely handicapped children.     

Examining the Experience of Undergoing Group Cognitive Behavioral Therapy for Obsessive Compulsive Disorder: An Interpretative Phenomenological Analysis

This study used interpretative phenomenological analysis (IPA) to explore the lived experiences of five individuals diagnosed with obsessive-compulsive disorder (OCD) who underwent a group cognitive behavioral therapy (CBT) intervention program to address their symptoms. Two master themes were identified: experiences and processes of change and reflections on change. For all participants, the degree of group cohesion or connectedness they established with group members emerged as highly important in facilitating therapeutic progress. A number of technical elements of cognitive behavioral therapy (CBT) were also notable therapeutic factors, including questioning/rationalizing maladaptive interpretations about intrusions. However, the commonality of non-specific group processes as key features for subsequent therapeutic change prompts the need for further research in dynamics within CBT group interventions for OCD.     

Development and Initial Validation of the Perceived Power Imbalance Scale

Relationship power, which refers to the ability to influence one’s romantic partner, is an important organizing principle in the assessment and treatment of couples. Power imbalance is predictive of various dimensions of marital quality, which explains why it is often a central focus of couple therapy. Despite the importance of relationship power in couple therapy, assessing power in clinical settings has been hindered by the lack of a validated measure of power that has high clinical utility. Data from 640 married couples associated with the Flourishing Families Project were used to develop the Perceived Power Imbalance Scale by conducting exploratory factor analysis, confirmatory factor analysis, dyadic predictive validity analysis, and measurement equivalence analysis. Although power has been conceptualized as consisting of both outcome power and process power, results indicated that the final scale consisted of four items that only tapped aspects of process power. The scale demonstrated good reliability and was a significant predictor of marital quality, marital instability, and depression.

     

Leaving to Love: Filipina Caregivers and The Queer Kinship of Transnational Childcare

This article considers the affective and psychosocial dimensions of transnational childcare. It offers a transdisciplinary engagement with the subjectivity of Filipina caregivers, suggesting that the ways in which their love and care are split across borders and nations “queers” conceptions of family, childhood, and maternal obligation. Specifically, queer theories of kinship and diaspora are employed to offer an affective reading of Canada’s Caregiver Program. D. W. Winnicott’s theory of the “good enough” mother is also engaged in an effort to complicate narratives of maternal obligation, neglect, and love.     

A Longitudinal Study of Piaget's Developmental Stages and the Concept of Regression I

Analysis of 65 children, ages 5-9, followed longitudinally over a four year period with tests of operational and causal thinking offers support for Piaget's notions of constant, irreversible succession of stage progression. By Grade II (ages 7-8) the majority of children had attained the terminal stage on all but 2 of the 9 tests given. By Grade III terminal stages had been achieved for all tests although progress was comparatively slowest on tests measuring causality. True regression was found in only 6.5% of the total number of regressions which is less than 1% of the total possible number of regressions. The highly regressing children were not less intelligent (WISC) than those who showed few or no regressions.