Risk‐taking and the adolescent brain: who is at risk?

Relative to other ages, adolescence is described as a period of increased impulsive and risk-taking behavior that can lead to fatal outcomes (suicide, substance abuse, HIV, accidents, etc.). This study was designed to examine neural correlates of risk-taking behavior in adolescents, relative to children and adults, in order to predict who may be at greatest risk. Activity in reward-related neural circuitry in anticipation of a large monetary reward was measured with functional magnetic resonance imaging, and anonymous self-report ratings of risky behavior, anticipation of risk and impulsivity were acquired in individuals between the ages of 7 and 29 years. There was a positive association between accumbens activity and the likelihood of engaging in risky behavior across development. This activity also varied as a function of individuals' ratings of anticipated positive or negative consequences of such behavior. Impulsivity ratings were not associated with accumbens activity, but rather with age. These findings suggest that during adolescence, some individuals may be especially prone to engage in risky behaviors due to developmental changes in concert with variability in a given individual's predisposition to engage in risky behavior, rather than to simple changes in impulsivity.     

Court populations in need of services: defining the court's role

Court populations frequently include individuals in need of educational, employment, health, housing, mental health, social, and other types of services that are not commonly provided by the judicial system. Courts vary in the ways they address the service needs of these individuals based on a variety of factors specific to their respective jurisdiction. Following a discussion of some of these approaches, the article offers a framework, based on Bronfenbrenner's human development paradigm and its focus on environmental contexts, to help courts more systematically and comprehensively define their role in service issues within the legal and service parameters of their own jurisdiction. © 1998 John Wiley & Sons, Ltd.     

Language preference and reinforcing efficacy of praise in bilingual children with disabilities

We conducted a stimulus preference assessment to identify preference for praise delivered in English versus Spanish for bilingual students. Next, a concurrent-operant reinforcer assessment was used to evaluate the reinforcer efficacy of praise in each language. Participants showed limited to no preference for one language over another. One participant showed a slight preference for Spanish praise and Spanish praise functioned as a slightly more potent reinforcer. If a participant did not prefer a specific language of praise (i.e., undifferentiated preference or equal percentage of approaches), both languages were considered to be similarly reinforcing.     

Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: II. Results of a Pilot Intervention Training Parents as Friendship Coaches for Children

We report findings from a pilot intervention that trained parents to be “friendship coaches” for their children with Attention-Deficit/Hyperactivity Disorder (ADHD). Parents of 62 children with ADHD (ages 6–10; 68% male) were randomly assigned to receive the parental friendship coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component. Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships. Receipt of PFC predicted improvements in children’s social skills and friendship quality on playdates as reported by parents, and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed parental facilitation and corrective feedback, and reductions in criticism during the child’s peer interaction, which mediated the improvements in children’s peer relationships. However, no effects for PFC were found on the number of playdates hosted or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors to address children’s peer problems.     

Moral credentialing by association: the importance of choice and relationship closeness

People express more prejudice if they have established their "moral credentials." Five studies explored the acquisition of moral credentials through associations with racial minorities, particularly close relationships that are personally chosen. Participants choosing to write about a positive experience with a Black person (Study 1) or Hispanic person (Study 2) subsequently expressed more preference for Whites and tolerance of prejudice than did other participants. In Study 3, the credentialing effect of choice was diminished when participants were given an incentive for that choice. Participants in Study 4 who wrote about a Black friend were more credentialed than those who wrote about a Black acquaintance, regardless of whether the experience was positive or negative. Study 5 suggested that participants strategically referred to close associations with minorities when warned of a future situation in which they might appear prejudiced.     

The Role of Functions of Aggression in Associations Between Behavioral Inhibition and Activation and Mental Health Outcomes

While the behavioral acitivation system (BAS) has been most consistently linked to externalizing behaviors, the behavioral inhibition system (BIS) has been more closely related to internalizing outcomes. Proactive and reactive aggression have demonstrated a similar pattern of association, with proactive aggression more closely linked to externalizing behavior and reactive aggression more consistently linked to internalizing symptoms. Despite theoretical links, few studies have examined associations between these constructs. Accordingly, the current study examined associations between the BAS and BIS and proactive and reactive aggression, and the role of proactive and reactive aggression in the link between the BAS and BIS and mental health outcomes. The BAS was associated with both proactive and reactive aggression, while the BIS was uniquely related to reactive aggression. Both proactive and reactive aggression appear to be playing a role in associations between the BAS and indicated mental health outcomes. Implications and future directions are discussed.     

Testimony and the Constitutive Norm of Assertion

Abstract

I can, given the right conditions, transmit my knowledge to you by telling you some information. If I know the time, and if all goes well, I can bring it about that you know it too. If conditions are right, all I have to do is assert to you what time it is. Paradigmatically, speakers use assertions to transmit what they know to their hearers. Clearly, assertion and testimony are tightly connected. The nature of this connection, however, is not so clear. According to many accounts, assertion has an epistemic constitutive norm. This norm appears to be able to account for some important features of testimony: first, testimonial knowledge transmission, second, the reliability of testimony, and third, the epistemic rights exchanged in cases of testimony. In this paper, however, I argue against this apparent ability. The constitutive norm of assertion, I argue, plays no role in accounts of testimonial knowledge transmission, or of the epistemic rights that testimony confers. This is especially clear when we consider the general norms to which we’re held. Epistemological accounts of testimony can and should, therefore, avoid the difficult debate over the constitutive norm of assertion.     

An electrophysiological study of school-aged children with a history of failure to thrive during infancy

Sixty-five subjects, ages 8 to 12, participated in a visual electrophysiological study. Twenty-two of the subjects had received a diagnosis of nonorganic failure-to-thrive (FTT) before the age of three. The remaining 43 subjects had no history of FTT and served as Controls. IQs were obtained with the abbreviated WISC-III, and the Controls were split into two groups, LO IQ and HI IQ, to provide a LO IQ Control group with an average IQ equivalent to the FTT group. Event-related brain potentials (ERPs) were recorded from five scalp locations during a cued continuous performance task (CPT). Subjects had to press a button every time they saw the letter “X” following the letter “A” (50 targets out of 400 stimuli). During the CPT, the FTT subjects made marginally more errors of omission to targets than the LO IQ Control group and significantly more errors of omission than the HI IQ Control subjects. The groups did not differ significantly on errors of commission (false alarms) or reaction times to targets. ERP averages revealed a group difference in amplitude in a late slow wave for the 50 non-X stimuli (false targets) that followed the letter A. This difference was greatest over frontal sites, where the FTT group had a more negative going slow wave than each control group. Late frontal negativity to No Go stimuli has been linked with post-decisional processing, notably in young children. Thus, the FTT subjects may have less efficient inhibitory processes, reflected by additional late frontal activation. *** DIRECT SUPPORT *** A31BB040 00006