Micro- and macrodevelopmental changes in language acquisition and other representational systems

In this paper, it will be argued that each time a procedure in a representational system is functioning adequately and automatically, the child steps up to a metaprocedural level and considers the procedure as a unit in its own right. Data will be drawn from microdevelopment in children's creation of external memory devices (i.e., changes in representation of a spatial task during a one hour's session) as well as from macrodevelopment in language acquisition (i.e., changes occurring over age in a study of nominal determiners, pronouns and gender markers). These two aspects of development of representational systems are examined with respect to the spontaneous passage from concrete reference to abstract systems, from idiosyncratic to conventional notations, from redundant to economic marking, from unifunctional to plurifunctional meaningful units. These micro- and manodevelopmental changes take place in a spontaneous fashion despite the fact that the child's earlier system is adequate for successfully conveying the information required. A discussion will be made of the way in which children tend to indicate externally, by unifunctional markers, information which was implicit in their earlier use of an adult-like system. They appear to be striving for the delicate balance between encoding and decoding efforts, ultimately leading to a felicitous representational system. Metaprocedural behavior is hypothesized to act as a control mechanism in the striving for this delicate balance of information content and information processing effort. It also appears to act as a control mechanism for the interprocedural organizotion of what was previously a plethora of juxtaposed, unconnected procedures yielding superficially analogous behavior. The stepping-up to a metaprocedural level seems to occur each time the child has a handle on his currently functioning, goal-oriented system. This enables the child to treat the system, or procedures which are part thereof, as units functioning in their own right. Thus there appears to be a deep-rooted psychological tendency for a representational tool which functions well procedurally to become subsequently a problem-space per se.     

Does integration play a role? Academic self-concepts,self-esteem,and self-perceptions of social integration of elementary school children in inclusive and mainstream classes

Social Psychology of Education - The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance...     

Long‐Term Effects of an Extensive Cognitive Training on Personality Development

Previous research found that cognitive training increases the Big Five personality trait Openness to Experience during and some weeks after the intervention. The present study investigated whether long‐term changes happen in Openness to Experience and other personality traits after an extensive cognitive training of memory and perceptual speed. The intervention group consisted of 204 adults (20–31 years and 65–80 years; 50% female) who received daily 1‐hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21–29 years and 65–82 years; 51% female) who received no cognitive training. All participants answered the NEO Five‐Factor Inventory before and 2 years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long run, the cognitive training did not affect changes in any facet of Openness to Experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of Conscientiousness. Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in Openness to Experiences or one of its facets.     

A longitudinal examination of couples' coping strategies as predictors of adjustment to breast cancer

This study's goals were to examine coping strategies of women and their male partners as predictors of change in women's adjustment over the year following breast cancer treatment and to test whether partners' coping processes interact to predict adjustment. In a sample of women who had recently completed breast cancer treatment and were taking part in a psychoeducational intervention trial, the patients' and partners' cancer-specific coping strategies were assessed at study entry (average of 10 months after diagnosis). Assessed at study entry and 20 months after diagnosis (n = 139 couples), dependent variables were women's general (i.e., vitality, depressive symptoms, relationship satisfaction) and cancer-specific adjustment (i.e., cancer-specific distress, perceived benefits). Both patients' and partners' coping strategies at study entry predicted change in women's adjustment at 20 months. Women's use of approach-oriented coping strategies predicted improvement in their vitality and depressive symptoms, men's use of avoidant coping predicted declining marital satisfaction for wives, and men's approach-oriented strategies predicted an increase in women's perception of cancer-related benefits. Patients' and partners' coping strategies also interacted to predict adjustment, such that congruent coping strategy use generally predicted better adaptation than did dissimilar coping. Findings highlight the utility of examining patients' and partners' coping strategies simultaneously.     

„Neglekt“ bei der Aufmerksamkeitsdefizit-und-Hyperaktivitäts-Störung

They say he is an attention-deficit hyperactivity disorder (ADHD) child. He cannot engage in anything and cannot even play as normal. At home fierce and very loud power struggles are frequent. He has no friends, mostly he is sitting alone before his computer and he has no other interests. He suffers from sleep disturbances, he sleeps only with the light on, he comes often into the bed of the parents, where he makes a fuss. What does this child have? Is he only ill-bred? Is he anxious – at school or at home? Does he suffer from separation? Or is it a matter of a genetic development problem? The strange phenomenon of “neglect” is traced here in connection with the diagnosis of an ADHD. Lopsided considerations are implicitly connected with this disorder and entice to neglect the developmental disorder in its real cognitive and somatic complexity. In a critical review of biomedical and psychodynamical models, it becomes apparent that newer concepts and results in research are, beside further illuminating this disorder, also helpful for the therapy of these children. Finally, a detailed discussion of the specificities of a psychodynamic developmental therapy follows.     

Mechanisms of developmental regression in autism and the broader phenotype: a neural network modeling approach

Loss of previously established behaviors in early childhood constitutes a markedly atypical developmental trajectory. It is found almost uniquely in autism and its cause is currently unknown (Baird et al., 2008). We present an artificial neural network model of developmental regression, exploring the hypothesis that regression is caused by overaggressive synaptic pruning and identifying the mechanisms involved. We used a novel population-modeling technique to investigate developmental deficits, in which both neurocomputational parameters and the learning environment were varied across a large number of simulated individuals. Regression was generated by the atypical setting of a single pruning-related parameter. We observed a probabilistic relationship between the atypical pruning parameter and the presence of regression, as well as variability in the onset, severity, behavioral specificity, and recovery from regression. Other neurocomputational parameters that varied across the population modulated the risk that an individual would show regression. We considered a further hypothesis that behavioral regression may index an underlying anomaly characterizing the broader autism phenotype. If this is the case, we show how the model also accounts for several additional findings: shared gene variants between autism and language impairment (Vernes et al., 2008); larger brain size in autism but only in early development (Redcay & Courchesne, 2005); and the possibility of quasi-autism, caused by extreme environmental deprivation (Rutter et al., 1999). We make a novel prediction that the earliest developmental symptoms in the emergence of autism should be sensory and motor rather than social and review empirical data offering preliminary support for this prediction.