Event-related potential data acquisition on the Apple II+/IIe

Event-related potential (ERP) research is a valuable technique for understanding neural mechanisms underlying cognition. With few exceptions, this research has used minicomputer-based data-acquisition systems, thus limiting ERP research to labs with large computers. The hardware and software presented here allow the Apple II+ or Apple IIe microcomputers to present stimuli and collect data from as many as three electrode sites. A fourth electrode site may be used to monitor eyeblinks and allows the exclusion of those trials in which an eyeblink occurs. After the data are collected and averaged, they are stored by subject, task, and electrode on disk where they subsequently may be displayed, analyzed, or downloaded to a mainframe computer.     

WOMEN'S PSYCHOLOGICAL ADJUSTMENT FOLLOWING EMERGENCY CESAREAN VERSUS VAGINAL DELIVERY

The present study was designed to investigate possible differences in psychological adjustment and satisfaction between women delivering vaginally and those delivering by emergency cesarean section. Women's satisfaction with the birth experience was distinguished from postpartum psychological adjustment, as measured by depression, anxiety, and confidence in mothering ability. Twenty-two women who delivered vaginally and twenty-two women who delivered by emergency cesarean section were selected according to stringent criteria, to control for factors known to be associated with positive cesarean outcomes. Significant differences were found in level of satisfaction, with cesarean mothers reporting less satisfaction with the delivery than vaginal mothers. However, no differences were found between the groups on the three measures of psychological adjustment. Under optimal conditions, cesarean deliveries are not associated with adverse early postpartum psychological adjustment.     

Head Start Children at Third Grade: Preliminary Special Education Identification and Placement of Children with Emotional, Learning, and Related Disabilities

Although children in Head Start are at risk for emotional or behavioral problems, little is known about their later need for special education. There is evidence that children at risk for emotional disturbance are underidentified or misidentified in other special education categories. We examined special education identification rates for Head Start children at risk for emotional disturbance, learning disabilities, speech or language impairments, and mental retardation as they complete third grade. Two cohorts of 4136 children across 30 sites were followed as part of a larger study on transition. Diagnosis of each child as being at risk for emotional disturbance or related disabilities was made using clinical cut-offs on teacher ratings and individual testing completed in the spring of third grade. Special education eligibility of these children was determined from school records. Only 31.8% of children considered to be at risk, based on research diagnostic criteria, were actually identified by the schools, and fewer than 6% of children at risk for ED were identified in the school category of ED. Comparisons were made between school-identified and nonidentified children in gender, ethnicity, and school variables; and findings were discussed in relation to underidentification or misidentification of children with emotional disturbance.