Telephone versus print delivery of an individualized motivationally tailored physical activity intervention: Project STRIDE.

OBJECTIVE: Given that only 25% of Americans meet physical activity recommendations, there is a need to develop and disseminate effective, evidence-based interventions to promote physical activity. The authors tested 2 delivery channels, telephone and print, to determine whether one was more effective in promoting physical activity. DESIGN: The authors randomly assigned 239 healthy, sedentary adults to (a) telephone-based individualized feedback, (b) print-based individualized feedback, or (c) contact control. Both intervention arms were guided by a motivationally tailored, theoretically driven computer expert system. MAIN OUTCOME MEASURES: Physical activity as measured by the 7-day Physical Activity Recall interview. RESULTS: At 6 months, both telephone and print arms significantly increased in minutes of moderate intensity physical activity compared with control, with no differences between the intervention arms. At 12 months, print participants reported a significantly greater number of moderate intensity minutes than both telephone and control participants, who did not differ. CONCLUSION: Results suggest that both telephone and print enhance the adoption of physical activity among sedentary adults; however, print interventions may be particularly effective in maintaining physical activity in the longer term.     

The Separation of ADHD Inattention and Hyperactivity-Impulsivity Symptoms: Pathways from Genetic Effects to Cognitive Impairments and Symptoms

Both shared and unique genetic risk factors underlie the two symptom domains of attention deficit hyperactivity disorder (ADHD): inattention and hyperactivity-impulsivity. The developmental course and relationship to co-occurring disorders differs across the two symptom domains, highlighting the importance of their partially distinct etiologies. Familial cognitive impairment factors have been identified in ADHD, but whether they show specificity in relation to the two ADHD symptom domains remains poorly understood. We aimed to investigate whether different cognitive impairments are genetically linked to the ADHD symptom domains of inattention versus hyperactivity-impulsivity. We conducted multivariate genetic model fitting analyses on ADHD symptom scores and cognitive data, from go/no-go and fast tasks, collected on a population twin sample of 1,312 children aged 7–10. Reaction time variability (RTV) showed substantial genetic overlap with inattention, as observed in an additive genetic correlation of 0.64, compared to an additive genetic correlation of 0.31 with hyperactivity-impulsivity. Commission errors (CE) showed low additive genetic correlations with both hyperactivity-impulsivity and inattention (genetic correlations of 0.17 and 0.11, respectively). The additive genetic correlation between RTV and CE was also low and non-significant at ?0.10, consistent with the etiological separation between the two indices of cognitive impairments. Overall, two key cognitive impairments phenotypically associated with ADHD symptoms, captured by RTV and CE, showed different genetic relationships to the two ADHD symptom domains. The findings extend a previous model of two familial cognitive impairment factors in combined subtype ADHD by separating pathways underlying inattention and hyperactivity-impulsivity symptoms.     

Well-Being and Social Justice Among Moroccan Migrants in Southern Spain

The decision to migrate is normally based on expectations of improving one’s actual living conditions and therefore, one’s well-being. However, these expectations are not usually met in receiving contexts that relegate newcomers to lower power positions. From a liberating community psychology approach, this study aims to develop a predictive model of the well-being of Moroccan migrants living in southern Spain. Data were collected from a survey sample of 633 migrants (the average age was 31.9 years and 51.8 % were women) from 20 territorial units of Andalusia. Through a process of multilevel regression analysis, this study reveals that the well-being of the Moroccan community is closely determined by the following: (a) the level of social justice in the receiving context (openness to diversity of receiving communities, cultural sensitivity of community services, and residential integration); and (b) the individual strengths of the population (use of active coping strategies, satisfaction with the receiving context, and temporal stability in the new environment). These results empirically support the impact that different ecological levels of analysis have on well-being. Major theoretical contributions of the model and useful suggestions for improving migrant well-being are discussed.     

ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks

In this article, we introduce ESCOLEX, the first European Portuguese children’s lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children’s grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009–1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156–166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children’s developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases.     

Teacher Development: Contributions of Educational Biography and Personality

The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a fundamental path of human meaning making (Bruner in Acts of meaning. Cambridge University Press, Cambridge, 1990) and also, an identity construction process. “Fashioned out of memories, our stories become our identities” (Faust Harvard Magazine, 2003). Autobiographical narratives are then a development process, being its use in the educational scope pertinent, as it is considered that learning always features autobiography. Aiming at understanding the processes of personal and professional development, this study analyses student teachers autobiographical narratives, in particular, the relationship between primary school memories, personality characteristics, and teaching perspectives. This study was carried out with a sample of 129 student teachers of the Faculty of Sciences of the University of Coimbra, with ages between 22 and 28 years. The instruments administered were the School Autobiography Sheet (an adaptation of the autobiographical method considered by McAdams; McAdams in Guided autobiography, 1997), and the Personality Inventory NEO-PI-R (Costa and McCrae in Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Odessa, FL, 1992; Portuguese version Lima in Contextos teóricos e psicométricos: “Ocean” ou “Iceberg”?, Dissertação de Doutoramento, Universidade de, Coimbra, 1997) and the Teaching Perspectives Inventory of Pratt and Collins Teaching perspectives inventory, 2001. The results of the study show that the relationship between the autobiographical memories and the perspectives of teaching are fable. However, they point to the crucial role played by personality traits in the organization of the autobiographical memories and of the perspectives of teaching. These results contribute to the understanding of the processes of personal and educational development of future teachers and to the reflection on forms of using autobiographical narratives in a training frame.     

Reporting spiritual needs of older adults living in Bavarian residential and nursing homes

We intended to study unaddressed psychosocial and spiritual needs among older people (of at least 65 years of age) living in nine residential/nursing homes in Bavaria in Southern Germany. We conducted an anonymous cross-sectional study with standardised questionnaires (i.e., Spiritual Needs Questionnaire, Brief Multidimensional Life Satisfaction Scale, Schedule for Meaning in Life Evaluation, etc.). Religious needs were predicted best by residents’ religious trust. Existential needs and inner peace needs correlated moderately with grief, and were predicted best by family/social support needs. All members of an interdisciplinary team should be trained in the specific competence of recognising older people's unmet spiritual needs. When these needs are recognised, caregivers and relatives have the chance to react.     

Response–reinforcer contiguity versus response-rate–reinforcer-rate covariance in rats' lever pressing: Support for a multiscale view

The multiscale molar view sees behavior as a flow, like a river, extended in time. Matching theory expresses the way activities compete for time. Relative time taken by any activity depends on relative induction. The present experiment tested matching theory applied to concurrent contingent and noncontingent food. As adjunctive activities that compete with operant activity, we recorded hopper head entries and presses on a lever near the food hopper that had no programmed consequences. Eight naïve rats were first exposed to a variable-time 60 s schedule, which across conditions was gradually transformed into a variable-interval 60 s schedule by increasing the proportion of food that was delivered contingent on pressing a lever far from the hopper. Another group of 4 rats that had been trained to press a lever near a food hopper were introduced in the second condition, in which one food delivery was contingent on far-lever pressing. We found induction following a power function to describe pressing on the far lever (operant activity). Matching theory combined with power-function induction also accounted for adjunctive activity. Results with single contingent food deliveries provided little support for the molecular view that behavior consists of discrete responses “strengthened” by immediately following reinforcers.     

When context <Emphasis Type="Italic">matters</Emphasis>: Negative emotions predict psychological health and adjustment

Functional theories of emotion argue for the adaptive function of negative emotions in response to specific contextual or environmental demands. However, data supporting these theories in community samples is limited and much research has suggested the opposite: negative emotions predict poor adjustment. To begin to address this discrepancy, we tested the functional association between negative emotion and psychological health and adjustment across three diverse samples: adults in intimate-partnerships, patients with chronic illness, and first-year college students. In each study we employed lab-based methods to elicit and index emotion as a multi-dimensional response system and considered contextual factors and the theorized or demonstrated function of negative emotions in that context and in relation to specific outcomes. Data analysis revealed that contextually sensitive negative emotion was adaptive, and associated with better relationship adjustment and related behaviors (Study 1), higher treatment adherence (Study 2), and adaptive responses to peer rejection (Study 3). Across samples, circumstances, and outcomes, negative emotions were positively associated with psychological health and adjustment.