Speech timing in Parkinson''s and Huntington''s disease

The purpose was to determine the effects of two different basal ganglia diseases on speech planning, initiation, and production. Patients with Parkinson's Disease (PD) and Huntington's Disease (HD) were compared with normal subjects on speech timing tasks. Speech reaction time was unimpaired, while changes in duration at different speech rates were affected differently in the two patient groups. In HD, changes in the duration of syllables, of pauses between phrases, and of sentences were all reduced, while in PD only the control of sentence duration was impaired. The HD patients had reduced syllable repetition rates, but both patient groups maintained their repetition rates over 5 sec. The ratios of word to phrase time, and of phrase to sentence time, remained constant across regular and fast speaking rates and did not differ from normal in either patient group. The results suggest that PD and HD patients are not impaired in speech planning or initiation, but have poor control over the duration of speech events.     

Alcohol and Other Drug Use Among African-American Students in a Southern University

This analysis of the circumstances of alcohol and other drug use among African-American students at a predominantly White university indicated that the majority of these students drank in a responsible manner. Other drug use was almost nonexistent. Strong peer disapproval was exhibited toward drug users and alcohol abusers. Counselors dealing with such problems must be cognizant of the multicultural aspects of these behaviors.     

Reporting and referring research participants: ethical challenges for investigators studying children and youth

Researchers studying at-risk and socially disenfranchised child and adolescent populations are facing ethical dilemmas not previously encountered in the laboratory or the clinic. One such set of ethical challenges involves whether to: (a) share with guardians research-derived information regarding participant risk, (b) provide participants with service referrals, or (c) report to local authorities problems uncovered during the course of investigation. The articles assembled for this special section address the complex issues of deciding if, when, and how to report or provide referrals for research participants who are minors (referred to hereafter as minor research participants). This paper focuses on two factors underlying these decisions: the validity of risk estimates and meta-ethical positions on scientific responsiblity. It is suggested that, before sharing information about minor research participants investigators should do the following: critically examine the diagnostic validity of developmental measures, include the scope and limitations of information sharing in informed consent procedures, and become familiar with state reporting laws. I discuss the impact of the traditionally accepted act utilitarian meta-ethical position on the investigator-participant relationship, and I recommend consideration of alternative positions as a step toward developing a research ethic of scientific responsibility and care.     

Effects of cooperative,competitive, and individualistic sets on performance in children's groups

Four instructional sets were employed in a study of task performance in triads of first- (age 7 years) and third-grade (age 9 years) children: promotive (equal rewards given to each participant for 12 trials); individualistic (rewards given in proportion to individual performance for 12 trials); contrient-promotive (winner take all for 6 trials followed by equal rewards for 6 trials); and contrient-individualistic (winner take all for 6 trials followed by proportional rewards for 6 trials). Performance under the promotive condition was superior to performance in the other conditions during the first half of the session. Promotive conditions improved performance during the second half of the session in triads that had received contrient instructions earlier but not to levels reached under continuous promotive conditions. Results are discussed in relation to theories of cooperation and competition.     

British research productivity in psychology 1980–1989. Does the Lotka-Price law apply to university departments as it does to individuals?

This study replicated two American studies which set out to look at research productivity in British (university and polytechnic) psychology departments based on publication in the seven BPS journals over the last decade. Composite productivity scores were calculated, rank-ordered, and compared with previous reputational ratings. The correlation between the productivity score and Rushton's [(1989) The Psychologist, 2, 64–68] citation score was r=0.79 and his publication score was r=0.77. Despite the fact that quite different methods have been used to rate or rank departmental excellence or output, they seem to show highly significant correlations. The effect of highly productive individuals within departments was considered. The dangers and limitations inherent in this particular productivity count are listed. The results seemed to suggest that the Lotka-Price law of scientific productivity partly applied to departments in that half of all scientific contributions are made by (slightly more than) the square root of the total number of scientific contributors (in this sense psychology departments).     

Therapeutic strategies for Mexican-American families

This paper emphasizes the need for therapists to develop culturally attuned approaches to families. Family therapy strategies effective with families of Mexican descent are related to specific stages of the treatment process. Categories of problems presented by Mexican-American families are defined and corresponding therapist roles suggested. A specific class of interventions, labeledcultural strategies, makes use of culture in the service of therapy. Although the illustrations presented are of Mexican-American families, the concepts can be adapted to other ethnic families.     

IMPACT OF REFLECTIVE SUPERVISION ON EARLY CHILDHOOD INTERVENTIONISTS’ PERCEPTIONS OF SELF‐EFFICACY,JOB SATISFACTION,AND JOB STRESS

Despite widespread recognition of the importance of reflective practice in the field of infant mental health, little quantitative research exists regarding the impact of reflective supervision on professionals’ self‐efficacy, job satisfaction, and work‐related stress. Thirty‐three early childhood interventionists received approximately 9 months of reflective supervision and completed pre‐ and post‐assessments of their job‐related stress and self‐efficacy using a modified version of the Reflective Supervision Self‐Efficacy Scales for Supervisees (S. Shea, S. Goldberg, & D.J. Weatherston, 2012). At the post‐assessment, participants also rated their overall experience of reflective supervision. Reported self‐efficacy increased significantly from pre‐ to post‐assessment, and participants reported a positive overall impact of reflective supervision with respect to a variety of indices, such as job satisfaction, professional development, and the ability to cope with job‐related stress. These results provide necessary quantitative data demonstrating a positive impact of reflective supervision on early childhood professionals and suggest the value of reflective supervision for supporting workforce development.     

Dialogic reading and morphology training in Chinese children: effects on language and literacy

This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read.     

Mother-child emotional availability in ecological perspective: three countries, two regions, two genders

This study used a cross-national framework to examine country, region, and gender differences in emotional availability (EA), a prominent index of mutual socioemotional adaptation in the parent-child dyad. Altogether 220 Argentine, Italian, and U.S. mothers and their daughters and sons from both rural and metropolitan areas took part in home observations when the children were 20 months old. In terms of country, Italian mothers were more sensitive and optimally structuring, and Italian children were more responsive and involving, than Argentine and U.S. dyads. In terms of region, rural mothers were more intrusive than metropolitan mothers, and boys from metropolitan areas were more responsive than boys from rural areas. In terms of gender, mothers of girls were more sensitive and optimally structuring than mothers of boys, and daughters were more responsive and involving than sons. Understanding how country, region, and gender influence EA exposes forces that shape child development, parent-infant interaction, and family systems.