Hyperactive and aggressive behaviors in childhood: Intertwined dimensions

The relationship between aggression and hyperactivity is unclear in childhood hyperkinesis. To examine the relationship between the two dimensions, a sample of 109 first-, second-, and third grade children who were rated as hyperactive were evaluated daily by their teachers for 12 consecutive school days on the Daily Behavior Checklist. Daily recordings were made on a total of 22 specific behaviors, 11 physically or verbally aggressive acts, and 11 acts of a restless or hyperactive nature. The Conners hyperactivity score correlated. 47 with daily aggression and .49 with daily hyperactivity. A subgroup of hyperactive children who exhibited both hyperactive and aggressive behaviors at rates greater than 98% of their classmates was selected. These children were rated significantly higher on the Conners scale than an alternate subgroup of hyperactive children who showed high rates of hyperactive but not aggressive behaviors. In view of heavy reliance on teacher ratings with the Conners scale in studies of hyperactivity, careful consideration of the potential confounding of hyperactivity and aggression is recommended. Implications for classification, longitudinal investigation, and evaluation of treatment of hyperactive children were discussed.     

Investigation of the Effect of Consistent and Inconsistent Behavioral Example Upon Children's Donation Behaviors

In Experiment 1, the effects of consistent and inconsistent behavioral example on children's donation behaviors were examined by exposing 80 kindergarten and first-grade children to one of five treatment conditions (i.e., no model, one model donating, two models donating, two models with the first donating and the second not donating, and two models with the first not donating and the second donating). On initial measures, one and two donating models produced significantly more donations than did other conditions, and the initial condition means ordered themselves in the predicted direction. No differences between conditions were evident at follow-up. Experiment 2 evaluated whether follow-up outcomes in Experiment 1 represented a failure to generalize or a failure to retain the initial effects of the modeling experience. The methodology in Experiment 1 was replicated except that, at follow-up, children were given an opportunity to donate in the same experimental situation used for initial measures. Results of Experiment 2 were consistent with those of Experiment 1, and no significant difference was found between the initial and follow-up measures, indicating that initial effects were generally retained across time.     

How to do Better N400 Studies: Reproducibility,Consistency and Adherence to Research Standards in the Existing Literature

Neuropsychology Review - Given the complexity of ERP recording and processing pipeline, the resulting variability of methodological options, and the potential for these decisions to influence study...