Youth-parent consistencies on ratings of difficulties and prosocial behavior: exploration of an at-risk sample

Low informant agreement is of particular concern in clinical settings, since diagnoses and interventions are largely based on reports from parents and/or youths. This study explores youth-parent consistencies in an at-risk sample of youths (n = 42), several from immigrant and refugee families, all with stressful background experiences. Data from a community sample (n = 165) was used to contrast the clinical results. Results showed that correlations between clinical youths and parents were within the same range as those in the community sample. Consistencies concerning absolute level of behavior were higher in the clinical sample. However, interesting differences in informant consistencies were found on difficulties and resources between the two samples. This study adds to the picture that there is no simple relationship between severity of behavior deviance and informant agreement. Asking about behavioral resources as well as difficulties may provide valuable additional information regarding differences in the perspectives of at-risk youths and parents.     

Does attention cause illusory line motion?

Illusory line motion (ILM) has been shown to occur when a line is presented with one end next to a previously stimulated location. The line appears to be drawn away from the site of stimulation. It has been suggested that this is because of the allocation of attention to the stimulated site. Using an endogenous attentional manipulation (a central arrow cue) with no differences in the display between the two ends of the line at the time of line presentation or immediately prior, no ILM was detected, though there was a small effect in the opposite direction. Those who have found endogenously induced ILM have used an endogenous cue based on a property of a location marker that indicated the cued location. Changing the method of cuing to one based on a property of a peripheral marker instead of a central arrow produced a small but significant report of ILM. The small magnitude of the effect, participant self-reports, and the absence of the effect in the purely endogenous condition, suggest that this was merely a bias. ILM is not generated by endogenous attention shifts.     

Effects of repetition and response deadline on associative recognition in young and older adults

The present study examined the joint effects of repetition and response deadline on associative recognition in older adults. Young and older adults studied lists of unrelated word pairs, half presented once (weak pairs) and half presented four times (strong pairs). Test lists contained old (intact) pairs, pairs consisting of old words that had been studied with other partners (rearranged lures), and unstudied pairs (new lures), and participants were asked to respond "old" only to intact pairs. In Experiment 1, participants were tested with both short and long deadlines. In Experiment 2, the tests were unpaced. In both experiments, repetition increased hit rates for young and older adults. Young adults tested with a long deadline showed reduced (Experiment 1) or invariant (Experiment 2) false alarms to rearranged lures when word pairs were studied more often. Young adults tested with a short deadline and older adults tested under all conditions had increased false alarm rates forstrong rearranged pairs. Implications of these results for theories of associative recognition and cognitive aging are explored.     

Demonstration of nondeclarative sequence learning in mice: development of an animal analog of the human serial reaction time task

In this paper, we demonstrate nondeclarative sequence learning in mice using an animal analog of the human serial reaction time task (SRT) that uses a within-group comparison of behavior in response to a repeating sequence versus a random sequence. Ten female B6CBA mice performed eleven 96-trial sessions containing 24 repetitions of a 4-trial sequence. During the 12th session, the repeating sequence was replaced with the random sequence halfway through the session. Reaction time (RT) to respond to an illuminated nose-poke was recorded, and performance was compared at the halfway point in each session to test for any change in behavior. For learning effect, RTs decreased over the no-switch repeating-sequence sessions. For interference effect, behavior did not change appreciably at the halfway point during the last repeating-sequence session. However, RTs deteriorated significantly after the switch from repeating to random sequences halfway through session 12. The mice demonstrated a robust interference effect when switched from repeating to random sequences. This pattern of behavior in humans performing the SRT is interpreted as evidence of nondeclarative sequence learning. The similarity between the human and mouse SRTs will enable more direct comparisons of mouse-human nondeclarative memory behavior and will provide a useful behavioral end-point in mouse-models of basal ganglia dysfunction.     

The Relation Between Sluggish Cognitive Tempo and DSM-IV ADHD

To test the relation between sluggish cognitive tempo (SCT) and DSM-IV ADHD symptoms, parent and teacher ratings of the 18 DSM-IV ADHD items and five potential SCT items were obtained in a community sample of 8-18 year-old twins that was overselected for ADHD and learning disabilities (n = 296). Confirmatory factor analyses revealed that a three-factor model provided the best fit to the data for both parent and teacher ratings. DSM-IV inattention and hyperactivity-impulsivity symptoms loaded on two factors consistent with the DSM-IV model, and five SCT symptoms loaded primarily on a third factor. The SCT and inattention factors were highly correlated, whereas SCT and hyperactivity-impulsivity were weakly related. Both raters indicated that children meeting symptom criteria for the combined and inattentive subtypes exhibited significantly more SCT symptoms than those meeting symptom criteria for hyperactive-impulsive type and the comparison group without ADHD. Children meeting symptom criteria for the inattentive type exhibited significantly more SCT symptoms than those meeting criteria for the combined type, based on teacher ratings. These results suggest that SCT is an internally consistent construct that is significantly associated with DSM-IV inattention.     

Children's understanding of the relation between addition and subtraction: inversion, identity, and decomposition.

In order to understand addition and subtraction fully, children have to know about the relation between these two operations. We looked at this knowledge in two studies. In one we asked whether 5- and 6-year-old children understand that addition and subtraction cancel each other out and whether this understanding is based on the identity of the addend and subtrahend or on their quantity. We showed that children at this age use the inversion principle even when the addend and subtrahend are the same in quantity but involve different material. In our second study we showed that 6- to 8-year-old children also use the inversion in combination with decomposition to solve a + b - (b + 1) problems. In both studies, factor analyses suggested that the children were using different strategies in the control problems, which require computation, than in the inversion problems, which do not. We conclude that young children understand the relations between addition and subtraction and that this understanding may not be based on their computational skills.     

A Lesbian Feminist Subscale for the Feminist Perspectives Scale

In an attempt to increase the breadth offeminist perspectives assessed by the FeministPerspectives Scale (FPS2; Henley, Meng, O'Brien,McCarthy, & Sockloskie, 1998), we developed andpsychometrically evaluated a new subscale that assesses lesbianfeminist attitudes. As do the six other subscales of theFPS2, the Lesbian Feminist subscale includes 10attitudinal and 3 behavioral items. We conducted 3 studies with 287 respondents (58% EuropeanAmerican, 15% Latino, 13% Asian, and 6% AfricanAmerican); 88% were women and most were collegeeducated. Findings from these preliminary psychometricevaluations support the subscale's reliability (Cronbach'salpha = .91) and validity. We offer recommendations forthe scale's use and discuss its potentiallimitations.     

SEXUAL ASSAULT EXPERIENCE IN ADULTHOOD AND PRIOR VICTIMIZATION EXPERIENCES

Several retrospective investigations of sexual assault have assessed the extent to which a sexual victimization experience early in life is a risk factor for a subsequent victimization experience. The present investigation was an attempt to extend previous work by conducting a prospective analysis of sexual assault in a sample of 857 college women to assess the pathways through which victimization experiences become linked. The design was such that both victims'and nonvictims'history of child and adolescent sexual victimization experiences were assessed prior to their most recent assault experience. Psychological functioning was also assessed utilizing standardized measures of depression and anxiety. After the assault experience, psychological functioning of victims was reassessed, and nonvictims were reassessed after a comparable period of time. Results of the path analysis indicated that a sexual victimization early in life is a risk factor for an adult victimization experience. Furthermore, the results revealed a link between psychological functioning and victimization experiences. The discussion emphasizes clinical implications of these findings and suggested avenues for future research.     

Stories of Life Transition: Subjective Well-Being and Ego Development in Parents of Children with Down Syndrome

Eighty-seven parents of children with Down Syndrome (DS; 63 women, 24 men) wrote narratives about finding out that their child had DS and completed questionnaire measures of subjective well-being (SWB) and stress-related growth and completed the Sentence Completion Test as a measure of ego development. Forty-two of these individuals participated in a follow-up 2 years later. Foreshadowing and happy endings in the stories were related to heightened SWB at both time periods. Evidence of accommodative change—actively experiencing a paradigmatic shift—was related to stress-related growth and ego development at both time periods. A high sense of closure and accommodation in the stories was associated with the highest levels of stress-related growth. Implications for research on well-being and personal growth are discussed.