The preference for symmetry in flower-naïve and not-so-naïve bumblebees

Truly flower-naïve bumblebees, with no prior rewarded experience for visits on any visual patterns outside the colony, were tested for their choice of bilaterally symmetric over asymmetric patterns in a radial-arm maze. No preference for symmetry was found. Prior training with rewarded black and white disks did, however, lead to a significant preference for symmetry. The preference was not specific to symmetry along the vertical axis: a preference for horizontal symmetry was found as well. The results challenge the notion that a preference for bilateral symmetry is unlearned. The preference for symmetry was the product of non-differential conditioning.     

The association between observed non-verbal maternal responses at 12 months and later infant development at 18 months and IQ at 4 years: a longitudinal study

Background

An infant's early environment has an important influence on their development. For example, the sensitivity and warmth of a mother's responses towards her infant is associated with the infant's later socio-emotional development. However, it is less clear whether maternal responses are associated with the infant's later cognitive development.

Method

We used data from a large UK cohort study to investigate the association between non-verbal maternal responses and later infant development and IQ. Maternal responses were rated at 12 months during an observed mother–infant interaction. Infant development was assessed using the Griffiths scales at 18 months and IQ at 4 years was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Data on the infant's developmental level at 6 months (prior to the maternal response ratings) was also available. The complete case sample comprised 732 mother–infant pairs.

Results

There was evidence for an association between positive maternal responses and infant development at 18 months. After adjusting for infant developmental level at 6 months and other confounders, we found a difference of 0.25 standard deviations (coef 2.0, 95% CI (0.8–3.2), p = 0.002) on the Griffiths scales between infant's whose mothers showed positive compared to neutral non-verbal responses at 12 months. However, an association between positive maternal responses and IQ at 4 years diminished following adjustment for maternal educational attainment.

Conclusion

The results provide evidence that positive maternal responses are associated with improved development in infants at 18 months. However, the association between maternal response and IQ at 4 years may be explained by higher educational attainment in mothers who show positive responses. Future studies are needed to explore the influence of maternal responses on different aspects of infant development as well as the role of maternal factors such as education.     

Prospective memory in children and chimpanzees

Prospective memory (PM) involves remembering to do something at a specific time in the future. Here, we investigate the beginnings of this ability in young children (3-year-olds; Homo sapiens) and chimpanzees (Pan troglodytes) using an analogous task. Subjects were given a choice between two toys (children) or two food items (chimpanzees). The selected item was delivered immediately, whereas the unselected item was hidden in an opaque container. After completing an ongoing quantity discrimination task, subjects could request the hidden item by asking for it (children) or by pointing to the container and identifying the item on a symbol board (chimpanzees). Children and chimpanzees showed evidence of prospective-like memory in this task, as evidenced by successful retrieval of the item at the end of the task, sometimes spontaneously with no prompting from the experimenter. These findings contribute to our understanding of PM from an ontogenetic and comparative perspective.     

Assessing Psychosocial Distress in Cystic Fibrosis: Validation of the ‘Distress in Cystic Fibrosis Scale’

Experiences of anxiety and depression are common in adults with Cystic Fibrosis (AwCF) (e.g. Quittner in Thorax 69:1090-1097, 2014) and may impact on a wide range of important health-related behaviours, such as adherence to medication and timely attendance for medical review when experiencing pulmonary exacerbation. Common screening measures used in CF such as the PHQ-9 and GAD-7 may reflect an absence of anxiety or depression when clinically significant emotional difficulties are apparent on further assessment. This study preliminarily validated the previously developed Distress in Cystic Fibrosis Scale (DCFS) (Patel in Journal of Cystic Fibrosis 15:S26, 2016); a 23-item questionnaire to assess psychosocial distress in AwCF. Inpatient and outpatient participants with CF (N?=?119) completed a battery of questionnaires, including the DCFS. PCA results supported a single component model. The DCFS showed high internal consistency and correlated significantly with measures of mood and quality of life. The DCFS shows promise as a screening tool to assess clinically significant psychosocial distress in an adult CF population.

     

Social and Academic Impairment in Youth with ADHD, Predominately Inattentive Type and Sluggish Cognitive Tempo

Sluggish cognitive tempo (SCT) was originally identified as a construct that characterized the inattention problems of some children with attention deficit disorder (ADD). Research has indicated that using SCT symptoms to identify a subset of youth with attention-deficit/hyperactivity disorder, predominately inattentive type (ADHD-IT) may elucidate distinct patterns of impairment and thereby improve the external validity of ADHD subtypes. The objective of the current study was to investigate whether youth with clinically-assessed ADHD-IT and high levels of SCT exhibit unique social and academic impairments. In a clinic-referred sample of youth (N?=?209; 23 % female) aged 6 to 17 years, participants who met criteria for three different groups were identified: ADHD, Combined Type (ADHD-CT; n?=?80), ADHD-IT with low SCT symptoms (n?=?74), and ADHD-IT with high SCT symptoms (n?=?55). These groups were compared on indicators of social and academic functioning while considering the effects of co-occurring internalizing and disruptive behavior disorders. Youth with ADHD-IT high in SCT exhibited uniquely elevated withdrawal, as well as low leadership and low peer-directed relational and overt aggression, which were not accounted for by co-occurring disorders. This high-SCT group was also the only group to have more homework problems than the ADHD-CT group, but only when other disruptive behavior disorders were absent. The distinctiveness of the high-SCT group, which was primarily evident in social as opposed to academic functioning, provides partial support for the external validity and clinical utility of SCT.     

Measuring religious affiliation in Great Britain: the 2011 census in historical and methodological context

Abstract

The British religious census of 2011 is located in its broader historical and methodological context. The principal developments in the measurement of religious affiliation (proxy-assigned or self-assigned) in Britain are traced from the Reformation to the present day, charting the relative contribution of the Churches, the State and empirical social science. The key statistics which have emerged from their respective efforts are summarised, with nominal religious affiliation universal until the time of the French Revolution and preponderant until as late as the 1980s. For recent decades, when the profession of faith has been rejected by large numbers of Britons, particular attention is paid to the variant results from different question-wording. Depending upon what is asked, the proportion of the population currently making sense of their lives without asserting a confessional religious identity ranges from one-quarter to one-half. The difficulties of trying to construct a religious barometer through a single, unitary indicator are thus illuminated.     

Detecting Deception in Non‐Native English Speakers

The ability to accurately assess credibility is important in countless situations, including many in which individuals being assessed are not speaking their native language. There is reason to believe that native and non‐native speakers may behave differently when lying and that detectors may have a bias to believe non‐native speakers are lying. However, very little is known about detecting deception in non‐native speakers, and the few existing studies have not resulted in consistent findings. The current research compared the ability to detect lies and truths in native speakers with that in non‐native speakers and looked at differences in the cues displayed via the Psychologically Based Credibility Assessment Tool. Results from two samples with different demographic characteristics and backgrounds indicated that there was a bias to believe that non‐native speakers were lying. These results may have implications regarding the use of interpreters in settings where credibility is being assessed. Copyright © 2013 John Wiley & Sons, Ltd.     

Predictors of Counseling Students' Decision to Pursue a Gerocounseling Specialization

The authors examined which variables predicted the likelihood of counseling students' decision to pursue a gerocounseling specialization by using logistic regression analysis. Results found that overall interest, perceived preparation, training willingness, and importance were predictive factors. Curriculum strategies on how to implement these variables into existing counselor education course work are discussed.     

Personality,coping, and school well-being: an investigation of high school students

With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students’ academic lives. This study examined personality and coping strategies as predictors of students’ well-being outcomes at school using structural equation modelling. Students (N?=?328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students’ use of productive coping strategies may have meaningful impacts on their well-being.