Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task

This study assessed social skills in 116 children aged 7-12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.     

Quality benchmarks in undergraduate psychology programs

Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.     

Self-esteem and depression in abusive,neglecting, and nonmaltreating mothers

Groups of 18 physically abusive mothers, 19 neglecting mothers, and their matched controls were compared on depression and self-esteem. The controls were matched on maternal age, ethnic background, and years of education. The physically abusive mothers had significantly higher levels of depression and lower self-esteem than did the matched controls. The neglecting mothers had higher levels of depression, but not lower self-esteem than did the matched controls. The abusive and neglecting mothers had very similar levels of depression and dissimilar levels of self-esteem. Ameliorating these psychological factors when working with maltreating mothers and their children should be one emphasis of treatment intervention programs.     

Studying the process of psychoanalytic parent–infant psychotherapy: Embodied and discursive aspects

This paper presents findings from an intensive, mixed methods case study of one session of psychoanalytic parent–infant psychotherapy (PPIP) addressing early relational trauma, and aims to shed light on the multimodal interactive processes that take place in the moment-to-moment exchanges comprising the therapeutic encounter. Different research methods were used on video material from PPIP sessions, including microanalysis of adult–infant interactions, discourse analysis of talk, and coding systems developed to study parent–infant interaction. These different perspectives were brought together with the clinical narrative to illuminate the complex, dynamic processes of parent–infant–therapist interaction. More specifically, the detailed analysis of one interactive episode revealed brief behavioral manifestations of fearful and disoriented states of mind, reflecting dysregulated interaction between mother and infant, which also powerfully affected the therapist. The processes through which the therapist gradually resolves this rupture are also described in detail. Through this pilot study, we were able to show that it is possible to systematically study the process of PPIP. The study contributes to the growing psychotherapy research literature that takes into account both the verbal domain and implicit, interactional processes in therapeutic practice, and underscores the therapist's comprehensive engagement in the therapeutic process.     

Women with diarrhoea-predominant irritable bowel syndrome show an increased pressure response to 35% carbon dioxide stress challenge

The responses to inhalation of 35% carbon dioxide (CO(2)) as a stressor were compared in female irritable bowel syndrome (IBS) patients and healthy controls to assess potential differences in cardiovascular, neuroendocrine and behavioural responses to stress. A total of 22 women (12 patients with ROME II defined diarrhoea-predominant IBS and 10 aged-matched controls) were challenged with a single vital capacity breath of 35% CO(2) (with 65% oxygen). Beat-to-beat blood pressure and heart rate were recorded prior to, during and after the inhalation. Serum cortisol concentration and behavioural ratings were measured pre- and post-inhalation. A typical pattern of responses to CO(2) was observed, characterised by a reduction in heart rate and increases in serum cortisol and anxiogenic symptoms; however, these responses did not differ between groups. Both groups also demonstrated an increase in systolic blood pressure; however, this response was significantly enhanced in IBS patients compared to healthy controls (P < 0.05). These findings demonstrate that females with diarrhoea-predominant IBS have an exaggerated pressor response to 35% CO(2) stress challenge, suggesting a more stress-responsive sympathetic nervous system.     

Early Experience Predicts Later Plasticity for Face Processing: Evidence for the Reactivation of Dormant Effects

ABSTRACT— Research has shown that experience acquired in infancy dramatically affects face-discrimination abilities. Yet much less is known about whether face processing retains any flexibility after the 1st year of life. Here, we show that early experience with an individual infant face can modulate the recognition performance of 3-year-old children and the perceptual processes they use to recognize infant faces ( Experiment 1 ). Similar experience acquired in adulthood does not produce measurable effects ( Experiment 2 ). We also show that the effects of early-acquired experience with an infant face become dormant during development in the absence of continued experience ( Experiment 3 ) and can be reactivated in adulthood by reexposure to the original experience ( Experiment 2 ). Overall, the results indicate that early experience can preserve the face-processing system from the loss of plasticity that would otherwise take place between childhood and adulthood.     

Anchoring in a novel bimanual coordination pattern

Anchoring in cyclical movements has been defined as regions of reduced spatial or temporal variability [Beek, P. J. (1989). Juggling dynamics. PhD thesis. Amsterdam: Free University Press] that are typically found at movement reversal points. For in-phase and anti-phase movements, synchronizing reversal points with a metronome pulse has resulted in decreased anchor point variability and increased pattern stability [Byblow, W. D., Carson, R. G., & Goodman, D. (1994). Expressions of asymmetries and anchoring in bimanual coordination. Human Movement Science, 13, 3-28; Fink, P. W., Foo, P., Jirsa, V. K., & Kelso, J. A. S. (2000). Local and global stabilization of coordination by sensory information. Experimental Brain Research, 134, 9-20]. The present experiment examined anchoring during acquisition, retention, and transfer of a 90 degrees phase-offset continuous bimanual coordination pattern (whereby the right limb lags the left limb by one quarter cycle), involving horizontal flexion about the elbow. Three metronome synchronization strategies were imposed: participants either synchronized maximal flexion of the right arm (i.e., single metronome), both flexion and extension of the right arm (i.e., double metronome within-limb), or flexion of each arm (i.e., double metronome between-limb) to an auditory metronome. In contrast to simpler in-phase and anti-phase movements, synchronization of additional reversal points to the metronome did not reduce reversal point variability or increase pattern stability. Furthermore, practicing under different metronome synchronization strategies did not appear to have a significant effect on the rate of acquisition of the pattern.     

The Role of Negative Emotions on Adolescent Evaluation of Clinical Reproductive Healthcare Services

Despite extensive research on adults, we know relatively little about the factors and processes that influence adolescent satisfaction with clinical reproductive healthcare. In this study, survey responses from 135 adolescent clinic users in the western U.S. support a client-satisfaction model that differs from the traditional coping response framework by featuring negative emotions as a primary antecedent of service-quality evaluations, rather than a consequence. Quality evaluations directly impacted satisfaction, which, in turn, affected word of mouth and intentions to return to the clinic. This research represents an initial step toward better understanding of ways that adolescents may differ from adults on factors influencing satisfaction with clinical reproductive healthcare and, hence, holds both theoretical and managerial significance.     

Area-Based Socioeconomic Characteristics of Industries at High Risk for Violence in the Workplace

This study examined socioeconomic factors associated with the presence of workplaces belonging to industries reported to be at high risk for worker homicide. The proportion of 2004 North Carolina workplaces in high-risk industries was computed following spatial linkage of individual workplaces to 2000 United States Census Block Groups (n = 3,925). Thirty census-derived socioeconomic variables (selected a priori as potentially predictive of violence) were summarized using exploratory factor analysis into poverty/deprivation, human/economic capital, and transience/instability. Multinomial logistic regression models indicate associations between higher proportion of workplaces belonging to high-risk industries and Block Groups with more poverty/deprivation or transience/instability and less human/economic capital. The relationship between human/economic capital and Block Groups proportion of high-risk industry workplaces was modified by levels of transience/instability. Community characteristics therefore contribute to the potential for workplace violence, and future research should continue to understand the relationship between social context and workplace violence risk.     

How children block learning from ignorant speakers

Preschool children typically do not learn words from ignorant or unreliable speakers. Here, we examined the mechanism by which these learning failures occur by modifying the comprehension test procedure that measures word learning. Following lexical training by a knowledgeable or ignorant speaker, 48 preschool-aged children were asked either a standard comprehension test question (i.e., “Which one is the blicket”) or a question about the labeling episode (i.e., “Which one did I say is the blicket”). Immediately after training, children chose the object labeled by an ignorant speaker when asked the episode question, but not when asked the semantic question. However, the advantage for episode questions disappeared when the same children were asked after a brief delay. These findings show that children encode their experiences with ignorant speakers, but do not form semantic representations on the basis of those experiences.