Beery-Buktenica Developmental Test of Visual-Motor Integration performance in children with traumatic brain injury and attention-deficit/hyperactivity disorder

Evaluation of visuoconstructional abilities is a common part of clinical neuropsychological assessment, and the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI; K. E. Beery & N. A. Beery, 2004) is often used for this purpose. However, few studies have examined its psychometric properties when used to assess children and adolescents with traumatic brain injury (TBI) or attention-deficit/hyperactivity disorder (ADHD), even though these are among the most common acquired and neurodevelopmental forms of brain dysfunction in children. This study examined the validity of VMI scores in 123 children with TBI and 65 with ADHD. The TBI and ADHD groups performed significantly worse than the standardization sample, obtaining VMI mean scores of 87.2 (SD = 13.7) and 93.5 (SD = 11.27). Previous research has noted decrements in visuoconstructional abilities in TBI but relative sparing in ADHD. To examine the criterion validity of VMI scores, the authors therefore compared these 2 groups. As anticipated, the TBI group performed significantly worse than the ADHD group, but receiver operator characteristic analysis indicated that VMI scores were poor at discriminating between groups. Nonetheless, convergent validity evidence supported interpretation of VMI scores as measuring perceptual organization in both groups. In particular, principal components analysis indicated that VMI total scores loaded with perceptual organization tests from the Wechsler Intelligence Scale for Children, 3rd ed. (WISC-III; D. Wechsler, 1997), and its highest correlation was with the WISC-III Perceptual Organization Index. Also, the VMI correlated significantly with the Grooved Pegboard test for the group with TBI. These findings suggest that VMI scores are sensitive to visuoconstructional and motor deficits in children with developmental and acquired brain dysfunction.     

Understanding complexity in the human brain

Although the ultimate aim of neuroscientific enquiry is to gain an understanding of the brain and how its workings relate to the mind, the majority of current efforts are largely focused on small questions using increasingly detailed data. However, it might be possible to successfully address the larger question of mind-brain mechanisms if the cumulative findings from these neuroscientific studies are coupled with complementary approaches from physics and philosophy. The brain, we argue, can be understood as a complex system or network, in which mental states emerge from the interaction between multiple physical and functional levels. Achieving further conceptual progress will crucially depend on broad-scale discussions regarding the properties of cognition and the tools that are currently available or must be developed in order to study mind-brain mechanisms.     

The value of genuine and polite smiles

Humans show remarkable ability to adapt their social behavior to suit the changing requirements of their interactions. An interaction partner's social cues, particularly facial expressions, likely play an important role in motivating and reinforcing this behavioral adaptation. Over three studies, we test a key aspect of this idea. Specifically, we ask how the reinforcement value of facial expressions compares to that of nonsocial feedback and to what degree two frequently occurring expressions (genuine and polite smiles) differ in reinforcement value. Our findings show that social feedback is preferred over nonsocial feedback and that genuine smiles are preferred over polite smiles. Based on a logistic model of our data, we show that both monetary and social values of stimuli contribute significantly to participants' decisions. Indeed, participants were willing to sacrifice the chance of a monetary reward to receive a genuine smile and produced inflated estimates of the value of genuinely smiling faces. These findings suggest that genuine smiles, and potentially other social cues, may be useful social reinforcers and therefore important in the control of social behavior on a moment-to-moment basis during interaction.     

Identification of Genes Influencing a Spectrum of Externalizing Psychopathology

ABSTRACT— Alcohol dependence, drug dependence, childhood conduct disorder, and adult antisocial behavior commonly occur in combination. Data from multiple literatures, including twin/family studies and electrophysiological studies, suggest that the overlap of these disorders is largely due to a shared genetic liability that contributes to a spectrum of externalizing psychopathology. These findings suggest that some genes will not be specific to any one externalizing disorder but will predispose individuals broadly to a spectrum of externalizing psychopathology. Here we review evidence for specific, identified genes, GABRA2 and CHRM2 , that follow this pattern and confer risk for a spectrum of externalizing disorders. These findings confirm the etiological structure of psychopathology suggested by psychological research and suggest exciting new roles that psychologists can play in understanding the pathways underlying associations between genes and behavior.     

Visuo‐spatial abilities in autism: A review

Individuals with autism show various signs of heightened abilities in visuo‐spatial functioning. First, it is long‐established that they excel on embedded figures and block design tests relative to comparison participants. Second, some evidence suggests that processing global features is affected by inappropriate processing of the constituent elements of a stimulus. Third, they are more accurate than comparison participants in judging the shape of a slanted circle in a context in which ambient visual cues are eliminated. This suggests that their perception of the shape is less influenced by prior knowledge. Fourth, they are fast at searching for feature and conjunctive targets in a visual array. Contrary to earlier reports, however, they are susceptible to visual illusions. Also, they do show evidence of utilising prior knowledge when pairing a colour with an atypically coloured target. Accordingly, we conclude that there is something distinctive about autistic visuo‐spatial functioning, but not necessarily in ways that are predicted by the ‘weak central coherence’ hypothesis. Copyright © 2004 John Wiley & Sons, Ltd.     

The time course for language acquisition in biologically distinct populations: evidence from deaf individuals

The present study provides evidence that individuals who have different patterns of cerebral lateralization and who develop along different maturational time courses can attain comparable levels of language proficiency. Right-handed individuals with left-handed family members (left-handed familials, LHFs) showed a shorter sensitive period for language acquisition than did right-handed individuals with only right-handed family members (right-handed familials, RHFs). The shorter sensitive period for LHFs may be due to a focus on non-linguistic, word-based conceptual information during language acquisition. RHFs may focus on grammatical relations during language acquisition, which matures later than lexical knowledge. This suggests that there may be different patterns of cerebral lateralization for language in all normal populations as a function of familial handedness.     

Children's emotions and coping with interpersonal stress as correlates of social competence

Identifying correlates of children's emotional reactions and coping can provide information about developmental processes and identify useful strategies for improving children's adaptation to stress. We investigated associations of social competence with children's responses to standardised, controllable interpersonal stressors. The stressors included bullying, arguing with a parent, and not being picked for a team sport. We expected greater competence to be associated with certain coping responses, and expected that coping would be better explained by also considering emotional reactions. Children (N = 230, Grades 3 to 7) reacted to three videotaped stressors, and children and parents completed questionnaires. Children rated as more competent used active and challenge coping strategies, such as problem solving and support seeking, more than other children, and they also responded with more sadness. Children's competence was associated with fear, but only in bivariate correlations, and was not associated with angry responses. In a structural equation model, emotions were associated with more coping responses, and the emotional reaction of sadness accounted for the link between children's social competence and adaptive (i.e., challenge) coping. Findings suggest that competent children use more adaptive coping, and this is accounted for by their greater feelings of sadness when dealing with controllable interpersonal stressors.     

Conditions under which function information attenuates name extension via shape

Children often extend names to novel artifacts on the basis of overall shape rather than core properties (e.g., function). This bias is claimed to reflect the fact that nonrandom structure is a reliable cue to an object having a specific designed function. In this article, we show that information about an object's design (i.e., about its creator's intentions) is neither necessary nor sufficient for children to override the shape bias. Children extend names on the basis of any information specifying the artifact's function (e.g., information about design, current use, or possible use), especially when this information is made salient when candidate objects for extension are introduced. Possible mechanisms via which children come to rely less on easily observable cues (e.g., shape) and more on core properties (e.g., function) are discussed.