Education and children with Down syndrome: neuroscience, development, and intervention

Of the recent advances in education-related research in Down syndrome, the characterization of the Down syndrome behavioral phenotype has become a potentially critical tool for shaping education and intervention in this population. This article briefly reviews the literature on brain-behavior connections in Down syndrome and identifies aspects of the Down syndrome behavioral phenotype that are potentially relevant to educators. Potential challenges to etiologically informed educational planning are discussed.     

Language phenotypes and intervention planning: bridging research and practice

This paper focuses on the communication and language phenotypes associated with three genetic disorders: Down syndrome, Williams syndrome, and fragile X syndrome. It is argued that there is empirical evidence that these disorders predispose children to specific profiles of strength and weakness in some areas of speech, language, and communication, and that intervention planning for children with each syndrome may take an approach informed by these profiles. Issues related to within-group variability, shared outcomes among syndromes, and the need for empirical validation for syndrome-specific recommendations are discussed.     

Integration of social identities in the self: toward a cognitive-developmental model.

This article presents a model of social identity development and integration in the self. Classic intergroup theories (e.g., social identity theory, self-categorization theory) address the situational, short-term changes in social identities. Although these theories identify the contextual and environmental factors that explain situational changes in social identification, the intraindividual processes underlying developmental changes in social identities and their integration within the self remain to be identified. Relying on recent intergroup models as well as on developmental (i.e., neo-Piagetian) and social cognitive frameworks, this article proposes a four-stage model that explains the specific processes by which multiple social identities develop intraindividually and become integrated within the self over time. The factors that facilitate versus impede these identity change processes and the consequences associated with social identity integration are also presented.     

Dissociating affective evaluation and social cognitive processes in the ventral medial prefrontal cortex

In recent studies, various regions of the ventral medial prefrontal cortex (vmPFC) have been implicated in at least two potentially different mental functions: reasoning about the minds of other people (social cognition) and processing reward related information (affective evaluation). In this study, we test whether the activation in a specific area of the vmPFC, the para-anterior cingulate cortex (PACC), correlates with the reward value of stimuli in general or is specifically associated with social cognition. Participants performed a time estimation task with trial-to-trial feedback in which reward and social context were manipulated separately. Reward was manipulated by giving either positive or negative feedback in the form of small squirts of fluid delivered orally. Social context was manipulated by instructing participants that positive and negative feedback was determined by another person or a computer. The data demonstrate a main effect of feedback, but not social context, in the PACC, suggesting that this area of the vmPFC serves a general function in evaluating and/or representing reward value. In addition, activity in a more anterior subregion of the vmPFC demonstrated reward-related sensitivity only in the social context. Another area that showed a similar interaction was the subgenual cingulate, but this region was only sensitive to negative feedback in the social condition. These findings suggest that, within the vmPFC, the PACC subserves primarily an affective function, whereas in other regions social context can modulate affective responses.     

Enactments and Dissociations Driven by Cultural Differences

Cultural differences between the analytic dyad can foster powerful transference-counter-transference feelings and potentially promote traumatic re-enactments. Those patients who are more directly affected by traumatic experiences may be able to verbalize what has happened to them only if they are convinced that their analysts are "taking in their horror, holding it for them, responding to it emotionally (reenacting) and giving it back in more modulated and containable" manner (Davies, 1997, p. 24). These mutual enactments that emerge in patients and their analysts can be understood as dissociated self-states. Clinical material is presented from the treatment of an African-American inner-city teenager and an Israeli teenage soldier to illustrate the emergence of enactments and dissociation in patient-analyst dyads.     

Social anxiety disorder in childhood and adolescence: descriptive psychopathology

Although the presentation of social anxiety disorder (SAD) in adults is well documented, less is known about its clinical manifestation in children and adolescents. To date, most studies have included combined samples of children and adolescents despite the fact that this age range represents an extensive period of growth and development. This study compares and contrasts the clinical presentation of SAD among children (ages 7-12) and adolescents (ages 13-17). One hundred and fifty children (n=74) and adolescents (n=76) with a primary diagnosis of SAD participated in the study. The assessment battery included clinical ratings and behavioral observation as well as parental and self-report. The results indicate that, although the symptom presentation of children and adolescents with primary SAD shares many features, children tend to present with a broader pattern of general psychopathology, while adolescents have a more pervasive pattern of social dysfunction and may be more functionally impaired as a result of their disorder. These findings suggest that interventions for SAD need to carefully consider clinical presentation of the disorder as it manifests in childhood and adolescence.     

Is thought-action fusion related to religiosity? Differences between Christians and Jews

The purpose of this study was to evaluate the relationship between thought-action fusion (TAF) and religiosity in Christians and Jews (Orthodox, Conservative, and Reform). There is a growing body of evidence that suggests that religiosity is related to obsessive cognitions in Christian samples, but conceptual and empirical ambiguities complicate the interpretation of that literature and its application to non-Christian groups. As predicted on the basis of previous research, Christians scored higher than Jews on moral TAF. This effect was large and not explained by differences in self-reported religiosity. The Jewish groups did not differ from each other. Furthermore, religiosity was significantly associated with TAF only within the Christian group. These results qualify the presumed association between religiosity and obsessive cognitions. General religiosity is not associated with TAF; it rather depends on what religious group. Moreover, large group differences in a supposed maladaptive construct without evidence of corresponding differences in prevalence rates call into question the assumption that TAF is always a marker of pathology.     

Reasoning about artifacts at 24 months: the developing teleo-functional stance

From the age of 2.5, children use social information to rapidly form enduring function-based artifact categories. The present study asked whether even younger children likewise constrain their use of objects according to teleo-functional beliefs that artifacts are "for" particular purposes, or whether they use objects as means to any desired end. Twenty-four-month-old toddlers learned about two novel tools that were physically equivalent but perceptually distinct; one tool was assigned implicit function information through a short demonstration. At test, toddlers returned to the demonstrated tool when asked to repeat the task, but, unlike older children, also used it for another task. Results imply that at 24 months, toddlers expect artifacts to have functions and proficiently use a model's intentional use to inform tool choices, suggesting cognition that differs from that of tool-using monkeys. However, their artifact representations are not yet specified enough to support exclusive patterns of tool use.     

Interaction Effects in the Theory of Planned Behavior: The Interplay of Self-Identity and Past Behavior

This research used a revised theory of planned behavior (TPB) model, which incorporated self-identity and past behavior—and the interaction between these constructs—in order to improve the model's predictive power in relation to consumer behavior (purchasing one's preferred beer). At Time 1, respondents ( N  = 108) completed measures of attitudes, perceived behavioral control, subjective norm, self-identity, past behavior, and intentions. Behavior was assessed 1 week later. All predictors were positively related to intentions. Self-identity and past behavior interacted to influence intentions: Self-identity had a stronger influence on intentions at low, rather than high, levels of past behavior. Intentions and past behavior were predictive of Time 2 behavior. These findings emphasize the need to consider identity issues in the TPB.