Psychological maladjustment mediates the link between remembrances of parental rejection in childhood and loneliness in adulthood: A cross-cultural comparative study

Drawing stimulus from interpersonal acceptance-rejection theory, this multicultural study examined relations between men's versus women's remembrances of maternal and paternal acceptance-rejection in childhood and their current level of loneliness, as mediated by adults' self-reported psychological maladjustment. Adults (N = 899) from five nations (Iraq, Italy, the Netherlands, Pakistan, and the United States) responded to the Adult version of the Parental Acceptance-Rejection Questionnaire-short form for mothers and fathers, the Adult version of the Personality Assessment Questionnaire-short form, and the Interpersonal Acceptance-Rejection Loneliness Scale. Adults' remembrances of maternal and paternal rejection in childhood significantly and independently predicted feelings of loneliness but remembered paternal rejection was more strongly related to these feelings than were remembrances of maternal rejection. Psychological maladjustment fully mediated the effect of remembered maternal rejection but only partially mediated the effect of remembered paternal rejection on loneliness. There were no significant differences in these results across the five countries or genders. Overall, the results suggest that adults' remembrances of parental rejection in childhood—along with the theoretically expected development of psychological maladjustment—are likely to be associated panculturally with the experience of loneliness in adulthood.     

Validity and reliability of the Test of Early Reading Ability-Second Edition with preschool age children

Criterion validity and test-retest reliability across the two forms of the Test of Early Reading Ability-Second Edition were examined. 18 preschool age children, 4 boys and 14 girls, between the ages of 37 and 59 mo. (M = 48.5, SD = 7.6) were randomly administered Forms A and B as well as the sound-blending, letter-word identification, spelling, and sound-awareness reading subtests from the 2001 Woodcock Johnson-III. Correlations were moderate between the children's performance on the Test of Early Reading Ability-2 Forms A and B and their reading subtest scores from the Woodcock Johnson-III and also between Forms A and B of the Test of Early Reading Ability-2. However, Forms A and B of the Test of Early Reading Ability-2 were not clinically equivalent.     

Top-down influences on perceptual grouping

Observers are faster to find and discriminate a target pair of adjacent, same-shaped objects that are within the same perceptual group (within group) versus within adjacent perceptual groups. Manipulating the probability of a within-group pair modulated this grouping effect such that it increased as the percentage of within-group trials (25%, 50%, or 75%) increased. This probability effect was stronger for extrinsic grouping factors (common region and connectedness) than for intrinsic factors (proximity and color similarity). Further experiments, however, suggested that this extrinsic-intrinsic difference was due to differences in overall speed with which the target pair was found. The results are interpreted as indicating that grouping is sensitive to top-down influences as long as there is sufficient time for feedback to operate.     

Positron emission tomography methods with potential for increased understanding of mental retardation and developmental disabilities

Positron emission tomography (PET) is a technique that enables imaging of the distribution of radiolabeled tracers designed to track biochemical and molecular processes in the body after intravenous injection or inhalation. New strategies for the use of radiolabeled tracers hold potential for imaging gene expression in the brain during development and following interventions. In addition, PET may be key in identifying the physiological consequences of gene mutations associated with mental retardation. The development of high spatial resolution microPET scanners for imaging of rodents provides a means for longitudinal study of transgenic mouse models of genetic disorders associated with mental retardation. In this review, we describe PET methodology, illustrate how PET can be used to delineate biochemical changes during brain development, and provide examples of how PET has been applied to study brain glucose metabolism in Rett syndrome, serotonin synthesis in autism, and GABAA receptors in Angelman's syndrome and Prader-Willi syndrome. Future application of PET scanning in the study of mental retardation might include measurements of brain protein synthesis in fragile X syndrome and tuberous sclerosis complex, two common conditions associated with mental retardation in which cellular mechanisms involve dysregulation of protein synthesis. Mental retardation results in life-long disability, and application of new PET technologies holds promise for a better understanding of the biological underpinnings of mental retardation, with the potential to uncover new treatment options.     

Atypical maternal behavior toward feeding‐disordered infants before and after intervention

The display of atypical behaviors and disrupted communication during parent–infant interactions, as assessed by the Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE), has been linked to disorganized infant attachment, which, in turn, has been linked to psychopathology. The present study examined the usefulness of the AMBIANCE as an indicator of the efficacy of two brief interventions in reducing atypical behaviors and disrupted communication during play interactions. Twenty‐eight mother–infant dyads participated (14 per intervention). All infants had feeding problems. One intervention, Interaction Guidance, focused on training caregivers to respond sensitively to their infants (play‐focused intervention). The other intervention focused on training mothers to use new feeding techniques (feeding‐focused intervention). Results showed a significant decrease in AMBIANCE scores in the play‐focused group from pre‐ to postintervention, but not in the feeding‐focused group. There was a significant decrease in the level of disrupted communication from pre‐ to postintervention sessions in the play‐focused group but not in the feeding‐focused group. 73% of mothers from the play‐focused group and 17% of mothers from the feeding‐focused group initially classified as “disrupted” attained a classification of “nondisrupted” at the postintervention session. Some limitations of the study include small sample size, differences in timing of assessment for each intervention, and use of samples of convenience. Nonetheless, these findings provide preliminary evidence both of the usefulness of AMBIANCE as an instrument for assessing clinical efficacy and the efficacy of Interaction Guidance. ©2001 Michigan Association for Infant Mental Health.     

Familiar eyes are smiling: on the role of familiarity in the perception of facial affect

Quickly and accurately perceiving others' facial affect is paramount for successful social interaction. This work investigates the role of familiarity in helping us to interpret others' facial emotions. In Experiments 1 and 2, participants viewed several faces, some familiar and some novel, and judged how happy each face appeared. As predicted, results showed that familiar faces were perceived as happier than were novel faces. In Experiment 3, participants again viewed several faces, some familiar and some not, and rated the perceived anger or happiness of these faces. As expected, familiar faces were perceived as happier and less angry than were novel faces. Thus, these results suggest that familiarity is one cue we use to interpret the facial affect of others. Copyright © 2007 John Wiley & Sons, Ltd.     

The world of competitive Scrabble: Novice and expert differences in visuopatial and verbal abilities

Competitive Scrabble players spend a mean of 4.5 hr a week memorizing words from the official Scrabble dictionary. When asked if they learn word meanings when studying word lists, only 6.4% replied "always," with the rest split between "sometimes" and "rarely or never." Number of years of play correlated positively with expertise ratings, suggesting that expertise develops with practice. To determine the effect of hours of practice (M = 1,904), the authors compared experts with high-achieving college students on a battery of cognitive tests. Despite reporting that they usually memorize word lists without learning meanings, experts defined more words correctly. Reaction times on a lexical decision task (controlling for age) correlated with expertise ratings, suggesting that experts develop faster access to word identification. Experts' superiority on visuospatial processing was found for reaction time on 1 of 3 visuospatial tests. In a study of memory for altered Scrabble boards, experts outperformed novices, with differences between high and low expertise on memory for boards with structure-deforming transformations. Expert Scrabble players showed superior performance on selected verbal and visuospatial tasks that correspond to abilities that are implicated in competitive play.     

Verifying visual properties in sentence verification facilitates picture recognition memory

According to the perceptual symbols theory (Barsalou, 1999), sensorimotor simulations underlie the representation of concepts. We investigated whether recognition memory for pictures of concepts was facilitated by earlier representation of visual properties of those concepts. During study, concept names (e.g., apple) were presented in a property verification task with a visual property (e.g., shiny) or with a nonvisual property (e.g., tart). Delayed picture recognition memory was better if the concept name had been presented with a visual property than if it had been presented with a nonvisual property. These results indicate that modality-specific simulations are used for concept representation.     

Social identities and intergroup bias in immigrant and nonimmigrant children

Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children.