Dimensions of Perfectionism Mediate the Relationship Between Parenting Styles and Coping

This study explored the relationships among parenting styles, perfectionism dimensions, and coping through an online survey. With structural equation modeling and a bootstrap method, the results demonstrated that perfectionism dimensions mediated the relationship between parenting styles and coping strategies among 376 undergraduates (women, 80.6%; men, 19.4%; Caucasian, 94.4%). Thus, parenting practices may be antecedents to perfectionism dimensions that contribute to an individual's ability to cope with stressful situations. The implications for counselors and practice are discussed.     

Reliable change in neuropsychological test scores is associated with brain atrophy in older adults

The reliable change index (RCI) is a commonly used method for interpreting change in neuropsychological test scores over time. However, the RCI is a psychometric method that, to date, has not been validated against neuroanatomical changes. Longitudinal neuroimaging and neuropsychological data from baseline and one-year follow-up visits were retrieved from the Alzheimer’s Disease Neuroimaging Initiative (ADNI) database. The RCI was used to identify participants showing reliable decline on memory (ADNI-Mem; N = 450) and executive functioning (ADNI-EF; N = 456) factor scores. For each factor score, two groups (reliable change vs. no reliable change) were matched on potential baseline confounding variables. Longitudinal neuroanatomical data were analysed using tensor-based morphometry. Analysis revealed that reliable change on ADNI-Mem was associated with atrophy in the medial temporal cortex, limbic cortex, temporal lobe and some regions of the parietal lobe. Similar atrophy patterns were found for reliable change on ADNI-EF, except that atrophy extended to the frontal lobe and the atrophy was more extensive and of higher magnitude. The current study not only validates clinical usage of the RCI with neuroanatomical evidence of associated underlying brain change but also suggests patterns of likely brain atrophy when reliable cognitive decline is detected.     

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.     

Causality and the allocation of attention during comprehension

Recent research has suggested that each statement in a narrative text is understood by relating it to its causal antecedents and consequences and that the text as a whole is understood by finding a causal path linking its opening to its final outcome. Fletcher and Bloom (1988) have proposed that in order to accomplish this goal, while minimizing the number of times long-term memory has to be searched, readers focus their attention on the last clause of a narrative that has causal antecedents but no consequences in the preceding text. As a result, a statement that is followed by a causal antecedent should remain the focus of attention, while the same statement followed by a consequence should not. This prediction was tested and confirmed in three experiments which show that when a target statement is followed by a sentence that includes only causal antecedents, (a) continuation sentences related to it are read more quickly, (b) target words drawn from it are easier to recognize, and (c) subject-generated continuations are more likely to be causally related to it.