Increased testosterone-to-cortisol ratio in psychopathy

Only a few studies have examined hormones in psychopathy, and results have been mixed. It has been suggested that because hormone systems are highly interconnected, it may be important to examine multiple systems simultaneously to gain a clearer picture of how hormones work together to predispose for a certain construct. In the present study, we attempt to clarify the role of the hormones cortisol and testosterone in psychopathy by examining both hormones in a community sample of 178 adults demonstrating a wide range of psychopathy scores. Results showed that psychopathy scores were associated with an increased ratio of testosterone (baseline) to cortisol responsivity to a stressor. Psychopathy was not associated with either of these measures independently or with baseline cortisol levels. These findings suggest that these highly interconnected hormone systems may work in concert to predispose to psychopathy.     

Peer Victimization and Aggression: Moderation by Individual Differences in Salivary Cortiol and Alpha-Amylase

This research examined whether variations in salivary measures of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic nervous system (alpha amylase [sAA]) contribute to individual differences in the association between peer victimization and aggression. Children (N = 132; M age = 9.46 years, SD = 0.33) completed a measure of peer victimization, teachers rated children’s aggression, and children’s saliva was collected prior to, and following, participation in a laboratory-based peer-oriented social challenge task. Children rated their level of frustration at the end of the task. Results revealed that victimization interacted with cortisol and sAA measured in anticipation of the task to predict aggression; the victimization × cortisol contribution to aggression was partly mediated by children’s self-reported frustration level. Victimization also was associated with heightened frustration in girls with high task-related sAA reactivity. Task-related sAA reactivity was associated with heightened aggression, but only for girls. These findings suggest that associations between peer victimization and aggression are moderated by variation in the activity of the major components of the psychobiology of stress; results are discussed in relation to theoretical models of individual differences in biological sensitivity to context.     

Equating tasks and sustaining attention in children and adults: The methodological and theoretical utility ofd’ matching

The present study develops a method to create task equivalency for children and adults in vigilance research. Experiment 1 employed the signal detection index of perceptual sensitivity (d’) to calibrate vigilance tasks for 32 children (ages 78) and 32 adults. The results of Experiment 1 suggest that task equivalency across groups can be attained, and a vigilance decrement was observed for children. In Experiment 2, the task parameter of event rate was manipulated across two vigils. Again, 32 children (ages 78) and 32 adults participated. The results suggest that a reverse event rate effect emerged for both children and adults. In addition, developmental differences in response to the event rate manipulation and with respect to the vigilance decrement emerged: Children benefited less from the manipulation and were more likely to demonstrate a vigilance decrement than were adults. No developmental differences emerged for the sensitivity decrement. The results are explained with reference to how task demands interact with participant arousal, and implications for development and for future research are discussed.     

The role of congregations in preventive medicine

Congregations are involved in health care, but they don't know it. They have seldom examined how they do what they do to encourage healthy ways of living. A three-year action research model in the Chicago area incorporates a parish nurse on the staff of six large suburban churches. These nurses are essentially health educators and personal health counselors. A weekly intensive half-day continuing education seminar provides these six nurses with opportunities for interchange among themselves and a selected faculty. Perhaps a new specialty within nursing is being born—a minister of health to work alongside parish clergy.Granger Westberg, a Lutheran clergyman, has served for twenty-five years on the medical faculties of the University of Chicago and the University of Illinois. He was the founder of Wholistic Health Centers, Inc.     

Social judgment processes in hyperactive boys: Effects of methylphenidate and comparisons with normal peers

Although there is consensus that ADHD children have serious social problems, there is little understanding of the mechanisms underlying or accompanying such problems. To examine the possibility of atypical or faulty social reasoning, we presented ADHD and normal boys with a social perception task that entailed evaluating the behaviors of unknown peers. ADHD judges participated under both methylphenidate and placebo conditions, and on each occasion they evaluated an unfamiliar ADHD target in each medication state. In contrast to placebo, methylphenidate appeared to dampen overall response rates in ADHD judges, but there was no effect on sensitivity to medication-related differences. Regardless of their own medication state, ADHD judges identified more undesirable behaviors in peers on placebo than in those taking methylphenidate. Judges with the most serious behavior problems tended to identify the greatest number of negative behaviors in peers, especially when both judge and target were unmedicated. There were no effects of target medication status on detections of positive behaviors and few differences in detection patterns of ADHD versus normal judges. Discussion focused on the need to distinguish general regulatory from specific social-cognitive processes.This study was conducted at the Fernald Child Study Center, UCLA, and we very much appreciate the many contributions of Stephen P. Hinshaw, codirector of the program. We are also grateful to the resourceful and devoted staff and the energetic children who served as judges and targets.     

Skill development and cognitive approaches to educating young children

A variety of early childhood education programs have been established in the last decade that differ markedly in their philosophical and theoretical foundations. This article illustrates how distinct foundations are reflected in all program variables in a unified program. Two unified early childhood education programs are contrasted: a skill development program based upon behaviorist theory, and a cognitive growth program based upon cognitive developmental theory. Implications of unified programs for classroom behavior and the school psychologist are discussed.     

The school psychologist as program evaluator

School psychologists are being required to evaluate educational programs. This paper discusses the role and responsibilities of a program evaluator, the programs of measurement, and the staff fear of evaluation. A model for program evaluation is then described with an illustrative example.     

Perceptions of methylphenidate effects on hyperactive children's peer interactions

The behavioral constructs that emerge from observers' openended impressions of methylphenidate effects on the social behaviors of hyperactive children were examined. Ninety-six undergraduates observed videotapes of two different hyperactive target boys, each playing an interaction game with three peers. One target was taking methylphenidate and the other was taking placebo. The valence and content of observers' social perceptions were analyzed. Overall, more negative than positive behaviors were detected, a pattern more pronounced for the placebo than for the medication condition. Interestingly, placebo targets received negative evaluations for poorly controlled behaviors such as noncompliance, aggression, and disruption, but medicated targets received negative evaluations for social inhibition—passive and submissive behaviors. In contrast, the boys' medication state did not consistently influence observers' perceptions of positive social behaviors. Discussion focused on the extent and consequences of medicationrelated increases in social disengagement and on the ultimate impact of stimulant treatment on hyperactive children's social worlds.A preliminary report of this study was presented at the 1990 meeting of the Society for Research in Child and Adolescent Psychopathology, Costa Mesa, CA. We are grateful for the assistance of Pam Ajang, Keri Hom, and Scott Gutentag, and for support from the Fernald Child Study Center at UCLA.