Nonlinear Growth Models as Measurement Models: A Second-Order Growth Curve Model for Measuring Potential

Recent methodological work has highlighted the promise of nonlinear growth models for addressing substantive questions in the behavioral sciences. In this article, we outline a second-order nonlinear growth model in order to measure a critical notion in development and education: potential. Here, potential is conceptualized as having three components—ability, capacity, and availability—where ability is the amount of skill a student is estimated to have at a given timepoint, capacity is the maximum amount of ability a student is predicted to be able to develop asymptotically, and availability is the difference between capacity and ability at any particular timepoint. We argue that single timepoint measures are typically insufficient for discerning information about potential, and we therefore describe a general framework that incorporates a growth model into the measurement model to capture these three components. Then, we provide an illustrative example using the public-use Early Childhood Longitudinal Study–Kindergarten data set using a Michaelis-Menten growth function (reparameterized from its common application in biochemistry) to demonstrate our proposed model as applied to measuring potential within an educational context. The advantage of this approach compared to currently utilized methods is discussed as are future directions and limitations.     

“When Will Your Program Be Available in Spanish?” Adapting an Early Parenting Intervention for Latino Families

This paper describes the Spanish adaptation of PACE—Parenting Our Children to Excellence. Successfully offered in preschools and daycare centers since 2002, PACE is a research-based preventive intervention to support families in their parenting task through discussions and activities that address practical childrearing issues and promote child coping-competence. Developed in response to community calls, the new program is known as CANNE –Criando a Nuestros Niños hacia el Éxito. The paper makes the processes linking original and adapted versions explicit by accounting for the conceptual and practical decisions that were made as CANNE was being developed. We begin by summarizing the challenges of adapting and translating a behavioral intervention, and by describing the coping-competence model that informs both versions of the program. We turn then to a detailed account of the adaptation itself and of its results. Specifically, we describe: (a) the consultation process at the origin of this adaptation, (b) the adaptation of the manual and the steps taken to establish the extent to which the English and Spanish versions correspond (adaptation fidelity), and (c) the translation of the manual and the cross-language comparison of measures to demonstrate that they yield comparable data when administered in English and Spanish.     

Evaluating Child Coping Competence: Theory and Measurement

Much of the research on children’s coping styles is based on a downward extension of adult coping theories. In a departure from this approach, coping competence theory seeks to account for children’s ability to cope with daily challenges on the basis of developmental research. The theory, which states that challenges call for distinct coping skills in the affective, social, and achievement domains, was evaluated with an ethnically diverse sample of preschoolers. The study relied on confirmatory factor analysis of a parent-completed measure of coping to test the 3-factor model underlying the theory, and related those factors to parent and teacher measures of child functioning. Results supported the 3-factor model of coping competence and showed that each domain of coping was negatively correlated with parent and teacher ratings of child disruptive behavior. Coping competence theory held across child sex and age. Findings provide support for a 3-factor model of coping competence in early childhood and for the validity of the new parent-completed measure of children’s coping styles refined in this study.     

Long-term retention of a motor skill: Implicit sequence knowledge is not retained after a one-year delay

Experimental work shows that some motor skills are retained well over a long delay and others are not. It is possible that motor tasks that are primarily implicit are retained over long intervals, whereas those with an explicit component are subject to more rapid forgetting. To test whether implicit motor skills are retained, 24 (experienced) participants were retested after a one-year delay for their retention of an implicit motor sequence. They had been trained on the sequence in a button-pushing task. Although the experienced participants responded faster than they had a year earlier, they showed no retention of the sequence compared to 24 participants who had received no training a year earlier, and no savings in relearning the sequence. The overall speed effect may indicate that the amount of training is crucial to the degree of retention of a skill. The results indicate that it is not the case that implicit motor skills are well retained whereas those with an explicit component are not.     

Scanning memory for multidimensional stimuli with extended practice

Memory load and the similarity between positive and negative sets were varied orthogonally in an information-reduction task which required S to respond either “yes” or “no” to the question of whether or not a visually displayed two-dimensional pattern had been contained in a previously memorized set of patterns. Six Sa were given 8 days of practice. The results showed that throughout practice, there was a significant increase in reaction time with increaaes in the similarity of positive and neptive sets. The memory load differences sipificantly decreaaed to zero with practice, and this drop was independent of the similarity effect.. It was concluded that extended practice influences memory load differences and effects that reflect the complexity of the memory comparison process differentially.     

Jean Wahl’s unassailable heritage

Continental Philosophy Review - Despite his unassailable heritage, the passionate thinker to whom Levinas dedicated Totalité et infini has today nearly been forgotten outside France. This...     

Zinc transporter 3 is involved in learned fear and extinction, but not in innate fear

Synaptically released Zn2+ is a potential modulator of neurotransmission and synaptic plasticity in fear-conditioning pathways. Zinc transporter 3 (ZnT3) knock-out (KO) mice are well suited to test the role of zinc in learned fear, because ZnT3 is colocalized with synaptic zinc, responsible for its transport to synaptic vesicles, highly enriched in the amygdala-associated neural circuitry, and ZnT3 KO mice lack Zn2+ in synaptic vesicles. However, earlier work reported no deficiency in fear memory in ZnT3 KO mice, which is surprising based on the effects of Zn2+ on amygdala synaptic plasticity. We therefore reexamined ZnT3 KO mice in various tasks for learned and innate fear. The mutants were deficient in a weak fear-conditioning protocol using single tone-shock pairing but showed normal memory when a stronger, five-pairing protocol was used. ZnT3 KO mice were deficient in memory when a tone was presented as complex auditory information in a discontinuous fashion. Moreover, ZnT3 KO mice showed abnormality in trace fear conditioning and in fear extinction. By contrast, ZnT3 KO mice had normal anxiety. Thus, ZnT3 is involved in associative fear memory and extinction, but not in innate fear, consistent with the role of synaptic zinc in amygdala synaptic plasticity.     

Amygdala oscillations and the consolidation of emotional memories

The amygdala receives multi-modal sensory inputs and projects to virtually all levels of the central nervous system. Via these widespread projections, the amygdala facilitates consolidation of emotionally arousing memories. How the amygdala promotes synaptic plasticity elsewhere in the brain remains unknown, however. Recent work indicates that amygdala neurons show theta activity during emotional arousal, and various types of oscillations during sleep. These synchronized neuronal events could promote synaptic plasticity by facilitating interactions between neocortical storage sites and temporal lobe structures involved in declarative memory.     

Flexible search behavior in domestic cats (Felis catus): a case study of predator-prey interaction

Domestic cats (Felis catus) were administered an object permanence task in a novel and a familiar situation to investigate flexibility (i.e., pause behavior and searching by following a path opposite of that taken by the object when it disappeared) in search behavior. Pause and opposite search were assumed to be independent, equiprobable, and randomly exhibited (i.e., random model). The random model predicted that cats would exhibit flexible behavior on 75% of the trials. The results revealed that flexible behavior occurred on 69% of the trials in the novel situation, but only on 52% of the trials in the familiar setting in which pauses were less frequent and shorter than in the novel situation. Thus, the random model provided a good fit of the data in the novel but not in the familiar situation. It is argued that pause and opposite search reflect decision processes when cats are dealing with the behavior of prey that has disappeared while being pursued.