Pregnant Women’s Perspectives on Expanded Carrier Screening

Expanded carrier screening (ECS) is a relatively new carrier screening option that assesses many conditions simultaneously, as opposed to traditional ethnicity-based carrier screening for a limited number of conditions. This study aimed to explore pregnant women’s perspectives on ECS, including reasons for electing or declining and anxiety associated with this decision-making. A total of 80 pregnant women were surveyed from Northwestern Medicine’s Clinical Genetics Division after presenting for aneuploidy screening. Of the 80 participants, 40 elected and 40 declined ECS. Trends regarding reasons for electing or declining ECS include ethnicity, desire for genetic risk information, lack of family history, perceived likelihood of being a carrier, and perceived impact on reproductive decisions. Individuals who declined ECS seemed to prefer ethnicity-based carrier screening and believed that ECS would increase their anxiety, whereas individuals who elected ECS seemed to prefer more screening and tended to believe that ECS would reduce their anxiety. These findings provide insight on decision-making with regard to ECS and can help guide interactions that genetic counselors and other healthcare providers have with patients, including assisting patients in the decision-making process.     

A meta‐analysis of the relationship between socioeconomic status and executive function performance among children

The relationship between childhood socioeconomic status (SES) and executive function (EF) has recently attracted attention within psychology, following reports of substantial SES disparities in children's EF. Adding to the importance of this relationship, EF has been proposed as a mediator of socioeconomic disparities in lifelong achievement and health. However, evidence about the relationship between childhood SES and EF is mixed, and there has been no systematic attempt to evaluate this relationship across studies. This meta‐analysis systematically reviewed the literature for studies in which samples of children varying in SES were evaluated on EF, including studies with and without primary hypotheses about SES. The analysis included 8760 children between the ages of 2 and 18 gathered from 25 independent samples. Analyses showed a small but statistically significant correlation between SES and EF across all studies (r_random = .16, 95% CI [.12, .21]) without correcting for attenuation owing to range restriction or measurement unreliability. Substantial heterogeneity was observed among studies, and a number of factors, including the amount of SES variability in the sample and the number of EF measures used, emerged as moderators. Using only the 15 studies with meaningful SES variability in the sample, the average correlation between SES and EF was small‐to‐medium in size (r_random = .22, 95% CI [.17, .27]). Using only the six studies with multiple measures of EF, the relationship was medium in size (r_random = .28, 95% CI [.18, .37]). In sum, this meta‐analysis supports the presence of SES disparities in EF and suggests that they are between small and medium in size, depending on the methods used to measure them.     

Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study—Kindergarten Cohort 1998–1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k–8 schools, middle schools, and junior high schools) and how it relates to students’ perceptions of school climate. We find that administrators and teachers in k–8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students’ perceptions of their schools’ social and academic climate. Implications for educational policy and practice are discussed.     

Mother–Infant Joint Attention and Sharing: Relations to Disorganized Attachment and Maternal Disrupted Communication

The normative development of infant shared attention has been studied extensively, but few studies have examined the impact of disorganized attachment and disturbed maternal caregiving on mother–infant shared attention. The authors examined both maternal initiations of joint attention and infants’ responses to those initiations during the reunion episodes of the Strange Situation Procedure at 12 and 18 months of infant age. The mothers' initiations of joint attention and three forms of infant response, including shunning, simple joint attention, and sharing attention, were examined in relation to infant disorganized attachment and maternal disrupted communication. Mothers who were disrupted in communication with their infants at 18 months initiated fewer bids for joint attention at 12 months, and, at 18 months, mothers of infants classified disorganized initiated fewer bids. However, the infant' responses were unrelated to either the infant' or the mother' disturbed attachment. At both ages, disorganized infants and infants of disrupted mothers were as likely to respond to maternal bids as were their lower risk counterparts. Our results suggest that a disposition to share experiences with others is robust in infancy, even among infants with adverse attachment experiences, but this infant disposition may depend on adult initiation of bids to be realized.     

Identity and spirituality: a psychosocial exploration of the sense of spiritual self

The authors examined the structure and content of adults' sense of spiritual identity by analyzing semistructured interviews with 13 spiritually devout men and 15 devout women, ages 22 to 72. Individuals' responses to the Role-Related Identity Interview (G. T. Sorell, M. J. Montgomery, & N. A. Busch-Rossnagel, 1997b) were content analyzed and rated on the role-related spiritual identity dimensions of role salience and flexibility. Individuals were categorized as spiritually foreclosed, achieved, or in moratorium, on the basis of their motivational, affective, self-evaluative, and behavioral investments in spiritually defined roles and their reflectiveness about and behavioral changes in role-related spiritual identity. Similarities and differences within and between spiritual identity status groups were observed, suggesting a variety of ways that spiritual identity provides a sense of continuity as well as a domain for adult developmental change.     

Mathematics learning disability in girls with Turner syndrome or fragile X syndrome

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group, although the likelihood of MLD persisting through the primary school years was comparable for all three groups. In Study 2, formal and informal math skills were compared across the syndrome groups, a normative group, and children from the normative group who had MLD. Few differences were observed between the Turner syndrome and normative groups. Despite having rote counting and number representation skills comparable to those in the normative group, girls with fragile X had difficulty with counting rules (e.g., cardinality, number constancy). However, this difficulty did not distingush them from the MLD group. Overall, counting skills appear to distinguish the Turner syndrome and fragile X groups, suggesting that the specificity of math deficits emerges earlier for fragile X than Turner syndrome.     

Medial temporal and prefrontal lobe activation during verbal encoding following glucose ingestion in schizophrenia: A pilot fMRI study

Verbal declarative memory is one of the most reliably impaired cognitive functions in schizophrenia. Important issues are whether the problem is reversible, and which brain regions underlie improvement. We showed previously that glucose administration improved declarative memory in patients with schizophrenia, and sought in this pilot study to identify whether glucose affects the location or degree of activation of brain regions involved in a verbal encoding task. Seven clinically stable and medicated patients with schizophrenia or schizoaffective disorder, who showed deficits on a clinical test of memory, participated in the study. Subjects served as their own controls in a double-blind, crossover protocol that consisted of two sessions about a week apart. In each session, subjects ingested a beverage flavored with lemonade that contained 50 g of glucose on one occasion, and saccharin on the other. Blood glucose was measured before and 15, 50, and 75 min after ingestion. After ingesting the beverage, they performed a verbal encoding task while undergoing brain functional magnetic resonance imaging. The results showed significantly greater activation of the left parahippocampus during novel sentence encoding in the glucose condition, compared to the saccharin condition, despite no change in memory performance. A trend towards greater activation of the left dorsolateral prefrontal cortex (p<.07) was also evident in the glucose condition. These pilot findings emphasize the sensitivity of both the medial temporal and prefrontal regions to effects of glucose administration during encoding, and are consistent with the hypothesis that these regions also participate in declarative memory improvements following glucose administration.     

Sleep and the time course of motor skill learning

Growing evidence suggests that sleep plays an important role in the process of procedural learning. Most recently, sleep has been implicated in the continued development of motor-skill learning following initial acquisition. However, the temporal evolution of motor learning before and after sleep, the effects of different training regimens, and the long-term development of motor learning across multiple nights of sleep remain unknown. Here, we report data for subjects trained and retested on a sequential finger-tapping task across multiple days. The findings demonstrate firstly that following initial training, small practice-dependent improvements are possible before, but not following the large practice-independent gains that develop across a night of sleep. Secondly, doubling the quantity of initial training does not alter the amount of subsequent sleep-dependent learning that develops overnight. Thirdly, the amount of sleep-dependent learning does not correlate with the amount of practice-dependent learning achieved during training, suggesting the existence of two discrete motor-learning processes. Finally, whereas the majority of sleep-dependent motor-skill learning develops during the first night of sleep following training, additional nights of sleep still offer continued improvements.