The Relationship Between Caregiver Capacity and Intensive Community Treatment for Children with a Mental Health Crisis

We studied 9,220 children referred to a comprehensive mental health crisis stabilization program to examine the impact of caregiver capacity on crisis worker decisions to refer children for intensive community-based treatment as opposed to inpatient psychiatric hospitalization. Due to the different role of caregivers in the child welfare system, analyses were stratified by state custody status. Among both groups, there was a significant inverse association between child mental health need and referral to intensive community-based treatment. For children not in state custody with low mental health need, there was no difference in the likelihood of referral to intensive community-based treatment across levels of caregiver capacity. However, for children not in state custody with medium and high mental health needs, those whose caregivers were deficient or severely deficient were significantly more likely to be referred for intensive community-based treatment than were those who had capable caregivers. Multivariate analyses demonstrated similar results after controlling for potential confounding variables and confirmed that caregiver capacity contributes significantly to the logistic model’s classification accuracy. Results suggest further investigation of the impact of caregiver capacity on mental health crisis worker referral decisions is needed.     

Perceptions by and of lonely people in social networks

Although past research has associated loneliness with negative perceptions of others, P. Christensen and D. A. Kashy (1998), using the social relations model (SRM), found that among new acquaintances, loneliness was associated with more positive other‐perceptions. SRM was used to examine loneliness and interpersonal perception within existing social networks. Seventy‐three university students in the United States rated themselves and others on 19 attributes and also judged how they thought others saw them (meta‐perceptions). Results indicated that lonely people tended to be more negative toward closer targets and somewhat positive toward less close acquaintances. Lonely people had lower self‐regard and perceived self‐regard, invariant across acquaintanceship, and were rated more negatively by others. Relationship contexts thus moderate effects of loneliness on other‐perceptions.     

A temporal discriminability account of children's eyewitness suggestibility

Children's suggestibility is typically measured using a three‐stage ‘event–misinformation–test’ procedure. We examined whether suggestibility is influenced by the time delays imposed between these stages, and in particular whether the temporal discriminability of sources (event and misinformation) predicts performance. In a novel approach, the degree of source discriminability was calculated as the relative magnitude of two intervals (the ratio of event–misinformation and misinformation–test intervals), based on an adaptation of existing ‘ratio‐rule’ accounts of memory. Five‐year‐olds (n =150) watched an event, and were exposed to misinformation, before memory for source was tested. The absolute event–test delay (12 versus 24 days) and the ‘ratio’ of event–misinformation/misinformation–test intervals (11:1, 3:1, 1:1, 1:3 and 1:11) were manipulated across participants. The temporal discriminability of sources, measured by the ratio, was indeed a strong predictor of suggestibility. Most importantly, if the ratio was constant (e.g. 18/6 versus 9/3 days), performance was remarkably similar despite variations in absolute delay (e.g. 24 versus 12 days). This intriguing finding not only extends the ratio‐rule of distinctiveness to misinformation paradigms, but also serves to illustrate a new empirical means of differentiating between explanations of suggestibility based on interference between sources and disintegration of source information over time.     

Speech‐perception‐in‐noise deficits in dyslexia

Speech perception deficits in developmental dyslexia were investigated in quiet and various noise conditions. Dyslexics exhibited clear speech perception deficits in noise but not in silence. Place‐of‐articulation was more affected than voicing or manner‐of‐articulation. Speech‐perception‐in‐noise deficits persisted when performance of dyslexics was compared to that of much younger children matched on reading age, underscoring the fundamental nature of speech‐perception‐in‐noise deficits. The deficits were not due to poor spectral or temporal resolution because dyslexics exhibited normal ‘masking release’ effects (i.e. better performance in fluctuating than in stationary noise). Moreover, speech‐perception‐in‐noise predicted significant unique variance in reading even after controlling for low‐level auditory, attentional, speech output, short‐term memory and phonological awareness processes. Finally, the presence of external noise did not seem to be a necessary condition for speech perception deficits to occur because similar deficits were obtained when speech was degraded by eliminating temporal fine‐structure cues without using external noise. In conclusion, the core deficit of dyslexics seems to be a lack of speech robustness in the presence of external or internal noise.     

Language‐specific stress perception by 9‐month‐old French and Spanish infants

During the first year of life, infants begin to have difficulties perceiving non‐native vowel and consonant contrasts, thus adapting their perception to the phonetic categories of the target language. In this paper, we examine the perception of a non‐segmental feature, i.e. stress. Previous research with adults has shown that speakers of French (a language with fixed stress) have great difficulties in perceiving stress contrasts ( Dupoux, Pallier, Sebastián & Mehler, 1997 ), whereas speakers of Spanish (a language with lexically contrastive stress) perceive these contrasts as accurately as segmental contrasts. We show that language‐specific differences in the perception of stress likewise arise during the first year of life. Specifically, 9‐month‐old Spanish infants successfully distinguish between stress‐initial and stress‐final pseudo‐words, while French infants of this age show no sign of discrimination. In a second experiment using multiple tokens of a single pseudo‐word, French infants of the same age successfully discriminate between the two stress patterns, showing that they are able to perceive the acoustic correlates of stress. Their failure to discriminate stress patterns in the first experiment thus reflects an inability to process stress at an abstract, phonological level.     

Do birds of a feather universally flock together? Cultural variation in the similarity‐attraction effect

Three experiments explored the similarity‐attraction effect (SAE) among North American and Japanese samples. In all studies, North Americans showed a significantly more pronounced SAE than the Japanese. The North Americans consistently revealed a strong SAE whereas the Japanese effect was only significant in the methods with the most power. The cultural differences emerged across different methods, and for the domains of personality, activities, attitudes and demographics. The cultural difference was mediated by self‐esteem, indicating that a motivation for positive self‐views is a mechanism underlying the SAE.     

Predicting school adjustment from motor abilities in kindergarten

The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy‐one five‐year‐old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual–motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd.     

Do maternal stress and home environment mediate the relation between early income‐to‐need and 54‐months attentional abilities?

Using Ecological Systems Theory and stage sequential modelling procedures for detecting mediation, this study examined how early developmental contexts impact preschoolers' performances on a measure of sustained attention and impulse control. Data from 1273 European‐American and African‐American participants in the NICHD Study of Early Child Care were used to identify the potential mediators of the relation between early household income‐to‐need (INR) and 54‐month impulsivity and inattention. Exploratory analyses were also conducted to determine whether the relationships between early income, home environment, parenting stress, and the outcome variables differ for African‐American versus European‐American‐American children. We found modest support for the study hypothesis that 36‐month home environment quality mediated the INR/attention relationship. INR accounted for more home environment score variance and home environment accounted for more Impulsivity score variance for African‐American children. Home environments were related to inattention in the European‐American, but not African‐American, group. Copyright © 2007 John Wiley & Sons, Ltd.     

Women's Caregiving Careers and Retirement Financial Insecurity

Providing the essential care for children and aged relatives has immediate and long‐term financial consequences for women, particularly financial insecurity in retirement. Women's caregiving careers are examined in relationship to the impact on retirement. The need for career and retirement education and counseling aimed at women who assume caregiving roles is addressed.