Infant recall memory and communication predicts later cognitive development

This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication); they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice.     

Age deficits in the control of prepotent responses: evidence for an inhibitory decline

Older adults have more difficulty than younger adults appropriately directing their behavior when the required response is in competition with a prepotent response. The authors varied the difficulty of inhibiting a prepotent eye movement response by varying the response cue (peripheral onset or central arrow). The response cue manipulation did not affect prosaccade accuracy and latency for either age group and did not affect younger adults' antisaccades. Older adults' antisaccades were slower in the peripheral cue condition than in the central arrow condition. These findings are taken as support for the inhibitory deficit hypothesis of aging (L. Hasher, R. T. Zacks, & C. P. May, 1999).     

Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students

Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities.     

Attention, heart rate, and startle response during exposure to trauma-relevant pictures: a comparison of recent trauma victims and patients with posttraumatic stress disorder

Victims of a recent trauma were compared with posttraumatic stress disorder (PTSD) patients and healthy controls to assess whether a specific anxiety response and an attentional bias were evident initially or only in chronic PTSD. Heart rate (HR) and startle response were measured, and a dot-probe task was carried out using trauma-relevant pictures. Severely affected recent trauma victims and chronic PTSD patients showed HR acceleration to trauma-related material, which was the only significant group difference. A bias away from trauma-related material was related to severity of intrusions in recent trauma victims, and the bias toward trauma-related material increased with amplitude of the HR response in PTSD patients. A specific anxiety reaction is present initially in severely affected trauma victims.     

Phonological and morphological consistency in the acquisition of vowel duration spelling in Dutch and German

In Dutch, vowel duration spelling is phonologically consistent but morphologically inconsistent (e.g., paar-paren). In German, it is phonologically inconsistent but morphologically consistent (e.g., Paar-Paare). Contrasting the two orthographies allowed us to examine the role of phonological and morphological consistency in the acquisition of the same orthographic feature. Dutch and German children in Grades 2 to 4 spelled singular and plural word forms and in a second task identified the correct spelling of singular and plural forms of the same nonword. Dutch children were better in word spelling, but German children outperformed the Dutch children in nonword selection. Also, whereas German children performed on a similar level for singular and plural items, Dutch children showed a large discrepancy. The results indicate that children use phonological and morphological rules from an early age but that the developmental balance between the two sources of information is constrained by the specific orthography.     

Psychosocial Factors Associated with Quality of Life Among Individuals Attending Genetic Counseling for Hereditary Cancer

The aim of this multicenter study was to explore associations between psychosocial factors (general self-efficacy, perceived availability of social support, cancer-related distress) and health-related quality of life, among individuals at risk for hereditary cancer. One-hundred and twenty one participants with a family history of breast-cancer or colorectal cancer answered a questionnaire 2-4 weeks prior to genetic counseling. The two dimensions of the health-related quality of life measure, mental and physical health were both used as outcome variables. Multiple regression (linear) analyses revealed that increasing degrees of cancer-related distress was related to decreasing degrees of mental health whereas increasing degrees of self-efficacy and social support were related to increasing degrees of this outcome variable. Self-efficacy, self-esteem support and tangible aid seemed to moderate the relationship between cancer-related distress and mental health. These results suggest that self-efficacy and certain resources of social support buffer the negative association between cancer-related distress and mental health, and might be suitable for interventional efforts. Implications for genetic counseling practice are discussed.     

An artificial opposition between grammaticality and frequency: comment on Bornkessel, Schlesewsky, and Friederici (2002)

In a recent Cognition paper (Cognition 85 (2002) B21), Bornkessel, Schlesewsky, and Friederici report ERP data that they claim "show that online processing difficulties induced by word order variations in German cannot be attributed to the relative infrequency of the constructions in question, but rather appear to reflect the application of grammatical principles during parsing" (p. B21). In this commentary we demonstrate that the posited contrast between grammatical principles and construction (in)frequency as sources of parsing problems is artificial because it is based on factually incorrect assumptions about the grammar of German and on inaccurate corpus frequency data concerning the German constructions involved.     

Intergenerational Effects of Incest on Parenting: Skills,Abilities, and Attitudes

Women's perceptions of generational influences of incest on their skills, abilities, and attitudes toward parenting their own children were investigated. Overarching themes that emerged were classified as unbalanced development, disconnected lives, and disowned dramas. Implications for clinical intervention, parent training, and future research are discussed.     

The Personhood Wars

Theoretical Medicine and Bioethics -     

The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important

Three studies examined the presence of phonemic awareness among Austrian children before reading instruction and its relationship to concurrent and later reading. These children were about 6–7 years of age but in the majority of cases unable to read when they entered school. Testing phonemic awareness with a newly developed, rather simple and natural vowel substitution task revealed that many children showed not a single correct response or little success. In contrast, the few readers at the beginning of grade one exhibited high phonemic awareness and after a few months of reading instruction most of the children scored at least close to perfect in the vowel substitution task. Despite this apparent effect of reading on phonemic awareness there was a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell. In agreement with other studies it was found that phonemic awareness differences before instruction predicted the accuracy of alphabetic reading and spelling at the end of grade one independent from IQ and initial differences in letter knowledge and reading. However, closer examination of the relationship between phonemic awareness before instruction and later success in learning to read revealed a specific pattern. Children with high phonemic awareness at the beginning of grade one showed uniformly high reading and spelling achievement at the end of grade one.