Parent–Child Relationships and ADHD Symptoms: A Longitudinal Analysis

Evidence both from psychological research and clinical intervention studies suggests that there are bidirectional influences between overt child behavior problems and parent–child relations. Very little research however, has considered the pattern of relations that exists between Attention Deficit Hyperactivity Disorder (ADHD) and the parent–child relationship within a longitudinal context. Using a longitudinal community sample from the United Kingdom which included 194 school aged children (46% male and 54% female) and both parents, this study examined the relationship between child ADHD symptoms and displays of rejection in the parent–child relationship. These relationships were investigated separately for mothers and fathers using cross-lagged panel correlation and reciprocal effects analysis. Mothers and fathers reported on ADHD symptoms and children reported on their feelings of rejection in the mother–child and father–child relationships. Results suggested differences in the direction of effects linking mother– and father–child rejection and child ADHD symptoms; with ADHD symptoms affecting the mother–child relationship and the converse pattern of effects noted for fathers. Implications for future research focusing on the link between ADHD symptoms and parent–child relationships are discussed.     

Reciprocal Influences Between Girls’ Conduct Problems and Depression,and Parental Punishment and Warmth: A Six year Prospective Analysis

Although the reciprocal effects of parenting and child behavior have long been recognized, the emphasis of empirical study in the field of developmental psychopathology has been on parenting effects on children. For girls in particular, little is known about unique parenting effects on conduct problems in comparison to depression, or vice versa. In the current study, data from the large-scale (n = 2,451) Pittsburgh Girls Study were used to examine the reciprocal relations between parenting and child behavior over a six year period (child ages 7-12 years). Girls and their caregivers (85% of whom were biological mothers) were interviewed annually in their homes. Girls reported on symptoms of conduct disorder and depression, and caregivers reported on level of parent-child warmth and use of harsh punishment. The results of generalized estimating equation regression models demonstrated that both parenting behaviors were uniquely predictive of changes in girls' conduct problems and depressed mood. When the effects of race and poverty on these associations were controlled for, both parenting effects on girls' conduct problems remained significant, but only low parental warmth remained as a significant predictor of depressed mood. Girls' conduct problems, but not depressed mood, predicted changes in harsh punishment over time. The small effect of girls' depressed mood, on changes in parental warmth, was further weakened when socio-demographic factors were also included in the model.     

The initial capitalization superiority effect in German: evidence for a perceptual frequency variant of the orthographic cue hypothesis of visual word recognition

A perceptual frequency variant of the orthographic cue (OC) hypothesis (Peressotti, Cubelli, & Job, 2003) was tested in two perceptual identification experiments using the variable viewing position technique: German nouns and non-nouns that are most frequently perceived with or without initial letter capitalization, respectively, were tachistoscopically presented in upper-case, lower-case, or with initial capitalization. The results indicated that words were best recognized in the form they are most frequently perceived in, which suggests that during reading acquisition abstract as well as case- and item-specific OCs may be learned and used for recognition.     

A validation of eye movements as a measure of elementary school children's developing number sense

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientation-point strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.     

Structural and moral commitment among same-sex couples: relationship duration, religiosity, and parental status.

This study examined ecological predictors of structural and moral commitment among cohabiting same-sex couples. Structural commitment was operationalized as the execution of legal documents, and moral commitment was operationalized as having a commitment ceremony. The authors tested 2 logistic regression models using a subsample of Rainbow Illinois survey respondents. First, the execution of legal documents was examined using the entire subsample (n=190). Because antigay victimization may sensitize individuals to the importance of legal protection, actual and feared victimization were hypothesized to predict legalization. These hypotheses were not supported. However, relationship duration, a control variable, did predict legalization. The authors then used data only from those individuals who had executed a legal document (n=150) to determine those who also reported a commitment ceremony (Model 2). Parental status, religiosity, involvement with a supportive congregation, and an interaction between gender and parental status were hypothesized to predict ritualization. Only religiosity and parental status emerged as significant. Results from this study demonstrate the importance of distinguishing between legalization and ritualization. Further, they extend knowledge about how same-sex couple commitment is shaped by noncouple factors, such as time, individual religiosity, and parental status.     

Implicit attitude generalization occurs immediately; explicit attitude generalization takes time

People are able to explicitly resist using knowledge about one person to evaluate another person from the same group. After learning about positive and negative behaviors performed by one individual from each of two different groups, participants were introduced briefly to new individuals from the groups. Implicit evaluations of the original individuals readily generalized to the new individuals; explicitly, participants resisted such generalization. Days later, both implicit and explicit evaluations of the original individuals generalized to the new individuals. The results suggest that associative links (e.g., shared group membership) are sufficient for implicit attitude generalization, but deliberative logic (e.g., individual group members are not necessarily the same) can reduce explicit generalization by association. When knowledge distinguishing who did what is unavailable, such as after forgetting, associative knowledge provides the basis of explicit evaluation. We conclude that a simple association linking one individual to another can produce implicit attitude generalization immediately and explicit attitude generalization eventually.     

Weight concerns among elementary school children: a review of prevention programs

There is increasing evidence that children display high levels of weight and muscle concerns, which include body dissatisfaction and problem eating. In order to address these issues, researchers have designed and implemented prevention programs for this age group. Thirteen published studies were located and reviewed, with children aged 8-12 years from elementary schools, or equivalent. Overall, the programs were shown to be effective in improving children's knowledge at post-test and at follow-up assessments. However, there is limited evidence to show that the programs reduced or prevented body image concerns and/or problem eating. Too few studies have examined muscle concerns so no conclusions can yet be drawn about this domain. Limitations of the studies and suggestions for future prevention efforts are discussed.     

Effects of Self-graphing on Written Expression of Fourth Grade Students with High-Incidence Disabilities

The purpose of this study was to determine the effects of self-graphing on the writing of 3 fourth grade students with high-incidence disabilities. Measures of written expression included total number of words written and number of correct word sequences. During intervention, students self-graphed their total number of words written in response to a timed story starter. A functional relationship was found between the self-graphing intervention and the total words written and number of correct word sequences. Implications for future research and practice are discussed.     

Why recall our highs and lows: relations between memory functions, age, and well-being

This study examined whether positive and negative memories (life story high and low points) were differentially used for reminiscence functions concerning self and social aspects of reminiscing, and relations between function use and well-being in two age groups. Life story high and low points were collected from a sample of emerging (n =56) and older (n =55) adults, as well as a measure of the use of these memories for the self-functions of death preparation, identity, and problem solving, and the social functions of conversation and teach/inform, and a measure of psychological well-being. Memories were also coded for whether or not they contained a redemptive narrative structure (from emotionally negative to emotionally positive). Results showed that the endorsement of reminiscence functions did differ by memory type, with high points more often endorsed for the functions of identity, teach/inform, and conversation than low points. These main effects were qualified by memory type x age interactions. The use of these functions for each kind of memory was also related to well-being, but differentially for older and younger people, and redemptive sequencing was especially important to the well-being of the younger group. Findings are discussed in terms of the importance of different emotional memories for self and well-being at different points in the lifespan.