School readiness and later achievement

Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.     

Maternal education and children's academic achievement during middle childhood

Despite much evidence that links mothers' educational attainment to children's academic outcomes, studies have not established whether increases in mothers' education will improve their children's academic achievement. Using data from the National Longitudinal Survey of Youth on children between the ages of 6 and 12, this study examined whether increases in mothers' educational attainment are associated with changes in children's academic achievement and the quality of their home environments. Results suggest that children of young mothers with low levels of education perform better on tests of academic skills and have higher quality home environments when their mothers complete additional schooling, whereas increased maternal education does not predict improvements in the achievement or home environments of children with older and more highly educated mothers. The estimated effects of additional maternal schooling for children of these younger mothers appear to be more pronounced for children's reading than math skills.     

A controlled evaluation of group cognitive therapy in the treatment of irritable bowel syndrome

We randomized, at two sites, 210 patients with Rome II diagnosed irritable bowel syndrome (IBS), of at least moderate severity, to one of three conditions: group-based cognitive therapy (CT; n=120), psychoeducational support groups (n=46) as an active control, or intensive symptom and daily stress monitoring (n=44). One hundred eighty-eight participants completed the initial treatment. Those in symptom monitoring were then crossed over to CT. For an intent to treat analysis on a composite GI symptom measure derived from daily symptom diaries, both CT and the psychoeducational support groups were significantly more improved than those in the intensive symptom monitoring condition, but the CT and psychoeducational support group did not differ. Among treatment completers on the same composite measure of GI symptoms, again, both CT and psychoeducational support groups were statistically superior to symptom monitoring but did not differ on the symptom composite, or on any other measure. On individual IBS symptoms, both CT and psychoeducational support were statistically superior to symptom monitoring on reductions in abdominal pain and tenderness and for flatulence. Patient global ratings at the end of treatment showed the two active conditions statistically superior to symptom monitoring on change in Bowel Regularity, with CT superior to symptom monitoring on reduction in overall pain and in improvement in sense of well-being. Three-month follow-up data on 175 patients revealed maintenance of significant improvement or continued significant improvement on all IBS symptoms, including the McGill Pain Questionnaire. Group CT and psychoeducational support groups continued not to differ on any measure. We thus conclude that group CT is not superior to an attention placebo control condition.     

Oculomotor and manual indexes of incidental and intentional spatial sequence learning during middle childhood and adolescence

The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning. Participants were also administered a trial block in which they were explicitly instructed to learn a sequence. Replicating our previous study with adults, oculomotor anticipations and response times showed learning effects similar to those in the manual modality. There were few age-related differences in the sequence learning indexes during incidental learning, but intentional learning yielded differences on all indexes. Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age. In contrast, the ability to learn a sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence.     

The utility of the NEO-PI-R validity scales to detect response distortion: a comparison with the MMPI-2

In this psychometric study, we compared the recently developed Validity Scales from the Revised NEO Personality Inventory (NEO PI-R; Costa & McCrae, 1992b) with the MMPI-2 (Butcher, Dahstrom, Graham, Tellegen, & Kaemmer, 1989) Validity Scales. We collected data from clients (n = 74) who completed comprehensive psychological evaluations at a university-based outpatient mental health clinic. Correlations between the Validity Scales of the NEO-PI-R and MMPI-2 were significant and in the expected directions. The relationships provide support for convergent and discriminant validity of the NEO-PI-R Validity Scales. The percent agreement of invalid responding on the two measures was high, although the diagnostic agreement was modest (kappa = .22-.33). Finally, clients who responded in an invalid manner on the NEO-PI-R Validity Scales produced significantly different clinical profiles on the NEO-PI-R and MMPI-2 than clients with valid protocols. These results provide additional support for the clinical utility of the NEO-PI-R Validity Scales as indicators of response bias.     

Loneliness, social relationships, and a broader autism phenotype in college students

Impaired social functioning is a hallmark of autism spectrum conditions. The purpose of this study was to investigate possible relationship between social functioning and a broader autism phenotype. With a sample of non-clinical undergraduate students from a large, urban university (N = 97; mean age = 19.4 ± 2 years), characteristics associated with autism were measured as well as self-reported dating and friendship history, feelings of loneliness, and social motivation. Results indicate that those individuals with a stronger autism phenotype (e.g., rigidity, preference for sameness, high attention to detail) report significantly more loneliness (r = .52, p < 0.01) and fewer and shorter duration friendships. Also, for participants in romantic relationships, a stronger phenotype was moderately and positively correlated with length of relationship (r = .34, p < 0.05). Findings support the view that individuals with characteristics of autism and related conditions do not necessarily prefer aloneness, as once assumed, but rather experience increased levels of loneliness related to lack of social skill and understanding. Significance and limitations of these findings are discussed and future directions for research and possibilities for social skills training in this population are explored.     

Night waking in 6-month-old infants and maternal depressive symptoms

Relations between night waking in infants and depressive symptoms in their mothers at 6 months postpartum were examined using the data from the National Institute for Child Health and Human Development Study of Early Child Care. Although more depressive symptoms were only weakly correlated with a higher frequency of infant waking, longer wake times, and more total time awake, the rate of clinically significant depression scores was about double in mothers of chronically waking infants in comparison with mothers whose infants did not awaken during the night. The value of comparing subgroups to elucidate relations identified through correlations is discussed.     

The Femininity Ideology Scale: Factor Structure, Reliability, Convergent and Discriminant Validity, and Social Contextual Variation

This study reports on the psychometric properties of the Femininity Ideology Scale (FIS) from the responses of 407 undergraduate participants in the USA. Factor analysis supported the five factor structure. Cronbach alpha coefficients of the factors and total scale were adequate. Support for discriminant validity was found after examining the relationship between the FIS and the Bem Sex Role Inventory, which measures feminine traits. Support for convergent validity was found after examining, first, with the entire sample, the relationships between the FIS and the Male Role Norm Inventory, and second, with the female sample, the relationships between the FIS and the Feminist Identity Development Scale. We also found that FIS scores vary in relationship to the social contextual variables of race/ethnicity and sex.     

Emotional antecedents and consequences of deliberate self-harm and suicide attempts

Emotional experiences immediately prior to (emotional antecedents) and following (emotional consequences) deliberate self-harm and suicide attempts in female inmates (N = 63) were examined. Anger was the antecedent emotion reported by the largest proportion of individuals who had engaged in deliberate self-harm (45.16%), suicide attempts (40.9%), and ambivalent suicide attempts (30%). Relief and other positive emotional shifts were more common in deliberate self-harm (41.94%) (involving no intent to die) than in suicide attempts or ambivalent suicide attempts, particularly for persons with borderline personality disorder. These findings underscore the utility of discriminating between deliberate self-harm and suicidal behavior and highlight the potential role of anger in triggering such behaviors.