Posttraumatic Stress in Survivors of Childhood Cancer and Mothers: Development and Validation of the Impact of Traumatic Stressors Interview Schedule (ITSIS)

This study presents initial data validating the use of a new instrument, the Impact of Traumatic Stressors Interview Schedule (ITSIS), to assess the occurrence of cancer-related posttraumatic stress in childhood cancer survivors and their mothers. Sixty-six child/adolescent cancer survivors and 64 of their mothers, as well as 130 young adult survivors, completed the ITSIS and other measures of posttraumatic stress and general distress. Five ITSIS factors were identified for the mothers and for the young adult survivors, and three ITSIS factors were identified for the child/adolescent survivors. Factors in all three samples reflected symptoms of posttraumatic distress, concern over medical late effects, communication, and changes in self due to cancer. Only young adult survivors had a factor reflecting a positive engagement with the cancer history. Factors correlated with validation measures in predicted ways. The findings further the conceptualization of posttraumatic stress in pediatric cancer by describing the traumatic experience for survivors and mothers. Comparing factors across samples allows an examination of different influences of cancer within families and over the course of development.     

Preschoolers trust particular informants when learning new names and new morphological forms

Across three studies, we investigated whether 4‐year‐olds would trust a previously reliable informant when learning novel morphological forms. In Experiment 1, children (N= 16) were presented with two informants: one who correctly named familiar objects and another who named them incorrectly. Children were invited to turn to these informants when learning novel labels and morphological forms. The majority of children chose the previously correct labeller when learning novel label and morphology. In Experiment 2, children (N= 16) were presented with an informant who used familiar plurals correctly and one who used them incorrectly. Children chose the previously correct morphologist when learning novel labels and past tense forms. Thus, children track both semantic and morphological accuracy. In Experiment 3, some children (N= 16) were presented with two informants who differed in naming accuracy, whereas others (N= 16) were presented with two informants who differed in morphological accuracy. To forestall any risk of experimenter cuing, one experimenter blind to the training children had received, tested children with novel labels and morphology. The results replicated those of Experiments 1 and 2. Implications for how children's trust in an informant might play a role in their acquisition of morphological forms are discussed.     

Learned helplessness in humans: A developmental analysis

The investigation of learned helplessness (LH) in children is integrated with (a) research on LH in adults and (b) basic developmental research relating to the processes which theoretically mediate LH. It is concluded that developmental changes in perceptions of noncontingency, causal understanding, and expectations of future noncontingency are all likely to influence the process whereby children of different ages manifest LH. Several sets of hypotheses relating to each of these variables are presented. In addition, it is argued that developmental research on LH should examine the relationship between the components of the attributional reformulation of LH and should be explicit about the conceptual status of these variables. Finally, several approaches to understanding the origins of individual differences in LH are evaluated. It is proposed that exposure to noncontingency, performance feedback, modeling, and parental attributions may each contribute to the ontogenesis of individual differences in LH.