Irish norms for the SCORE‐15 and 28 from a national telephone survey

In this study a 29‐item version of the systemic clinical outcome and routine evaluation (SCORE), which contained all items from the SCORE‐15 and SCORE‐28, was used to develop norms for both the 15 and the 28 versions of the SCORE from the same sample. In a random digit dialling telephone survey, a stratified national random sample of 403 adults living in the Republic of Ireland and Northern Ireland completed the SCORE and brief measures of family and personal adjustment. Using receiver operating characteristic curve analyses, cut‐off points for the SCORE‐28 and 15 were found to identify families of children with significant emotional and behavioural problems. We also established 90^th percentile points and percentages of cases falling above each scale point for both versions of the SCORE. Confirmatory factor analyses showed that, for both versions of the SCORE, the data fit the three factor solutions found in previous studies. The SCORE scales also had significant correlations with measures of family, parental and child adjustment, and negligible correlations with socioeconomic variables and social desirability response set.     

Rapid, object-based learning in the deployment of transient attention.

We show that transient attention summoned by an exogenous cue shows rapid learning of the relationship between the cue and a subsequent target in a discrimination task. In experiment 1, performance was unaffected when a target always appeared in the same position on a large cue, but was degraded when the target could appear anywhere within the extent of the larger cue. Experiment 2 shows that it was not the predictability of where the target appeared within the cue that aided performance, but rather a consistent location mapping of cue and target, since predictably alternating the target location relative to the cue led to worse performance than when the target was presented in the same location relative to the cue from trial to trial. Further analysis of the results of experiment 2 shows that the learning is rapid, evident after one trial, and has a cumulative influence over four consecutive trials. Possible neural correlates of this form of learning are discussed, with a focus on the supplementary eye fields in the prefrontal cortex. The reported experiments show that transient attention is not a simple reflexive mechanism but can show rapid visuospatial learning, in object-based coordinates.     

Examining the components of children's peer liking as antecedents of school adjustment

Children's social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class‐wide peer liking, same‐gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, M_age= 7.15, SD= 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short‐Form Teacher Rating Scale of School Adjustment (Short‐Form TRSSA). In Study 2, 197 children (98 female and 90 male, M_age= 9.87, SD= 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of children's peers for school adjustment.