Evaluation of early relational disturbance in high-risk populations: Borderline personality disorder features,maternal mental state,and observed interaction

Despite the longstanding theoretical association in the attachment literature between maternal trauma history and disturbances in the mother–infant interaction, few studies have investigated mechanisms of transmission of traumatogenic relational patterns in high-risk mother–infant dyads. This study investigated interrelationships among maternal trauma history, distorted maternal representations (DMRs, i.e. disturbed thoughts and feelings about the infant and self-as-parent), maternal mentalisation (i.e. capacity to conceive of self and other's intentions in terms of mental states including thoughts, feelings, and desires), and quality of interaction in a clinical sample of mothers with Borderline Personality Disorder (BPD) features and their infants (N = 61). Measures used included the Childhood Trauma Questionnaire, Parent Development Interview, Mother–Infant Relationship Scale, Borderline Symptom Checklist-23, and the Emotional Availability Scales. The results indicated BPD features mediated the relationship between maternal trauma history and DMRs predicting disturbance in interaction. In addition, analyses showed that maternal mentalisation had a buffering effect between DMRs and maternal non-hostility and yet the severity of BPD features moderated the relationship between mentalisation and DMRs. The findings suggest postpartum borderline pathology may adversely impact the experience of being a parent for women with a relational trauma history including deficits in mentalisation (i.e. hypermentalising) and disturbances in the mother–infant interaction. Implications for research and clinical practice are discussed.     

Smoking cessation among self-quitters.

We examined cessation among 630 smokers who quit abruptly on their own. Continuous, complete abstinence rates were 33% at 2 days, 24% at 7 days, 22% at 14 days, 19% at 1 month, 11% at 3 months, 8% at 6 months postcessation, and 3% at 6 months with biochemical verification. Slipping (smoking an average of less than 1 cigarette/day) was common (9% to 15% of subjects) and was a strong predictor of relapse; however, 23% of long-term abstainers slipped at some point. These results challenge beliefs that most smokers can initially stop smoking and that most relapse occurs later on postcessation.     

Stress Reactivity as a Pathway from Attentional Control Deficits in Everyday Life to Depressive Symptoms in Adolescent Girls

The goal of this research was to expand theoretical models of adolescent depression to determine whether individual differences in cognitive processing—specifically attentional control deficits—help to explain increased risk for depression during adolescence. We also examined whether this pathway was stronger in girls than in boys. A longitudinal design was used to examine whether poor attentional control in everyday life (i.e., difficulties shifting between ideas, tasks, and activities) contributes to depression over time by fostering higher levels of stress reactivity. Youth (298 boys, 338 girls) completed questionnaires assessing stress reactivity (6th and 7th grades) and depressive symptoms (6th, 7th and, 8th grades); teachers completed the shifting subscale of the Behavior Rating Scale of Executive Function (Gioia et al. 2000a) to assess attentional control (6th and 7th grades). Structural equation modeling analyses provided support for the predicted pathway in girls but not boys, yielding a significant indirect effect from 6th grade shifting deficits to 8th grade depressive symptoms via 7th grade stress reactivity. These results suggest that attentional control deficits in early adolescence heighten girls’ sensitivity to stress and consequent depressive symptoms, providing a critical direction for efforts to decrease adolescent girls’ risk for depression.     

Effects of Teaching Upper Elementary Grade Students to Use Word Learning Strategies

This study examined the effects of three trials of a one-semester program designed to teach word learning strategies. Together, the three trials included 320 fourth- and fifth-grade students from diverse backgrounds. Trial 1 showed that the program significantly increased students? scores on an experimenter-designed test. Trial 2 again showed that the program significantly increased students' scores on the experimenter-designed test and that English learners made larger gains than non-English learners. Trial 3 showed that students made statistically significant gains on the experimenter-designed test and on two transfer tests that were not designed by the experimenters.     

Multiple paths to transfer and constraint relaxation in insight problem solving

In two experiments participants received various training methods designed to relax constraints present in the Four-Tree problem (deBono, 1967 deBono, E. 1967. The use of lateral thinking, London: Jonathan Cape.  [Google Scholar]), a difficult insight problem. Geometry misconceptions were corrected via direct instruction. Participants’ difficulty with developing three-dimensional representations was addressed via spontaneous analogical transfer (Experiment 1) or via cued analogical transfer (Experiment 2). We found that, while both training methods were effective, alleviating multiple constraints was more effective than the alleviation of single constraints via training programmes (c.f. Kershaw & Ohlsson, 2004 Kershaw, T. C. and Ohlsson, S. 2004. Multiple causes of difficulty in insight: The case of the nine-dot problem. Journal of Experimental Psychology: Learning Memory and Cognition, 30: 3–13. doi: 10.1037/0278-7393.30.1.3[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Providing single difficulty hints was ineffective in promoting solution. Implications for multiple paths to transfer (Nokes, 2009 Nokes, T. J. 2009. Mechanisms of knowledge transfer. Thinking & Reasoning, 15: 1–36. doi: 10.1080/13546780802490186[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Nokes & Ohlsson, 2005 Nokes, T. J. and Ohlsson, S. 2005. Comparing multiple paths to mastery: What is learned?. Cognitive Science, 29: 769–796. doi: 10.1207/s15516709cog0000_32[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and multiple constraints are discussed.     

Target Article with Commentaries: Developmental niche construction

Niche construction is the modification of components of the environment through an organism's activities. Humans modify their environments mainly through ontogenetic and cultural processes, and it is this reliance on learning, plasticity and culture that lends human niche construction a special potency. In this paper we aim to facilitate discussion between researchers interested in niche construction and those interested in human cognitive development by highlighting some of the related processes. We discuss the transmission of culturally relevant information, how the human mind is a symbol‐generating and artefact‐devising system, and how these processes are bi‐directional, with infants and children both being directed, and directing, their own development. We reflect on these in the light of four approaches: natural pedagogy, activity theory, distributed cognition and situated learning. Throughout, we highlight pertinent examples in non‐humans that parallel or further explicate the processes discussed. Finally we offer three future directions; two involving the use of new techniques in the realms of neuroscience and modelling, and the third suggesting exploration of changes in the effects of niche construction across the lifespan.     

Rates of responding measured by continuous recording in applied behavioral research

There is no published source that can inform behavioral measurement research about typical response rates measured by continuous recording in applied behavior analysis. The present study was designed to determine the distribution of data on rate of responding reported across a recent 10‐volume (1998–2007) sample of research articles from the Journal of Applied Behavior Analysis. Rate of responding was measured for 20 553 datapoints in 360 sets of data (one participant in one graph) presented in 60 research articles. The majority of datapoints showed response rates of less than 1.0 response per minute, with 28.3% at zero. The highest rate reported was 104.5 responses per minute. The maximum response rate in datasets was more than 1.0 response per minute in 96.7% of datasets, indicating that continuous recording has been employed in research in which a relatively high rate of responding was recorded at some time during the study. The data from this report will assist researchers to determine empirically the representativeness of response rates in studies of measurement in applied behavior analysis. Copyright © 2010 John Wiley & Sons, Ltd.