PRELIMINARY EVALUATION OF AN OBSERVATION SYSTEM FOR RECORDING PHYSICAL ACTIVITY IN CHILDREN

Although mechanical means of measuring physical activity are available, they cannot provide information about the context in which such activity occurs. Therefore, direct‐observation systems remain essential tools for studying physical activity. The Observational System for Recording Physical Activity in Children (OSRAC) is a direct‐observation system for recording physical activity and associated environmental variables. We evaluated the concurrent validity of the OSRAC physical activity codes with two types of mechanical measures of physical activity: pedometers and heart‐rate monitors. The results indicate that heart rates and step totals generally covaried with the OSRAC activity‐level codes, suggesting that these codes are valid measures of physical activity in preschool children. Copyright © 2011 John Wiley & Sons, Ltd.     

Visual threat detection during moderate- and high-intensity exercise

The aim of the study was to assess performance on a visual threat-detection task during concurrently performed vigorous exercise on a cycle ergometer. Thirty (15 female) participants completed a baseline condition of seated rest and then moderate- and high-intensity exercise. Moderate- and high-intensity exercise conditions were completed on the 2nd day in a counterbalanced order. During each exercise condition, participants responded to 3 × 3 picture matrices (256 trials in each condition) that contained discrepant fear-relevant and discrepant fear-irrelevant pictures (?hman, Flykt, & Esteves, 2001). Response accuracy was significantly greater, and reaction time was significantly faster, during moderate- and high-intensity exercise compared with the rest condition (ps < .001). The discrepant fear-relevant matrix type was detected significantly more accurately than a discrepant fear-irrelevant matrix (p < .001). The discrepant fear-relevant matrix was detected significantly faster than all other matrix types (p < .001). These results suggest that exercise at a moderate and high intensity may enhance the efficiency of visual detection of both threatening and nonthreatening targets.     

The relationship between cognitive performance and electrophysiological indices of performance monitoring

Studies of electrophysiological indices of performance monitoring, such as the error-related negativity (ERN), posterror positivity (Pe), and N2 components of the event-related potential (ERP), suggest that increased ERN and Pe amplitudes and decreased N2 amplitudes are associated with better cognitive flexibility and cognitive control abilities; however, few studies have directly examined the relationship between cognitive performance and ERP indices of performance monitoring. We examined the neuropsychological profile of 89 healthy individuals who performed a modified flanker task. The neuropsychological domains tested included memory, verbal fluency, and attention/executive functioning. Pearson’s correlations and multiple regression analyses showed a significant relationship between measures of attention/executive functioning and ERN amplitude, even when negative affect, reaction time interference, and posterror slowing were controlled. N2 amplitude related only to posterror slowing. The amplitude of the Pe was not significantly related to any cognitive domains. These findings are consistent with recent work indicating that performance monitoring requires attention skills and cognitive flexibility. Implications for the conflict-monitoring and reinforcement-learning theories are discussed.     

How youth get engaged: grounded-theory research on motivational development in organized youth programs

For youth to benefit from many of the developmental opportunities provided by organized programs, they need to not only attend but become psychologically engaged in program activities. This research was aimed at formulating empirically based grounded theory on the processes through which this engagement develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14–21) in 10 urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the 44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38 of these youth, this change process involved forming a personal connection. Similar to processes suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved youth's progressive integration of personal goals with the goals of program activities. Youth reported developing a connection to 3 personal goals that linked the self with the activity: learning for the future, developing competence, and pursuing a purpose. The role of purpose for many youth suggests that motivational change can be driven by goals that transcend self-needs. These findings suggest that youth need not enter programs intrinsically engaged--motivation can be fostered--and that programs should be creative in helping youth explore ways to form authentic connections to program activities.     

Chance operations in training: a participatory format for introducing dialogical family therapy

Presenting dialogical approaches to therapy calls for training approaches that are themselves participatory and dialogical. The use of chance operations is one way of enhancing an interactive and co‐constructive learning process.     

‘Tell us what we need to know to do this!’ Preparing a path to safe uncertainty in assignment writing on a family therapy foundation course

This article describes a single session aimed at helping participants on a family therapy foundation course to move from a position of anxiety and discomfort about completing a written assignment to a position of safe uncertainty. Evaluation from the perspectives of course participants, course facilitators and assignment markers has shown participants engaging more enthusiastically with the writing of the assignment and expressing less anxiety about the process.     

Relational Aggression in Mothers and Children: Links with Psychological Control and Child Adjustment

This study assesses associations between mothers’ use of relational aggression with their peers and psychological control with their children, and child adjustment in a sample of fifty U.S. mothers of elementary and middle school children. Mothers completed surveys assessing their relational aggression and psychological control. Teachers completed surveys assessing children’s externalizing behavior, internalizing symptoms, and relational aggression. Results suggest that mothers who are relationally aggressive with their peers are more likely to be psychologically controlling with their children. Results also showed that relational aggression predicted adjustment problems in youth. Relational aggression was associated with externalizing problems among boys and girls, and with internalizing problems among boys. Few gender differences in mean levels of maternal or child behaviors emerged.     

Rapid facial reactions to emotional facial expressions in typically developing children and children with autism spectrum disorder

Typical adults mimic facial expressions within 1000 ms, but adults with autism spectrum disorder (ASD) do not. These rapid facial reactions (RFRs) are associated with the development of social-emotional abilities. Such interpersonal matching may be caused by motor mirroring or emotional responses. Using facial electromyography (EMG), this study evaluated mechanisms underlying RFRs during childhood and examined possible impairment in children with ASD. Experiment 1 found RFRs to happy and angry faces (not fear faces) in 15 typically developing children from 7 to 12 years of age. RFRs of fear (not anger) in response to angry faces indicated an emotional mechanism. In 11 children (8-13 years of age) with ASD, Experiment 2 found undifferentiated RFRs to fear expressions and no consistent RFRs to happy or angry faces. However, as children with ASD aged, matching RFRs to happy faces increased significantly, suggesting the development of processes underlying matching RFRs during this period in ASD.     

Punishing Those Responsible for the Prison Abuses at Abu Ghraib: The Influence of the Negative Reciprocity Norm (NRN)

The negative reciprocity norm (NRN) is the personal moral code specifying retaliation as a proper response to wrongdoing ( Eisenberger, Lynch, Aselage, & Rohdieck, 2004 ). We examined the role of negative reciprocity in interpreting and reacting to the prison abuses at Abu Ghraib. Results showed that people who believed that American soldiers behaved wrongly at Abu Ghraib were more likely to view punishing the soldiers responsible as a highly moral response and were less likely to contribute money to a charitable organization that helps American soldiers. These relationships were only present among those highly endorsing the negative reciprocity norm.