Interparental Conflict and Youth Problem Behaviors: A Meta-Analysis

We examined the proposition that interparental conflict is associated with internalizing and externalizing problems in youth ages 5 to 18. This examination was done by conducting a meta-analysis of 348 statistical effects from 68 studies. The average effect size (d-value) was .32. There was considerable variability among effect sizes and this variability was associated with the average time since separation for separated/divorced parents, the socioeconomic status composition of the sample, and average parental education in the sample. The variability among effect sizes also was associated with the source of the informant used to assess interparental conflict and youth problem behaviors. Surprisingly, many of the other study characteristics we coded were not associated with variability in the effect sizes.     

FUNCTIONAL MAGNETIC RESONANCE IMAGING OF SEMANTIC MEMORY PROCESSES IN THE FRONTAL LOBES

Abstract— Frontal-lobe activation during semantic memory performance was examined using functional magnetic resonance imaging (fMRI), a noninvasive technique for localizing neural activity associated with cognitive function. Left inferior prefrontal cortex was more activated for semantic than for perceptual encoding of words, and for initial than for repeated semantic encoding of words. Decreased activation for semantic encoding of repeated words reflects repetition priming, that is, implicit retrieval of memory gained in the initial semantic encoding of a word. The left inferior prefrontal region may sub-serve semantic working memory processes that participate in semantic encoding and that have decreased demands when such encoding can be facilitated by recent semantic experience. These results demonstrate that fMRI can visualize changes in an individual's brain function associated with the encoding and retrieval of new memories.     

Daily Mood Variability: Form of Diurnal Patterns and Determinants of Diurnal Patterns

Mood and affect are often assessed in psychological research without regard for the potential influence of time of day or other environmental factors. This study examined the determinants of daily mood variability. Ninety-four subjects completed a diary every 15 min for 1 day, and subjects' moods, activities, and locations were assessed. Diurnal cycles were found for several moods (e.g., happy, tired), activities (e.g., discourse, thinking), and locations (e.g., home, work). Diurnal cycles in most moods were strongly associated with activities and location, yet diurnal cycles of some moods (rushed, sad, and tired) were not dependent on these factors. These findings have implications for mood assessment: Mood assessment performed only at particular times of day, or those relying on point assessment, may be influenced by time of day and by the activities and location of the subject.     

Inhibition, Contextual Segregation, and Subject Strategies in List Method Directed Forgetting

This experiment tested alternative explanations of list method directed forgetting effects. Two word lists were studied by 135 subjects. Between lists, subjects were instructed to remember both lists (remember group), remember both lists as well as in which list words were studied (segregate group), or to forget the first list and remember the second (forget group). All subjects took both recall and recognition tests with test order varied between subjects. Among subjects who took the recall test first, the forget group showed a directed forgetting effect (poorer performance on List 1 than List 2) with both recall accuracy, recall typing time, and recognition reaction time measures. Contextual segregation of List 1 words by forget subjects was ruled out as a sufficient cause of the effect. Limited support was obtained for a differential rehearsal explanation of the effect. Within-group comparisons and findings of release from directed forgetting support inhibitory processes as the major cause of the directed forgetting effect.     

Do Negative Cognitive Styles Confer Vulnerability to Depression?

According to the cognitive-vulnerability hypothesis of depression, negative cognitive styles confer vulnerability to depression when people confront negative life events. In this article, we present evidence that negative cognitive styles do indeed confer vulnerability to clinically significant depressive disorders and suicidality and discuss possible developmental antecedents of cognitive vulnerability to depression. We consider the issue of stability versus change in cognitive vulnerability to depression and discuss the broader implications of the cognitive-vulnerability findings for mental and physical health.     

Spatial direction and grammatical form of instructions affect the solution of spatial problems

One hundred and forty-eight undergraduate women were orally instructed to repeatedly and quickly draw circles in spatial relation to squares printed on sheets of paper. On each trial, the instructions required the circle to be drawn either above, below, to the right of, or to the left of the square. The instructions were expressed so that the circle was either the logical subject (e.g., "circle above square") or the logical object (e.g., "square below circle") of the statement. Each subject received all experimental conditions for a total of 24 separate drawings per subject. Analysis of variance of the total number of errors disclosed significant effects of all experimental variables. Performance was significantly more accurate when the circle was the logical subject, when the orientations were "above" and "right of" rather than "below" and "left of" and for the vertical dimension. The results are discussed in terms of current theories on "asymmetries" in information processing.     

Changes in absolute detection threshold and in subjective intensity of suprathreshold stimuli during olfactory adaptation and recovery

Olfactory adaptation and recovery to methyl isobutyl ketone at a concentration 10 times the absolute detection threshold (I_{t o}) was intensively studied in two human Ss. A combined psychophysical procedure was used that allowed comparisons of changes in threshold (I_t) with changes in the subjective intensity of suprathreshold stimuli. Information was also obtained on the effect of the adapting stimulus on the psychophysical power function for this odorant. A threshold detection procedure was used to estimate changes in I_t; an unstructured magnitude-estimation procedure was used to monitor changes in the subjective intensity of suprathreshold stimuli and the psychophysical power function. The data provided additional information on the behavioral course of olfactory adaptation and recovery and suggested that this combined method can be used profitably for further investigations of this kind. Complementary to the work of Cain and Engen (1969), the results suggested an increase in the exponent of the power function with increasing adaptation.     

Olfactory adaptation and recovery in man as measured by two psychophysical techniques

Olfactory adaptation and recovery was investigated in man, using two psychophysical procedures: modified category scaling and threshold detection. Both procedures yielded similar qualitative information regarding loss and recovery of olfactory sensitivity as a function of time and concentration of adapting stimuli. However, quantitative differences were observed that could be partially attributed to artifacts inherent in each procedure. Often more than 50% adaptation (and recovery) occurred within the first 2 min with either test procedure. In all experiments the rate of adaptation and recovery was greater at the higher of two adapting concentrations (10 × and 20 × the detection threshold I_t). Recovery occurred more rapidly than adaptation. The usefulness of both techniques is discussed in terms of the overall problem of characterizing the olfactory adaptation and recovery process in man.     

A multistudy analysis of socioeconomic status (SES) and the measures and outcomes of cognitive-behavioral treatment with children

The relationship of the child's socioeconomic status (SES) to improvement and generalization from cognitive behavioral-treatment was investigated by comparing high and low SES groups on teacher ratings, performance measures, and judges' ratings of improvement and maintenance of positive change. Fifty-eight teacher referred classroom problem children (grades 2–6) who had served as treated subjects in one of three treatment outcome studies were examined. SES data were collected by administration of a questionnaire to the head of each household. The judges' ratings were performed on clusters of teacher ratings and clusters of performance measures that were present in each study. Results indicated that, despite SES group variation in level of performance, improvement, when it occurred, was evident for both high and low SES groups. In addition, there were significant differences on a number of the performance measures at pretreatment, posttreatment, and follow-up. Initial SES group differences in verbal ability as measured by the Peabody Picture Vocabulary Test (PPVT) appear to have been an important factor in these performance differences.This research was supported by grant number 441 0749 5236 02 from the Graduate School of the University of Minnesota, awarded to Philip C. Kendall. Portions of this research were presented at the Association for the Advancement of Behavior Therapy Convention, San Francisco, December 1979. Portions of the material were prepared while the second author was at the Center for Advanced Study in the Behavioral Sciences and supported by NIMH (No. 5-T32-MH 14581-05) and the MacArthur Foundation. The authors wish to thank Dorothy Raney for her valuable assistance.