The network perspective: an integration of attachment and family systems theories

In this article we discuss the network paradigm as a useful base from which to integrate attachment and family systems theories. The network perspective refers to the application of general systems theory to living systems, and provides a framework that conceptualizes the dyadic and family systems as simultaneously distinct and interconnected. Network thinking requires that the clinician holds multiple perspectives in mind, considers each system level as both a part and a whole, and shifts the focus of attention between levels as required. Key epistemological issues that have hindered the integration of the theories are discussed. These include inconsistencies within attachment theory itself and confusion surrounding the theoretical conceptualizations of the relationship between attachment and family systems theories. Detailed information about attachment categories is provided using the Dynamic Maturational model. Case vignettes illustrating work with young children and their families explore the clinical implications of integrating attachment data into family therapy practice.     

Representation of the gender of human faces by infants: a preference for female

Six experiments based on visual preference procedures were conducted to examine gender categorization of female versus male faces by infants aged 3 to 4 months. In experiment 1, infants familiarized with male faces preferred a female face over a novel male face, but infants familiarized with female faces divided their attention between a male face and a novel female face. Experiment 2 demonstrated that these asymmetrical categorization results were likely due to a spontaneous preference for females. Experiments 3 and 4 showed that the preference for females was based on processing of the internal facial features in their upright orientation, and not the result of external hair cues or higher-contrast internal facial features. While experiments 1 through 4 were conducted with infants reared with female primary caregivers, experiment 5 provided evidence that infants reared with male primary caregivers tend to show a spontaneous preference for males. Experiment 6 showed that infants reared with female primary caregivers displayed recognition memory for individual females, but not males. These results suggest that representation of information about human faces by young infants may be influenced by the gender of the primary caregiver.     

Is developing scientific thinking all about learning to control variables?

Academically low-performing urban sixth graders engaged in inquiry activity received a suggestion that they focus their investigation on the role of a single factor. This suggestion had significant effects on their use of a superficially dissimilar strategy--controlling the variation of other factors. This latter strategy has received the lion's share of attention in research on the development of scientific reasoning. These results have implications, we propose, for what undergoes development with respect to scientific thinking and how this development can best be facilitated.     

Childhood amnesia in children and adolescents: their earliest memories

Investigations of childhood amnesia have almost exclusively focused on the earliest memories of adults. Here we investigate the earliest memories of children of 6--19 years old. Parents confirmed the memory events and dated the memories. There were surprisingly few developmental differences between the earliest memories of children. Although 6--9-year-olds recalled earlier events than did older children, there were no differences between older age groups. Memories from all age groups were similar in structure, social orientation, and the nature of the recalled event. However, memories of older children were more likely to involve negative affect. There were also few gender differences, although girls were more likely to recall traumatic or transitional events while boys were more likely to recall play events. Overall, results deepen the paradox of early memory: 6--9-year-olds have verbally accessible memories from very early childhood that then seem to disappear as they get older.     

Schizophrenia and deliberate self-harm: a systematic review of risk factors

Deliberate self-harm (DSH) is a strong predictor of suicide in schizophrenia. The aim of this review was to identify risk factors for DSH in schizophrenia. This systematic review of the international literature examined cohort and case-control studies of patients with schizophrenia or related diagnoses that reported DSH as an outcome. Studies were identified by searching electronic databases and reference lists, and by consulting international experts. Fourteen studies met the eligibility criteria. Of the 29 variables examined by two or more studies, five (past or recent suicidal ideation, previous DSH, past depressive episode, drug abuse or dependence, and higher mean number of psychiatric admissions) were associated with an increased risk of DSH, and one (unemployment) was associated with a reduced risk. Schizophrenic patients with these risk factors need careful follow-up and monitoring, with treatment of any associated comorbid depression or drug abuse. Large, prospective studies of DSH in schizophrenia are needed to further define risk factors and to build on the findings of this review.     

Familiarity influences judgments of sex: the case of voice recognition

Two experiments are reported in which subjects made judgments about the sex or the familiarity of a voice. In experiment 1, subjects were fans of the BBC-radio soap opera, The Archers, and familiar voice clips were taken from this programme. Subjects showed a large reduction in response times when making sex judgments to familiar voices, despite the fact that sex judgments are generally much faster than familiarity judgments. In experiment 2, the same familiar clips were played to subjects unfamiliar with the soap opera, and no difference was observed in times to make sex judgments to Archers or non-Archers voices. We conclude that, unlike the case of face recognition, sex and identity processing of voices are not independent. The findings constrain models of person recognition across multiple modalities.     

A rapid assessment of skills in young children with autism

Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions.     

ERP evidence for the time course of graphic, phonological, and semantic information in Chinese meaning and pronunciation decisions

Two words that varied in their relationship were presented sequentially to Chinese readers who made meaning and pronunciation decisions. In the meaning task, they decided whether the words had the same meaning. In the pronunciation task, they decided whether the words had the same pronunciation. In both tasks, the word pairs represented 1 of 4 relationships: graphically similar, homophonic, semantically related, or unrelated. Event related potentials (ERP) recordings made from the onset of the 2nd word suggested a temporal unfolding of graphic, phonological, and semantic effects. Specifically, graphically-related pairs produced a smaller P200 in the pronunciation task and a smaller N400 in the meaning task. Homophones produced reduced N400 component with bilateral sources in the meaning task.     

Time Course of Treatment Effect of OROS(R) Methylphenidate in Children With ADHD

Objective: The authors evaluated the time course of the treatment effect of Osmotic-Release Oral System methylphenidate (OROS(?) MPH) HCl (Concerta(?), Raritan, NJ) CII in children with ADHD. Method: Data were combined from two double-blind, randomized, placebo-controlled, cross-over, analog classroom studies in children (9-12 years) with ADHD. Participants received an individualized dose of placebo or OROS(?) MPH on two laboratory school days. Permanent Product Math Test and Swanson, Kotkin, Agler, M-Flynn, and Pelham scores were evaluated 0.5 hr before dosing and 1, 2, 4, 10, 11, and 12.5 hr post dose. Analysis used a repeated-measures mixed model. Results: Treatment effects were present at all postdose assessment points (p < .0001 for all comparisons, n = 139). Adverse events were similar to previous reports for OROS(?) MPH. Conclusion: A robust treatment effect occurred with OROS(?) MPH; onset was at 1 hr and persisted for at least 12.5 hr after dosing.