Happy as a lark: morning-type younger and older adults are higher in positive affect

A literature on young adults reports that morning-type individuals, or "larks," report higher levels of positive affect compared with evening-type individuals, or "owls" (Clark, Watson, & Leeka, 1989; Hasler et al., 2010). Morning types are relatively rare among young adults but frequent among older adults (May & Hasher, 1998; Mecacci et al., 1986), and here we report on the association between chronotype and affect in a large sample of healthy younger and older adults. Overall, older adults reported higher levels of positive affect than younger adults, with both younger and older morning types reporting higher levels of positive affect and subjective health than age mates who scored lower on morningness. Morningness partially mediated the association between age and positive affect, suggesting that greater morningness tendencies among older adults may contribute to their improved well-being relative to younger adults.     

Outpatient Psychotropic Medication Use in the US: A Comparison Based on Foster Care Status

Using data from the Client/Patient Sample Survey, a nationally representative study of outpatient mental health service utilization, the prevalence and correlates of psychotropic medication receipt for youth who live with families and in foster care are compared. The medication rate is similar for both groups, with slightly more than one-third of youth treated with medication. Additionally, when medication is prescribed, it is the sole intervention provided for close to one half of each group, and the distribution of other services received (such as clinical case management and collateral services) is similar, regardless of living situation. However, the predictors of medication use differ for the two groups. Among foster care youth, only presenting problems of depressed mood, being withdrawn, and suicidality significantly increase the odds of medication; among youth with families, sociodemographic characteristics (male gender), and a range of clinical factors (disruptive behavior disorder, presenting problems of hyperactivity and sleep disturbance, prior mental health service receipt, and inpatient or residential care referral sources) increase the likelihood of medication. The conclusion that distinct sets of factors predict medication for the two groups was reinforced by results of multivariate analyses; foster care status moderates the association between medication receipt and only one of the correlates examined (gender). Implications, limitations, and areas for future research are presented.     

Different early rearing experiences have long‐term effects on cortical organization in captive chimpanzees (Pan troglodytes)

Consequences of rearing history in chimpanzees (Pan troglodytes) have been explored in relation to behavioral abnormalities and cognition; however, little is known about the effects of rearing conditions on anatomical brain development. Human studies have revealed that experiences of maltreatment and neglect during infancy and childhood can have detrimental effects on brain development and cognition. In this study, we evaluated the effects of early rearing experience on brain morphology in 92 captive chimpanzees (ages 11–43) who were either reared by their mothers (n = 46) or in a nursery (n = 46) with age‐group peers. Magnetic resonance brain images were analyzed with a processing program (BrainVISA) that extracts cortical sulci. We obtained various measurements from 11 sulci located throughout the brain, as well as whole brain gyrification and white and grey matter volumes. We found that mother‐reared chimpanzees have greater global white‐to‐grey matter volume, more cortical folding and thinner grey matter within the cortical folds than nursery‐reared animals. The findings reported here are the first to demonstrate that differences in early rearing conditions have significant consequences on brain morphology in chimpanzees and suggests potential differences in the development of white matter expansion and myelination.     

Highchair philosophers: the impact of seating context‐dependent exploration on children's naming biases

We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound – most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16‐month‐old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context‐based differences in exploration drove differences in the properties attended to in real‐time. We discuss what implications this context‐dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.     

Completeness in Hybrid Type Theory

We show that basic hybridization (adding nominals and @ operators) makes it possible to give straightforward Henkin-style completeness proofs even when the modal logic being hybridized is higher-order. The key ideas are to add nominals as expressions of type t, and to extend to arbitrary types the way we interpret \(@_i\) in propositional and first-order hybrid logic. This means: interpret \(@_i\alpha _a\) , where \(\alpha _a\) is an expression of any type \(a\) , as an expression of type \(a\) that rigidly returns the value that \(\alpha_a\) receives at the i-world. The axiomatization and completeness proofs are generalizations of those found in propositional and first-order hybrid logic, and (as is usual inhybrid logic) we automatically obtain a wide range of completeness results for stronger logics and languages. Our approach is deliberately low-tech. We don’t, for example, make use of Montague’s intensional type s, or Fitting-style intensional models; we build, as simply as we can, hybrid logicover Henkin’s logic.     

Parental Emotion Socialization in Clinically Depressed Adolescents: Enhancing and Dampening Positive Affect

This study compared parental socialization of adolescent positive affect in families of depressed and healthy adolescents. Participants were 107 adolescents (42 boys) aged 14 – 18 years and their parents. Half of the participants met criteria for major depressive disorder and the others were demographically matched adolescents without emotional or behavioral disorders. Results based on multi-source questionnaire and interview data indicated that mothers and fathers of depressed adolescents were less accepting of adolescents’ positive affect and more likely to use strategies that dampen adolescents’ positive affect than were parents of healthy adolescents. Additionally, fathers of depressed adolescents exhibited fewer responses likely to enhance the adolescents’ positive affect than were fathers of healthy adolescents. These findings build on those of previous work in examining parental responses to adolescent emotions, focusing on positive emotions and including both mothers and fathers.     

TURNING STONES INTO BREAD: DEVELOPING SYNERGISTIC SCIENCE/RELIGION APPROACHES TO THE WORLD FOOD CRISIS

The Institute on Religion in an Age of Science (IRAS) has a long history of delivering conferences addressing topics of interest in the field of science and religion. The following papers from the 2013 summer conference on “The Scientific, Spiritual, and Moral Challenges in Solving the World Food Crisis” are, in keeping with the eclectic nature of these conferences, very different in content and approach. Such differences underline the challenges of synergistically combining scientific and religious insights to increase understanding of global problems and their possible solutions. This in turn reflects deeper questions about the purpose and nature of the science/religion dialogue. These papers suggest various ways in which the two perspectives can be combined in the pursuit of building better understandings of food‐related issues, as well as highlighting difficulties and limitations which need to be addressed if the fruits of such dialogue are to make a wider impact. As such they serve as useful pointers for how this type of science/religion interaction might be further developed and deployed.     

Effects of a Center-Based Parent Training Package on Parents’ Accuracy of Generalized Program Implementations at Home

Abstract

The purpose of this study was to evaluate the effects of a parent training package on parents’ accuracy of program implementations and their children’s goal achievements on parent-implemented programs at home. Parents also completed a quiz with questions about three-contingencies before and after the training. Three mother-child dyads participated in this study. All three children were 4-year-old boys with developmental delays. We employed a multiple baseline across three parent-child dyads as the primary design combined with a pretest and posttest. The individual parent training sessions consisted of office meetings and in-vivo classroom coaching sessions on program implementations. Each parent was trained individually to mastery criteria on program implementations using the Teacher Performance Rate Accuracy Scale (TPRA). After completing the parent training package, all parents acquired program implementations skills, and their program implementation skills were generalized to teach new behaviors at home with a high level of fidelity. Their quiz scores on three-term contingencies also increased to a relatively high level.     

Bullying: A Family and School System Treatment Model

Because bullying is often conceptualized as a school problem, most interventions are school-based and exclude the family. However, joint family and school involvement must occur for long-term problem resolution. This article incorporates structural and narrative interventions within a family and school system treatment model comprised of the following stages: structuring change, changing the story, and solidifying change. The therapist helps to shift family structure, while also changing the dominant bullying story. This article also examines the appropriate implementation of the birth certificate for new identity formation, and death certificate for bullying cessation.