The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses

There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children's word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children's early literacy skills.     

The adaptability of self-action perception and movement control when the limb is passively versus actively moved

Research suggests that perceptual experience of our movements adapts together with movement control when we are the agents of our actions. Is this agency critical for perceptual and motor adaptation? We had participants view cursor feedback during elbow extension–flexion movements when they (1) actively moved their arm, or (2) had their arm passively moved. We probed adaptation of movement perception by having participants report the reversal point of their unseen movement. We probed adaptation of movement control by having them aim to a target. Perception and control of active movement were influenced by both types of exposure, although adaptation was stronger following active exposure. Furthermore, both types of exposure led to a change in the perception of passive movements. Our findings support the notion that perception and control adapt together, and they suggest that some adaptation is due to recalibrated proprioception that arises independently of active engagement with the environment.     

The Implicit Relational Assessment Procedure as a Measure of Implicit Depression and the Role of Psychological Flexibility

A broad implicit measure of depressive emotional reactions was created by mapping the content of the depression scale from the Depression Anxiety and Stress Scale (DASS) on to the Implicit Relational Assessment Procedure (IRAP). Participants were asked to relate pairings of antecedents and emotional reactions that followed the formula “When X happens . . . I feel Y.” Groups of participants representing the low and high extremes of normative levels of depressive symptoms completed an IRAP before and after a sad mood–induction procedure. At baseline both groups produced a positive emotional response bias on the IRAP. After the sad mood induction, the “normal” group showed no change, whereas the “mild/moderate” depression group showed a significant decrease in the positivity of their emotional responses. A similar pattern of differential change was found when groups were created using scores on the AAQ-II. The findings are related to the broader literature on cognitive reactivity and implications for future research are considered.     

The growth of reading skills in children with Down Syndrome

There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing (TD) control children with similar initial levels of reading skill. Phoneme awareness and vocabulary were strong concurrent predictors of initial levels of reading skill in both groups. However, longitudinally phoneme awareness was a predictor of the growth of reading skills in TD children but not in children with DS. There was a very high degree of longitudinal stability in reading skills in children with DS, and initial levels of reading skills seemed to be highly constrained by general language skills, as indexed by vocabulary knowledge, in this population. We conclude that reading development in children with DS shows similarities and differences to the pattern observed in TD children and that phoneme awareness appears to be a less powerful influence on the development of reading skills in children with DS.     

The structure of temperament in preschoolers: a two-stage factor analytic approach

The structure of temperament traits in young children has been the subject of extensive debate, with separate models proposing different trait dimensions. This research has relied almost exclusively on parent-report measures. The present study used an alternative approach, a laboratory observational measure, to explore the structure of temperament in preschoolers. A 2-stage factor analytic approach, exploratory factor analyses (n = 274) followed by confirmatory factor analyses (n = 276), was used. We retrieved an adequately fitting model that consisted of 5 dimensions: Sociability, Positive Affect/Interest, Dysphoria, Fear/Inhibition, and Constraint versus Impulsivity. This solution overlaps with, but is also distinct from, the major models derived from parent-report measures.     

Sexual Health Information Networks: What are Urban African American Youth Learning?

This qualitative study examined sexual health information networks among urban African American youth living in low-income communities. The authors identified sources, message content, and utility of messages about sex and sexual health in a sample of 15-17-year olds (N = 81). Youth received sexual health information from a variety of sources. Messages from parents and sex education had high utility, whereas messages from the Internet and religion had low utility. Four information network patterns were identified, suggesting considerable variation in how youth are socialized regarding sex. Findings suggest that sexual information networks have the potential to affect sexual health and development.     

African American Adolescent Females' Perceptions of Neighborhood Safety, Familial Strategies, and Sexual Debut

Sexual debut represents a developmental transition that holds possibility for growth and for risk. Family and neighborhood may impact timing of debut. This qualitative study examined family strategies (e.g., moving, parental monitoring), perceptions of neighborhood, and attitudes about sex and sexual debut among sexually experienced and inexperienced African American adolescent females living in disadvantaged urban neighborhoods. Findings show that more familial strategies were reported by sexually inexperienced females, suggesting that strategies may delay sexual debut. Furthermore, experiences with neighborhood violence related to attitudes about sex and sexual debut, suggesting a linkage between death anxiety and sexual debut among female youth.     

Explaining the relation between thin ideal internalization and body dissatisfaction among college women: the roles of social comparison and body surveillance

Sociocultural models of disordered eating lack comprehensive explanations as to how thin ideal internalization leads to body dissatisfaction. This study examined two social psychological theories as explanations of this relation, namely social comparison and objectification theories, in a sample of 265 women attending a Southeastern university. Social comparison (both general and appearance-related) and body surveillance (the indicator of objectification) were tested as mediators of the relation between thin ideal internalization and body dissatisfaction using bootstrapping analyses. Results indicated that body surveillance was a significant specific mediator of this relation; however, neither operationalization of social comparison emerged as such. Results serve to elaborate upon the sociocultural model of disordered eating by providing a more comprehensive understanding of the processes by which thin ideal internalization manifests itself in body dissatisfaction. The current findings also highlight the importance of targeting body surveillance in clinical settings.     

What is "theory of mind"? Concepts, cognitive processes and individual differences

Research on "theory of mind" has traditionally focused on a narrow participant group (preschool children) using a narrow range of experimental tasks (most notably, false-belief tasks). Recent work has greatly expanded the age range of human participants tested to include human infants, older children, and adults, has devised new tasks, and has adopted methods from cognitive psychology and neuroscience. However, theoretical work has not kept pace with these changes, with the result that studies using one kind of method or participant group often inherit assumptions about the nature of theory of mind from other research, with little regard for whether these assumptions are appropriate. I argue that three distinct approaches to thinking about theory of mind are already implicit in research practice, and that future work, whether with infants, children, or adults, will benefit from articulating these approaches more clearly and following their different implications for what theory of mind is and how it should be studied.