Pitfalls of the Peer World: How Children Cope with Common Rejection Experiences

This study examines the reliability and validity of a newly developed self-report measure designed to assess children's coping strategies in response to everyday rejection experiences. The Survey for Coping with Rejection Experiences (SCORE) was administered to 225 children and factor analysis of responses resulted in the conceptually meaningful subscales of active, aggressive, denial, and ruminative coping. A subset of 95 children also completed a battery of self- (depression, social anxiety), parent- (internalizing and externalizing problems), and peer- (social preference, aggression, withdrawal) ratings of socioemotional adjustment. Children's coping strategies were meaningfully associated with adjustment measures, although these associations differed for boys and girls in several instances. Importantly, both aggressive and ruminative coping strategies were positively associated with internalizing problems even after controlling for the effect of children's actual sociometric status. In addition, denial coping emerged as a significant moderator of the relation between status and adjustment.     

Independent representation of parts and the relations between them: evidence from integrative agnosia

Whether objects are represented as a collection of parts whose relations are coded independently remains a topic of ongoing discussion among theorists in the domain of shape perception. S. M., an individual with integrative agnosia, and neurologically intact ("normal") individuals learned initially to identify 4 target objects constructed of 2 simple volumetric parts. At test, the targets were mixed with distractors, some of which could be discriminated from the targets on the basis of a mismatching part, whereas the rest could be discriminated only on the basis of the altered spatial arrangements of parts. S. M. learned to identify the target objects, although at a rate slower than that of the normal participants. At test, he correctly rejected distractors on the basis of mismatching parts but was profoundly impaired at rejecting distractors made of the same local components but with mismatching spatial arrangements. These results suggest that encoding the spatial arrangements of parts of an object requires a mechanism that is different from that required for encoding the shape of individual parts, with the former selectively compromised in integrative agnosia.     

A call to collaboration: the federal commitment to suicide prevention

The federal government, largely through the U.S. Department of Health and Human Services (HHS), sponsors an array of science-based suicide prevention initiatives. This article details the prevention-related agendas and collaborative efforts of five operating divisions within the Department of Health and Human Services: the Substance Abuse and Mental Health Services Administration, National Institutes of Health, Centers for Disease Control and Prevention, Indian Health Service, and Health Resources and Services Administration. The article highlights HHS's activities and their link to the National Strategy for Suicide Prevention, the plan which will guide the nation's suicide prevention efforts for the next decade.     

Twenty-Five Years of Groupthink Theory and Research: Lessons from the Evaluation of a Theory

In this paper, we examine the historical development of the groupthink model and discuss recent responses to the body of empirical evidence amassed on the model. We conclude by articulating general lessons implied by the evolution of research on the groupthink model.     

Cognitive processing deficits in reading disabilities: A prefrontal cortical hypothesis

Much research investigating the neuropsychological underpinnings of reading disabilities has emphasized posterior brain regions. However, recent evidence indicates that prefrontal cortex may also play a role. This study investigated cognitive processes that are associated with prefrontal and posterior brain functions. Subjects were 12-year-old reading disabled and nondisabled boys. Discriminant analysis procedures indicated that measures of prefrontal functions distinguished between the two groups better than measures of posterior functions. The results suggest that reading disabled boys have difficulty with cognitive processes involving selective and sustained attention, inhibition of routinized responses, set maintenance, flexibility in generating and testing alternative hypotheses, and phonemically based language production.     

Animal,but not human,faces engage the distributed face network in adolescents with autism

Multiple hypotheses have been offered to explain the impaired face‐processing behavior and the accompanying underlying disruptions in neural circuitry among individuals with autism. We explored the specificity of atypical face‐processing activation and potential alterations to fusiform gyrus (FG) morphology as potential underlying mechanisms. Adolescents with high functioning autism (HFA) and age‐matched typically developing (TD) adolescents were scanned with sMRI and fMRI as they observed human and animal faces. In spite of exhibiting comparable face recognition behavior, the HFA adolescents evinced hypo‐activation throughout the face‐processing system in response to unfamiliar human, but not animal, faces. They also exhibited greater activation in affective regions of the face‐processing network in response to animal, but not human, faces. Importantly, this atypical pattern of activation in response to human faces was not related to atypical structural properties of the FG. This atypical neural response to human faces in autism may stem from abnormalities in the ability to represent the reward value of social (i.e. conspecific) stimuli.     

Exploring the spiritual in the pedagogy of Friedrich Froebel

Friedrich Froebel (1782–1852) was the inventor of the kindergarten, and his emphasis on childcentredness and play influenced the progressive movement throughout the world. The concepts of unity and wholeness are highly visible in his writings. Religion is addressed in his work and that of his followers, but little attention has been paid to spirituality per se in Froebel’s thought. This paper explores the place of the spiritual in Froebel’s scheme and in some of what has been written about him. It notes his use of the concepts of the spirit and spirituality, and considers the relationship between his faith and the Christian religion. It discusses the ‘laws’ which Froebel enunciated: of Divine Unity, opposites and the connection of opposites; the principle of self-activity; and the process of ‘unfoldment’. These principles are observed in his teaching methods and resources, specifically in the Gifts and The Mother-Song Book of 1844. The paper concludes with a discussion of the implications for such concepts as the spirit of the child and spiritual education. The picture that emerges is of a child-centred education which honours the integrity of childhood. It is argued that such an education, fully embraced, is a spiritual education.