Analysis of the Acquisition of Verbal Operants in a Child from 17 Months to 2 Years of Age

The Psychological Record - The purpose of this study was to longitudinally investigate the acquisition of verbal operants in a typically developing child from 17 months to 2 years of age. Verbal...     

Preschoolers' Recall of Own-Sex and Other-Sex Gender Scripts

A sample of 486 children in Beijing, China, were tested on the water-level task (WLT; J. Piaget &; B. Inhelder, 1948/1956). The participants were 256 boys and 230 girls from 4th, 5th, 6th, 8th, and 11th grades. Three levels of mastery of the WLT were found. Level 1 consisted of 4th and 5th graders, who averaged about 71% correct. Level 2 consisted of 6th and 8th graders, who averaged about 83% correct. Level 3 consisted of 11th graders, who averaged 97% correct. The results provide partial support for the Piagetian theory of age-related developmental differences in performance on the WLT. The findings depict an interactive relationship of maturation with culture and education in the development of the ability to solve the WLT.     

The place of once-weekly treatment in the work of an analytically trained child psychotherapist

In this paper, I explore how we might link ideas about clinical facts to current issues in child psychotherapy research. I consider what our understanding of clinical facts might contribute to our research methods and how our research methods might better represent the clinical facts. The paper introduces a selection of psychoanalytic writers' formulations of the concept and describes some of the debates about the shortcomings of the traditional style of case reporting. The importance of keeping emotional experience central in our research is discussed. I describe a research method that I believe has the potential to capture and describe some of the complicated processes of change in psychotherapy. This is the concept of the ‘turning point’ session. Introducing the paradigm of complexity theory, I briefly explore how we might think about and understand the relationship between processes revealed through detailed analysis of a single session and change over a longer period of therapy.     

Construct Validity of Parent Ratings of Inhibitory Control

Recent literature has emphasized the need to examine executive functions (EF) in children using multiple sources, including both parent rating and performance-based measures. Computerized Go/No-Go tests, including commercially available continuous performance tests (CPTs), represent one of the most commonly used methods of assessing inhibitory control—a variable central to the executive function construct. We examined the relationship between parent ratings of inhibitory control and CPT performance in two mixed clinical samples. Experiment 1 examined 109 children ages 6–18 using the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) and the Conners' CPT-II (Conners, 2000). In this sample, ratings on the BRIEF Inhibit scale (mean T-score?=?62.3) were significantly higher than the CPT-II commissions score (mean T-score?=?50.7; p < .0001); and the BRIEF and CPT-II scores were not highly correlated (r?=???.12). Experiment 2 examined a sample of 131 children ages 7–18 using the BRIEF and the Tests of Variables of Attention (TOVA; Greenberg, 1996). In this sample, parent ratings on the BRIEF Inhibit scale (mean T-score?=?56.8) were similar to TOVA commissions scores (mean T-score?=?58.6; p?=?.33), although still poorly correlated (r?=??.02). Factor analyses exploring covariance between BRIEF scales CPT-II variables (Experiment 1) and between BRIEF and TOVA (Experiment 2) yielded similar findings. In both experiments, all eight BRIEF scales loaded on a single factor, with no overlap with either the CPT-II or the TOVA. In mixed outpatient clinical samples, the BRIEF appears to measure different elements of inhibitory control than those assessed by computerized continuous performance tests.     

Socioeconomic Factors in Relation to Discrepancy in Parent versus Teacher Ratings of Child Behavior

Discrepancies between observers are common in studies of child behavior problems that rely on behavior ratings. Although modest concordance between informants is well-documented, little is known about characteristics that predict discrepancies. In 477 children aged 5 to 12 years, maternal age and indicators of socioeconomic status (SES; maternal education, family income) were evaluated in relation to score discrepancies between the Child Behavior Checklist and Teacher Report Form for Total, Externalizing and Internalizing Problems. Family income <?$35,000 was independently associated with discrepancies in which mothers rated more clinically significant child behavior problems than teachers for Total, Externalizing and Internalizing Problems [odds ratio (OR)?=?3.26, 95 % confidence interval (CI), 1.19–8.96, OR?=?2.76, 95 % CI 1.03–7.34 and OR?=?3.07, 95 % CI 1.30–7.26, respectively]. Maternal education was not associated with discrepancies, but younger mothers were less likely to rate child’s behavior in the clinical range for Externalizing Problems than teachers (OR per year of age?=?0.88, 95 % CI 0.81–0.96). These results suggest that studies that utilize only maternal or teacher report of child behavior may have misclassification of outcomes that is dependent on SES and could produce biased results.     

Sex Referent Cues,Success Estimations,and Performance of Children on a Lateral Jumping Task

This study examined the effects of sex referent cues for the estimation of success, as well as actual performance on a simple motor endurance task. Boys and girls in grades 3 and 5 (N = 160) were randomly assigned to one of three referent groups or a control group. Subjects in the referent groups were given an identical referent score, (48), presented in three different forms: the average score for boys, the average score for girls, and the average score for children. The control group was given no referent score. Subjects were required to estimate their own success and then perform a timed side-to-side jump over a rope. Results suggest that as girls increase in age there is a decrease in their confidence in performing motor skills. Further, boys and girls at the two grade levels responded differently to the sex referent cues.     

Prevalence of auditory verbal hallucinations in a general population: A group comparison study

The present study was specifically designed to investigate the prevalence of auditory verbal hallucinations (AVH) in the general population, and sought to compare similarities and differences regarding socio‐demographics, mental health and severe life events between individuals who have never experienced AVH with those who had. The study also aimed to compare those who sought professional help for their experience of AVH with those who had not sought help. Through a postal questionnaire, 2,533 participants ages 18 and over from a national survey completed the Launay‐Slade Hallucinations Scale and other measures examining AVH characteristics and other areas related to AVH. In total, 7.3% of the sample reported a life‐time prevalence of AVH. Those with AVH were more likely to be single and unemployed, reported higher levels of depression and anxiety, and experienced a higher number of severe life events compared with those without AVH. Only 16% of those who experienced AVH in the general population sought professional help for these experiences. Compared to those who did not seek professional help, participants that had were more likely to experience AVH with a negative content, experience them on a daily basis, undergo negative reactions when experiencing AVH, and resist AVH. In conclusion, the prevalence of AVH was found to be relatively high. The results also revealed higher levels of reduced mental health for individuals who sought professional help, followed by those who did not, compared with those who had never experienced AVH.     

The Contribution of Executive Function to Source Memory Development in Early Childhood

Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function (EF) in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet), and memory for both fact and source information was later tested. Measures of working memory, inhibitory control, and set shifting were obtained to produce an indicator of children's EF. Six-year-olds recalled more fact and source information than did 4-year-olds. Regression analyses revealed that age, language ability, and EF accounted for unique variance in children's fact recall and source recall performance. These findings suggest a link between episodic memory and EF, and we propose that developmental investigations should further explore this association.     

Agential Conversations: Interviewing Postdoctoral Life Scientists and the Politics of Mundane Research Practices

Science and Technology Studies (STS) projects often aim at understanding social problems and epistemic challenges in science and, more generally, in the technoscientific worlds we inhabit. However, it is often unclear if and how these projects can help address the problems they identify. Scholars such as Donna Haraway, John Law, and Karen Barad have argued that STS methods always interfere with the contexts they study. Combining this insight with recent feminist scholarship on the politics of care in technoscience suggests that a better understanding of how our research practices already interfere can help us attune our methods in order to promote care as part our research practices. One avenue to investigate this hypothesis is to return to a completed study and reconstruct how its research methods have created interference effects that promoted or could promote care for the problems the study identified. In the case at hand, the methods investigated are interviews with life scientists in Austria and the USA. The problem they defined is that current career rationales in the life sciences, which foreground individualism, mobility, and competition hinder collaboration, teamwork, and mentoring, strain group cohesion, and tend to exclude certain groups. Reframing the research interviews as ‘agential conversations’ that interfered with the contexts they sought to understand shows how the interviews also created situated moments of reflection, connection, and disruption that could serve as a basis for responding to these problematic conditions affecting researchers in the life sciences and beyond.     

A developmental neuroimaging investigation of the change paradigm

This neuroimaging study examines the development of cognitive flexibility using the Change task in a sample of youths and adults. The Change task requires subjects to inhibit a prepotent response and substitute an alternative response, and the task incorporates an algorithm that adjusts task difficulty in response to subject performance. Data from both groups combined show a network of prefrontal and parietal areas that are active during the task. For adults vs. youths, a distributed network was more active for successful change trials versus go, baseline, or unsuccessful change trials. This network included areas involved in rule representation, retrieval (lateral PFC), and switching (medial PFC and parietal regions). These results are consistent with data from previous task-switching experiments and inform developmental understandings of cognitive flexibility.