IQ and Scores on the Mini-Mental State Examination (MMSE)

The Mini-Mental State Examination (MMSE) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) were administered to 217 Veterans Affairs (VA) Nursing Home patients, 104 of whom did not carry a diagnosis associated with brain impairment, and 113 who had a diagnosis associated with degenerative or cerebrovascular conditions. MMSE and IQ scores were significantly correlated in both groups, even controlling for the effects of education. It is suggested that although previous normative studies of the MMSE may provide good general clinical guidance, interpretation of “impaired” performance on the MMSE for those with IQ scores below 90 should be approached with caution. Average MMSE scores for Wechsler IQ classifications are provided.     

Attention Deficits in Children with < 750 gm Birth Weight

Although attention deficit disorders are frequently diagnosed in low birth-weight children, it is not clear if attention problems are apparent in neuropsychological testing. The present study examined the performances of a regional sample of 68 children with birth weights <750 gm on several psychometric measures of attention given at early school age. Matched groups of 65 children with birth weights between 750–1499 gm and 61 term controls were also assessed. The group <750 gm performed more poorly on one attention test than did either comparison group, even when overall cognitive ability was taken into account. Performances on the attention tests were also related to academic skills and ratings of behavior. Findings confirm the hypothesis that children with birth weights <750 gm have specific attentional weaknesses and support the validity of attention tests as predictors of learning and behavior problems.     

Learning grammatical categories from distributional cues: Flexible frames for language acquisition

Performance in a behavioral task can be facilitated by associating stimulus properties with reward. In contrast, conflicting information is known to impede task performance. Here we investigated how reward associations influence the within-trial processing of conflicting information using a color-naming Stroop task in which a subset of ink colors (task-relevant dimension) was associated with monetary incentives. We found that color-naming performance was enhanced on trials with potential-reward versus those without. Moreover, in potential-reward trials, typical conflict-induced performance decrements were attenuated if the incongruent word (task-irrelevant dimension) was unrelated to reward. In contrast, incongruent words that were semantically related to reward-predicting ink colors interfered with performance in potential-reward trials and even more so in no-reward trials, despite the semantic meaning being entirely task-irrelevant. These observations imply that the prospect of reward enhances the processing of task-relevant stimulus information, whereas incongruent reward-related information in a task-irrelevant dimension can impede task performance.     

Sex differences in the factor structure of a modified Sexual Experiences Questionnaire

Sexual harassment has long been a problem in educational, employment, and military populations. It is unclear whether existing questionnaires used to measure sexual harassment in the U.S. military--particularly, derivatives of the Sexual Experiences Questionnaire--perform similarly in men and women. Using exploratory factor analyses in a mixed sample of active duty troops and veterans (289 men, 181 women), sex differences were found in one version's factor structure. Implications and suggestions for improving the validity of the questionnaire for men are offered.     

Alcohol Availability and Violence among Inner-City Adolescents: A Multi-Level Analysis of the Role of Alcohol Outlet Density

Researchers recognize that the connection between alcohol and peer violence may relate to community level ecological factors, such as the location of businesses that sell alcohol. Building on previous research among adults, this study examines the relationship between alcohol outlet density and violent behaviors among adolescents, taking into account demographic characteristics, individual alcohol use, and neighborhood level socioeconomic indicators. Data drawn from a diverse Emergency Department based sample of 1,050 urban adolescents, combined with tract level data from the state liquor control commission and U.S. Census, were analyzed. Results of multivariate multi-level regression analysis indicate that alcohol outlet density is significantly related to adolescents’ violent behaviors, controlling for demographic characteristics and individual alcohol use. Census tract level socioeconomic indicators were not significantly associated with youth violence. Findings suggest that alcohol outlet density regulation should be considered as part of broader violence prevention strategies for urban adolescents.     

Patient Perspectives on the Learning Health System: The Importance of Trust and Shared Decision Making

We conducted focus groups to assess patient attitudes toward research on medical practices in the context of usual care. We found that patients focus on the implications of this research for their relationship with and trust in their physicians. Patients view research on medical practices as separate from usual care, demanding dissemination of information and in most cases, individual consent. Patients expect information about this research to come through their physician, whom they rely on to identify and filter associated risks. In general, patients support this research, but worry that participation in research involving randomization may undermine individualized care that acknowledges their unique medical histories. These findings suggest the need for public education on variation in practice among physicians and the need for a collaborative approach to the governance of research on medical practices that addresses core values of trust, transparency, and partnership.     

Gavagai Is as Gavagai Does: Learning Nouns and Verbs From Cross‐Situational Statistics

Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross‐situational learning studies have shown that word‐object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either nouns or verbs in ambiguous contexts and thus bypass much of the complexity of multiple grammatical categories in speech. We show that noun word learning in adults is robust when objects are moving, and that verbs can also be learned from similar scenes without additional syntactic information. Furthermore, we show that both nouns and verbs can be acquired simultaneously, thus resolving category‐level as well as individual word‐level ambiguity. However, nouns were learned more quickly than verbs, and we discuss this in light of previous studies investigating the noun advantage in word learning.     

Multimethod Psychoeducational Intervention for Preschool Children with Disruptive Behavior: Two-Year Post-Treatment Follow-up

This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.