Associations between cortical thickness and general intelligence in children,adolescents and young adults

Neuroimaging research indicates that human intellectual ability is related to brain structure including the thickness of the cerebral cortex. Most studies indicate that general intelligence is positively associated with cortical thickness in areas of association cortex distributed throughout both brain hemispheres. In this study, we performed a cortical thickness mapping analysis on data from 182 healthy typically developing males and females ages 9 to 24 years to identify correlates of general intelligence (g) scores. To determine if these correlates also mediate associations of specific cognitive abilities with cortical thickness, we regressed specific cognitive test scores on g scores and analyzed the residuals with respect to cortical thickness. The effect of age on the association between cortical thickness and intelligence was examined. We found a widely distributed pattern of positive associations between cortical thickness and g scores, as derived from the first unrotated principal factor of a factor analysis of Wechsler Abbreviated Scale of Intelligence (WASI) subtest scores. After WASI specific cognitive subtest scores were regressed on g factor scores, the residual score variances did not correlate significantly with cortical thickness in the full sample with age covaried. When participants were grouped at the age median, significant positive associations of cortical thickness were obtained in the older group for g-residualized scores on Block Design (a measure of visual-motor integrative processing) while significant negative associations of cortical thickness were observed in the younger group for g-residualized Vocabulary scores. These results regarding correlates of general intelligence are concordant with the existing literature, while the findings from younger versus older subgroups have implications for future research on brain structural correlates of specific cognitive abilities, as well as the cognitive domain specificity of behavioral performance correlates of normative gray matter thinning during adolescence.     

Perceptual and motor congruency effects in time–space association

It is well established that temporal events are represented on a spatially oriented mental time line from left to right. Depending on the task characteristics, the spatial representation of time may be linked to different types of dimensions, including manual response codes and physical space codes. The aim of the present study was to analyze whether manual response and physical space codes are independent of each other or whether they interact when both types of information are involved in the task. The participants performed a temporal estimation task with two lateralized response buttons in four experiments. In the first experiment, the target stimuli were presented on the left side, at the center, or on the right side of the space, whereas the reference stimuli were always presented centrally. The reverse situation was presented in the second experiment. In the third experiment, both stimuli were presented in opposite spatial positions (e.g., left–right), whereas in the last experiment, both stimuli were presented in the same spatial position (e.g., left–left). In all experiments, perceptual and motor congruency effects were found, but no modulation of the congruency effects was found when both the perceptual and motor components were congruent. The results indicated that physical, spatial, and manual response codes are independent from each other for time–space associations, even when both codes are involved in the task. These results are discussed in terms of the “intermediate-coding” account.     

Crisis Support and Coping as Mediators of Well-Being in Persons with Spinal Cord Lesion

This study aims to investigate whether crisis support and coping mediate symptoms of posttraumatic stress disorder (PTSD) in individuals with spinal cord lesions (SCL). PTSD, crisis support, and coping were assessed an average of 83 days after the injury (T1), at discharge from the rehabilitation center (T2), and an average of 121 days following discharge (T3). Sixty-nine newly injured paraplegics and tetraplegics completed the questionnaire at T1, 40 (58%) at T2, and 38 (55%) at T3. Individuals with PTSD experienced significantly lower levels of social support, and used more emotional coping than did those without PTSD. On the basis of logistic regression analyses, emotional coping and the interaction between negative response and emotional coping predicted PTSD. Emotional coping is a strong predictor of PTSD in persons with new SCL.     

Adolescents in Residential Treatment: Caregiver and Peer Predictors of Risk Behavior and Academic Performance

The purpose of this research was to better understand the substance use and sexual risk taking behavior among high-risk adolescent populations placed in residential treatment facilities, including those in the foster care and juvenile justice systems. The primary predictors considered in this study included caregiver support, caregiver closeness, other adult support, adolescent self-disclosure/communication with caregiver, caregiver expectations about sexual behavior, and peer influence regards to drugs/alcohol and sexual behavior. Participants included 120 adolescent females in grades 7 to 12 (median grade?=?10; mean age 15.7 years), primarily African American (57.2 %) and White (29 %), in a residential treatment setting in a large urban area in the Midwest. Caregiver support and self-disclosure/communication with caregivers predicted condom use at most recent intercourse, but variables related to substance use were most consistently predictive of sexuality variables including onset and frequency of behavior. None of these support variables significantly predicted onset and frequency of substance use. Caregiver support was the contributing variable in predicting academic achievement.     

Maternal representation and care of infant sleep

Maternal reports about infant sleep care and ideas about the causes of awakening were obtained from telephone interviews with 104 middle class primiparae when their infants were 1 month and 1 year old. These reports were compared with their expectations about infant sleep before the birth of their child. It was found that most of the mothers were willing to ‘help’ their infants fall asleep, with 19 different kinds of techniques being spontaneously mentioned. Most of the techniques involved physical contact. The changes in technique from before birth to the end of the first year of life mainly concerned a decrease in the use of techniques involving holding the infant in the arms. From 1 month to 1 year, there was a decrease in rocking techniques, while at 1 year the use of a (bottle) feeding technique and taking the child into the parents' bed became apparent. The reasons mothers gave for infant awakenings varied from 1 month to 1 year. At 1 year, the most frequent reason was that the infant has ‘sufficient sleep’. Mothers' representations before the infant birth did not overlap with representations and reports of sleep handling after birth. Mothers were willing to apply and use a great variety of caring techniques that they perceived to be adjusted to the individual needs of their child. © 1998 John Wiley & Sons, Ltd.     

Personality Traits Elucidate Sex Differences in Attention-Deficit/Hyperactivity Disorder Comorbidity During Early Childhood

Attention-Deficit/Hyperactivity Disorder (ADHD) is highly comorbid with other childhood disorders, and there are striking sex differences in this comorbidity, particularly during early childhood. For example, boys with ADHD are more likely to exhibit comorbid disruptive behavior and neurodevelopmental disorders, compared to girls, during early childhood. Yet, explanations for these well-established sex differences remain in short supply. The current study evaluated the novel hypothesis that personality traits may serve as intermediate phenotypes that help explain sex differences in common ADHD comorbidity profiles during early childhood. Study participants were 109 children between the ages of 3 and 6 and their primary caregivers and teachers/daycare providers, recruited from the community and over-recruited for ADHD-related problems. Primary caregivers completed the Child Behavior Checklist, and teachers/daycare providers completed the Teacher Report Form as a measure of child behavior problems. Examiners completed the California Q-Sort as a measure of child personality traits. Moderated mediation analyses suggested that personality traits explain associations between ADHD and oppositional-defiance, aggression, and language problems in a sex-specific manner. While high neuroticism mediated associations between ADHD and oppositional-defiance in girls, disagreeableness mediated associations between ADHD and aggression and low conscientiousness mediated associations between ADHD and neurodevelopmental language problems in boys. Sex differences in trait-psychopathology associations may help explain sex differences in comorbidity profiles with possible implications for child assessment and personalized early intervention.     

3~5岁幼儿自我延迟满足的发展特点及其中澳跨文化比较

采用实验室实验和情境观察相结合的方法,考察了我国3~5岁幼儿自我延迟满足发展的特点及中澳幼儿自我延迟满足的跨文化差异。研究结果表明：(1) 3~5岁幼儿自我延迟满足平均延迟时间随年龄增长而延长;3岁幼儿使用延迟策略少,4岁幼儿主要使用寻求策略,5岁幼儿主要使用寻求策略和自我分心、问题解决策略,自我言语控制策略在整个幼儿期始终不具有显著优势性。(2) 澳大利亚幼儿自我延迟满足发展水平高于我国同龄幼儿;在延迟策略选择上中澳幼儿既具有差异性,又具有一定的相似性;文化价值观通过教育影响着幼儿自我延迟满足的发展。     

Eye movements reveal no immediate "WOW" ("which one's weird") effect in autism spectrum disorder

Autism spectrum disorder (ASD) and typically developed (TD) adult participants viewed pairs of scenes for a simple "spot the difference" (STD) and a complex "which one's weird" (WOW) task. There were no group differences in the STD task. In the WOW task, the ASD group took longer to respond manually and to begin fixating the target "weird" region. Additionally, as indexed by the first-fixation duration into the target region, the ASD group failed to "pick up" immediately on what was "weird". The findings are discussed with reference to the complex information processing theory of ASD (Minshew & Goldstein, 1998 ).     

Rational Emotive Behaviour Therapy: A Positive Perspective

Through his development of Rational Emotive Behaviour Therapy (REBT), Albert Ellis was a major contributor to the development of cognitive behaviour therapy. This article reviews key aspects of REBT, the distinction between unhealthy and healthy emotions, and the role irrational and rational beliefs play in relation to these emotions. As with other areas of psychology, the focus of REBT over the years has been dominated by negative emotional experiences. In an attempt to address this and further develop REBT, the present article reviews recent claims from the realm of social psychology that positive illusions promote mental health. Consequently, it is proposed that a similar dichotomy of healthy and unhealthy positive emotions also exists, and a basic framework for working with this positive dichotomy is introduced.