Mother‐child interaction is associated with neurocognitive outcome in extremely low gestational age children

Early mother‐child interaction is one of the factors suggested to have an impact on neurocognitive development of extremely low gestational age (ELGA) children. Our aim was to examine associations of mother‐child interaction with neurocognitive outcome, neurological impairments and neonatal brain injuries in ELGA children. A prospective study of 48 ELGA children, born before 28 gestational weeks (26.3 ± 1.2 weeks, birth weight 876 g ± 194 g), and 16 term controls. Brain MRI was performed at term‐equivalent age. At two years of corrected age, the mother‐child interaction was assessed in a structured play situation using the Erickson Scales and Mutually Responsive Orientation Scales. Neurocognitive outcome was assessed with Griffiths Mental Developmental Scales (GMDS) and Bayley Scales of Infant and Toddler Development ‐ Third Edition (BSID‐III) and with Hempel neurological examination. Among ELGA children, higher quality of dyadic relationship and maternal sensitivity, responsiveness, and supportiveness were associated with positive neurocognitive outcome measured both with GMDS and BSID‐III (adjusted p < 0.05). This association remained after adjusting for mother's educational level. Neurological impairments at two years, white matter or gray matter abnormalities in MRI at term‐equivalent age, and grade III‐IV intraventricular hemorrhage during the neonatal period were not associated with mother‐child interaction. This study emphasizes the importance of the quality of mother‐child interaction after extremely preterm birth for neurocognitive development. Neonatal brain injury and neurological impairments were not associated with worse parent‐child interaction after two years.     

Use and interpretation of test scores from limited cognitive test batteries: How g + Gc can equal g

Single scores from limited and unbalanced test batteries of cognitive ability can be ambiguous to interpret theoretically. In this study, a limited verbally and knowledge‐loaded cognitive test battery, from applicants to the Swedish police academies (N = 1,344), was examined to provide foundations for the use and interpretation of test scores. Three measurement models were compared: one single factor model and two bifactor models, which decomposed the variance of the battery into orthogonal components. The models were evaluated by fit indices and omega coefficients, and then applied to the prediction of academic performance. The overall prediction of all models was similar, although specific abilities also were found to provide substantial predictive validity over and above general intelligence (g). The findings provide support for the use of single scores in applied settings (selection), but suggest that it may be more appropriate to interpret such scores as composites of substantive components, and not just as measures of g.     

Accuracy,Consensus, In-Group Bias,and Cultural Frame Shifting in the Context of National Character Stereotypes

We examined Finns’ and bilingual Swedish-Finns’ stereotypes regarding personality differences between Finns and Swedish-Finns and compared them with their respective self-ratings. Stereotype ratings by both groups converged on depicting Swedish-Finns as having a more desirable personality. In-group bias also influenced stereotypes. Contrary to predictions based on the Stereotype Content Model, out-group stereotypes were not compensatory. Consistent with the kernel of truth hypothesis of national stereotypes, Swedish-Finns’ aggregate self-ratings resembled their stereotype of personality differences between the two groups, and their personality self-ratings were more desirable than Finns’ self-ratings. Tentatively suggesting the occurrence of cultural frame shifting, the resemblance between Swedish-Finns’ self-ratings and their stereotype of Swedish-Finns was, although only marginally statistically significantly, somewhat stronger when the self-ratings were provided in Swedish.     

Risk Patterns and Correlated Brain Activities. Multidimensional Statistical Analysis of fMRI Data in Economic Decision Making Study

Decision making usually involves uncertainty and risk. Understanding which parts of the human brain are activated during decisions under risk and which neural processes underly (risky) investment decisions are important goals in neuroeconomics. Here, we analyze functional magnetic resonance imaging (fMRI) data on 17 subjects who were exposed to an investment decision task from Mohr, Biele, Krugel, Li, and Heekeren (in NeuroImage 49, 2556–2563, 2010b). We obtain a time series of three-dimensional images of the blood-oxygen-level dependent (BOLD) fMRI signals. We apply a panel version of the dynamic semiparametric factor model (DSFM) presented in Park, Mammen, Wolfgang, and Borak (in Journal of the American Statistical Association 104(485), 284–298, 2009) and identify task-related activations in space and dynamics in time. With the panel DSFM (PDSFM) we can capture the dynamic behavior of the specific brain regions common for all subjects and represent the high-dimensional time-series data in easily interpretable low-dimensional dynamic factors without large loss of variability. Further, we classify the risk attitudes of all subjects based on the estimated low-dimensional time series. Our classification analysis successfully confirms the estimated risk attitudes derived directly from subjects’ decision behavior.     

Leader personality and 360‐degree assessments of leader behavior

To investigate the relationship between personality and multi‐source feedback, we assessed 190 health care managers by applying the Understanding Personal Potential personality test, which provides comprehensive measurement of the Big Five dimensions and eight narrower personality traits. Managers' leadership behaviors were assessed by colleagues, supervisors, a random sample of each manager's subordinates as well as the managers themselves using a 360‐degree change, production, employee (CPE) instrument. Hierarchical multivariate regression analysis showed that the Big Five variables were significantly related to the Managers' leadership behavior in all CPE dimensions. Also, addition of narrow personality variables to the Big Five increased explained variance in leadership behavior. This study is the first of its kind to include the full range of viewpoints in a 360‐degree instrument, along with a large number of subordinate assessments. We found that both the strength of the relationship between personality and behavior and the configuration of different predictors varied depending on who did the rating and what leadership orientation was investigated, and this observation merits further investigation.     

Effectiveness of Dialectical Behavior Therapy for Treating Eating Disorders

This study evaluated the effectiveness of dialectical behavior therapy (DBT) for treating eating disorder episodes and co‐occurring depression symptoms among individuals diagnosed with eating disorders. Separate meta‐analytic procedures for between‐groups and single‐group studies were conducted and yielded large effect sizes, indicating that DBT may be efficacious for decreasing disordered episodes among women diagnosed with eating disorders; medium to large effect sizes were noted for treating depression symptoms. Implications for evidence‐supported practice and study limitations are discussed.     

Concept Formation and Concept Grounding

Recently Carrie S. Jenkins formulated an epistemology of mathematics, or rather arithmetic, respecting apriorism, empiricism, and realism. Central is an idea of concept grounding. The adequacy of this idea has been questioned e.g. concerning the grounding of the mathematically central concept of set (or class), and of composite concepts. In this paper we present a view of concept formation in mathematics, based on ideas from Carnap, leading to modifications of Jenkins’s epistemology that may solve some problematic issues with her ideas. But we also present some further problems with her view, concerning the role of proof for mathematical knowledge.