Syntactic determinants of stuttering in the spontaneous speech of normally fluent and stuttering children

Conflicting findings have been reported concerning whether fluent children use more complex syntactic structures than stutterers and whether or not stutterers experience specific difficulty with complex syntactic structures. On critical examination, the first of these apparent discrepancies appears to be due to (a) differences in the methods employed for syntactic analysis in different studies, and (b) misleading impressions gained by looking at speakers within a single age range. Data were reanalyzed where one method of analysis had shown that fluent speakers and stutterers did not differ with regard to syntactic structures used but where they did show a propensity for stuttering to occur on complex syntactic structures. These data cover a range of age groups. When the second method of syntactic analysis was applied, a difference was found between fluent speakers and stutterers, with the stutterers initially using more simple structures and fewer complex ones. This difference decreased over age groups. However, a difference still remained with respect to which syntactic structures stutterers experience difficulty. An additional analysis, not formerly conducted on these data, showed that, as reported elsewhere, there was a higher probability of stuttering on clause-initial and. It was also shown that this tendency decreased with age group of the stutterers.     

Psychological Resources in Australasian Correctional Departments

The past and present delivery of psychological services to correctional departments in Australia and New Zealand was surveyed via questionnaires. Responses were received from six of the eight Australian jurisdictions surveyed and the one New Zealand department. Considerable variation in size and range of service was evident. Clinical work, particularly treatment, was the central activity in all cases. Recent developments, such as larger-scale treatment programs for special groups (e.g., sex offenders) and contributions to overall correctional management were repotted by some respondents. The restructuring of psychology sections in some departments had produced problems in relations between psychologists and their employing departments. Similarities in developments and issues in correctional psychology in the United States, England, and Wales were noted.     

Intuitive Perceptions of Decision-making Strategy: Naive Assessors' Concepts of Integrative Complexity

Although there are measurable differences in integrative complexity among solutions that individuals generate in dealing with problems, it is uncertain to what extent people comprehend, recognize, and have preferences among different levels of complexity. Integrative complexity is a function of differentiation (the perception of several attributes within, or perspectives about, a topic) and integration (combining the differentiated characteristics in an interactive or synthesizing solution). The current paper reports two experiments dealing with how university students perceive, interpret, and choose among solutions differing in complexity. Experiment 1 showed that subjects accurately rated the complexity of described solutions differing along the continuum, but that their assessment of their own responses differed from the results of expert scoring. Their self-estimated complexity was highly correlated with their preferences, and preferred complexity was reliably higher than either expert- or self-assessed complexity of subject-generated solutions. Subjects were able to hypothesize quite accurately about environmental and endogenous factors likely to affect complexity. Experiment 2 found that in response to problem scenarios, solutions selected as being potentially most effective were consistently more complex than solutions that participants considered themselves most likely to use. The idea of complexity seems to be intuitively recognizable and understandable by untrained subjects: They can and do distinguish among problem solutions (self-generated or presented) that vary on that dimension, and are able to assess accurately the effects of relevant variables. Such subjects also share the bias shown by experts in favour of the superiority of more complex approaches.     

Features Resembling Tourette''s Syndrome in Developmental Stutterers

Developmental stuttering (DS) may be related to the extrapyramidal motor system and shares many clinical similarities with Tourette's syndrome (TS), which is widely believed to be associated with extrapyramidal dysfunction. Twenty-two stutterers were examined for neuropsychiatric features commonly seen in TS, including tics, obsessive-compulsive behaviors (OCB), and attention deficit disorders. Eleven stutterers displayed motor tics, and symptoms of OCB were observed at rates similar to those seen in persons with TS. Few stutterers demonstrated significant attentional deficits. Findings are consistent with models suggesting extrapyramidal involvement in DS and raise the possibility that DS and TS are pathogenetically related.     

The Influence of Distress on Mothers' and Fathers' Reports of Childhood Emotional and Behavioral Problems

This study examined the effect of parental distress on mothers' and fathers' reports of children's emotional and behavioral problems. The subjects were the parents of 696 children aged 10 to 11 or 14 to 15 years living in two-parent families in the community. The study utilized an extended version of the model previously employed by Fergusson, Lynskey, and Horwood (1993) to examine the impact of maternal depression on mothers' reports of children's behavior. In the present study, the extended model was used to assess the impact of distress on reports of childhood externalizing and internalizing problems obtained from both mothers and fathers. The results suggested that distress had little influence on mothers' or fathers' reports of childhood behavior problems. It is concluded that in community studies the size of any bias in mothers' and fathers' reports of childhood behavior problems due to parental distress is likely to be very small and of little clinical significance.     

Empirically defined symptom scales using the DISC 2.3

Empirically defined scales of depressive, attention deficit hyperactivity disorder, oppositional-defiant disorder, and conduct symptoms from the lay-administered National Institute of Mental Health (NIMH) Diagnostic Interview Schedule for Children (DISC), version 2.3, and evidence of their reliability and validity, are presented. The scales were developed using factor analyses of data obtained from an epidemiologic survey of over 1,200 children drawn from four sites across the U.S. and Puerto Rico (the NIMH Methods for the Epidemiology of Child and Adolescent Mental Disorders, or MECA Study). Their psychometric properties were tested in a subsample of children reinterviewed by clinicians. The findings support the use of these continuous measures. The scales are strongly related to the diagnostic categories and show good test-retest reliability. The scales can be used to characterize severity in children with diagnoses and to describe problems and symptoms in children without diagnoses. Because these scales can measure gradations in symptomatology, they may be more useful than categorical measures. Like categorical measures, the scales based on the DISC are greatly influenced by the informant, whether child or parent.This research was supported by grant MH-46732 from the National Institute of Mental Health, Bethesda, Maryland.The MECA Program is an epidemiologic methodology study performed by four independent research teams in collaboration with staff of the Division of Clinical Research, which was reorganized in 1992 with components now in the Division of Epidemiology and Services Research and the Division of Clinical and Treatment Research, of the NIMH, Rockville, Maryland. The NIMH Principal Collaborators are Darrel A. Regier, MD, MPH, Ben Z. Locke, MSPH, Peter S. Jensen, MD, William E. Narrow, MD, MPH, and Donald S. Rae, MA; the NIMH Project Officer was William J. Huber. The Principal Investigators and Coinvestigators from the four sites are as follows: Emory University, Atlanta, Georgia, UO1 MH46725: Mina K. Dulcan, MD, Benjamin B. Lahey, PhD, Donna J. Brogan, PhD, Sherryl Goodman, PhD, and Elaine Flagg, PhD; Research Foundation for Mental Hygiene at New York State Psychiatric Institute (Columbia University), New York, New York, UO1 MH46718: Hector R. Bird, MD, David Shaffer, MD, Myrna Weissman, PhD, Patricia Cohen, PhD, Denise Kandel, PhD, Christina Hoven, PhD, Mark Davies, MPH, Madelyn S. Gould, PhD, and Agnes Whitaker, MD; Yale University, New Haven, Connecticut, UO1MH46717: Mary Schwab-Stone, MD, Philip J. Leaf, PhD, Sarah Horwitz, PhD, and Judith H. Lichtman, MPH; University of Puerto Rico, San Juan, Puerto Rico, UO1 MH46732: Glorisa Canino, PhD, Maritza Rubio-Stipec, MA, Milagros Bravo, PhD, Margarita Alegría, PhD, Julio Ribera, PhD, Sarah Huertas, MD, and Michael Woodbury, MD.The authors gratefully acknowledge Zenaida González and José Martínez who performed the data nalayses, as well as Elizabeth Pastrana, and Felícita Laboy, secretaries, for their valuable contributions to this work.     

A classical IQ model of the stages of cognitive development

Based on the construct of classical IQ (mental age/chronological age), a model of the proportions of the population at various stages of cognitive development as a function of age is proposed. The model, which accounts well for empirical data for the age range 13 through 17 years, is shown to compare favorably with other theoretical models. The success of the model provides further evidence of the salience of the construct of general cognitive capacity in differential psychology.     

Beliefs about stories: Parents' and therapists' explanations of childhood difficulties

Therapists and parents were given vignettes describing the behavioural and emotional difficulties of two nine-year-old children and were asked to rate the importance of a number of possible explanations for such difficulties. Broad agreement was found between parents and therapists, but also there were a number of significant differences. Parents endorsed more child centered explanations and put greater emphasis on physical and developmental factors, while therapists endorsed relationships factors and saw the beliefs of other family members as important. Therapists who were parents showed a pattern of responses that lay between those of parents and non-parent therapists.