Genetic counseling and the disabled: feminism examines the stance of those who stand at the gate

This essay examines the possible systematic bias against the disabled in the structure and practice of genetic counseling. Finding that the profession's "nondirective" imperative remains problematic, the authors recommend that methodology developed by feminist standpoint epistemology be used to incorporate the perspective of disabled individuals in genetic counselors' education and practice, thereby reforming society's view of the disabled and preventing possible negative effects of genetic counseling on the self-concept and material circumstance of disabled individuals.     

Learning artificial grammars: No evidence for the acquisition of rules

Two experiments investigated whether there is evidence for acquisition of rules in implicit artificial grammar learning (AGL). Two different methods were used in meeting this goal, multiple regression analysis and analysis of receiver-operating characteristics (ROCs). By means of multiple regression analysis, several types of knowledge were identified that were used in judgments of grammaticality, for example, about single letters and about larger stimulus fragments. There was no evidence for the contribution of rule knowledge. The ROCs were in accord with a similarity-based account of AGL and thus did not support the notion that rule knowledge is acquired in AGL either. Simulations with a connectionist model corroborated the conclusion that the results were in accord with a similarity-based, associative account.     

Ordinal state-trait regression for intensive longitudinal data

In many psychological studies, in particular those conducted by experience sampling, mental states are measured repeatedly for each participant. Such a design allows for regression models that separate between- from within-person, or trait-like from state-like, components of association between two variables. But these models are typically designed for continuous variables, whereas mental state variables are most often measured on an ordinal scale. In this paper we develop a model for disaggregating between- from within-person effects of one ordinal variable on another. As in standard ordinal regression, our model posits a continuous latent response whose value determines the observed response. We allow the latent response to depend nonlinearly on the trait and state variables, but impose a novel penalty that shrinks the fit towards a linear model on the latent scale. A simulation study shows that this penalization approach is effective at finding a middle ground between an overly restrictive linear model and an overfitted nonlinear model. The proposed method is illustrated with an application to data from the experience sampling study of Baumeister et al. (2020, Personality and Social Psychology Bulletin, 46, 1631).     

Auditory Distraction by Meaningless Irrelevant Speech: A Developmental Study

The irrelevant sound effect (ISE) typically refers to a disruptive effect of a to‐be‐ignored sound in serial recall tasks, where lists of visually presented items (digits and letters) must be recalled in serial order. Although extensively studied in adults, studies on developmental aspects of the ISE are scarce. The present study aims to increase our understanding of developmental changes of auditory distraction in children beyond serial recall. Two tasks (i.e., word categorization and evaluation of simple mathematical equations) were designed to test retrieval from semantic memory. Proportion correct and reaction times (adjusted for speed–accuracy tradeoff) were measured in 8–9 and 12–13‐year‐olds. Results revealed a developmental change in the susceptibility to auditory distraction. Whereas older children were not affected by background sounds, younger children showed impairment in both proportion correct and adjusted reaction times. Overall, results suggest that attention distraction and immature attention control mechanisms contribute to ISEs in young children. Copyright © 2014 John Wiley & Sons, Ltd.     

Using Raw VAR Regression Coefficients to Build Networks can be Misleading

Many questions in the behavioral sciences focus on the causal interplay of a number of variables across time. To reveal the dynamic relations between the variables, their (auto- or cross-) regressive effects across time may be inspected by fitting a lag-one vector autoregressive, or VAR(1), model and visualizing the resulting regression coefficients as the edges of a weighted directed network. Usually, the raw VAR(1) regression coefficients are drawn, but we argue that this may yield misleading network figures and characteristics because of two problems. First, the raw regression coefficients are sensitive to scale and variance differences among the variables and therefore may lack comparability, which is needed if one wants to calculate, for example, centrality measures. Second, they only represent the unique direct effects of the variables, which may give a distorted picture when variables correlate strongly. To deal with these problems, we propose to use other VAR(1)-based measures as edges. Specifically, to solve the comparability issue, the standardized VAR(1) regression coefficients can be displayed. Furthermore, relative importance metrics can be computed to include direct as well as shared and indirect effects into the network.     

The over‐pruning hypothesis of autism

This article outlines the over‐pruning hypothesis of autism. The hypothesis originates in a neurocomputational model of the regressive sub‐type (Thomas, Knowland & Karmiloff‐Smith, 2011a, 2011b). Here we develop a more general version of the over‐pruning hypothesis to address heterogeneity in the timing of manifestation of ASD, including new computer simulations which reconcile the different observed developmental trajectories (early onset, late onset, regression) via a single underlying atypical mechanism; and which show how unaffected siblings of individuals with ASD may differ from controls either by inheriting a milder version of the pathological mechanism or by co‐inheriting the risk factors without the pathological mechanism. The proposed atypical mechanism involves overly aggressive synaptic pruning in infancy and early childhood, an exaggeration of a normal phase of brain development. We show how the hypothesis generates novel predictions that differ from existing theories of ASD including that (1) the first few months of development in ASD will be indistinguishable from typical, and (2) the earliest atypicalities in ASD will be sensory and motor rather than social. Both predictions gain cautious support from emerging longitudinal studies of infants at‐risk of ASD. We review evidence consistent with the over‐pruning hypothesis, its relation to other current theories (including C. Frith's under‐pruning proposal; C. Frith, 2003, 2004), as well as inconsistent data and current limitations. The hypothesis situates causal accounts of ASD within a framework of protective and risk factors (Newschaffer et al., 2012); clarifies different versions of the broader autism phenotype (i.e. the implication of observed similarities between individuals with autism and their family members); and integrates data from multiple disciplines, including behavioural studies, neuroscience studies, genetics, and intervention studies.     

Factor structure of the Behavior Rating Inventory of Executive Functions (BRIEF-P) at age three years

The preschool period is an important developmental period for the emergence of cognitive self-regulatory skills or executive functions (EF). To date, evidence regarding the structure of EF in preschool children has supported both unitary and multicomponent models. The aim of the present study was to test the factor structure of early EF as measured by the Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). BRIEF-P consists of five subscales and three broader indexes, hypothesized to tap into different subcomponents of EF. Parent ratings of EF from a nonreferred sample of children recruited from the Norwegian Mother and Child Cohort Study (N = 1134; age range 37–47 months) were subjected to confirmatory factor analyses (CFA). Three theoretically derived models were assessed; the second-order three-factor model originally proposed by the BRIEF-P authors, a “true” first-order one-factor model and a second-order one-factor model. CFA fit statistics supported the original three-factor solution. However, the difference in fit was marginal between this model and the second-order one-factor model. A follow-up exploratory factor analysis (EFA) supported the existence of several factors underlying EF in early preschool years, with a considerable overlap with the five BRIEF-P subscales. Our results suggest that some differentiation in EF has taken place at age 3 years, which is reflected in behavior ratings. The internal consistency of the BRIEF-P five clinical subscales is supported. Subscale interrelations may, however, differ at this age from those observed in the preschool group as a whole.     

Social Competence in Children with Brain Disorders: A Meta-analytic Review

Social competence, i.e. appropriate or effective social functioning, is an important determinant of quality of life. Social competence consists of social skills, social performance and social adjustment. The current paper reviews social skills, in particular emotion recognition performance and its relationship with social adjustment in children with brain disorders. In this review, normal development and the neuro-anatomical correlates of emotion recognition in both healthy children and adults and in various groups of children with brain disorders, will be discussed. A systematic literature search conducted on PubMed, yielded nine papers. Emotion recognition tasks were categorized on the basis of task design and emotional categories to ensure optimal comparison across studies before an explorative meta-analysis was conducted. This meta-analytic review suggests that children with brain disorders show impaired emotion recognition, with the recognition of sad and fearful expressions being most impaired. Performance did not seem to be related to derivative measures of social adjustment. Despite the limited number of studies on a variety of brain disorders and control groups, outcomes were quite consistent across analyses and corresponded largely with the existing literature on development of emotion recognition in typically developing children. More longitudinal prospective studies on emotion recognition are needed to gain insight into recovery and subsequent development of children with distinct brain disorders. This will aid development, selection and implementation of interventions for improvement of social competence and quality of life in children with a brain disorder.