Latent Classes of Psychiatric Symptoms Among Chinese Children Living in Poverty

Describing co-occurring symptom patterns among children in nonwestern contexts may have important implications for how emotional and behavior problems are defined, conceptualized, studied, and ultimately prevented. A latent profile analysis (LPA) was conducted on the co-occurring psychiatric symptoms of 196 Chinese children living in poverty. Child depression, anxiety, aggression, and self-esteem scores were used as indicators in the LPA. Three classes of symptoms best described the symptom presentations of children in this study. Ninety-one percent of the youth in the sample were assigned to a class without clinically significant elevations on any symptom index. Six percent fell into an externalizing class, and 3% were assigned to a class with elevated internalizing symptoms. The three classes met empirical criteria for distinctiveness and were validated against parent- and child-rated family characteristics and resources. Children in the externalizing class were more likely to experience harsh and neglectful parenting and their parents were more likely to report avoidant coping styles. In addition to some parenting behaviors (overprotection and low parental support), internalizing symptoms were uniquely associated with low levels of education, housing, economic, and social resources. Implications for preventive interventions are discussed.     

Spatial attention-related modulation of the N170 by backward masked fearful faces

Facial expressions are a basic form of non-verbal communication that convey important social information to others. The relevancy of this information is highlighted by findings that backward masked facial expressions facilitate spatial attention. This attention effect appears to be mediated through a neural network consisting of the amygdala, anterior cingulate, and visual cortex. However, a direct investigation of the neural time course associated with orienting to such stimuli has yet to be performed. In the current investigation, a backward masked fearful face dot-probe task was performed while ERPs were recorded. Reaction time results suggest that spatial attention is captured by backward masked fearful faces and attention is focused at the location of the fear stimulus. Masked right visual field fearful faces enhanced the N170 amplitudes of contralateral occipito-temporal electrodes. The rapid contralateral N170 enhancement was positively correlated with participants’ behavioral index of spatial attention. Thus, backward masked fearful face-elicited spatial attention facilitates behavior and modulates the early stage of facial processing reflected by the N170.     

Emotional faces capture spatial attention in 5-year-old children

Emotional facial expressions are important social cues that convey salient affective information. Infants, younger children, and adults all appear to orient spatial attention to emotional faces with a particularly strong bias to fearful faces. Yet in young children it is unclear whether or not both happy and fearful faces extract attention. Given that the processing of emotional faces is believed by some to serve an evolutionarily adaptive purpose, attentional biases to both fearful and happy expressions would be expected in younger children. However, the extent to which this ability is present in young children and whether or not this ability is genetically mediated is untested. Therefore, the aims of the current study were to assess the spatial-attentional properties of emotional faces in young children, with a preliminary test of whether this effect was influenced by genetics. Five-year-old twin pairs performed a dot-probe task. The results suggest that children preferentially direct spatial attention to emotional faces, particularly right visual field faces. The results provide support for the notion that the direction of spatial attention to emotional faces serves an evolutionarily adaptive function and may be mediated by genetic mechanisms.     

The timing of psychosocial changes in women's lives: the years 25 to 45

Sixty women, aged 30, 35, 40, and 45, participated in a retrospective interview concerning psychosocial changes in their adult lives. Subjects' responses provided self-report data concerning specific psychosocial changes, and judges who read the interview protocols provided independent ratings of major psychosocial transitions. The distributions of self-reported changes and rated transitions across both chronological age and family cycle phases were examined statistically. Rated transitions were found to be reliably related to chronological age but not to family cycle phase. Specifically, 78% of the subjects manifested a major transition commencing between ages 27 and 30. That transition was characterized initially by personal disruption, followed by reassessment and finally by increased psychological well-being. Both chronological age and family cycle phase were reliably related to a variety of self-reported changes. The implications for conceptions of adult developmental changes are discussed.     

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

The aim of this study was to identify classes of children at entry into first grade with different patterns of academic and behavior problems. A latent class analysis was conducted with a longitudinal community sample of 678 predominantly low-income African American children. Results identified multiple subclasses of children, including a class with co-occurring academic and behavior problems. Gender differences were found in relation to the number of identified classes and the characteristics of academic and behavior problems for children. Several of the identified classes, particularly the co-occurring academic and behavior problems subclass for both genders, predicted negative long-term outcomes in sixth grade, including academic failure, receipt of special education services, affiliation with deviant peers, suspension from school, and elevated risk for conduct problems. The finding that subclasses of academic and behavior problems predict negative long-term outcomes validates the importance of the identified classes and the need to target interventions for children presenting with the associated class characteristics. Implications for early identification, prevention, and intervention for children at risk for academic failure and disruptive behavior problems are discussed.     

Masked fearful faces modulate the orienting of covert spatial attention

Dot probe studies indicate that masked fearful faces modulate spatial attention. However, without a baseline to compare congruent and incongruent reaction times, it is unclear which aspect(s) of attention (orienting or disengagement) is affected. Additionally, backward masking studies commonly use a neutral face as the mask stimulus. This method results in greater perceptual inconsistencies for fearful as opposed to neutral faces. Therefore, it is currently unclear whether the effects of backward masked fearful faces are due to the fearful nature of the face or perceptual inconsistencies. Equally unclear, is whether this spatial attention effect is due to orienting or disengagement. Two modified dot probe experiments with neutral (closed mouth in Experiment 1) and smiling (open mouth in Experiment 2) masks were used to determine the role of perceptual inconsistencies in mediating the spatial attention effects elicited by masked fearful faces. The results indicate that masked fearful faces modulate the orienting of spatial attention, and it appears that this effect is due to the fearful nature of the face rather than perceptual inconsistencies between the initial faces and masks.     

The role of arousal in memory for conversation

In the first experimental study of memory for natural conversation, Keenan, MacWhinney, and Mayhew (1977) found that, even after 30 h, subjects had extremely good recognition memory for the exact wording of statements that contained information about a speaker’s “intentions, beliefs, and his relations with the listener.” Such sentences were said to be high in “interactionai content.” One possible interpretation of the results of Keenan et al. is that it is the immediate affective response to an utterance, rather than its interactional content, that increases its memorability. In the present study, the strong relationship between interactional content and memory found by Keenan et al. was replicated. Subjects showed excellent recognition memory for high interactional content statements from a conversation, even after a 72-h interval. However, there was very little relationship between arousal, as determined by subjects’ electrodermal response (EDR), and subsequent memory. Moreover, involvement had its greatest effect not on memory, but on subjects’ arousal as measured by EDR.