Looking for Trouble: Preventive Genomic Sequencing in the General Population and the Role of Patient Choice

Advances in genomics have led to calls for developing population-based preventive genomic sequencing (PGS) programs with the goal of identifying genetic health risks in adults without known risk factors. One critical issue for minimizing the harms and maximizing the benefits of PGS is determining the kind and degree of control individuals should have over the generation, use, and handling of their genomic information. In this article we examine whether PGS programs should offer individuals the opportunity to selectively opt out of the sequencing or analysis of specific genomic conditions (the menu approach) or whether PGS should be implemented using an all-or-nothing panel approach. We conclude that any responsible scale-up of PGS will require a menu approach that may seem impractical to some, but that draws its justification from a rich mix of normative, legal, and practical considerations.     

Exploring perspectives of well-being in Latina/o migrant workers

Migrant workers enter the United States to meet the agricultural labor needs of the US, seeking a better life and an escape from poverty. However, little is known about the factors that influence well-being in this population as they transition to a new society. The purpose of this study was to describe Latina/o migrant workers’ perceptions regarding the individual, communal, and contextual factors that influence their well-being. A community-based qualitative approach was taken to describe perceptions of well-being in the Latina/o migrant worker population. Focus groups and individual interviews were conducted with 12 South Florida Latina/o migrant workers using a semi-structured interview guided by the Developmental Systems Theory and Prilleltensky’s conceptualization of well-being. Conventional content analysis identified five themes: children as a point of connection, a mosaic of informal support, navigating a multi-stressed life context, awareness of lack of agency, and toward the promotion of well-being. This study is one of the first explorations of well-being in Latina/o migrant workers and includes recommendations for providers, researchers, and advocates.     

Suicide attempts and stressful life events among homeless people in Madrid (Spain)

The article describes a study carried out with a representative sample of homeless people in Madrid (Spain; N = 188). This study aims to corroborate the relationship identified in the literature between stressful life events and suicidal behaviour in a group in a situation of social exclusion, to assess the differences in the number and characteristics of stressful life events experienced by homeless people who are attempters and non‐attempters, and to identify which combination of stressful life events enables discrimination for suicide attempts among homeless people. The results show that 30% of homeless people in Madrid had attempted suicide, and 57.9% of them had done so for the first time when they were homeless. The interviewees are shown to have experienced a large amount of stressful life events, with substantially more stressors experienced by the homeless people who tried to commit suicide, during both their childhood and adolescence and throughout their life. Finally, we found that the combination of 7 stressful life events provided the best possible discrimination between homeless attempters and non‐attempters.     

Running records and first grade english learners: An analysis of language related errors

The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we analyzed 123 running records containing 649 errors. Over half (54%) of the errors were determined to be language related and 93% of the LR errors fell into five categories: Inflectional endings, irregular verb tenses, contractions, prepositions and teachers' use of tolds. Numbers of LR errors and non-LR errors were similar within text level bands, and both decreased over time as students became more proficient readers. It is difficult to infer how different types of LR errors influence comprehension. There was inconsistency in teachers' interpretation of language related errors, which underscores the need to increase teachers' understanding of second language acquisition in the service of literacy instruction, and to advance theory regarding English Learners' use of their linguistic resources in language and literacy acquisition.     

Autism: Hard to Switch from Details to the Whole

It has long been proposed that individuals with autism exhibit a superior processing of details at the expense of an impaired global processing. This theory has received some empirical support, but results are mixed. In this research we have studied local and global processing in ASD and Typically Developing children, with an adaptation of the Navon task, designed to measure congruency effects between local and global stimuli and switching cost between local and global tasks. ASD children showed preserved global processing; however, compared to Typically Developing children, they exhibited more facilitation from congruent local stimuli when they performed the global task. In addition, children with ASD had more switching cost than Typically Developing children only when they switched from the local to the global task, reflecting a specific difficulty to disengage from local stimuli. Together, results suggest that ASD is characterized by a tendency to process local details, they benefit from the processing of local stimuli at the expense of increasing cost to disengage from local stimuli when global processing is needed. Thus, this work demonstrates experimentally the advantages and disadvantages of the increased local processing in children with ASD.     

COMT and DAT1 polymorphisms moderate the indirect effect of parenting behavior on youth ADHD symptoms through neurocognitive functioning

Although gene × environment interactions contribute to youth attention-deficit/hyperactivity disorder (ADHD) symptoms, the pathways mediating these influences are unknown. We tested genetic moderation of indirect effects from parenting behavior to youth ADHD symptoms through multiple neurocognitive factors. Two hundred and twenty-nine youth with and without ADHD were assessed at baseline (Wave 1; ages 5–10) and at a 2-year follow-up (Wave 2; ages 7–13). At Wave 1, youth completed a neurocognitive battery including measures of response inhibition, visuospatial working memory, and fluid reasoning, and a standardized parent–child interaction task yielding observational measures of positive and negative parenting. At Wave 2, youth psychopathology was rated by parents and teachers using multiple methods (i.e., structured interview, rating scale). We employed moderated multiple mediation and compared conditional indirect effects across youth genotypes at two biologically plausible genetic loci. Controlling for parent ADHD symptoms as well as youth demographic factors and co-occurring externalizing symptoms, these genetic factors moderated the indirect effect from Wave 1 parenting to multi-method/informant Wave 2 ADHD symptoms through Wave 1 neurocognitive functioning. This preliminary study is the first to identify genetic moderation of mediated effects underlying ADHD symptoms and suggests that specific gene × parenting interactions may underlie neurocognitive functioning deficits and subsequent ADHD.     

Making Sense of Non-refuting Anomalies

As emphasized by Larry Laudan in developing the notion of non-refuting anomalies (Laudan 1977; Nola and Sankey 2000), traditional analyses of empirical adequacy have not paid enough attention to the fact that the latter does not only depend on a theory’s empirical consequences being true but also on them corresponding to the most salient phenomena in its domain of application. The purpose of this paper is to elucidate the notion of non-refuting anomaly. To this end, I critically examine Laudan’s account and provide a criterion to determine when a non-refuting anomaly can be ascribed to the applicative domain of a theory. Unless this latter issue is clarified, no proper sense can be made of non-refuting anomalies, and no argument could be opposed to those cases where an arbitrary restriction in a theory’s domain of application dramatically reduces the possibilities for its empirical scrutiny. In arguing for the importance of this notion, I show how several semanticist resources can help to reveal its crucial implications, not only for theory evaluation, but also for understanding the nature of a theory’s applicative domain.     

Memory and conceptual learning of relevant and non-relevant items in item-method directed forgetting

The present research investigates the fate of non-target information when people are trying to either intentionally memorise or forget target information. By using an object-based attentional manipulation within a directed forgetting paradigm (item-method), we show a directed forgetting effect (DFE, i.e., better memory for to-be-remembered (TBR) than for to-be-forgotten (TBF) items) for items that participants are explicitly instructed to attend but not for irrelevant items that happen to be part of the context. Alongside the classic DFE, we investigate how the category of the attended and unattended items are learned. The results obtained in three experiments, show that people can successfully learn only the category of the TBR attended items and that the DFE extends to new items that are related to the old TBR and TBF items (an effect that we call conceptual DFE). These results give us new insight about how TBR and TBF items are processed and conceptually learned.