The Relation Between Maternal ADHD Symptoms &; Improvement in Child Behavior Following Brief Behavioral Parent Training is Mediated by Change in Negative Parenting

This study examined the extent to which maternal attention-deficit/hyperactivity disorder (ADHD) symptoms predict improvement in child behavior following brief behavioral parent training. Change in parenting was examined as a potential mediator of the negative relationship between maternal ADHD symptoms and improvement in child behavior. Seventy mothers of 6–10 year old children with ADHD underwent a comprehensive assessment of adult ADHD prior to participating in an abbreviated parent training program. Before and after treatment, parenting was assessed via maternal reports and observations and child disruptive behavior was measured via maternal report. Controlling for pre-treatment levels, maternal ADHD symptomatology predicted post-treatment child disruptive behavior problems. The relation between maternal ADHD symptomatology and improvement in child behavior was mediated by change in observed maternal negative parenting. This study replicated findings linking maternal ADHD symptoms with attenuated child improvement following parent training, and is the first to demonstrate that negative parenting at least partially explains this relationship. Innovative approaches combining evidence-based treatment for adult ADHD with parent training may therefore be necessary for families in which both the mother and child have ADHD. Larger-scale studies using a full evidence-based parent training program are needed to replicate these findings.     

Adrenocortical influences on free-operant avoidance behavior

Rats were conditioned to avoid shock on a free-operant avoidance schedule in which no exteroceptive stimulus signaled impending shock. Injections of adrenocorticotropic hormone (ACTH) or dexamethasone raised blood levels of glucocorticoids. These increases were accompanied by changes in avoidance performance: there was a higher frequency of long-duration interresponse times, a greater stability among them, and fewer short interresponse times, total responses, and shocks.     

Interaction of concurrent generative and expressive activity in production of typewritten lists

Ten touch-typists type lists of abbreviated month names under four directional instructions (Forward, Backward, Centre-out and End-in). The lists were typed on a teletype unit linked to a laboratory computer, and the duration of Start, Inter-word, Inter-letter, carriage Return, and Quit response times (RTs) were recorded throughout production of each list. The major effects of direction of listing were on the Inter-word RTs. However, there were also consistent effects on Inter-letter RT (an index of keyboard skill) and Return RT (an index of list formatting operations). These results are discussed in relation to the notion of a ‘working memory’ of limited capacity.     

Assessing pupil concerns about transition to secondary school

Background. The primary–secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition‐related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims. To assess the validity of a quantitative self‐report measure of school concerns as an assessment tool during the primary–secondary school transition. Sample. A UK sample of 147 Year 6 primary school pupils and 263 Year 7 secondary school pupils. Method. Self‐reports of school concerns and school liking as well as self‐reported and peer assessments on a range of psychological adjustment measures were collected. Results. The School Concerns Questionnaire (SCQ) showed good reliability at primary and secondary school. Secondary concerns reduced significantly post‐transition. Three factors emerged from an exploratory factor analysis of the SCQ and the pattern of results was replicated for post‐transition concerns. Pupils with higher school concerns at secondary school reported reduced liking of school and reduced trust and respect for teachers. The SCQ was associated with generalized anxiety and female gender both pre‐and post‐transition. Peer problems and depression were associated with pre‐ and post‐transition concerns, respectively. Conclusions. The SCQ is a simple to complete, reliable, and valid tool for assessing primary–secondary transition concerns. It could serve a valuable role in the evaluation and development of universal and targeted school‐based initiatives that aim to promote positive secondary transition.     

Virtually perfect time sharing in dual-task performance: uncorking the central cognitive bottleneck

A fundamental issue for psychological science concerns the extent to which people can simultaneously perform two perceptual-motor tasks. Some theorists have hypothesized that such dual-task performance is severely and persistently constrained by a central cognitive 'bottleneck,' whereas others have hypothesized that skilled procedural decision making and response selection for two or more tasks can proceed at the same time under adaptive executive control. The three experiments reported here support this latter hypothesis. Their results show that after relatively modest amounts of practice, at least some participants achieve virtually perfect time sharing in the dual-task performance of basic choice reaction tasks. The results also show that observed interference between tasks can be modulated by instructions about differential task priorities and personal preferences for daring (concurrent) or cautious (successive) scheduling of tasks. Given this outcome, future research should investigate exactly when and how such sophisticated skills in dual-task performance are acquired.     

Oral report of words and word approximations presented to the left or right visual field

Subjects reported letter strings forming words, pronounceable high approximations to words, and unpronounceable low approximations to words presented tachistoscopically to the left or right visual field (LVF, RVF). (a) For number of strings totally correct, the same RVF superiority was obtained with high approximations as with words, the field difference with low approximations being negligible. (b) In contrast, for letter scores from partially correct strings, RVF superiority did not vary with string type. Finding (a) is interpreted to indicate that the left hemisphere is differentially specialized for processing words as units and that requiring oral report makes pronounceable strings processable as word-like units. Finding (b) suggests that the left hemisphere is not specialized for processing subword fragments.     

Anxiety and sex role in body landmark functions

Two hypotheses were evaluated. One proposed that the more prominent a body landmark the less anxiety will be evoked by a theme linked to that landmark. The relation was determined between landmark prominence and anxiety evoked by a taped message appropriate to the landmark-linked theme. Two female samples were studied. The findings supported the hypothesis. A second hypothesis proposed that enhancing awareness of body landmarks under threat conditions is positively related to degree of masculinity and negatively related to degree of femininity. Changes in landmark awareness during appropriate taped messages were studied in two male and two female samples. Masculinity-femininity was also measured. The findings were particularly supportive of the hypothesis relating masculinity to mobilization of landmarks.     

Let's not throw the baby out with the bathwater: The catharsis hypothesis revisited1

Boys between the ages of 9 and 10 participated in one of three experimental activities. One involved movement and aggression, the second movement devoid of aggression, and the third minimal movement of a nonaggressive nature. Aggressive fantasy decreased in the aggressive movement and minimal movement groups but increased in the nonaggressive movement group. The results are consistent with a cathartic view of the functional relationship between aggressive behavior and aggressive fantasy when the effects of movement and completion of an aggressive response are considered. This study supports the notion that the enactment of an aggressive goal response is essential to the occurrence of a cathartic effect and points up the importance of controlling for movement in investigations of the relationship between aggressive fantasy and aggressive behavior. An additional, exploratory investigation of daydreaming suggests that children who are high in aggressive fantasy are likely to daydream more frequently than children low in aggressive fantasy.