The longitudinal relation between personality disorder symptoms and depression in adolescence: the mediating role of interpersonal stress

The relation between personality disorder (PD) symptoms, depression, and interpersonal stress were examined over 6 months in a sample of 143 adolescents from a low-income urban high school. Both self report questionnaires in the full sample and structured interviews in a subset of 54 girls indicated the following: PD symptoms predicted greater depressive symptoms and interpersonal stress over time; PD symptoms were highly stable; depressive symptoms did not predict change in PD symptoms over time. Moreover, an integrative model was supported, wherein the route by which PD symptoms led to greater depression was via the generation of interpersonal stress. These results suggest that adolescents' PD symptoms play a destructive role in the construction of interpersonal circumstances during a key period for depression onset.     

Quality of Relationships Between Youth and Community Service Providers: Reliability and Validity of the Trusting Relationship Questionnaire

We examined the factor structure and psychometric properties of the Trusting Relationship Questionnaire, a brief measure of relationship quality between youth and community-based service providers involved in their care. Data on youth residing in Therapeutic Foster Care and in Group Homes (N = 296) were collected. We identified a one-factor solution for the child version of the measure and a two-factor structure for the adult version: child's perception of the relationship and adult's perception of the relationship. Both versions appear to be highly reliable and possess adequate levels of construct, criterion, and discriminative validity. While no statistically significant age differences were noted on the parent version, on the child version, older youth were more likely to report lower relationship scores. Gender differences were found on both versions: Female youth reported higher scores on the child version as did adults reporters of relationships with female youth, but only for the first factor—child's perception of the relationship. Overall, the TRQ appears to capture the quality of the relationship between service providers and youth in their care, thus bridging a gap in assessment measures.     

IQ on the rise: the Flynn effect in rural Kenyan children

Abstract - Multiple studies have documented significant IQ gains over time, a phenomenon labeled the Flynn effect. Data from 20 industrialized nations show massive IQ gains over time, most notably in culturally reduced tests like the Raven's Progressive Matrices. To our knowledge, however, this is the first study to document the Flynn effect in a rural area of a developing country. Data for this project were collected during two large studies in Embu, Kenya, in 1984 and 1998. Results strongly support a Flynn effect over this 14-year period, with the most significant gains found in Raven's matrices. Previously hypothesized explanations (e.g., improved nutrition; increased environmental complexity; and family, parental, school, and methodological factors) for the Flynn effect are evaluated for their relevance in this community, and other potential factors are reviewed. The hypotheses that resonate best with our findings are those related to parents' literacy, family structure, and children's nutrition and health.     

Novel figurative phrases and idioms: phrase characteristics over multiple presentations

In a series of three studies, characteristics of novel figurative phrases were compared with those of established idioms. Studies 1 and 2 found that certain correlations were found to be strong and in one direction for familiar idioms and comparably strong but in the opposite direction for novel figurative phrases, with the correlations for less familiar idioms usually falling partway between these extremes. Study 2 also noted that written or auditory presentation had minimal effects on characteristic ratings. In Study 3 the correlations among characteristics stayed relatively constant for familiar idioms after one, three, or six presentations, but for the novel figurative phrases, after multiple presentations the correlations changed in the direction of the established idioms.     

Semantics and semantic errors: implicit access to semantic information from words and nonwords in deep dyslexia

In this paper we describe dissociations of implicit versus explicit access to semantic information in a patient with deep dyslexia. This acquired reading disorder is characterized by the production of morphological (e.g., SLEEP read as SLEEPING) and semantic errors (e.g., HEART read as BLOOD) and consequently provides a potential window into the operation of both aspects of the language system. The deep dyslexic patient in this study (JO) demonstrated implicit semantic access to items in a number of tasks despite the fact that she was unable to correctly read these items aloud. The findings from this study are consistent with a model of lexical deficits that distinguishes between explicit and implicit access to lexical representations on the basis of inhibitory processes.     

An examination of automatic vs. controlled information processing in the employment interview: The case of minority applicants

Sex Roles - Based on the automatic vs. controlled attention argument, this paper tested the contention that the amount of job-relevant information given to decision makers prior to the employment...     

Children's developmental understanding of ethnicity and race

Research on children's development of ethnic cognition from preschool through adolescence was reviewed. This review was based on research conducted on (a) children's ethnic cognition, (b) children's social-cognitive development, (c) children's understanding of a variety of social status, and (d) Quintana's model of children's understanding of ethnicity. Four developmental levels were described: Integration of affective and perceptual understanding of ethnicity (level 0), literal understanding of ethnicity (level 1), social and nonliteral perspective of ethnicity (level 2), and ethnic-group consciousness and ethnic identity (level 3). For each developmental level, applied implications were discussed.     

Spaced Retrieval Enhances Memory in Older Adults with Probable Alzheimer's Disease

We used the spaced retrieval method to improve recall of everyday objects in older adults with probable Alzheimer's Disease. Three training sessions were administered on alternate days over a week. On each training trial, participants selected a designated object from an array of items at increasingly longer retention intervals. Implicit and explicit memory for the target item was assessed after each session. Results indicated that spaced-retrieval training enhanced retention of the target item within and across sessions for all participants. Implications of these findings for current views on memory interventions for cognitively impaired older adults are discussed. affiliated with the Menorah Park Center for the Aging     

Relational Needs in Late Adolescent Separation-lndividuation

In this article the authors critically examine empirical and conceptual research suggesting that adolescent separation-individuation progresses linearly from dependence to independence, without including adaptive forms of connectedness and maladaptive forms of separateness. An investigation of 87, mostly first- and second-year and primarily White, college students demonstrated that participation in relationships that supported separateness, mirroring, and nurturance needs was associated with freedom from depressive complaints. Conversely, engulfment anxiety, separation anxiety and denial of dependency were associated with such complaints. Results suggested that some forms of connectedness and separateness were associated with adaptiveness, whereas other forms of connectedness and separateness were associated with distress.     

The effect of reference field organization on language processing

Memorial University of Newfoundland, St. John's, Newfoundland, Canada Subjects were exposed to a miniature artificial language in which auditorily presented nonsense words were correlated to a visually presented reference field. Both the organization of the reference field and the order of words were manipulated to test whether subjects were encoding on the basis of an English-based semantic code or a code based on the nonverbal reference field. Results indicated that the code used was based on the organization of the nonverbal reference field.