A Quantitative Trait Locus Associated With Cognitive Ability in Children

Quantitative trait loci (QTLs) associated with general cognitive ability ( g ) were investigated for several groups of children selected for very high or for average cognitive functioning. A DNA marker in the gene for insulin-like growth factor-2 receptor (IGF2R) on Chromosome 6 yielded a significantly greater frequency of a particular form of the gene (allele) in a high- g group (.303; average IQ = 136, N = 51) than in a control group (.156; average IQ = 103, N = 51). This association was replicated in an extremely-high- g group (all estimated IQs > 160, N = 52) as compared with an independent control group (average IQ = 101, N = 50), with allelic frequencies of .340 and .169, respectively. Moreover, a high-mathematics-ability group ( N = 62) and a high-verbal-ability group ( N = 51) yielded results that were in the same direction but only marginally significant ( p = .06 and .08, respectively).     

Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement

One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment and control group are different with regard to variables that are related to the outcome, this may induce the problem of confounding. A variety of statistical techniques, such as regression, matching, and subclassification, is now available and routinely used to adjust for confounding due to measured variables. However, these techniques are not appropriate for dealing with time-varying confounding, which arises in situations where the treatment or intervention can be received at multiple timepoints. In this article, we explain the use of marginal structural models and inverse probability weighting to control for time-varying confounding in observational studies. We illustrate the approach with an empirical example of grade retention effects on mathematics development throughout primary school.     

On the Integration of Need‐related Autobiographical Memories among Late Adolescents and Late Adults: The Role of Depressive Symptoms and Self‐congruence

Within self‐determination theory, integration denotes the process through which people accept past and present experiences and harmonize these experiences within their sense of self. We investigated associations between indicators of successful and poor integration of need‐related memories and memory‐related affect. We also examined the role of depressive symptoms and self‐congruence as antecedents of these indicators. Moreover, we investigated whether late adults, compared with late adolescents, were better capable of integrating need‐frustrating memories through higher levels of self‐congruence. Participants were 132 late adolescents (Mage = 17.83) and 147 late adults (Mage = 76.13), who reported on their level of depressive symptoms and self‐congruence. Next, participants generated a need‐satisfying and need‐frustrating memory and reported on the memories' integration (in terms of acceptance, connection and rumination) and associated affect. Whereas depressive symptoms related mainly to the poor integration of need‐frustrating memories, self‐congruence related positively to the integration of both need‐satisfying and need‐frustrating memories. In turn, integration was related to more positive and less negative affect. Late adults scored higher than late adolescents on the integration of need‐frustrating memories, an effect that was partly accounted for by late adults' elevated self‐congruence. Results suggest that self‐congruence, depressive symptoms and age play a role in the integration of need‐based autobiographical memories. Copyright © 2016 European Association of Personality Psychology     

The internalization of and defiance against rules within prison: The role of correctional officers’ autonomy-supportive and controlling communication style as perceived by prisoners

Motivation and Emotion - While incarcerated, prisoners are subject to a vast number of rules. Drawing upon self-determination theory, the present study examined whether prisoners’ perceptions...     

Neuropsychological characteristics of children with the 22q11 Deletion Syndrome: a descriptive analysis.

Previous reports of cognitive functioning in children with the 22q11 Deletion Syndrome have reported marked variability in IQ and achievement subtest scores. Studies have begun to explore neuropsychological function in 22q11 DS however results are inconsistent and the profile incomplete. We assessed 40 children ages 5-12 with 22q11 DS. Consistent with past results, visual-spatial memory was significantly lower than verbal memory. Differentially lowered scores were found only in visual attention, working memory and motor function. Contrary with some past results quantitative, verbal ability, and visual spatial memory scores were within 1 SD from the standardization sample mean. Motor behavior, not typically discussed with regard to 22q11 DS school-age children, may be critical to incorporate in neurocognitive studies of children with 22q11 DS. Implications of these findings are considered with regard to past results.     

The effects of process and outcome accountability on judgment process and performance

This article challenges the view that it is always better to hold decision makers accountable for their decision process rather than their decision outcomes. In three multiple-cue judgment studies, the authors show that process accountability, relative to outcome accountability, consistently improves judgment quality in relatively simple elemental tasks. However, this performance advantage of process accountability does not generalize to more complex configural tasks. This is because process accountability improves an analytical process based on cue abstraction, while it does not change a holistic process based on exemplar memory. Cue abstraction is only effective in elemental tasks (in which outcomes are a linear additive combination of cues) but not in configural tasks (in which outcomes depend on interactions between the cues). In addition, Studies 2 and 3 show that the extent to which process and outcome accountability affect judgment quality depends on individual differences in analytical intelligence and rational thinking style.