Use of Psychotropic Medications Among Youth in Treatment Foster Care

We describe the use of psychotropic medications among youth in treatment foster care (TFC). Data from 240 youth were coded to examine rates of medication use, including polypharmacy and an indicator of “questionable polypharmacy.” Fifty-nine percent of youth in TFC had taken a psychotropic medication within the past 2 months. Of the youth taking psychotropics, 61 % took two or more and 22 % met criteria for questionable polypharmacy. The majority of youth taking psychotropics also received psychosocial mental health services and were more likely to receive such services than youth not taking medication. Use of psychotropic medication use was not significantly related to demographic factors, maltreatment history, or custody. However, youth with more severe symptoms were more likely to be on medications and to be on multiple medications. Youth with “questionable polypharmacy” were less likely than other youth on multiple medications to have a recent visit to a psychiatrist.     

Hand Gesture and Mathematics Learning: Lessons From an Avatar

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co‐vary with other non‐verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer‐generated animated pedagogical agent to control both verbal and non‐verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non‐verbal behavior in controlled experiments.     

Long‐Term Effects of an Extensive Cognitive Training on Personality Development

Previous research found that cognitive training increases the Big Five personality trait Openness to Experience during and some weeks after the intervention. The present study investigated whether long‐term changes happen in Openness to Experience and other personality traits after an extensive cognitive training of memory and perceptual speed. The intervention group consisted of 204 adults (20–31 years and 65–80 years; 50% female) who received daily 1‐hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21–29 years and 65–82 years; 51% female) who received no cognitive training. All participants answered the NEO Five‐Factor Inventory before and 2 years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long run, the cognitive training did not affect changes in any facet of Openness to Experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of Conscientiousness. Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in Openness to Experiences or one of its facets.     

Trait rumination and response to negative evaluative lab-induced stress: neuroendocrine,affective, and cognitive outcomes

Theoretical models of depression posit that, under stress, elevated trait rumination predicts more pronounced or prolonged negative affective and neuroendocrine responses, and that trait rumination hampers removing irrelevant negative information from working memory. We examined several gaps regarding these models in the context of lab-induced stress. Non-depressed undergraduates completed a rumination questionnaire and either a negative-evaluative Trier Social Stress Test (n?=?55) or a non-evaluative control condition (n?=?69), followed by a modified Sternberg affective working memory task assessing the extent to which irrelevant negative information can be emptied from working memory. We measured shame, negative and positive affect, and salivary cortisol four times. Multilevel growth curve models showed rumination and stress interactively predicted cortisol reactivity; however, opposite predictions, greater rumination was associated with blunted cortisol reactivity to stress. Elevated trait rumination interacted with stress to predict augmented shame reactivity. Rumination and stress did not significantly interact to predict working memory performance, but under control conditions, rumination predicted greater difficulty updating working memory. Results support a vulnerability-stress model of trait rumination with heightened shame reactivity and cortisol dysregulation rather than hyper-reactivity in non-depressed emerging adults, but we cannot provide evidence that working memory processes are critical immediately following acute stress.     

Observed Interactions in Families of Adolescent Suicide Attempters

Family interactions of 71 adolescents hospitalized following a suicide attempt were compared with those of 29 psychiatric controls, using observational methods and a 2‐year prospective, longitudinal design. Parent–adolescent dyadic interactions were coded for emotional validation and invalidation, and problem‐solving constructiveness. There were no between‐group differences for parents. However, adolescents who had attempted suicide displayed more emotional invalidation than controls. Within the suicide attempt group, maternal constructive problem solving predicted greater declines in youth suicide ideation, and a similar trend was observed for fathers. Adolescents who displayed more unconstructive problem solving with fathers were more likely to reattempt suicide during the follow up.     

A Multivariate Analysis of the Revised Conners' Teacher Rating Scale with Low-Income, Urban Preschool Children

The present investigation addressed the utility of the revised Conners' Teachers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS-28 ratings for a large sample of preschool children from an urban Head Start program were analyzed using exploratory factor analysis. Analyses yielded a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Further analyses cross-validated this structure for males and females and supported its integrity. Multimethod, multisource validity analyses substantiated the CTRS-28 dimensions. The Play Disruption factor of the parent and teacher Penn Interactive Peer Play Scales (PIPPS) provided convergent validity for the Conduct and Hyperactivity factors of the CTRS-28, whereas the Play Interaction factor revealed divergent validity. The Play Disconnection factor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotional Regulation scale provided divergent validity for the Conduct and Hyperactivity factors and likewise the Q-Sort Autonomy scale provided divergent validity for the Passivity factor. Age and sex differences were assessed across the 3 factors of the derived preschool structure. A main effect was found for sex and age indicating that boys displayed higher levels of Hyperactivity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old children.     

Stress changes the representational landscape: evidence from word segmentation

Over the past couple of decades, research has established that infants are sensitive to the predominant stress pattern of their native language. However, the degree to which the stress pattern shapes infants' language development has yet to be fully determined. Whether stress is merely a cue to help organize the patterns of speech or whether it is an important part of the representation of speech sound sequences has still to be explored. Building on research in the areas of infant speech perception and segmentation, we asked how several months of exposure to the target language shapes infants' speech processing biases with respect to lexical stress. We hypothesize that infants represent stressed and unstressed syllables differently, and employed analyses of child-directed speech to show how this change to the representational landscape results in better distribution-based word segmentation as well as an advantage for stress-initial syllable sequences. A series of experiments then tested 9- and 7-month-old infants on their ability to use lexical stress without any other cues present to parse sequences from an artificial language. We found that infants adopted a stress-initial syllable strategy and that they appear to encode stress information as part of their proto-lexical representations. Together, the results of these studies suggest that stress information in the ambient language not only shapes how statistics are calculated over the speech input, but that it is also encoded in the representations of parsed speech sequences.     

Daily affective reactivity as a prospective predictor of depressive symptoms

Daily affective reactivity refers to the within-subject relationship between daily stress and daily mood. Most stress researchers have conceptualized daily affective reactivity as a dependent variable to be predicted by individual difference variables such as personality and psychopathology. In contrast, in our recent research, we have conceptualized daily affective reactivity as an independent variable that can predict depressive symptoms. In this article, we summarize three studies that relied on a daily process methodology and multilevel modeling to assess affective reactivity in the context of daily stressful events. Two of the studies (Cohen, Butler, Gunthert, & Beck, 2005; Gunthert, Cohen, Butler, & Beck, 2005) sampled adult outpatients in cognitive therapy and evaluated the predictive role of daily affective reactivity in treatment outcome (depression reduction). A third study (O'Neill, Cohen, Tolpin, & Gunthert, 2004) evaluated the predictive role of college students' daily affective reactivity in the development of depressive symptoms. We consider the strengths and weaknesses of a daily process methodology for research on depression in both clinical and nonclinical samples.     

Internal and external motivation to respond without sexism

Based on Plant and Devine's (1998) measures of Internal and External Motivation to Respond Without Prejudice toward Blacks, new scales were developed to assess Internal and External Motivation to Respond Without Sexism (IMS-S and EMS-S, respectively). The scales possess good psychometric properties. Providing evidence of convergent and discriminant validity, the IMS-S was strongly related to measures of sexism yet unrelated to measures of social evaluation. The EMS-S was modestly related to both sexism and social evaluative concerns. Providing evidence of predictive validity, participants who were either internally or externally motivated to respond without sexism rated sexist jokes more negatively in a situation discouraging sexism compared to participants low in both sources of motivation. However, only high IMS-S participants rated the jokes negatively whether the situation encouraged or discouraged sexism and whether their response was public or private. Implications for understanding the similarities and differences between sexism and racism are discussed.