Maternal handling and motor development: an intracultural study

Citing a distinction between informal and formal routines used by mothers in handling their infants, we examined formal handling routines, in which the caregiver acts in a pedagogical manner; these routines are widespread in many non-Western countries. We hypothesised that formal handling serves to facilitate gross motor development during early infancy. To examine this hypothesis, the effects of a Jamaican formal handling routine on a broad range of developmental outcomes was examined. Results showed that the effects were specific to early gross motor development and in particular to postural control along the vertical axis of the body. Information is also provided on other aspects of Jamaican child care. It seems that the handling routine forms part of a folk (developmental) medicine system and may serve not only to promote child health but also as a sort of developmental neurological examination.     

The relative autonomy of schools and educational interventions for substance abuse prevention, sex education, and gender stereotyping.

This paper evaluates intervention programs in schools using the theoretical framework of the critical sociology of education, and most specifically, the extent to which schools are autonomous from the larger society. Three different types of intervention programs are reviewed: drug abuse prevention, sex education, and programs to change gender stereotypes, all of which were found to have limited effectiveness. Schools appear unable to change behaviors which are prevalent in a culture because they themselves are strongly influenced by that culture, and because adolescents are influenced by forces outside school. To be effective, such interventions would seem to require governmental agencies, community groups, and the media to work with the schools in order to influence the culture and thus produce behavioral changes in individuals.     

Differences in school behavior and achievement between children from intact, reconstituted, and single-parent families.

Differences in school behavior and achievement between students from intact, reconstituted, and single-parent families were analyzed. Students from intact two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from reconstituted and single-parent families.     

Neutrality, interpretation, and therapeutic intent.

Neutrality is a central concept within the theory of psychoanalytic technique. We spell out the major controversies in which the concept has become embroiled, and provide a definition that we believe coincides with actual psychoanalytic practice. We discuss its merits and weaknesses, noting also the negative consequences of relying on older definitions. We relate neutrality to the interpretive process, indicating ways interpretation protects neutrality and is made more effective by it. We discuss the complex and controversial relation between neutrality and the analyst's therapeutic intent.     

Smooth-pursuit eye movement dysfunction and liability for schizophrenia: implications for genetic modeling.

Forty-one nonpsychiatric subjects, 38 probands with schizophrenia, and 99 of their relatives were studied. Oculomotor functioning was bimodally distributed for probands and relatives. Oculomotor dysfunction was not present in all families with a schizophrenic proband. In those families in which it was present, there were significant phenotypic correlations between oculomotor functioning and schizophrenia-related characteristics. The patterns of familial resemblance in the families in whom oculomotor dysfunction was present were consistent with nonadditive genetic variance contributing both to oculomotor dysfunction and to the relationship between oculomotor dysfunction and clinical symptoms. These results suggest that schizophrenia may be etiologically heterogeneous and that oculomotor dysfunction may help to identify nonadditive genetic variance for this disorder.     

From front line to home front: a study of secondary traumatization.

While the long-term effects of combat trauma on veterans have been studied extensively, its impact on veterans' wives has yet to be investigated. This study examined the implications of combat-induced psychopathology--wartime combat stress reaction (CSR) and current posttraumatic stress disorder (PTSD)--in a sample of 205 wives of Israeli combat veterans of the 1982 Lebanon war. Results show that both CSR and PTSD were associated with increased psychiatric symptoms in the wives. In addition, current PTSD was particularly found to contribute to impaired social relations among veterans' wives in a broad range of contexts, from inner feelings of loneliness, through impaired marital and family relations, and extending to the wider social network. Implications of these findings for treatment and further research are discussed.     

Some consequences of stimulus variability on speech processing by 2-month-old infants.

The present study explores how stimulus variability in speech production influences the 2-month-old infant's perception and memory for speech sounds. Experiment 1 focuses on the consequences of talker variability for the infant's ability to detect differences between speech sounds. When tested with high-amplitude sucking (HAS) procedure, infants who listened to versions of a syllable, such as [symbol: see text], produced by 6 male and 6 female talkers, detected a change to another syllable, such as [symbol: see text], uttered by the same group of talkers. In fact, infants exposed to multiple talkers performed as well as other infants who heard utterances produced by only a single talker. Moreover, other results showed that infants discriminate the voices of the individual talkers, although discriminating one mixed group of talkers (3 males and 3 females) from another is too difficult for them. Experiment 2 explored the consequences of talker variability on infants' memory for speech sounds. The HAS procedure was modified by introducing a 2-min delay period between the familiarization and test phases of the experiment. Talker variability impeded infants' encoding of speech sounds. Infants who heard versions of the same syllable produced by 12 different talkers did not detect a change to a new syllable produced by the same talkers after the delay period. However, infants who heard the same syllable produced by a single talker were able to detect the phonetic change after the delay. Finally, although infants who heard productions from a single talker retained information about the phonetic structure of the syllable during the delay, they apparently did not retain information about the identity of the talker. Experiment 3 reduced the range of variability across talkers and investigated whether variability interferes with retention of all speech information. Although reducing the range of variability did not lead to retention of phonetic details, infants did recognize a change in the gender of the talkers' voices (from male to female or vice versa) after a 2-min delay. Two additional experiments explored the consequences of limiting the variability to a single talker. In Experiment 4, with an immediate testing procedure, infants exposed to 12 different tokens of one syllable produced by the same talker discriminated these from 12 tokens of another syllable.(ABSTRACT TRUNCATED AT 400 WORDS)