Self-directed activity and cognitive development

Both in constructivist theories of development and in educational applications of such theories, self-directed activity is aleged to play a critical role in the developmental process. The purpose of the present study was to subject this popular assertation to empirical examination. Subjects were fourth- and fifth-graders who showed no formal operational reasoning. Subjects assigned to an experimental condition were matched with yoked-control partners of the same sex and grade. An additional group of subjects was assigned to a simple control condition. Experimental and yoked-control subjects were given opportunities to solve problems requiring formal operational reasoning over a three-month period. The procedure for experimental subjects differed from that for yoked-controls only in that experimental subjects selected the particular information-seeking activities they would engage in. Yoked-control subjects carried out the same activities that had been chosen by their experimental partners. Both groups showed significant progress in the construction of new reasoning strategies, but experimental subjects showed greater progress than yoked-controls. The enhanced progress of the experimental subjects, it is suggested, was due to the increased presence of anticipatory schemes regarding the outcomes of their actions. These anticipatory schemes allowed subjects to better “make use of”, in the cognitive sense—in other words, assimilate into a theoretical framework—the data yielded by the experiments, and thus they gained more from their experience.     

Recommendations for standardized human pedigree nomenclature

The construction of an accurate family pedigree is a fundamental component of a clinical genetic evaluation and of human genetic research. Previous surveys of genetic counselors and human genetic publications have demonstrated significant inconsistencies in the usage of common pedigree symbols representing situations such as pregnancy, termination of pregnancy, miscarriage, and adoption, as well as less common scenarios such as pregnancies conceived through assisted reproductive technologies. The Pedigree Standardization Task Force (PSTF) was organized through the Professional Issues Committee of the National Society of Genetic Counselors, to establish recommendations for universal standards in human pedigree nomenclature. Nomenclature was chosen based on current usage, consistency among symbols, computer compatibility, and the adaptability of symbols to reflect the rapid technical advances in human genetics. Preliminary recommendations were presented for review at three national meetings of human genetic professionals and sent to >100 human genetic professionals for review. On the basis of this review process, the recommendations of the PSTF for standardized human pedigree nomenclature are presented here. By incorporating these recommendations into medical genetics professional training programs, board examinations, genetic publications, and pedigree software, the adoption of uniform pedigree nomenclature can begin. Usage of standardized pedigree nomenclature will reduce the chances for incorrect interpretation of patient and family medical and genetic information. It may also improve the quality of patient care provided by genetic professionals and facilitate communication between researchers involved with genetic family studies.Reprinted with permission from theAmerican Journal of Human Genetics 56:745–752, 1995, The University of Chicago Press. © 1995 by The American Society of Human Genetics. All rights reserved.     

Investigating Friendship Difficulties in the Pathway from ADHD to Depressive Symptoms. Can Parent–Child Relationships Compensate?

Attention deficit/hyperactivity disorder (ADHD) is associated with friendship difficulties. This may partly account for the increasingly recognised association between ADHD and subsequent depression. Little is known about the types of friendship difficulties that could contribute to the association between ADHD and depressive symptoms and whether other relationships, such as parent–child relationships, can mitigate against potential adverse effects of friendship difficulties. In a representative UK school sample (n?=?1712), three main features of friendship (presence of friends, friendship quality and characteristics of the individual’s classroom friendship group) were assessed in a longitudinal study with two assessment waves (W1, W2) during the first year of secondary school (children aged 11-12 years). These friendship features (W1) were investigated as potential mediators of the prospective association between teacher-rated ADHD symptoms (W1) and self-rated depressive symptoms (W2) seven months later. Parent–child relationship quality (W1) was tested as a moderator of any indirect effects of ADHD on depression via friendship. ADHD symptoms were inversely associated with friendship presence, friendship quality and positive characteristics of classroom friendship groups. Depressive symptoms were inversely associated with presence and quality of friendships. Friendship quality had indirect effects in the association between ADHD and subsequent depressive symptoms. There was some evidence of moderated mediation, whereby indirect effects via friendship quality attenuated slightly as children reported warmer parent–child relationships. This highlights the importance of considering the quality of friendships and parent–child relationships in children with ADHD symptoms. Fostering good quality relationships may help disrupt the link between ADHD symptomology and subsequent depression risk.

     

Neo-Republicanism and the Domination of Immigrants

Res Publica - Neo-republicanism seems well suited to provide insight into current policies for the control and restriction of immigration. In this paper, I discuss three different accounts of...     

On the Computation of the RMSEA and CFI from the Mean-And-Variance Corrected Test Statistic with Nonnormal Data in SEM

A new type of nonnormality correction to the RMSEA has recently been developed, which has several advantages over existing corrections. In particular, the new correction adjusts the sample estimate of the RMSEA for the inflation due to nonnormality, while leaving its population value unchanged, so that established cutoff criteria can still be used to judge the degree of approximate fit. A confidence interval (CI) for the new robust RMSEA based on the mean-corrected (“Satorra-Bentler”) test statistic has also been proposed. Follow up work has provided the same type of nonnormality correction for the CFI (Brosseau-Liard & Savalei, 2014). These developments have recently been implemented in lavaan. This note has three goals: a) to show how to compute the new robust RMSEA and CFI from the mean-and-variance corrected test statistic; b) to offer a new CI for the robust RMSEA based on the mean-and-variance corrected test statistic; and c) to caution that the logic of the new nonnormality corrections to RMSEA and CFI is most appropriate for the maximum likelihood (ML) estimator, and cannot easily be generalized to the most commonly used categorical data estimators.     

The Use of Relational‐Cultural Theory in Counseling Clients Who Have Traumatic Stress Disorders

Counseling scholarship has increasingly demonstrated the utility of relational‐cultural theory (RCT) in promoting the relationship‐building and growth‐fostering connections many clients require to manage problems in living. The authors applied RCT to counseling clients with traumatic stress disorders rooted in traumas of an interpersonal nature (e.g., child abuse, interpersonal partner violence, sexual assault). An overview of traumatic stress disorders and RCT, as well as the ways in which RCT can inform trauma conceptualization and treatment approaches with victims, is provided.     

Relation‐based intervention with at‐risk mothers: Outcome in the second year of life

It has been shown that the UCLA home visiting/mother–infant group intervention made a significant positive impact during the child's first 2 years of life on two indices of the mother's support and on three areas of mother–child and child development: (1) The mother's responsiveness to the needs of her child and the related development of his or her security of attachment; (2) the mother's encouragement of her child's autonomy and the related development of his or her autonomy; and (3) the mother's encouragement of her child's task involvement and the related development of his or her task orientation. By child age 2 years, the mothers experiencing the intervention, in comparison with those that did not, also used verbally persuasive as opposed to coercive intrusive methods of control and their children responded more positively to these controls. Mothers who did not experience the help of the intervention had significantly more difficulty controlling their child if it was a boy as opposed to a girl. They used the least appropriate methods of control, and the boys responded more negatively to these controls. The nature of the development of the mother's use of appropriate controls and the child's response to that control was elucidated by determining on the total sample where 12‐month antecedents influenced the indices of control either independently of or in interaction with the intervention status. The child's endurance in the test situation was an independent predictor of mother‐appropriate control and the child's positive response to that control, while the absence of maternal intrusiveness further enhanced the impact of the intervention on that control. ©2001 Michigan Association for Infant Mental Health.     

Bridging the Gap between Explicative and Treatment Research: A Model and Practical Implications

The recent move toward the recognition of empirically supported treatments (ESTs) within numerous facets of the field of clinical psychology has been met with general enthusiasm. The EST movement would not have been possible without the efforts of earlier treatment researchers. Paradoxically, this is also a time when some of the leaders in clinical psychology are recognizing that there is a paucity of experimental treatment research being conducted today relative to the high volume of correlationally based, explicative research, which examines the associations among variables. In this paper we present numerous reasons for the relative excess of explicative research and the paucity of treatment outcome research. Clinical practice is used to exemplify how assessment-oriented, explicative activities and the design of treatment can be integrated. A research-based example in which explicative research is used directly to inform the design of the intervention in treatment outcome research is presented as one model for emulation. Specific recommendations are made to help guide professionals and students entering the field who wish to conduct treatment research. An expansion on some of the themes highlighted in this paper can be found in the chapter from which it was in part derived (Blount, Bunke, & Zaff, 1999).     

Examining the hemispheric distribution of semantic information using lateralised priming of familiar faces

The way in which the semantic information associated with people is organised in the brain is still unclear. Most evidence suggests either bilateral or left hemisphere lateralisation. In this paper we use a lateralised semantic priming paradigm to further examine this neuropsychological organisation. A clear semantic priming effect was found with greater priming occurring when semantically related prime faces were presented to the left visual field than when presented to the right visual field. Possible explanations for this finding are discussed in terms of the bilateral distribution of different classes of semantic information, a possible role of associative processes within semantic priming and interhemispheric transfer.