THE INFLUENCE OF CHILD-PREFERRED ACTIVITIES ON AUTISTIC CHILDREN'S SOCIAL BEHAVIOR

One of the characteristics of autistic children is severe social avoidance behavior. We assessed whether the type of activity (child-preferred vs. activities that were arbitrarily determined by an adult) engaged in during an interaction was correlated with the amount of social avoidance behaviors these children exhibit. Results revealed a negative correlation between appropriate child-preferred activities and social avoidance behavior. Additional analyses revealed that (a) social avoidance behaviors could be manipulated within a reversal design, and would predictably decrease when the children were prompted to initiate appropriate child-preferred activities; and (b) these procedures could be used to teach children to initiate child-preferred activities in community settings, resulting in reductions in social avoidance responses even after the therapist's prompts were completely removed. These data suggest that the manipulation of task variables may influence the severe social unresponsiveness that is characteristic of autistic children.     

Specific- and partial-source memory: effects of aging

Normal aging can be associated with impairments in source memory (recollecting an event's context). This study examined the effects of aging on specific-source memory (e.g., remembering which of 4 people spoke a word) and partial-source memory (e.g., remembering the gender of the person who spoke the word). When young and older adults were matched in terms of old-new recognition, age-related deficits were observed on both specific- and partial-source recollection. When the groups were matched on partial-source performance, no disproportionate specific-source impairment was seen. The results suggest that aging does not differentially affect specific- versus partial-source memory.     

Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

The visibility of qualitative research methods (QRM) in U.S. psychology has increased with the dissemination of qualitative research in journals and books, formation of professional and scientific organizations, and recognition in educational institutions. While gains have been made, the current state of doctoral training in qualitative methods remains uncertain. It is unclear what training graduate students receive in U.S. psychology programs about qualitative methodologies and how further gains can be made in expanding visibility of QRM in graduate education. In this mixed-methods study, we surveyed a sample of faculty in U.S. psychology graduate programs about the frequency of QRM course offerings, graduate training, and students’ use of QRM in their dissertation research. We also explored qualitative responses from faculty regarding their attitudes about QRM and how these attitudes might help increase or diminish the frequency of methods training available to students. We found that even within graduate programs where there was support for QRM, enduring perceptions about the value of qualitative research limit faculty and graduate students’ use of qualitative methodologies in their research. With these findings in mind, we offer several recommendations for increasing the visibility of QRM in U.S. graduate education and the discipline of psychology as a whole.     

Positive and Negative Family Emotional Climate Differentially Predict Youth Anxiety and Depression via Distinct Affective Pathways

A socioaffective specificity model was tested in which positive and negative affect differentially mediated relations of family emotional climate to youth internalizing symptoms. Participants were 134 7^th-9^th grade adolescents (65 girls; 86 % Caucasian) and mothers who completed measures of emotion-related family processes, experienced affect, anxiety, and depression. Results suggested that a family environment characterized by maternal psychological control and family negative emotion expressiveness predicted greater anxiety and depression, and was mediated by experienced negative affect. Conversely, a family emotional environment characterized by low maternal warmth and low positive emotion expressiveness predicted only depression, and was mediated through lowered experienced positive affect. This study synthesizes a theoretical model of typical family emotion socialization with an extant affect-based model of shared and unique aspects of anxiety and depression symptom expression.     

Theory-Appropriate Analysis of Repertory Grid Data

Abstract

This paper reviews the relationship between personal construct theory and methods of repertory grid analysis. Traditional methods, such as factor or cluster analysis, are shown to relate to the fundamental postulate or construction corollary, while new hierarchical approaches relate to the structural corollaries of organization and range.     

Microglia and inflammation: impact on developmental brain injuries

Inflammation during the perinatal period has become a recognized risk factor for developmental brain injuries over the past decade or more. To fully understand the relationship between inflammation and brain development, a comprehensive knowledge about the immune system within the brain is essential. Microglia are resident immune cells within the central nervous system and play a critical role in the development of an inflammatory response within the brain. Microglia are critically involved with both the innate and adaptive immune system, regulating inflammation and cell damage within the brain via activation of Toll-like receptors, production of cytokines, and a myriad of other intracellular and intercellular processes. In this article, microglial physiology is reviewed along with the role of microglia in developmental brain injuries in humans and animal models. Last, microglial functions within the innate and adaptive immune system will be summarized. Understanding the processes of inflammation and microglial activation is critical for formulating effective preventative and therapeutic strategies for developmental brain injuries.     

Explaining delusions: a cognitive perspective

There is now considerable evidence for reasoning, attention, metacognition and attribution biases in delusional patients. Recently, these findings have been incorporated into a number of cognitive models that aim to explain delusion formation, maintenance and content. Although delusions are commonly conceptualized as beliefs, not all models make reference to models of normal belief formation. This review considers those models that explain delusions as a breakdown of normal belief formation (belief-positive models), approaches that explain the pathology only (belief-negative models) and approaches that view delusions as one end of a distribution of anomalous mental phenomena (the continuum view). A cognitive theory that includes the 'pragmatic pathology' of delusions will be able to address both the phenomenology and the treatment of delusion-related distress.     

Disentangling achievement orientation and goal setting: effects on self-regulatory processes

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors--goal frame, goal content, and goal proximity--cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed.