父母教养与MAOA基因rs6323多态性对学前儿童外化问题的共同作用

采用G×E交互作用的研究范式,以295名学前儿童（M=4.49）和其母亲、父亲作为研究对象,探讨母亲和父亲的教养方式与MAOA基因rs6323多态性对学前儿童外化问题行为的影响。结果发现：母亲、父亲教养方式和MAOA基因多态性对学前儿童外化问题行为的影响存在性别差异,预测男孩外化问题行为时,母亲和父亲教养方式的主效应显著,与MAOA基因多态性的交互作用不显著;在预测女孩外化问题行为时,父亲教养方式的主效应显著,母亲教养方式与MAOA基因多态性的交互作用显著,显著性区域分析发现,携带T等位基因的女孩更容易受到母亲消极教养的不利影响而产生更多外化问题行为,也更容易受到其积极教养的有利影响而减少外化问题行为,这一结果支持差别易感性理论模型。     

A PROBLEM-SOLVING APPROACH TO SOCIAL SKILLS TRAINING IN EMPLOYMENT SETTINGS WITH MENTALLY RETARDED YOUTH

The present study examined two approaches to teaching social behaviors to 3 developmentally disabled youths in work contexts. In one approach, a problem-solving procedure was learned and transferred to different materials. Conversational probes monitored interactions between disabled employees and their co-workers and customers. A multiple baseline design demonstrated that the training produced generalization and maintenance of the targeted social behaviors to the work settings. A second approach based on a role-playing intervention produced no substantial generalization in the work setting. A social validation questionnaire administered to co-workers supported the efficacy of the problem-solving training procedure. The efficacy of social problem-solving training was discussed in terms of sufficient exemplars, common stimuli, and self-mediations.     

Führt Der Physikalismus Zu Absurden Konsequenzen?

Does Physicalism lead to absurd results? Franz von Kutschera argued in his book ?Grundfragender Erkenntnistheorie” that the weakest version of physicalism, i. e. the thesis that physical facts determine all the facts there are, leads to the absurd result that events in a remote future determine the present brain states of a person. It is shown that the argument is flawed in several respects and that the absurd result is not a consequence of physicalism but of an auxiliary premiss of Kutschera's.     

Effects of idiosyncratic stimulus variables on functional analysis outcomes.

As the methods for the functional analysis of problem behavior have continued to develop, there has been a greater focus on the specificity of controlling variables, both antecedents and consequences. Accelerating research interest in the role of antecedents reveals that a large array of stimulus variables can influence the rate of problem behavior. Indeed, the variety of these stimuli is so great that it is sometimes possible to overlook specific stimulus variables during initial assessment. The present study shows that a failure to identify these very specific (idiosyncratic) stimulus variables is serious because their presence can systematically alter the outcomes of functional analyses that are designed to assess the motivation of problem behavior. Guidelines are therefore discussed concerning when to suspect that idiosyncratic stimuli might be acting to influence assessment data, thereby promoting a search for additional stimulus variables whose identification can aid in improving the design of functional analysis conditions.     

Uniqueness proof for a family of models sharing features of Tucker's three-mode factor analysis and PARAFAC/candecomp

Some existing three-way factor analysis and MDS models incorporate Cattell's “Principle of Parallel Proportional Profiles”. These models can—with appropriate data—empirically determine a unique best fitting axis orientation without the need for a separate factor rotation stage, but they have not been general enough to deal with what Tucker has called “interactions” among dimensions. This article presents a proof of unique axis orientation for a considerably more general parallel profiles model which incorporates interacting dimensions. The model, X_k=A^AD_k H^BD_k B', does not assume symmetry in the data or in the interactions among factors. A second proof is presented for the symmetrically weighted case (i.e., where^AD_k=^BD_k). The generality of these models allows one to impose successive restrictions to obtain several useful special cases, including PARAFAC2 and three-way DEDICOM. We want to express appreciation for the contributions of several colleagues: Jos M. F. ten Berge and Henk A. L. Kiers carefully went through more than one version of this article, found an important error, and contributed many improvements. J. Douglas Carroll and Shizuhiko Nishisato acted with unusual editorial preserverance and flexibility, thereby making possible the successful completion of a difficult assessment and revision process. Joseph B. Kruskal has long provided crucial mathematical insights and inspiration to those working in this area, but this is particularly true for us. His contributions to this specific article include early discussion of basic questions and careful examination of some earlier attempted proofs, finding them to be invalid. The anonymous reviewers also made useful suggestions. Some portions of this work were supported in part by a grant from the Natural Sciences and Engineering Research Council of Canada.     

Patterns of adolescent involvement in problem behaviors: Relationship to self-efficacy,social competence,and life events

Using a sample of 556 adolescents from a suburban community, patterns of various adolescent problem behaviors (e.g., delinquent behavior, smoking, use of alcohol or drugs) and their links to self-efficacy, social competence, and life events were examined. Cluster analysis was conducted to identify four subgroups of adolescents who showed distinct patterns of problem behaviors. These clusters were compared on the measures of self-efficacy, social competence, and life events. Overall results suggest there are meaningful links between adolescents’ problem behavior patterns and self-efficacy, the amount and quality of participation in various after school activities, and life events. For example, a subgroup of adolescents who showed uniformly low prevalence of all problem behaviors reported more positive academic self-efficacy, more active participation in sports and nonsports activities, more positive life events, and fewer negative events than adolescents who were involved in multiple problem behaviors. Implications for prevention and future research on adolescent problem behaviors are discussed.     

Parents and peer group as mediators of the effect of community structure on adolescent problem behavior

Used a sample of 207 single-parent families residing in 104 small, Midwestern communities to test hypotheses regarding the link between community context and adolescent conduct problems and psychological distress. For boys, community disadvantage had a direct affect on psychological distress, while it indirectly boosted the probability of conduct problems by disrupting parenting and increasing affiliation with deviant peers. Community disadvantage was unrelated to the deviant behavior or emotional well-being of girls. Proportion of single-parent households in the community had a direct effect on girls' conduct problems. It also contributed indirectly to girls' conduct problems by increasing the probability of involvement with deviant peers. Possible explanations for these gender differences are provided. An earlier version of this paper was presented at the annual meeting of the American Society of Criminology, Miami, November 1994. Work on this project was supported by the National Institute of Mental Health (MH48165) and the National Institute of Child Health and Human Development (HD27724). Journal Paper No. 16629 of the Iowa Agriculture and Home Economic Experiment Station, Ames, Iowa. Project No. 3320.     

More factors than subjects,tests and treatments: An indeterminacy theorem for canonical decomposition and individual differences scaling

Some methods that analyze three-way arrays of data (including INDSCAL and CANDECOMP/PARAFAC) provide solutions that are not subject to arbitrary rotation. This property is studied in this paper by means of the triple product [A, B, C] of three matrices. The question is how well the triple product determines the three factors. The answer: up to permutation of columns and multiplication of columns by scalars—under certain conditions. In this paper we greatly expand the conditions under which the result is known to hold. A surprising fact is that the nonrotatability characteristic can hold even when the number of factors extracted is greater thanevery dimension of the three-way array, namely, the number of subjects, the number of tests, and the number of treatments.This paper is being published in place of Dr. Kruskal's presidential address to the Psychometric Society, April, 1975. Further results like those in this paper, as well as a surprising connection with an area of mathematics called arithmetic complexity theory, will be found in a more recent paper [Kruskal, in press].     

OUTCOME EVALUATION OF BEHAVIORAL PARENT TRAINING AND CLIENT-CENTERED PARENT COUNSELING FOR CHILDREN WITH CONDUCT PROBLEMS1

The central question addressed was, how effective is parent training in reducing conduct problems in children in comparison to client-centered parent counseling? A secondary question was the relative effectiveness of the two treatment groups in comparison to a wait control group that when untreated during the 8-week period of treatment provided the other groups. Families of 36, 5- to 12-year-old conduct problem children were screened and assigned at random to treatment groups, but wait control group assignment depended upon therapist availability. Supervised graduate student therapists conducted 10 treatment sessions for each family. Parent reports and paper and pencil tests of child deviance and parent satisfaction showed a superior outcome for behavioral over the client-centered and wait control groups, and no differences between the latter two groups. At follow-up there was no maintenance of this superiority. Home observation data showed no advantage of behavioral over client-centered treatment, and these two groups did not improve significantly more than the wait control group. These results were discussed in the light of possible interactions between treatment and measurement, and methodological and sampling differences between this and other studies.     

Training generalized improvisation of tools by preschool children

The development of new, "creative" behaviors was examined in a problem-solving context. One form of problem solving, improvisation, was defined as finding a substitute to replace the specifically designated, but currently unavailable, tool ordinarily used to solve the problem. The study examined whether preschool children spontaneously displayed generalized improvisation skills, and if not, whether they could be trained to do so within different classes of tools. Generalization across different tool classes was monitored but not specifically trained. Five preschool children participated in individual sessions that first probed their skill at improvising tools, and later trained and probed generalized improvisation in one or more of three tool classes (Hammers, Containers, and Shoelaces), using a multiple-baseline design. All five children were trained with Hammers, two were trained in two classes, and two were trained in all three tool classes. Four of the five children improvised little in Baseline. During Training, all five showed increased generalized improvisation within the trained class, but none across classes. Tools fabricated by item combinations were rare in Baseline, but common in Training. Followup probes showed that the training effects were durable.