ADHD Behaviors and Social Functioning in Preschool Children: The Moderating Role of Emotion Recognition

This study examined the moderating role of emotion recognition on the association between preschoolers’ ADHD behaviors and social functioning outcomes. Sixty preschoolers (48.3% female; M_age?=?3.94, SD_age?=?.56) were recruited from Head Start-affiliated classrooms. Teacher-rated ADHD behaviors and an objective measure of children’s emotion recognition were assessed at the beginning of the school year. Teacher ratings of social functioning outcomes were obtained approximately three months after the start of school. Hierarchical regressions examined the unique and interactive effects of ADHD behaviors and emotion recognition on preschoolers’ social functioning outcomes (i.e., oppositional behaviors, peer behavior problems, and social-emotional school readiness). The interaction between ADHD behaviors and emotion recognition predicted oppositional behaviors, peer behavior problems and social-emotional school readiness such that higher levels of emotion recognition appear to buffer the negative association between ADHD behaviors and adaptive social functioning. Preliminary considerations for interventions aimed at promoting preschoolers’ social functioning are discussed.

     

A controlled evaluation of group cognitive therapy in the treatment of irritable bowel syndrome

We randomized, at two sites, 210 patients with Rome II diagnosed irritable bowel syndrome (IBS), of at least moderate severity, to one of three conditions: group-based cognitive therapy (CT; n=120), psychoeducational support groups (n=46) as an active control, or intensive symptom and daily stress monitoring (n=44). One hundred eighty-eight participants completed the initial treatment. Those in symptom monitoring were then crossed over to CT. For an intent to treat analysis on a composite GI symptom measure derived from daily symptom diaries, both CT and the psychoeducational support groups were significantly more improved than those in the intensive symptom monitoring condition, but the CT and psychoeducational support group did not differ. Among treatment completers on the same composite measure of GI symptoms, again, both CT and psychoeducational support groups were statistically superior to symptom monitoring but did not differ on the symptom composite, or on any other measure. On individual IBS symptoms, both CT and psychoeducational support were statistically superior to symptom monitoring on reductions in abdominal pain and tenderness and for flatulence. Patient global ratings at the end of treatment showed the two active conditions statistically superior to symptom monitoring on change in Bowel Regularity, with CT superior to symptom monitoring on reduction in overall pain and in improvement in sense of well-being. Three-month follow-up data on 175 patients revealed maintenance of significant improvement or continued significant improvement on all IBS symptoms, including the McGill Pain Questionnaire. Group CT and psychoeducational support groups continued not to differ on any measure. We thus conclude that group CT is not superior to an attention placebo control condition.     

Psychosomatic Illness and Projective Tests: The Rorschach Test

Abstract

Fingermann, Gregorio. Fundamentos de Psicotecnica. Buenos Aires: El Ateneo, 1954. Pp. 346.

Aliaga Lindo, Pedro. Estudio comparativo de la Prueba de Rorschach en 238 ninos de Huachac y Lima. Lima: Universidad Mayor de San Marcos, 1955. Pp. 188.     

Smith on Indexicals

In this paper, I advance a new view of the semantics of indexicals, using a paper by Quentin Smith as my starting point. I make use of Smith’s examples, refined and expanded upon by myself to argue, as Smith does, that the standard view, that indexicals refer to some prominent features of the context according to an invariant rule called the character, does not agree with a wide range of phenomena. I depart from Smith, however, in denying that we need more complex rules, which he does not give, called metacharacters to account for all the deviations, and instead argue for a view of indexicals as just being special cases of demonstratives. I show how demonstratives can be substituted for indexicals to support this view, and I adduce recent work in the semantics of demonstratives to explain how it can work.