Human milk cortisol concentration predicts experimentally induced infant fear reactivity: moderation by infant sex

Little consideration has been given to the possibility of human infant development being shaped via lactocrine programming, and by breast milk cortisol levels specifically. Despite animal models indicating that glucocorticoid (GC) exposure via lactation might modify brain development and behavior, only one study has reported that milk cortisol levels were positively associated with infant negative affectivity, especially fearfulness and sadness—early emerging risk factors for internalizing difficulties such as anxiety. The aim of the current study was to investigate whether human milk cortisol is associated with mother‐reported fearfulness and experimentally induced infant fear reactivity. Mother‐infant dyads (n = 65) enrolled in the FinnBrain Cohort Study participated. Breast milk samples were obtained 2.5 months postpartum, and milk cortisol concentrations were ascertained using validated luminescence immunoassay methodology. Infant fear reactivity was assessed using maternal reports 6 months postpartum and in a laboratory 8 months postpartum. There was a significant interaction between infant sex and milk cortisol such that higher milk cortisol was related to higher infant fear reactivity in a laboratory setting in girls (β = 0.36, p = .04) but not in boys (β = ?0.15, p = .40). Milk cortisol was not associated with mother‐reported infant fearfulness. Results suggest that higher human milk cortisol concentrations are associated with elevated experimentally induced fear in infancy. Findings support lactocrine programming, and suggest that mothers may “communicate” vital information about stressful environments via cortisol contained in breast milk, shaping girls' early emotional reactivity.     

Strategy Discussions and Dialogicality: Multi-Voicedness and the We-Mode of Action in Management Board Meetings

The goal of this article is to explore multi-voicedness in the context of public research institutes by using actual strategy discussions as data. Based on the tradition of dialogism, we conceptualize strategy meetings as multi-voiced organizational discourses, which are formed of different interacting and developing voices. Methodologically, the purpose of our article is to extend the three-step method on the multi-voicedness of the self to the group context formed by many interacting and even opposite voices. This analysis aims to identify how the members of strategy meetings use we-mode positioning while discussing strategy issues as well as the main thematic topics of strategy talk. Three different strategy discourses were identified: (a) we-as-public-research-institution, (b) we-as-users-of-performance-indicators, and (c) we-as-part-of-organizational-communication-and-public-relations. Our study aims to contribute to the methodological discussion on dialogical research regarding the adaptation of the previously developed three-step method by analyzing multi-voicedness in management board meetings.     

Children’s Life Satisfaction: The Roles of Mothers’ Work Engagement and Recovery from Work

The present study examines whether mothers’ positive work-related experiences, work engagement and recovery from work, are indirectly linked to their children’s life satisfaction via mothers’ perceived life satisfaction and closeness with their children. Theoretically the study is based on the spillover and crossover models of work–family interface with a particular focus on positive interface, as this is a gap in the existing research. The sample consisted of 671 Finnish mother–child dyads. Survey-based data were analyzed using structural equation modeling. The results showed that mothers’ work engagement and recovery from work were positively and indirectly associated with children’s life satisfaction via mothers’ life satisfaction and closeness with their children. The findings suggest that work-to-family crossover of positive work-related experiences does indeed occur from mothers to children. Employers should pay attention to mothers’ work engagement and recovery from work, because these positive work-related experiences are likely to promote mothers’ life satisfaction and a positive mother–child relationship which, in turn, may be reflected in children’s life satisfaction. Job resources and mental detachment from work while not working are vital for work engagement and recovery from work, and should be promoted.     

Mother's marital satisfaction associated with the quality of mother‐father‐child triadic interaction

Low marital satisfaction has been shown to be a risk factor for early parenthood and parent‐child relationship problems (Erel & Burman, 1995 ; McHale, 1995 ). The aim of this study was to assess how parental reports of marital satisfaction related to family alliance and coordination in the observed triadic interaction. The study group included 120 families. Marital satisfaction was evaluated during pregnancy, at 4 months, and at 18 months using the Revised Dyadic Adjustment Scale (RDAS; Busby, Christensen, Crane & Larsson, 1995 ) for both parents. Mother‐father‐child interaction was analyzed in the Lausanne Triadic Play setting and coded using the Family Alliance Assessment Scale (Favez, Lavanchy Scaiola, Tissot, Darwiche & Frascarolo, 2011 ) when the child reached 18 months of age. The mother's higher marital satisfaction at every measuring point was associated with a cooperative family alliance and/or higher family coordination at 18 months. The father's experience of marital satisfaction was not related to family interaction at any assessment point. Our study suggests that a mother's experience of lower marital satisfaction during pregnancy may be an early sign of later problems in family relationships.     

Attachment representations in mothers of preterm infants

The aim of the study was to assess attachment representations in mothers of preterm infants using the Working Model of Child Interview (WMCI) at the 12 months of the infant's corrected age. In addition, the relation between WMCI representation categories and the Edinburgh Postnatal Depression Scale score at 6 months of the infant's corrected age was studied. There were 38 mothers of preterm infants (<1500 g or <32 gestational weeks) and 45 mothers of full-term infants. The results showed no differences between the study groups in the distribution of the three main representation categories (balanced, disengaged and distorted). However, there were qualitative differences in representations between the groups. Furthermore, maternal depression symptoms were associated with distorted representation category. We suggest that despite the qualitative differences in the mothers’ representations, mothers of preterm infants are as likely to form balanced attachments with their infants as mothers of full-term infants.     

Association of pupil vandalism, bullying and truancy with teachers' absence due to illness: a multilevel analysis

The aim of this study was to examine whether vandalism, bullying, and truancy among pupils at school are associated with absence due to illness among teachers. Data on such problem behaviour of 17,033 pupils in 90 schools were linked to absence records of 2364 teachers. Pupil reported vandalism and bullying at the school-level were associated with teachers' short-term (1- to 3-day) absences. Cumulative exposure to various forms of pupils' problem behaviour was associated with even higher rates of short-term absences among teachers. No association was found between pupils' problem behaviour and teachers' long-term (>3-day) absences. In conclusion, there seems to be a link between pupils' problem behaviour and teachers' short-term absence due to illness. Further work should determine whether problem behaviour is a cause or a consequence of absences or whether the association is noncausal.     

Rapid Automatized Naming and Learning Disabilities: Does RAN Have a Specific Connection to Reading or Not?

This work is an extension of a study by Waber, Wolff, Forbes, and Weiler (2000 Waber, D. P., Wolff, P. H., Forbes, P. W. and Weiler, M. D. 2000. Rapid automatized naming in children referred for evaluation of heterogeneous learning problems: How specific are naming speed deficits to reading disability?. Child Neuropsychology, 6: 251–261. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) in which the specificity of naming speed deficits to reading disability (RD) was examined. One hundred ninety-three children (ages 8 to 11) evaluated for learning disabilities were studied. It was determined how well rapid automatized naming (RAN) discriminated between different diagnostic groups (learning impaired [LI] with and without RD) from controls and from each other. Whereas Waber et al. concluded that RAN was an excellent tool for detecting risk for learning disabilities in general, the results of the present study point to a more specific connection between RAN and RD.     

Marx and God with anarchism: on Walter Benjamin’s concepts of history and violence

The article analyses relationships between profane and religious illumination, materialism and theology, politics and religion, Marxism and Messianism. For Walter Benjamin, every second is “the small gateway in time through which the Messiah might enter”. This is the starting point in the reading of Benjamin’s works, where we confront various liaisons and couplings of radical politics and messianic events. Through the reading of Benjamin and through the analysis of his conceptions of history and time, the article addresses the question what is possible in the world.     

The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings

Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet‐based working memory (WM) tasks, the counting span, and reading span were used in predicting 12‐year‐old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks had excellent internal consistency, correlated with scholastic skills, and accounted for more of the variance in cognitive performance (grade point average, fluid intelligence, scholastic skills) compared with individually administered (n = 190) digit span task. Furthermore, the multilevel analysis revealed that compared with the classrooms with no noise, when naturally occurring speech or nonspeech types of environmental noises were present during assessment, WM scores or the reliability estimates were not lower. In contrast, when both types of noises were present, the relationships between some of the WM and achievement scores were even stronger. Thus, assessments in natural classroom contexts may promote revealing the individual differences in WM.