Journal Alert - JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY

> Journal Name: JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY (ISSN: 0021-9630)
> Issue: Vol. 54 No. 1, 2013
> IDS#: 058PV
> Alert Expires: 10 JAN 2014
> Number of Articles in Issue: 12 (12 included in this e-mail)
> Organization ID: c4f3d919329a46768459d3e35b8102e6
> ========================================================================
> Note: Instructions on how to purchase the full text of an article and Thomson Reuters Science Contact information are at the end of the e-mail.
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>
>
> *Pages: 1-2 (Editorial Material)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900001
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>
> Title:
> Editorial: Integrating neurobiological, genetic, and environmental risk factors in cognitive and behavioral conditions
>
> Authors:
> Petrill, SA
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):1-2; JAN 2013
>
> ========================================================================
>
>
> *Pages: 3-16 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900002
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>
> Title:
> Practitioner Review: What have we learnt about the causes of ADHD?
>
> Authors:
> Thapar, A; Cooper, M; Eyre, O; Langley, K
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):3-16; JAN 2013
>
> Abstract:
> Background: Attention deficit hyperactivity disorder (ADHD) and its
> possible causes still attract controversy. Genes, pre and perinatal
> risks, psychosocial factors and environmental toxins have all been
> considered as potential risk factors. Method: This review (focussing on
> literature published since 1997, selected from a search of PubMed)
> critically considers putative risk factors with a focus on genetics and
> selected environmental risks, examines their relationships with ADHD and
> discusses the likelihood that these risks are causal as well as some of
> the main implications. Results: No single risk factor explains ADHD.
> Both inherited and noninherited factors contribute and their effects are
> interdependent. ADHD is familial and heritable. Research into the
> inherited and molecular genetic contributions to ADHD suggest an
> important overlap with other neurodevelopmental problems, notably,
> autism spectrum disorders. Having a biological relative with ADHD,
> large, rare copy number variants, some small effect size candidate gene
> variants, extreme early adversity, pre and postnatal exposure to lead
> and low birth weight/prematurity have been most consistently found as
> risk factors, but none are yet known to be definitely causal. There is a
> large literature documenting associations between ADHD and a wide
> variety of putative environmental risks that can, at present, only be
> regarded as correlates. Findings from research designs that go beyond
> simply testing for association are beginning to contest the robustness
> of some environmental exposures previously thought to be ADHD risk
> factors. Conclusions: The genetic risks implicated in ADHD generally
> tend to have small effect sizes or be rare and often increase risk of
> many other types of psychopathology. Thus, they cannot be used for
> prediction, genetic testing or diagnostic purposes beyond what is
> predicted by a family history. There is a need to consider the
> possibility of parents and siblings being similarly affected and how
> this might impact on engagement with families, influence interventions
> and require integration with adult services. Genetic contributions to
> disorder do not necessarily mean that medications are the treatment of
> choice. We also consider how findings might influence the
> conceptualisation of ADHD, public health policy implications and why it
> is unhelpful and incorrect to dichotomise genetic/biological and
> environmental explanations. It is essential that practitioners can
> interpret genetic and aetiological research findings and impart informed
> explanations to families.
>
> ========================================================================
>
>
> *Pages: 17-36 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900003
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>
> Title:
> Research Review: Psychosocial adjustment and mental health in former child soldiers - a systematic review of the literature and recommendations for future research
>
> Authors:
> Betancourt, TS; Borisova, I; Williams, TP; Meyers-Ohki, SE; Rubin-Smith,
> JE; Annan, J; Kohrt, BA
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):17-36; JAN 2013
>
> Abstract:
> Aims and scope: This article reviews the available quantitative research
> on psychosocial adjustment and mental health among children (age <18
> years) associated with armed forces and armed groups (CAAFAG) commonly
> referred to as child soldiers. Methods: PRISMA standards for systematic
> reviews were used to search PubMed, PsycInfo, JSTOR, and Sociological
> Abstracts in February 2012 for all articles on former child soldiers and
> CAAFAG. Twenty-one quantitative studies from 10 countries were analyzed
> for author, year of publication, journal, objectives, design, selection
> population, setting, instruments, prevalence estimates, and associations
> with war experiences. Opinion pieces, editorials, and qualitative
> studies were deemed beyond the scope of this study. Quality of evidence
> was rated according to the Systematic Assessment of Quality in
> Observational Research (SAQOR). Findings: According to SAQOR criteria,
> among the available published studies, eight studies were of high
> quality, four were of moderate quality, and the remaining nine were of
> low quality. Common limitations were lack of validated mental health
> measures, unclear methodology including undefined sampling approaches,
> and failure to report missing data. Only five studies included a
> comparison group of youth not involved with armed forces/armed groups,
> and only five studies assessed mental health at more than one point in
> time. Across studies, a number of risk and protective factors were
> associated with postconflict psychosocial adjustment and social
> reintegration in CAAFAG. Abduction, age of conscription, exposure to
> violence, gender, and community stigma were associated with increased
> internalizing and externalizing mental health problems. Family
> acceptance, social support, and educational/economic opportunities were
> associated with improved psychosocial adjustment. Conclusions: Research
> on the social reintegration and psychosocial adjustment of former child
> soldiers is nascent. A number of gaps in the available literature
> warrant future study. Recommendations to bolster the evidence base on
> psychosocial adjustment in former child soldiers and other war-affected
> youth include more studies comprising longitudinal study designs, and
> validated cross-cultural instruments for assessing mental health, as
> well as more integrated community-based approaches to study design and
> research monitoring.
>
> ========================================================================
>
>
> *Pages: 37-45 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900004
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>
> Title:
> The effect of early deprivation on executive attention in middle childhood
>
> Authors:
> Loman, MM; Johnson, AE; Westerlund, A; Pollak, SD; Nelson, CA; Gunnar,
> MR
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):37-45; JAN 2013
>
> Abstract:
> Background: Children reared in deprived environments, such as
> institutions for the care of orphaned or abandoned children, are at
> increased risk for attention and behavior regulation difficulties. This
> study examined the neurobehavioral correlates of executive attention in
> post institutionalized (PI) children. Methods: The performance and
> event-related potentials (ERPs) of 10- and 11-year-old internationally
> adopted PI children on two executive attention tasks, Go/No-go and
> Flanker, were compared with two groups: children internationally adopted
> early from foster care (PF) and nonadopted children (NA). Results:
> Behavioral measures suggested problems with sustained attention, with
> PIs performing more poorly on Go trials and not on No-go trials of the
> Go/No-go and made more errors on both congruent and incongruent trials
> on the Flanker. ERPs suggested differences in inhibitory control and
> error monitoring, as PIs had smaller N2 amplitude on Go/No-go and
> smaller error-related negativity on Flanker. Conclusions: This pattern
> of results raises questions regarding the nature of attention
> difficulties for PI children. The behavioral errors are not specific to
> executive attention and instead likely reflect difficulties in overall
> sustained attention. The ERP results are consistent with neural activity
> related to deficits in inhibitory control (N2) and error monitoring
> (error-related negativity). Questions emerge regarding the similarity of
> attention regulatory difficulties in PIs to those experienced by non-PI
> children with ADHD.
>
> ========================================================================
>
>
> *Pages: 46-55 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900005
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>
> Title:
> The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions
>
> Authors:
> Perren, S; Ettekal, I; Ladd, G
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):46-55; JAN 2013
>
> Abstract:
> Background: Evidence indicates that being a victim of bullying or peer
> aggression has negative short- and long-term consequences. In this
> study, we investigated the mediating and moderating role of two types of
> attributional mechanisms (hostile and self-blaming attributions) on
> childrens maladjustment (externalizing and internalizing problems).
> Methods: In total, 478 children participated in this longitudinal study
> from grade 5 to grade 7. Children, parents, and teachers repeatedly
> completed questionnaires. Peer victimization was assessed through peer
> reports (T1). Attributions were assessed through self-reports using
> hypothetical scenarios (T2). Parents and teachers reported on childrens
> maladjustment (T1 and T3). Results: Peer victimization predicted
> increases in externalizing and internalizing problems. Hostile
> attributions partially mediated the impact of victimization on increases
> in externalizing problems. Self-blame was not associated with peer
> victimization. However, for children with higher levels of self-blaming
> attributions, peer victimization was linked more strongly with increases
> in internalizing problems. Conclusions: Results imply that hostile
> attributions may operate as a potential mechanism through which negative
> experiences with peers lead to increases in childrens aggressive and
> delinquent behavior, whereas self-blame exacerbates victimizations
> effects on internalizing problems.
>
> ========================================================================
>
>
> *Pages: 56-64 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900006
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>
> Title:
> Do early father-infant interactions predict the onset of externalising behaviours in young children? Findings from a longitudinal cohort study
>
> Authors:
> Ramchandani, PG; Domoney, J; Sethna, V; Psychogiou, L; Vlachos, H;
> Murray, L
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):56-64; JAN 2013
>
> Abstract:
> Background: Factors related to parents and parenting capacities are
> important predictors of the development of behavioural problems in
> children. Recently, there has been an increasing research focus in this
> field on the earliest years of life, however, relatively few studies
> have addressed the role of fathers, despite this appearing to be
> particularly pertinent to child behavioural development. This study
> aimed to examine whether fatherinfant interactions at age 3 months
> independently predicted child behavioural problems at 1 year of age.
> Method: A sample of 192 families was recruited from two maternity units
> in the United Kingdom. Fatherinfant interactions were assessed in the
> family home and coded using the Global Rating Scales. Child behaviour
> problems were assessed by maternal report. Hierarchical and logistic
> regression analyses were used to examine associations between
> fatherinfant interaction and the development of behavioural problems.
> Results: Disengaged and remote interactions between fathers and their
> infants were found to predict externalising behavioural problems at the
> age of 1 year. The children of the most disengaged fathers had an
> increased risk of developing early externalising behavioural problems
> [disengaged (nonintrusive) interactions adjusted Odds Ratio 5.33 (95%
> Confidence Interval; 1.39, 20.40): remote interactions adj. OR 3.32
> (0.92, 12.05)] Conclusions: Disengaged interactions of fathers with
> their infants, as early as the third month of life, predict early
> behavioural problems in children. These interactions may be critical
> factors to address, from a very early age in the childs life, and offer
> a potential opportunity for preventive intervention.
>
> ========================================================================
>
>
> *Pages: 65-66 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900007
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>
> Title:
> Commentary: Early father-infant interaction and externalizing behaviors - a response to Ramchandani et al. (2013)
>
> Authors:
> Shaw, DS
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):65-66; JAN 2013
>
> Abstract:
> Many researchers have attempted to uncover the precise contribution of
> fathers to childrearing in relation to both young and older childrens
> development during the past five decades (Lamb, 1975), including during
> the infancy period (Parke & OLeary. S, 1975). However, few have been
> able to isolate precise mechanisms by which specific types of paternal
> childrearing practices may be linked to specific types of prosocial and
> problem behavior. The current paper by Ramchandani et al. (2013) breaks
> new ground in identifying a precise dimension of paternal parenting
> during early infancy - engagement - and linking it to maternal reports
> of infant externalizing problem behavior. Importantly, this association
> was found after accounting for the influence of several child, paternal,
> and maternal characteristics, including observed maternal sensitivity.
> Specifically, the authors found that fathers observed to be less
> engaging with their 3-month olds were reported by mothers to show fewer
> disruptive problems 9 months later.
>
> ========================================================================
>
>
> *Pages: 67-76 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900008
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>
> Title:
> Common genetic and nonshared environmental factors contribute to the association between socioemotional dispositions and the externalizing factor in children
>
> Authors:
> Taylor, J; Allan, N; Mikolajewski, AJ; Hart, SA
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):67-76; JAN 2013
>
> Abstract:
> Background: Childhood behavioral disorders including conduct disorder
> (CD), oppositional defiant disorder (ODD), and
> attention-deficit/hyperactivity disorder (ADHD) often co-occur. Prior
> twin research shows that common sets of genetic and environmental
> factors are associated with these various disorders and they form a
> latent factor called Externalizing. The developmental propensity model
> posits that CD develops in part from socioemotional dispositions of
> Prosociality, Negative Emotionality, and Daring; and recent research has
> supported the expected genetic and environmental associations between
> these dispositions and CD. This study examined the developmental
> propensity model in relation to the broader Externalizing factor that
> represents the covariance among behavior disorders in children. Methods:
> Parents of 686 six- to twelve-year-old twin pairs rated them on symptoms
> of CD, ADHD, and ODD using the disruptive behavior disorder scale and on
> Prosociality, Negative Emotionality, and Daring using the Child and
> Adolescent Dispositions Scale. A latent factor multivariate Cholesky
> model was used with each disposition latent factor comprised of
> respective questionnaire items and the Externalizing factor comprised of
> symptom dimensions of CD, ADHD inattention, ADHD
> hyperactivity/impulsivity, and ODD. Results: Results supported the
> hypothesis that the socioemotional dispositions and the Externalizing
> factor have genetic factors in common, but there was not a single
> genetic factor associated with all of the constructs. As expected,
> nonshared environment factors were shared by the dispositions and
> Externalizing factor but, again, no single nonshared environmental
> factor was common to all constructs. A shared environmental factor was
> associated with both Negative Emotionality and Externalizing.
> Conclusions: The developmental propensity model was supported and
> appears to extend to the broader externalizing spectrum of childhood
> disorders. Socioemotional dispositions of prosociality, negative
> emotionality, and (to a lesser extent) daring may contribute to the
> covariation among behavioral disorders and perhaps to their comorbid
> expression through common sets of primarily genetic but also
> environmental factors.
>
> ========================================================================
>
>
> *Pages: 77-85 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900009
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>
> Title:
> Gene-by-preschool interaction on the development of early externalizing problems
>
> Authors:
> Tucker-Drob, EM; Harden, KP
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):77-85; JAN 2013
>
> Abstract:
> Background: Preschool involves an array of new social experiences that
> may impact the development of early externalizing behavior problems over
> the transition to grade school. Methods: Using longitudinal data from a
> nationally representative sample of over 600 pairs of US twins, we
> tested whether the genetic and environmental influences on externalizing
> problems differed between children who did versus did not attend
> preschool. Results: At age 4, the genetic and environmental etiology of
> externalizing did not differ by preschool attendance. In contrast, by
> age 5 years (kindergarten age), the genetic and environmental etiology
> of externalizing significantly differed by preschool attendance. Among
> children who did not attend preschool, externalizing at age 5 was
> predominantly due to environmental influences (52% shared environment,
> 34% non-shared environment) rather than genetic differences (13%),
> whereas among children who had attended preschool, externalizing at age
> 5 was primarily due to genes (67%), and shared environmental influences
> were negligible (0%). These interactions represented the differential
> longitudinal persistence of genes and environments that contributed to
> externalizing at age 4. Sensitivity analyses ruled out confounding due
> to early mental ability, socioeconomic status, minority status, child
> age, and prior history of childcare. Conclusions: These results indicate
> that preschool enrollment is associated with increased genetic and
> decreased shared environmental influences on the development of early
> externalizing behavior problems.
>
> ========================================================================
>
>
> *Pages: 86-95 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900010
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>
> Title:
> Brain structure abnormalities in adolescent girls with conduct disorder
>
> Authors:
> Fairchild, G; Hagan, CC; Walsh, ND; Passamonti, L; Calder, AJ; Goodyer,
> IM
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):86-95; JAN 2013
>
> Abstract:
> Background: Conduct disorder (CD) in female adolescents is associated
> with a range of negative outcomes, including teenage pregnancy and
> antisocial personality disorder. Although recent studies have documented
> changes in brain structure and function in male adolescents with CD,
> there have been no neuroimaging studies of female adolescents with CD.
> Our primary objective was to investigate whether female adolescents with
> CD show changes in grey matter volume. Our secondary aim was to assess
> for sex differences in the relationship between CD and brain structure.
> Methods: Female adolescents with CD (n = 22) and healthy control
> participants matched in age, performance IQ and handedness (n = 20)
> underwent structural magnetic resonance imaging. Group comparisons of
> grey matter volume were performed using voxel-based morphometry. We also
> tested for sex differences using archive data obtained from male CD and
> control participants. Results: Female adolescents with CD showed reduced
> bilateral anterior insula and right striatal grey matter volumes
> compared with healthy controls. Aggressive CD symptoms were negatively
> correlated with right dorsolateral prefrontal cortex volume, whereas
> callous-unemotional traits were positively correlated with bilateral
> orbitofrontal cortex volume. The sex differences analyses revealed a
> main effect of diagnosis on right amygdala volume (reflecting reduced
> amygdala volume in the combined CD group relative to controls) and
> sex-by-diagnosis interactions in bilateral anterior insula. Conclusions:
> We observed structural abnormalities in brain regions involved in
> emotion processing, reward and empathy in female adolescents with CD,
> which broadly overlap with those reported in previous studies of CD in
> male adolescents.
>
> ========================================================================
>
>
> *Pages: 96-104 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900011
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>
> Title:
> Infant brain structures, executive function, and attention deficit/hyperactivity problems at preschool age. A prospective study
>
> Authors:
> Ghassabian, A; Herba, CM; Roza, SJ; Govaert, P; Schenk, JJ; Jaddoe, VW;
> Hofman, A; White, T; Verhulst, FC; Tiemeier, H
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):96-104; JAN 2013
>
> Abstract:
> Background: Neuroimaging findings have provided evidence for a relation
> between variations in brain structures and Attention
> Deficit/Hyperactivity Disorder (ADHD). However, longitudinal
> neuroimaging studies are typically confined to children who have already
> been diagnosed with ADHD. In a population-based study, we aimed to
> characterize the prospective association between brain structures
> measured during infancy and executive function and attention
> deficit/hyperactivity problems assessed at preschool age. Methods: In
> the Generation R Study, the corpus callosum length, the gangliothalamic
> ovoid diameter (encompassing the basal ganglia and thalamus), and the
> ventricular volume were measured in 784 6-week-old children using
> cranial postnatal ultrasounds. Parents rated executive functioning at 4
> years using the Behavior Rating Inventory of Executive
> Function-Preschool Version in five dimensions: inhibition, shifting,
> emotional control, working memory, and planning/organizing. Attention
> Deficit/Hyperactivity Problems were assessed at ages 3 and 5 years using
> the Child Behavior Checklist. Results: A smaller corpus callosum length
> during infancy was associated with greater deficits in executive
> functioning at 4 years. This was accounted for by higher problem scores
> on inhibition and emotional control. The corpus callosum length during
> infancy did not predict Attention Deficit/Hyperactivity Problem at 3 and
> 5 years, when controlling for the confounders. We did not find any
> relation between gangliothalamic ovoid diameter and executive function
> or Attention Deficit/Hyperactivity Problem. Conclusions: Variations in
> brain structures detectible in infants predicted subtle impairments in
> inhibition and emotional control. However, in this population-based
> study, we could not demonstrate that early structural brain variations
> precede symptoms of ADHD.
>
> ========================================================================
>
>
> *Pages: 105-112 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000312646900012
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>
> Title:
> Reduced orbitofrontal and temporal grey matter in a community sample of maltreated children
>
> Authors:
> De Brito, SA; Viding, E; Sebastian, CL; Kelly, PA; Mechelli, A; Maris,
> H; McCrory, EJ
>
> Source:
> *JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY*, 54 (1):105-112; JAN 2013
>
> Abstract:
> Background: Childhood maltreatment is strongly associated with increased
> risk of psychiatric disorder. Previous neuroimaging studies have
> reported atypical neural structure in the orbitofrontal cortex, temporal
> lobe, amygdala, hippocampus and cerebellum in maltreated samples. It has
> been hypothesised that these structural differences may relate to
> increased psychiatric vulnerability. However, previous studies have
> typically recruited clinical samples with concurrent psychiatric
> disorders, or have poorly characterised the range of maltreatment
> experiences and levels of concurrent anxiety or depression, limiting the
> interpretation of the observed structural differences. Methods: We used
> voxel-based morphometry to compare grey matter volume in a group of 18
> children (mean age 12.01 years, SD = 1.4), referred to community social
> services, with documented and well-characterised experiences of
> maltreatment at home and a group of 20 nonmaltreated children (mean age
> 12.6 years, SD = 1.3). Both groups were comparable on age, gender,
> cognitive ability, ethnicity and levels of anxiety, depression and
> posttraumatic stress symptoms. We examined five a priori regions of
> interest: the prefrontal cortex, temporal lobes, amygdala, hippocampus
> and cerebellum. Results: Maltreated children, compared to nonmaltreated
> peers, presented with reduced grey matter in the medial orbitofrontal
> cortex and the left middle temporal gyrus. Conclusions: The medial
> orbitofrontal cortex and the middle temporal gyrus have been implicated
> in reinforcement-based decision-making, emotion regulation and
> autobiographical memory, processes that are impaired in a number of
> psychiatric disorders associated with maltreatment. We speculate that
> grey matter disturbance in these regions in a community sample of
> maltreated children may represent a latent neurobiological risk factor
> for later psychopathology and heightened risk taking.
>
> ========================================================================
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Article: New government sponsored concussion study reported

New government sponsored concussion study reported
http://braininjury.blogs.com/braininjury/2013/01/new-government-sponsored-concussion-study-reported.html

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10 Predictions on How Digital Platforms will Transform Brain Health in 2013

News announcement ,      Compared to physical fitness, the fitness of the brain is often overlooked by both individuals and health systems, but it is easy to see positive and broad changes on how brain health is defined, monitored, maintained, and enhanced across the lifespan, and digital platforms are going to play a key role.    Here are 10 pre­dic­tions, many of which will likely be real­ized before the end of 2013, based on "The Digi­tal Brain Health Mar­ket 2012-2020: Web-based, mobile and biometrics-based technology to assess, monitor and enhance cog­nition and brain func­tioning," our new mar­ket report.    More than one mil­lion adults in North Amer­ica alone will take a self-administered brain health check-up via their iPad or Android tablet.  More than one mil­lion ama­teur ath­letes will bet­ter man­age pos­si­ble con­cus­sions by tak­ing cog­ni­tive base­line tests via a mobile device.  More than 150,000 teenage and adult AAA mem­bers will access web-based brain train­ing to become safer drivers.  Biometrics-aided med­i­ta­tion will become the next big thing in cor­po­rate and con­sumer wellness.  iPad-based cog­ni­tive screen­ings will inform more diag­noses of Alzheimer's dis­ease and MCI than neuroimaging.  Patients with mul­ti­ple scle­ro­sis in at least 10 coun­tries will be offered online cog­ni­tive train­ing together with drug-based ther­apy to help address their condition. Insom­nia and depres­sion will be first-line treated with com­put­er­ized cog­ni­tive behav­ioral ther­apy in at least two national health services.  The industry's first brain-based bio­marker to pre­dict depres­sion treat­ment responses will be cleared by the FDA.  Brain train­ing firm Lumos Labs and/or biometrics-based devel­oper Neu­roSky will file for an IPO.  At least one major insurer will launch an edu­ca­tional cam­paign to help adults proac­tively take charge of their own "brain fit­ness" nav­i­gat­ing emerg­ing research and dig­i­tal brain health tools.  As a growing number of consumers, innovators, and decision-makers invest in new ways to better monitor and enhance cognition across the lifespan, we are witnessing the rapid growth and development of a new field to support lifelong brain fitness. We can expect several drivers to fuel continued growth and innovation. Equipment that used to be expensive and cumbersome is becoming user-friendly and inexpensive, tablets and mobile phones are becoming a major delivery vehicle for solutions, more and more people are proactive about managing their lifestyle to optimize brain functioning.    Now it is your turn. Do you agree or disagree with these predictions? Is any of them directly relevant to you, your family, your work? Please add your two cents to the conversation via Twitter, Facebook, ...    Cheers,   - The SharpBrains Team   We are hosting a webinar to discuss these predictions and main market report findings on Wednes­day, Jan­u­ary 30th, from 1:00 to 2.30pm ET. The webi­nar is reserved for indi­vid­u­als and orga­ni­za­tions who order the market report. The agenda will include: Main mar­ket find­ings and predictions Brief updates from CES 2013 in Las Vegas and the World Eco­nomic Forum Annual Meet­ing in Davos Intro­duc­tions and open Q&A   To order market report and participate in webinar, please visit The Dig­i­tal Brain Health Market 2012-2020: Web-based, mobile and biometrics-based tech­nology to assess, mon­i­tor and enhance cogni­tion and brain func­tion­ing   Registered participants in previous SharpBrains Summits can order the market report at a discount before January 29th. Please reply to this email for details.   If you are a reporter working on a related story for a national/ international media outlet, please drop us a line

IQs Corner Recent Lit of Interest: 1-16-13--new and improved

Here is the new and improved IQs Corner Recent Lit of Interest. You no longer need to download a PDF as all articles are listed directly in this post. And, when available....drum roll...the abstract for the manuscript is included.

Enjoy

> PT J
> AU Sandlin, JA
> Wright, RR
> Clark, C
> AF Sandlin, Jennifer A.
> Wright, Robin Redmon
> Clark, Carolyn
> TI Reexamining Theories of Adult Learning and Adult Development Through the
> Lenses of Public Pedagogy
> SO ADULT EDUCATION QUARTERLY
> AB The authors examine the modernist underpinnings of traditional adult
> learning and development theories and evaluate elements of those
> theories through more contemporary lenses. Drawing on recent literature
> focused on "public pedagogy," the authors argue that much learning takes
> place outside of formal educational institutions. They look beyond
> modernist narratives of adult development and consider the possible
> implications for critical adult learning occurring in and through
> contemporary fragmented, digital, media-saturated culture.
> PD FEB
> PY 2013
> VL 63
> IS 1
> BP 3
> EP 23
> ER
>
> PT J
> AU Luo, W
> Azen, R
> AF Luo, Wen
> Azen, Razia
> TI Determining Predictor Importance in Hierarchical Linear Models Using
> Dominance Analysis
> SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
> AB Dominance analysis (DA) is a method used to evaluate the relative
> importance of predictors that was originally proposed for linear
> regression models. This article proposes an extension of DA that allows
> researchers to determine the relative importance of predictors in
> hierarchical linear models (HLM). Commonly used measures of model
> adequacy in HLM (i.e., deviance, pseudo-R(2), and proportional reduction
> in prediction error) were evaluated in terms of their appropriateness as
> measures of model adequacy for DA. Empirical examples were used to
> illustrate the procedures for comparing the relative importance of
> Level-1 predictors and Level-2 predictors in a person-in-group design.
> Finally, a simulation study was conducted to evaluate the performance of
> the proposed procedures and develop recommendations.
> PD FEB
> PY 2013
> VL 38
> IS 1
> BP 3
> EP 31
> ER
>
> PT J
> AU Jeon, M
> Rijmen, F
> Rabe-Hesketh, S
> AF Jeon, Minjeong
> Rijmen, Frank
> Rabe-Hesketh, Sophia
> TI Modeling Differential Item Functioning Using a Generalization of the
> Multiple-Group Bifactor Model
> SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
> AB The authors present a generalization of the multiple-group bifactor
> model that extends the classical bifactor model for categorical outcomes
> by relaxing the typical assumption of independence of the specific
> dimensions. In addition to the means and variances of all dimensions,
> the correlations among the specific dimensions are allowed to differ
> between groups. By including group-specific difficulty parameters, the
> model can be used to assess differential item functioning (DIF) for
> testlet-based tests. The model encompasses various item response models
> for polytomous data by allowing for different link functions, and it
> includes testlet and second-order models as special cases. Importantly,
> by assuming that the testlet dimensions are conditionally independent
> given the general dimension, the authors show, using a graphical model
> framework, that the integration over all latent variables can be carried
> out through a sequence of computations in two-dimensional subspaces,
> making full-information maximum likelihood estimation feasible for
> high-dimensional problems and large datasets. The importance of relaxing
> the orthogonality assumption and allowing for a different covariance
> structure of the dimensions for each group is demonstrated in the
> context of the assessment of DIF. Through a simulation study, it is
> shown that ignoring between-group differences in the structure of the
> multivariate latent space can result in substantially biased estimates
> of DIF.
> PD FEB
> PY 2013
> VL 38
> IS 1
> BP 32
> EP 60
> ER
>
> PT J
> AU Ranger, J
> Kuhn, JT
> AF Ranger, Jochen
> Kuhn, Jorg-Tobias
> TI Analyzing Response Times in Tests With Rank Correlation Approaches
> SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
> AB It is common practice to log-transform response times before analyzing
> them with standard factor analytical methods. However, sometimes the
> log-transformation is not capable of linearizing the relation between
> the response times and the latent traits. Therefore, a more general
> approach to response time analysis is proposed in the current
> manuscript. The approach is based on the assumption that the response
> times can be decomposed into a linear function of latent traits and a
> normally distributed residual term after the response times have been
> transformed by a monotone, but otherwise unknown transformation
> function. The proposed model can be fitted by a limited information
> approach, using the matrix of Kendall's tau coefficients and unweighted
> least squares estimation. The transformation function can be determined
> by resorting to discrete time. The proposed approach offers a framework
> for testing model fit by comparing expected and observed correlations
> and for investigating the hypothesis about the form of the
> transformation function. The adequacy of the proposed approaches to
> model calibration and model validation are investigated in a simulation
> study. Two real data sets are analyzed as a demonstration of the model's
> applicability.
> PD FEB
> PY 2013
> VL 38
> IS 1
> BP 61
> EP 80
> ER
>
> PT J
> AU Camparo, J
> Camparo, LB
> AF Camparo, James
> Camparo, Lorinda B.
> TI The Analysis of Likert Scales Using State Multipoles: An Application of
> Quantum Methods to Behavioral Sciences Data
> SO JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
> AB Though ubiquitous, Likert scaling's traditional mode of analysis is
> often unable to uncover all of the valid information in a data set.
> Here, the authors discuss a solution to this problem based on
> methodology developed by quantum physicists: the state multipole method.
> The authors demonstrate the relative ease and value of this method by
> examining college students' endorsement of one possible cause of
> prejudice: segregation. Though the mean level of students' endorsement
> did not differ among ethnic groups, an examination of state multipoles
> showed that African Americans had a level of polarization in their
> endorsement that was not reflected by Hispanics or European Americans.
> This result could not have been obtained with the traditional approach
> and demonstrates the new method's utility for social science research.
> PD FEB
> PY 2013
> VL 38
> IS 1
> BP 81
> EP 101
> ER
>
> PT J
> AU Reise, SP
> Scheines, R
> Widaman, KF
> Haviland, MG
> AF Reise, Steven P.
> Scheines, Richard
> Widaman, Keith F.
> Haviland, Mark G.
> TI Multidimensionality and Structural Coefficient Bias in Structural
> Equation Modeling: A Bifactor Perspective
> SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
> AB In this study, the authors consider several indices to indicate whether
> multidimensional data are "unidimensional enough" to fit with a
> unidimensional measurement model, especially when the goal is to avoid
> excessive bias in structural parameter estimates. They examine two
> factor strength indices (the explained common variance and omega
> hierarchical) and several model fit indices (root mean square error of
> approximation, comparative fit index, and standardized root mean square
> residual). These statistics are compared in population correlation
> matrices determined by known bifactor structures that vary on the (a)
> relative strength of general and group factor loadings, (b) number of
> group factors, and (c) number of items or indicators. When fit with a
> unidimensional measurement model, the degree of structural coefficient
> bias depends strongly and inversely on explained common variance, but
> its effects are moderated by the percentage of correlations
> uncontaminated by multidimensionality, a statistic that rises
> combinatorially with the number of group factors. When the percentage of
> uncontaminated correlations is high, structural coefficients are
> relatively unbiased even when general factor strength is low relative to
> group factor strength. On the other hand, popular structural equation
> modeling fit indices such as comparative fit index or standardized root
> mean square residual routinely reject unidimensional measurement models
> even in contexts in which the structural coefficient bias is low. In
> general, such statistics cannot be used to predict the magnitude of
> structural coefficient bias.
> PD FEB
> PY 2013
> VL 73
> IS 1
> BP 5
> EP 26
> ER
>
> PT J
> AU Geldhof, GJ
> Pornprasertmanit, S
> Schoemann, AM
> Little, TD
> AF Geldhof, G. John
> Pornprasertmanit, Sunthud
> Schoemann, Alexander M.
> Little, Todd D.
> TI Orthogonalizing Through Residual Centering: Extended Applications and
> Caveats
> SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
> AB Residual centering is a useful tool for orthogonalizing variables and
> latent constructs, yet it is underused in the literature. The purpose of
> this article is to encourage residual centering's use by highlighting
> instances where it can be helpful: modeling higher order latent variable
> interactions, removing collinearity from latent constructs, creating
> phantom indicators for multiple group models, and controlling for
> covariates prior to latent variable analysis. Residual centering is not
> without its limitations, however, and the authors also discuss caveats
> to be mindful of when implementing this technique. They discuss the
> perils of double orthogonalization (i.e., simultaneously orthogonalizing
> A relative to B and B relative to the original A), the unintended
> consequences of orthogonalization on model fit, the removal of a mean
> structure, and the effects of nonnormal data on residual centering.
> PD FEB
> PY 2013
> VL 73
> IS 1
> BP 27
> EP 46
> ER
>
> PT J
> AU Andrich, D
> AF Andrich, David
> TI An Expanded Derivation of the Threshold Structure of the Polytomous
> Rasch Model That Dispels Any "Threshold Disorder Controversy"
> SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
> AB Responses to items with formats in more than two ordered categories are
> ubiquitous in education and the social sciences. Because the putative
> ordering of the categories reflects an understanding of what it means to
> have more of the variable, it seems mandatory that the ordering of the
> categories is an empirical property of the assessments and not merely a
> property of the model used to analyze them. To provide an unequivocal
> interpretation of category ordering in rating formats, this article
> expands the original derivation of the polytomous Rasch model for
> ordered categories. To do so, it integrates a complex of mathematical
> relationships among response spaces from which a space of experimentally
> independent Bernoulli variables, characterized by Rasch's simple
> logistic model, can be inferred. From this inference, the article
> establishes the necessary and sufficient evidence to test the hypothesis
> that the required ordering of the categories is an empirical property of
> the assessments. This expanded derivation, which exposes how Adams, Wu,
> and Wilson (2012) misconstrue the model and its implications, is
> intended to dispel the so-called disordered threshold controversy they
> claim exists.
> PD FEB
> PY 2013
> VL 73
> IS 1
> BP 78
> EP 124
> ER
>
> PT J
> AU Radwan, N
> Reckase, MD
> Rogers, WT
> AF Radwan, Nizam
> Reckase, Mark D.
> Rogers, W. Todd
> TI Linking Cut-Scores Given Changes in the Decision-Making Process,
> Administration Time, and Proportions of Item Types Between Successive
> Administrations of a Test for a Large-Scale Assessment Program
> SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
> AB There is a continuing tension in testing programs to equate forms and
> maintain score scales and at the same time allow for changing conditions
> in the educational system, such as curriculum shifts or practical limits
> on testing time. When such changes occur, psychometric staff members are
> challenged to develop linking methods that allow for comparable
> reporting but meet requirements for psychometric rigor. This article
> describes a method addressing such shifts in testing programs. The
> application of the method is demonstrated on a large-scale educational
> testing program that had changes in test length, content distribution,
> and decision-making process. The method used to accomplish the linkage
> was to develop a pseudo test from the items included in the longer test
> before the change that was designed to mimic the test after the change.
> The linking of the tests using the pseudo test process resulted in a
> percentage of successful students that was similar to the percentages
> obtained prior to the changes. The linked scores were treated as
> comparable rather than equated scores.
> PD FEB
> PY 2013
> VL 73
> IS 1
> BP 125
> EP 142
> ER
>
> PT J
> AU Lindsay, WR
> Carson, D
> Holland, AJ
> Taylor, JL
> O'Brien, G
> Wheeler, JR
> AF Lindsay, William R.
> Carson, Derek
> Holland, Anthony J.
> Taylor, John L.
> O'Brien, Gregory
> Wheeler, Jessica R.
> TI The Impact of Known Criminogenic Factors on Offenders with Intellectual
> Disability: Previous Findings and New Results on ADHD
> SO JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES
> AB Background Developmental and index offence variables have been
> implicated strongly in later criminal behaviour and service pathways and
> this paper investigated attention deficit hyperactivity disorder (ADHD)
> which, with conduct disorder, has emerged from previous studies on
> offenders. ADHD and conduct disorder are over-represented among criminal
> populations when compared to the general population. The present authors
> reviewed the extent to which ADHD affected the presentation of offenders
> with intellectual disability. Method Information related to index
> behaviour, history of problem behaviours, childhood adversity and
> psychiatric diagnoses was recorded in 477 referrals to forensic
> intellectual disability services. Comparisons were made between those
> with a previous diagnosis of ADHD and those without. Results The ADHD
> group showed higher proportions of physical aggression, substance use,
> previous problems including aggression, sexual offences and property
> offences, birth problems and abuse in childhood. Effect sizes were
> small. Conclusion Attention deficit hyperactivity disorder with conduct
> disorder is associated with a greater degree and history of problematic
> behaviour in offenders with intellectual disability.
> PD JAN
> PY 2013
> VL 26
> IS 1
> SI SI
> BP 71
> EP 80
> ER
>
> PT J
> AU Kritzer, KL
> Pagliaro, CM
> AF Kritzer, Karen L.
> Pagliaro, Claudia M.
> TI An Intervention for Early Mathematical Success: Outcomes from the Hybrid
> Version of the Building Math Readiness Parents as Partners (MRPP)
> Project
> SO JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
> AB The Building Math Readiness in Young Deaf/Hard-of- Hearing Children:
> Parents as Partners (MRPP) Project works with parents to increase the
> understanding of foundational mathematics concepts in their preschool
> deaf/hard-of-hearing (d/hh) children in preparation for formal
> mathematics education. A multiple-case/single-unit case study
> incorporating descriptive statistics and grounded theory analysis was
> conducted on the hybrid version of the intervention. Results showed
> productive changes in parental behaviors indicating a possible positive
> effect on parent knowledge, recognition, and mediation of early
> ma.thematics concepts with their young d/hh children.
> PD JAN
> PY 2013
> VL 18
> IS 1
> BP 30
> EP 46
> ER
>
> PT J
> AU Stoeckel, RE
> Colligan, RC
> Barbaresi, WJ
> Weaver, AL
> Killian, JM
> Katusic, SK
> AF Stoeckel, Ruth E.
> Colligan, Robert C.
> Barbaresi, William J.
> Weaver, Amy L.
> Killian, Jill M.
> Katusic, Slavica K.
> TI Early Speech-Language Impairment and Risk for Written Language Disorder:
> A Population-Based Study
> SO JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS
> AB Objective: To compare risk of written language disorder (WLD) in
> children with and without speech-language impairment (S/LI) from a
> population-based cohort. Methods: Subjects included all children born
> between 1976 and 1982 in Rochester, Minnesota, who remained in the
> community after age 5 years (n 5 5718). Records from public and private
> schools, medical agencies, and tutoring services were abstracted. S/LI
> was determined based on eligibility criteria for an individualized
> education plan. Incident cases of WLD were identified by research
> criteria using regression-based discrepancy, non-regression-based
> discrepancy, and low-achievement formulas applied to cognitive and
> academic achievement tests. Incidence of WLD (with or without reading
> disorder [RD]) was compared between children with and without S/LI.
> Associations were summarized using hazard ratios. Results: Cumulative
> incidence of WLD by age 19 years was significantly higher in children
> with S/LI than in children without S/LI. The magnitude of association
> between S/LI and WLD with RD was significantly higher for girls than for
> boys. This was not true for the association between S/LI and WLD without
> RD. Conclusions: Risk for WLD is significantly increased among children
> with S/LI compared with children without S/LI based on this
> population-based cohort. Early identification and intervention for
> children at risk for WLD could potentially influence academic outcomes.
> (J Dev Behav Pediatr 34:38-44, 2013)
> PD JAN
> PY 2013
> VL 34
> IS 1
> BP 38
> EP 44
> ER
>
> PT J
> AU Fallon, A
> AF Fallon, April
> TI Assessment With the WAIS-IV
> SO JOURNAL OF PERSONALITY ASSESSMENT
> PY 2013
> VL 95
> IS 1
> BP 125
> EP 127
> ER
>
> PT J
> AU Neuman, SB
> Gambrell, LB
> AF Neuman, Susan B.
> Gambrell, Linda B.
> TI Editorial: Reflections and Directions: Appreciating the Past and Looking
> Toward the Future
> SO READING RESEARCH QUARTERLY
> PD JAN-MAR
> PY 2013
> VL 48
> IS 1
> BP 5
> EP 7
> ER
>
> PT J
> AU Guthrie, JT
> Klauda, SL
> Ho, AN
> AF Guthrie, John T.
> Klauda, Susan Lutz
> Ho, Amy N.
> TI Modeling the Relationships Among Reading Instruction, Motivation,
> Engagement, and Achievement for Adolescents
> SO READING RESEARCH QUARTERLY
> AB This study modeled the interrelationships of reading instruction,
> motivation, engagement, and achievement in two contexts, employing data
> from 1,159 seventh graders. In the traditional reading/language arts
> (R/LA) context, all students participated in traditional R/LA
> instruction. In the intervention R/LA context, 854 students from the
> full sample received Concept-Oriented Reading Instruction (CORI) while
> the remainder continued to receive traditional R/LA. CORI emphasizes
> support for reading motivation, reading engagement, and cognitive
> strategies for reading informational text. Seven motivation constructs
> were included: four motivations that are usually positively associated
> with achievement (intrinsic motivation, self-efficacy, valuing, and
> prosocial goals) and three motivations that are usually negatively
> associated with achievement (perceived difficulty, devaluing, and
> antisocial goals). Reading engagement was also represented by positive
> and negative constructs, namely dedication to and avoidance of reading.
> Gender, ethnicity, and income were statistically controlled in all
> analyses. In the traditional R/LA context, a total network model
> prevailed, in which motivation was associated with achievement both
> directly and indirectly through engagement. In contrast, in the
> intervention R/LA context, a dual-effects model prevailed, in which
> engagement and achievement were separate outcomes of instruction and
> motivation. The intervention R/LA context analyses revealed that CORI
> was associated with positive changes in motivation, engagement, and
> achievement relative to traditional R/LA instruction. The discussion
> explains why there were different relations in the two instructional
> contexts and demonstrates the importance of simultaneously examining
> both positive (affirming) and negative (undermining) forms of motivation
> and engagement.
> PD JAN-MAR
> PY 2013
> VL 48
> IS 1
> BP 9
> EP 26
> ER
>
> PT J
> AU Goodwin, AP
> Gilbert, JK
> Cho, SJ
> AF Goodwin, Amanda P.
> Gilbert, Jennifer K.
> Cho, Sun-Joo
> TI Morphological Contributions to Adolescent Word Reading: An Item Response
> Approach
> SO READING RESEARCH QUARTERLY
> AB The current study uses a crossed random-effects item response model to
> simultaneously examine both reader and word characteristics and
> interactions between them that predict the reading of 39 morphologically
> complex words for 221 middle school students. Results suggest that a
> reader's ability to read a root word (e.g., isolate) predicts that
> reader's ability to read a related derived word (e.g., isolation). After
> controlling for root-word reading, results also suggest that the
> remaining variability in derived-word reading can be explained by word
> and reader characteristics. The significant word characteristics include
> derived-word frequency and root-word frequency but not morpheme
> neighborhood size, average family frequency, number of morphemes, or
> semantic opaqueness. The significant reader characteristics include
> morphological awareness and vocabulary knowledge but not reading
> comprehension. Only phonological and orthographic-phonological
> opaqueness interacted with the effect of root-word reading, suggesting
> that students were less able to apply root-word knowledge when the root
> word changed phonologically (with or without an orthographic change) in
> the larger derived word. Discussion is included regarding how findings
> from this study inform the development of models of word reading for
> adolescents.
> PD JAN-MAR
> PY 2013
> VL 48
> IS 1
> BP 39
> EP 60
> ER
>
> PT J
> AU Vaughn, S
> Swanson, EA
> Roberts, G
> Wanzek, J
> Stillman-Spisak, SJ
> Solis, M
> Simmons, D
> AF Vaughn, Sharon
> Swanson, Elizabeth A.
> Roberts, Greg
> Wanzek, Jeanne
> Stillman-Spisak, Stephanie J.
> Solis, Michael
> Simmons, Deborah
> TI Improving Reading Comprehension and Social Studies Knowledge in Middle
> School
> SO READING RESEARCH QUARTERLY
> AB This study aimed to determine the efficacy of a content acquisition and
> reading comprehension treatment implemented by eighth-grade social
> studies teachers. Using a within-teacher design, the eighth-grade
> teachers social studies classes were randomly assigned to treatment or
> comparison conditions. Teachers (n = 5) taught the same instructional
> content to both treatment and comparison classes, but the treatment
> classes used instructional practices focused on teaching essential
> words, text as a source for reading and discussion, and team-based
> learning approaches. Students in the treatment conditions (n = 261)
> scored statistically higher than students in the comparison conditions
> (n = 158) on all three outcomes: content acquisition (ES = 0.17),
> content reading comprehension (ES = 0.29), and standardized reading
> comprehension (ES = 0.20). Findings are interpreted as demonstrating
> support for the treatment in improving both knowledge acquisition and
> reading comprehension within content area instruction.
> PD JAN-MAR
> PY 2013
> VL 48
> IS 1
> BP 77
> EP 93
> ER
>
> PT J
> AU Urso, A
> AF Urso, Annmarie
> TI Introduction to Response to Intervention
> SO READING & WRITING QUARTERLY
> PY 2013
> VL 29
> IS 1
> SI SI
> BP 1
> EP 3
> ER
>
> PT J
> AU Saddler, B
> Asaro-Saddler, K
> AF Saddler, Bruce
> Asaro-Saddler, Kristie
> TI Response to Intervention in Writing: A Suggested Framework for
> Screening, Intervention, and Progress Monitoring
> SO READING & WRITING QUARTERLY
> AB Writing may be the most complex facet of the language arts. Students
> need to become competent writers to succeed in school and society;
> therefore, teaching these skills is an important educational goal. To
> accomplish this goal, schools must identify students who have writing
> difficulties early in order to enact effectual interventions. Early
> screening and intervention is even more important in the current
> educational climate of response to intervention. In this article we
> discuss how schools can create a tiered system of screening,
> intervention, and progress monitoring for writing.
> PY 2013
> VL 29
> IS 1
> SI SI
> BP 20
> EP 43
> ER
>
> PT J
> AU Abu-Hamour, B
> Urso, A
> Mather, N
> AF Abu-Hamour, Bashir
> Urso, Annmarie
> Mather, Nancy
> TI The Application of Standardized Assessments and CBM Measures in a Case
> Study of a Student With a Severe Reading Disability
> SO READING & WRITING QUARTERLY
> AB This case study examines the impact of intensive research-based
> instruction on the reading development of a bilingual adolescent male
> with a history of reading failure. The study demonstrates the value of
> using normative-based assessments for accurately diagnosing a specific
> learning disability and curriculum-based measures for monitoring the
> effects of intervention. The results of a 24-week intervention also
> demonstrated the effectiveness of both progress monitoring and
> instruction when delivered in a daily, individualized setting. This case
> study clearly illustrates that adolescents with poor literacy can make
> adequate progress but that some schools are still failing to provide
> adequate and appropriate instruction to students who struggle to learn
> to read and spell. We also discuss implications for
> response-to-intervention models for secondary students.
> PY 2013
> VL 29
> IS 1
> SI SI
> BP 44
> EP 63
> ER
>
> PT J
> AU Thorius, KK
> Sullivan, AL
> AF Thorius, Kathleen King
> Sullivan, Amanda L.
> TI Interrogating Instruction and Intervention in RTI Research With Students
> Identified as English Language Learners
> SO READING & WRITING QUARTERLY
> AB There are ample research and position papers advocating response-to-
> intervention (RTI) frameworks to address the academic struggles of
> students identified as English language learners (ELLs) and to prevent
> inequitable outcomes such as overrepresentation in special education.
> However, some scholars have questioned how RTI is conceptualized and
> implemented with ELLs. This systematic literature review explores how
> the existing research on RTI for ELLs has addressed (a) the quality and
> appropriateness of Tier 1 practices for ELLs and (b) linguistic factors
> as contexts that impact this quality. A key finding is that current
> research is not sufficiently linked to general education instruction.
> Thus, we suggest that future RTI research address instruction for ELLs
> in general education settings, including the incorporation of Title I
> supports, bilingual education and language acquisition programs, and
> culturally responsive pedagogy into Tier 1 universal interventions.
> PY 2013
> VL 29
> IS 1
> SI SI
> BP 64
> EP 88
> ER
>
> PT J
> AU Ritchey, KD
> Coker, DL
> AF Ritchey, Kristen D.
> Coker, David L., Jr.
> TI An Investigation of the Validity and Utility of Two Curriculum-Based
> Measurement Writing Tasks
> SO READING & WRITING QUARTERLY
> AB We investigated 2 curriculum-based measurement tasks for writing with
> 170 students in 2nd and 3rd grade. The 2 tasks, Story Starter and
> Picture Story, varied on topical support. Both tasks used production and
> accuracy scores, and we developed a qualitative score for Picture Story.
> All production and accuracy scores and the qualitative score
> demonstrated low to moderate validity coefficients with the
> Woodcock-Johnson Test of Achievement Writing Samples subtest and a
> teacher rating of overall writing ability. All scores were sensitive to
> grade-level differences in performance, with 3rd-grade students
> performing higher than 2nd-grade students. Two scores for Picture Story
> were sensitive to growth only for 3rd-grade students, and 5 scores were
> sensitive to bimonthly growth for both grade levels. There was moderate
> classification accuracy for both tasks.
> PY 2013
> VL 29
> IS 1
> SI SI
> BP 89
> EP 119
> ER
>
> PT J
> AU Petrill, SA
> AF Petrill, Stephen A.
> TI Editorial: Integrating neurobiological, genetic, and environmental risk
> factors in cognitive and behavioral conditions
> SO JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
> PD JAN
> PY 2013
> VL 54
> IS 1
> BP 1
> EP 2
> ER
>
> PT J
> AU Zhou, MM
> AF Zhou, Mingming
> TI University student's goal profiles and metacomprehension accuracy
> SO EDUCATIONAL PSYCHOLOGY
> AB In this study, undergraduate students provided confidence ratings to
> predict future performance in answering questions drawn from the text
> before reading the text, after reading the text and after rereading the
> text. Self-reports of achievement goal orientations during reading and
> posttest scores were also collected. Students calibration index was the
> comparison between their predicted posttest performance and actual
> performance in the posttest. Correlational analyses did not reveal any
> statistically detectable relationships between self-reported goal
> orientations and monitoring accuracy, except that bias scores were
> marginally related to goal orientations. Further cluster analyses and
> analyses of variance (ANOVA) also showed that students multiple goal
> profiles failed to clearly differentiate the groups in terms of their
> calibration accuracy, yet performance-approach goals did distinguish
> overconfident from underconfident students. Plausible reasons for the
> finding were provided and implications for future research were also
> discussed.
> PY 2013
> VL 33
> IS 1
> BP 1
> EP 13
> ER
>
> PT J
> AU Plenty, S
> Heubeck, BG
> AF Plenty, Stephanie
> Heubeck, Bernd G.
> TI A multidimensional analysis of changes in mathematics motivation and
> engagement during high school
> SO EDUCATIONAL PSYCHOLOGY
> AB Despite concerns about declining interest and enrolments in mathematics,
> little research has examined change in a broad range of constructs
> reflecting mathematics motivation and engagement. The current study used
> an 11-factor model of motivation and engagement to evaluate levels of
> maths motivation compared to general academic motivation and to assess
> group-level and individual-level changes in maths motivation during
> secondary school. In a multicohort-multioccasion design, Australian
> students completed an adaptation of the Motivation and Engagement Scale
> in two consecutive school years. Ratings in mathematics were lower than
> general academic motivation on several scales but particularly on the
> planning and task management scales and for the year seven cohort. Mean
> ratings of valuing and task management decreased over the two years,
> while stability of mathematics motivation was moderate. Girls reported
> stronger anxiety, uncertain control and failure avoidance than boys,
> despite also reporting greater mastery focus. The findings demonstrate
> that a multidimensional model facilitates a differentiated analysis of
> possible reasons for a waning interest in mathematics.
> PY 2013
> VL 33
> IS 1
> BP 14
> EP 30
> ER
>
> PT J
> AU Sato, W
> Yoshikawa, S
> AF Sato, Wataru
> Yoshikawa, Sakiko
> TI Recognition Memory for Faces and Scenes
> SO JOURNAL OF GENERAL PSYCHOLOGY
> AB Previous studies have suggested that face memory is unique; however,
> evidence is inconclusive. To further explore this issue, we investigated
> recognition memory for unfamiliar faces and scenes. Participants (n =
> 123) intentionally memorized the stimuli and then engaged in recognition
> tests. Recognition was measured following short (20 minutes) and long (3
> weeks) retention intervals. Encoding strategies and intelligence were
> also measured. Recognition memory performance for faces was higher than
> that for scenes at both short and long intervals; however, the effect of
> retention interval was different between faces and scenes. A
> relationship between encoding strategies and memory performance was
> found for scenes but not for faces. The relationship between
> intelligence and memory performance also differed between faces and
> scenes. These results suggest that memory for faces is more robust and
> uses different cognitive mechanisms than memory for scenes.
> PY 2013
> VL 140
> IS 1
> BP 1
> EP 15
> ER
>
> PT J
> AU McCormick, CM
> AF McCormick, Cheryl M.
> TI Watch Where and How You Stick Pins When Playing With Voodoo Correlations
> SO JOURNAL OF GENERAL PSYCHOLOGY
> AB The author comments on the (mis?)portrayal of her research in an article
> by Brand and Bradley (2012).
> PY 2013
> VL 140
> IS 1
> BP 82
> EP 86
> ER
>
> PT J
> AU Boisvert, D
> Stadler, W
> Vaske, J
> Wright, JP
> Nelson, M
> AF Boisvert, Danielle
> Stadler, William
> Vaske, Jamie
> Wright, John P.
> Nelson, Matthew
> TI THE INTERCONNECTION BETWEEN INTELLECTUAL ACHIEVEMENT AND SELF-CONTROL
> SO CRIMINAL JUSTICE AND BEHAVIOR
> AB Low self-control has emerged as a strong predictor of criminal conduct
> and analogous behaviors. Questions remain, however, as to the origins of
> self-control. Whereas some argue it is a trait instilled solely through
> a process of parental socialization, more recent research has suggested
> the possibility that self-control is interconnected with many executive
> functions deriving from the prefrontal cortex of the brain. Using data
> from the Child Development Supplement of the Panel Study of Income
> Dynamics (N = 2,104), this study assesses the degree to which
> self-control is linked with intellectual achievement in childhood and
> adolescence. Results from Poisson regression analyses indicate that
> intellectual achievement is significantly related to variations in
> self-control, controlling for a variety of parenting measures; age,
> race, and gender; and previous levels of self-control. A discussion of
> the relationship between intellectual achievement and self-control is
> provided.
> PD JAN
> PY 2013
> VL 40
> IS 1
> BP 80
> EP 94
> ER
>
> PT J
> AU Sorberg, A
> Allebeck, P
> Melin, B
> Gunnell, D
> Hemmingsson, T
> AF Sorberg, A.
> Allebeck, P.
> Melin, B.
> Gunnell, D.
> Hemmingsson, T.
> TI Cognitive ability in early adulthood is associated with later suicide
> and suicide attempt: the role of risk factors over the life course
> SO PSYCHOLOGICAL MEDICINE
> AB Background. Cognitive ability/intelligence quotient (IQ) in youth has
> previously been associated with subsequent completed and attempted
> suicide, but little is known about the mechanisms underlying the
> associations. This study aims to assess the roles of various risk
> factors over the life course in explaining the observed relationships.
> Method. The present investigation is a cohort study based on data on IQ
> test performance and covariates, recorded on 49 321 Swedish men
> conscripted in 1969-1970, at ages 18-20 years. Information on suicides
> and hospital admissions for suicide attempt up to the age of 57 years,
> childhood and adult socio-economic position, and adult family formation,
> was obtained from linkage to national registers.
> Results. Lower IQ was associated with increased risks of both suicide
> and suicide attempt during the 36 years of follow-up. The associations
> followed a dose-response pattern. They were attenuated by approximately
> 45% in models controlling for social background, mental ill-health,
> aspects of personality and behavior, adult socio-economic position and
> family formation. Based on one-unit decreases in IQ test performance on
> a nine-point scale, the hazard ratios between ages 35 and 57 years were:
> for suicide 1.19 [95% confidence interval (CI) 1.13-1.25], fully
> adjusted 1.10 (95% CI 1.04-1.18); and for suicide attempt 1.25 (95% CI
> 1.20-1.31), fully adjusted 1.14 (95% CI 1.09-1.20).
> Conclusions. Cognitive ability was found to be associated with
> subsequent completed and attempted suicide. The associations were
> attenuated by 45% after controlling for risk factors measured over the
> life course. Psychiatric diagnosis, maladjustment and aspects of
> personality in young adulthood, and social circumstances in later
> adulthood, contributed in attenuating the associations.
> PD JAN
> PY 2013
> VL 43
> IS 1
> BP 49
> EP 60
> ER
>
> PT J
> AU Li, FM
> Cohen, A
> Shen, LJ
> AF Li, Feiming
> Cohen, Allan
> Shen, Linjun
> TI Investigating the Effect of Item Position in Computer-Based Tests
> SO JOURNAL OF EDUCATIONAL MEASUREMENT
> AB Computer-based tests (CBTs) often use random ordering of items in order
> to minimize item exposure and reduce the potential for answer copying.
> Little research has been done, however, to examine item position effects
> for these tests. In this study, different versions of a Rasch model and
> different response time models were examined and applied to data from a
> CBT administration of a medical licensure examination. The models
> specifically were used to investigate whether item position affected
> item difficulty and item intensity estimates. Results indicated that the
> position effect was negligible.
> PD WIN
> PY 2012
> VL 49
> IS 4
> BP 362
> EP 379
> ER
>
> PT J
> AU Moses, T
> AF Moses, Tim
> TI Relationships of Measurement Error and Prediction Error in
> Observed-Score Regression
> SO JOURNAL OF EDUCATIONAL MEASUREMENT
> AB The focus of this paper is assessing the impact of measurement errors on
> the prediction error of an observed-score regression. Measures are
> presented and described for decomposing the linear regression's
> prediction error variance into parts attributable to the true score
> variance and the error variances of the dependent variable and the
> predictor variable(s). These measures are demonstrated for regression
> situations reflecting a range of true score correlations and
> reliabilities and using one and two predictors. Simulation results also
> are presented which show that the measures of prediction error variance
> and its parts are generally well estimated for the considered ranges of
> true score correlations and reliabilities and for homoscedastic and
> heteroscedastic data. The final discussion considers how the
> decomposition might be useful for addressing additional questions about
> regression functions prediction error variances.
> PD WIN
> PY 2012
> VL 49
> IS 4
> BP 380
> EP 398
> ER
>
> PT J
> AU Oh, H
> Moses, T
> AF Oh, Hyeonjoo
> Moses, Tim
> TI Comparison of the One- and Bi-Direction Chained Equipercentile Equating
> SO JOURNAL OF EDUCATIONAL MEASUREMENT
> AB This study investigated differences between two approaches to chained
> equipercentile (CE) equating (one- and bi-direction CE equating) in
> nearly equal groups and relatively unequal groups. In one-direction CE
> equating, the new form is linked to the anchor in one sample of
> examinees and the anchor is linked to the reference form in the other
> sample. In bi-direction CE equating, the anchor is linked to the new
> form in one sample of examinees and to the reference form in the other
> sample. The two approaches were evaluated in comparison to a criterion
> equating function (i.e., equivalent groups equating) using indexes such
> as root expected squared difference, bias, standard error of equating,
> root mean squared error, and number of gaps and bumps. The overall
> results across the equating situations suggested that the two CE
> equating approaches produced very similar results, whereas the
> bi-direction results were slightly less erratic, smoother (i.e., fewer
> gaps and bumps), usually closer to the criterion function, and also less
> variable.
> PD WIN
> PY 2012
> VL 49
> IS 4
> BP 399
> EP 418
> ER
>
> PT J
> AU Shang, Y
> AF Shang, Yi
> TI Measurement Error Adjustment Using the SIMEX Method: An Application to
> Student Growth Percentiles
> SO JOURNAL OF EDUCATIONAL MEASUREMENT
> AB Growth models are used extensively in the context of educational
> accountability to evaluate student-, class-, and school-level growth.
> However, when error-prone test scores are used as independent variables
> or right-hand-side controls, the estimation of such growth models can be
> substantially biased. This article introduces a simulation-extrapolation
> (SIMEX) method that corrects measurement error induced bias. The SIMEX
> method is applied to quantile regression, which is the basis of Student
> Growth Percentile, a descriptive growth model adopted in a number of
> states to diagnose and project student growth. A simulation study is
> conducted to demonstrate the performance of the SIMEX method in reducing
> bias and mean squared error in quantile regression with a mismeasured
> predictor. One of the simulation cases is based on longitudinal state
> assessment data. The analysis shows that measurement error
> differentially biases growth percentile results for students at
> different achievement levels and that the SIMEX method corrects such
> biases and closely reproduces conditional distributions of current test
> scores given past true scores. The potential applications and
> limitations of the method are discussed at the end of this paper with
> suggestions for further studies.
> PD WIN
> PY 2012
> VL 49
> IS 4
> BP 446
> EP 465
> ER
>
> PT J
> AU van der Linden, WJ
> Jeon, M
> Ferrara, S
> AF van der Linden, W. J.
> Jeon, M.
> Ferrara, S.
> TI A paradox in the study of the benefits of test-item review (vol 48, pg
> 380, 2011)
> SO JOURNAL OF EDUCATIONAL MEASUREMENT
> PD WIN
> PY 2012
> VL 49
> IS 4
> BP 466
> EP 466
> ER
>
> PT J
> AU Houston, KT
> Stredler-Brown, A
> Alverson, DC
> AF Houston, K. Todd
> Stredler-Brown, Arlene
> Alverson, Dale C.
> TI More Than 150 Years in the Making: The Evolution of Telepractice for
> Hearing, Speech, and Language Services
> SO VOLTA REVIEW
> AB For well over a century, individuals have sought new and efficient ways
> to communicate health-related information and provide medical services
> over distances. Often, this desire has sparked considerable innovation
> in technology and ushered in improved models of service delivery. Today,
> modern videoconferencing technology allows practitioners to have
> unbridled audio and video interactions in real time on a range of
> devices. For speech-language pathologists and audiologists, this allows
> an array of hearing, speech, and language services to be provided
> through models of telepractice. By fully understanding the past,
> practitioners can continue to shape the future and fully realize the
> potential of these service delivery models.
> PD WIN
> PY 2012
> VL 112
> IS 3
> BP 195
> EP 205
> ER
>
> PT J
> AU Parnes, M
> Berger, A
> Tzelgov, J
> AF Parnes, Michael
> Berger, Andrea
> Tzelgov, Joseph
> TI Brain Representations of Negative Numbers
> SO CANADIAN JOURNAL OF EXPERIMENTAL PSYCHOLOGY-REVUE CANADIENNE DE
> PSYCHOLOGIE EXPERIMENTALE
> AB Participants performed a physical comparison task of pairs of positive
> and pairs of negative one-digit numbers while their electrophysiological
> brain activity was measured. The numerical value of the presented digits
> was either congruent or incongruent with the physical size of the
> digits. Analysis has shown that the earliest event-related potential
> (ERP) difference between positive and negative numbers was found in the
> P300 ERP component peak, where there was an inverse effect of congruity
> in the negative pairs, compared with the positive ones. This pattern of
> results supports the idea that natural numbers serve as primitives of
> the human cognitive system, whereas negative numbers are apparently
> generated if needed.
> PD DEC
> PY 2012
> VL 66
> IS 4
> BP 251
> EP 258
> ER
>
> PT J
> AU Silver, JM
> AF Silver, Jonathan M.
> TI Diffusion Tensor Imaging and Mild Traumatic Brain Injury in Soldiers:
> Abnormal Findings, Uncertain Implications
> SO AMERICAN JOURNAL OF PSYCHIATRY
> PD DEC
> PY 2012
> VL 169
> IS 12
> BP 1230
> EP 1232
> ER
>
> PT J
> AU Di Simplicio, M
> McInerney, JE
> Goodwin, GM
> Attenburrow, MJ
> Holmes, EA
> AF Di Simplicio, Martina
> McInerney, Josephine E.
> Goodwin, Guy M.
> Attenburrow, Mary-Jane
> Holmes, Emily A.
> TI Revealing the Mind's Eye: Bringing (Mental) Images Into Psychiatry
> SO AMERICAN JOURNAL OF PSYCHIATRY
> PD DEC
> PY 2012
> VL 169
> IS 12
> BP 1245
> EP 1246
> ER
>
> PT J
> AU Westbrook, TR
> AF Westbrook, T'Pring R.
> TI Supporting optimal child development through Early Head Start and Head
> Start Programs: Secondary data analyses of FACES and EHSREP: An
> introduction
> SO EARLY CHILDHOOD RESEARCH QUARTERLY
> PD DEC
> PY 2012
> VL 27
> IS 4
> SI SI
> BP 571
> EP 571
> ER
>
> PT J
> AU Barton, LR
> Spiker, D
> Williamson, C
> AF Barton, Lauren R.
> Spiker, Donna
> Williamson, Cyndi
> TI Characterizing disability in Head Start programs: Not so clearcut
> SO EARLY CHILDHOOD RESEARCH QUARTERLY
> AB Head Start programs are required to set aside at least 10% of program
> slots for children with disabilities, but the percentage of children
> with disabilities served varies depending on the criteria used and
> source of the information. This study used the Head Start Family and
> Child Experiences Survey (FACES) 2000 data for a nationally
> representative sample to identify subgroups of children meeting three
> different criteria for having a disability or developmental delay.
> Results indicated that about one-third of children in Head Start (33%)
> met one or more of the criteria for a disability or delay, about
> one-third of those children (33%) met criteria for two or for all three
> of the subgroups. However, only 8% of children in Head Start had an
> Individualized Education Program (IEP). Children with disabilities or
> delays, regardless of the subgroup criteria used, had higher levels of
> many other risk factors associated with poor developmental and school
> readiness outcomes. They also exhibited poorer performance on early
> literacy, social, and behavioral measures both at entry into Head Start
> and at the end of kindergarten compared with children not in each of
> those subgroups. Implications of the findings for screening and
> assessment, serving children in Head Start programs, and the need for
> linkages between Head Start programs and the preschool special education
> system are discussed. (C) 2012 Elsevier Inc. All rights reserved.
> PD DEC
> PY 2012
> VL 27
> IS 4
> SI SI
> BP 596
> EP 612
> ER
>
> PT J
> AU McWayne, CM
> Hahs-Vaughn, DL
> Cheung, K
> Wright, LEG
> AF McWayne, Christine M.
> Hahs-Vaughn, Debbie L.
> Cheung, Katherine
> Wright, Linnie E. Green
> TI National profiles of school readiness skills for Head Start children: An
> investigation of stability and change
> SO EARLY CHILDHOOD RESEARCH QUARTERLY
> AB Among a nationally representative sample of 2336 Head Start children,
> patterns of school readiness were compared at the beginning and end of
> children's first preschool year, and predictors of stability and change
> across readiness profiles were examined. The present study documented
> that although the majority of children remain in a qualitatively similar
> school readiness profile across their first year in Head Start, 20% of
> children move to a qualitatively different profile over the school year,
> reflecting both improvements and declines in functioning. Child and
> family attributes (e.g., child age, ELL status, maternal education, and
> family structure), as well as contextual factors (e.g., teacher
> education and experience, parenting style, and parent involvement) were
> significant predictors of both profile stability and change. Given that
> we have little understanding about what factors practice or policy can
> manipulate to improve school readiness, these findings shed light on
> what we might do to promote school readiness and prevent declines in
> functioning over time. Thus, findings from this study provide a
> population- and pattern-based perspective of Head Start children's
> strengths and needs, relevant for informing both individual and systems
> level change in Head Start programs across the nation. (C) 2011 Elsevier
> Inc. All rights reserved.
> PD DEC
> PY 2012
> VL 27
> IS 4
> SI SI
> BP 668
> EP 683
> ER
>
> PT J
> AU Lough, CL
> Rice, MS
> Lough, LG
> AF Lough, Christine L.
> Rice, Martin S.
> Lough, Larry G.
> TI Choice as a Strategy to Enhance Engagement in a Colouring Task in
> Children with Autism Spectrum Disorders
> SO OCCUPATIONAL THERAPY INTERNATIONAL
> AB This study investigated the effect of choice on a colouring task in
> children with autism spectrum disorders (ASD). Children with ASD
> typically have difficulty engaging in purposeful activities, which makes
> progress toward skill development difficult in therapeutic or
> educational settings. Participants included 26 male and female children
> with ASD, aged 8 to 15?years. In this counterbalanced design,
> participants either chose which picture to colour or were given a
> picture to colour. When given a choice, participants spent more time
> colouring (p?=?0.005) and used more coloured markers (p?=?0.016), but
> did not colour more of the page (p?=?498). This study demonstrated that
> when offering a choice in a colouring activity, children with ASD
> participated and engaged in the colouring task for a longer period of
> time and used a larger array of markers while doing so. However,
> associated small effect sizes require caution with generalization.
> Future research should focus upon offering choice with other
> age-appropriate activities to determine its efficacy as a useful
> strategy for facilitating activity engagement for children with ASD.
> Copyright (c) 2012 John Wiley & Sons, Ltd.
> PD DEC
> PY 2012
> VL 19
> IS 4
> BP 204
> EP 211
> ER
>
> PT J
> AU Burns, MS
> AF Burns, Martha S.
> TI New views into the science of educating children with autism
> SO PHI DELTA KAPPAN
> PD DEC-JAN
> PY 2012
> VL 94
> IS 4
> BP 8
> EP 11
> ER
>
> PT J
> AU Riley, MA
> Holden, JG
> AF Riley, Michael A.
> Holden, John G.
> TI Dynamics of cognition
> SO WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE
> AB The application of dynamical systems methods and concepts to cognitive
> phenomena has broadened the range of testable hypotheses and theoretical
> narratives available to cognitive scientists. Most research in cognitive
> dynamics tests the degree to which observed cognitive performance is
> consistent with one or another core phenomena associated with complex
> dynamical systems, such as tests for phase transitions, coupling among
> processes, or scaling laws. Early applications of dynamical systems
> theory to perceptual-motor performance and developmental psychology
> paved the way for more recent applications of dynamical systems
> analyses, models, and theoretical concepts in areas such as learning,
> memory, speech perception, decision making, problem solving, and
> reading, among others. Reviews of the empirical results of both
> foundational and contemporary cognitive dynamics are provided. (C) 2012
> John Wiley & Sons, Ltd.
> PD NOV-DEC
> PY 2012
> VL 3
> IS 6
> BP 593
> EP 606
> ER
>
> PT J
> AU Honomichl, RD
> Chen, Z
> AF Honomichl, Ryan D.
> Chen, Zhe
> TI The role of guidance in children's discovery learning
> SO WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE
> AB Discovery learning is an important, yet controversial topic in the
> fields of psychology, education, and cognitive science. Though
> traditional views emphasize a lack of instructional constraint or
> scaffolding, more recent evidence suggests that guidance should be
> included in the process of discovery learning. The present review
> summarizes three general approaches which have been shown to facilitate
> guided discovery learning: (1) strategic presentation of materials, (2)
> consequential feedback, and (3) probing questions and self-explanations.
> Techniques for implementing approaches are discussed, as well as the
> underlying mechanisms that contribute to their effectiveness. (C) 2012
> John Wiley & Sons, Ltd.
> PD NOV-DEC
> PY 2012
> VL 3
> IS 6
> BP 615
> EP 622
> ER
>
> PT J
> AU Mason, F
> AF Mason, Fiona
> TI Expert Psychiatric Evidence
> SO MEDICINE SCIENCE AND THE LAW
> PD OCT
> PY 2012
> VL 52
> IS 4
> BP 243
> EP 243
> ER
>
> PT J
> AU Gilson, LL
> Lim, HS
> D'Innocenzo, L
> Moye, N
> AF Gilson, Lucy L.
> Lim, Hyoun Sook
> D'Innocenzo, Lauren
> Moye, Neta
> TI One Size Does Not Fit All: Managing Radical and Incremental Creativity
> SO JOURNAL OF CREATIVE BEHAVIOR
> AB This research extends creativity theory by re-conceptualizing creativity
> as a two-dimensional construct (radical and incremental) and examining
> the differential effects of intrinsic motivation, extrinsic rewards, and
> supportive supervision on perceptions of creativity. We hypothesize and
> find two distinct types of creativity that are associated with different
> motivational factors. We further consider how combinations of
> motivational factors are linked to the different types of creativity.
> Finally, theoretical and managerial implications are discussed.
> PD SEP
> PY 2012
> VL 46
> IS 3
> BP 168
> EP 191
> ER
>
> EF

Article: Brain Rhythms Help Determine Spatial Awareness

Brain Rhythms Help Determine Spatial Awareness
http://psychcentral.com/news/2013/01/14/brain-rhythms-help-determine-spatial-awareness/50360.html

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*****************************************

Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

*****************************************

IQs Reading: ARP review article on executive functions

An excellent new review article regarding executive functions in the latest Annual Review of Psychology. The images below will provide a sneak peak of the content of the article (click on images to enlarge). I am making an annotated copy of the article available here vis the IQs Readings feature.

 

 

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Research Byte: Future Dimensions: Neuroscience Applications to Practice in Child and Adolescent Psychology

Title: Future Dimensions: Neuroscience Applications to Practice in Child and Adolescent Psychology
Author(s): South, Mikle; Wolf, Julie M.; Herlihy, Lauren E.
Source: PROFESSIONAL PSYCHOLOGY-RESEARCH AND PRACTICE, 43 (6): 560-567 DEC 2012
IDS#: 055NX. ISSN: 0735-7028

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Article: A big brainstorm is on the horizon in neuroscience

A big brainstorm is on the horizon in neuroscience
http://www.theglobeandmail.com/technology/science/brain/a-big-brainstorm-is-on-the-horizon-in-neuroscience/article7260014/

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*****************************************

Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

*****************************************

Article: leading brains

leading brains
http://paper.li/AndyHab/1313696887

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*****************************************

Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

*****************************************

Article: A Meta-analysis of Executive Components of Working Memory

A Meta-analysis of Executive Components of Working Memory
http://cercor.oxfordjournals.org/content/23/2/264.short?buffer_share=f124d&rss=1

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Tweet from Alvaro Fernandez (@AlvaroF)

	Alvaro Fernandez (@AlvaroF)
1/9/13, 1:08 PM Will brain training be pre-loaded in your next cell phone?: GreatCall® and Posit Science® Partner to Offer Mobil... bit.ly/ZI0exA

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Article: Being bored at work can make us more creative

Being bored at work can make us more creative
http://www.sciencedaily.com/releases/2013/01/130108201517.htm

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Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

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Why Does Music Move Us So? – Phenomena: Only Human

http://phenomena.nationalgeographic.com/2012/12/18/why-does-music-move-us-so/

Article: Does cognitive training work? (For Whom? For What?)

Does cognitive training work? (For Whom? For What?)
http://www.sharpbrains.com/blog/2009/02/25/does-cognitive-training-work-for-whom-for-what/

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*****************************************

Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

*****************************************

Article: A stopwatch on the brain's perception of time

A stopwatch on the brain's perception of time
http://www.guardian.co.uk/science/2013/jan/01/psychology-time-perception-awareness-research

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Kevin McGrew, Phd.

Educational Psychologist

Institute for Applied Psychometrics

Director IAP

www.themindhub.com

*****************************************