Changing predictors of map use in wayfinding.

Differential predictors of route map use in wayfinding by 48 48–63-month-olds vs 46 64–79-month-olds were tested. Predictors of map use should shift from landmark to array encoding, from mental rotation of 1 element to array rotation, and from direct perception of an array to recall. Landmark and array encoding and array rotation were measured by duplication of placements on an array when 2 arrays were aligned or 1 was rotated 180°. Matching a rotated letterlike form to a standard gauged single-element rotation; recall of landmark locations after their removal from an array indexed memory. Each rotation task and landmark placements predicted the younger children's map scores; array encoding, single-element rotation, and recall predicted older children's map errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Quantified dermal activity data from a four-child pilot field study

Thirty-three hours of videotape collected in a 1993 pilot study were quantified, via a video translation software application, to obtain left and right hand activity data of four children of farmworkers. Reported here are the children's contact duration and frequency for each object in their environment, duration spent in each location and activity exertion level, and frequency distributions of object contact durations. The pilot study provided valuable information for evaluating and improving videotaping and videotape translation methodologies as a means of gathering activity information that can be used to refine dermal exposure estimates. Although a larger database of children's videotaped activities for different ages and populations is needed before generalizations can be made, the data presented here are the most detailed information to date for children's micro-level dermal activities.     

Recall of Descriptive Information: The Roles of Presentation Format, Annotation Strategy, and Individual Differences

The benefits of using a comprehensive annotation strategy (employing underlining/circling, making connections, asking questions, and making comments) with knowledge maps (spatial/verbal arrays) and traditional, linear text to improve free recall scores for learners with individual differences in vocabulary and comprehension ability were examined. Types and frequencies of annotations generated were also examined for each stimulus format condition. Multiple regression analyses indicate that the frequency of use of two component annotation strategies, asking questions and making connections, were significant predictors of recall scores, while frequency of underlining/circling and generating elaborations failed to predict recall scores. Text users generated more underlining/circling, while knowledge map users generated more connections between ideas, suggesting that knowledge maps may facilitate the application of more productive annotation strategies. Also examined were the interrelationships between vocabulary ability, comprehension ability, and free recall scores. Copyright 1997Academic Press     

Low and high mathematics achievement in Japanese, Chinese, and American elementary-school children.

This study investigated factors associated with low and high levels of achievement in mathematics. Chinese, Japanese, and American first- and fifth-grade children who received scores in the top or bottom deciles of a mathematics test were given tests of intellectual ability and reading achievement, and the children and their mothers were interviewed. There were large overall differences in the mean level of mathematics achievement among the three locations. High mathematics achievers in all three locations received higher average scores on the intellectual ability tests than did the average mathematics achievers, who in turn received higher scores than low-achievers. In all three locations, mothers' ratings of their children's intellectual abilities and of their own abilities in mathematics varied directly with the children's level of achievement in mathematics. Taken together, the results indicate that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their children's level of mathematics achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory-strategy learning and maintenance in preschool children.

This study examined preschool children's abilities to maintain the use of a newly learned organizational study–recall strategy in tasks administered immediately after training and 3 and 7 days after training. 36 4- and 5-yr-olds were assigned to training and control conditions after performing study–recall tasks in a baseline session. Training included demonstration and practice in using the strategy, encouragement to apply the strategy in new tasks, a rationale for strategy use, feedback about strategy effectiveness, and incentive for effortful performance. Ss in training groups showed marked increases in study-sorting, group-naming, and category self-cuing activities in posttraining tasks. The majority of the training Ss were able to remember and sequentially perform at least 3 of the 4 instructed strategy activities in the immediate and 3-day posttraining sessions. Training also served to improve recall, but recall improvements were modest relative to posttraining gains in study-strategy activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stress, maternal distress, and children's adjustment following immigration: The buffering role of social support.

This study examined, in the context of a stress-buffering model, the relationship of certain family level variables to children's adjustment after immigration. Immigrant Chinese mothers from Hong Kong completed questionnaires regarding postmigration stress, personal distress, perceived social support, and their child's adjustment. Another adult also provided child behavior ratings. Analyses revealed that, for boys, family stress and maternal distress were significant predictors of child problems and that maternal support buffered the association between family stress and child problems. Contrary to expectation, the relationship between maternal distress and boys' problems was stronger at higher levels of maternal support. For families of girls, although there were significant relationships between the predictors and child behavior, no stress buffering was evident. Cultural explanations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing children's competence: Mothers' and teachers' ratings of competent behavior.

The purposes of this study were to test the replicability of the factor structure of the Health Resources Inventory (HRI; E. L. Gesten [see PA, Vol 57:7209]) for teachers, to describe the factor organization of the HRI when used with parents, and to assess the strength of agreement between parents' and teachers' views of children's competence. Parents' ratings were available for 269 children (ages 4 to 12 years), and teachers' ratings were gathered for a subset of 102. Analysis of teachers' responses confirmed a 5-factor structure of the HRI. The factor structure for mothers closely mirrored that of teachers. The similarity of factor structure argues for the usefulness of the HRI in assessing children's competence at home and school. The relatively modest correlation between mothers' and teachers' ratings suggests possible setting differences in children's behavior and/or variance related to rater source. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning.

The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design.

The comprehensibility, interestingness, familiarity, and memorability of concrete and abstract instructional text were investigated in 4 experiments. Exp 1 investigated relationships between ratings of concreteness, familiarity, interestingness, and comprehensibility in concrete and abstract sentences about historical figures. Exp 2 investigated the immediate and delayed recall of those sentences, and employed rating norms from Exp 1 as predictors of recall. Exps 3 and 4 replicated aspects of Exps 1 and 2 with paragraphs of varying length. Results indicated that concreteness (ease of imagery) was the variable overwhelmingly most related to comprehensibility and recall. Discussion evaluates dual coding theory vs schema theory in explaining the results, suggests guidelines for text design, and offers a new perspective on the "seductive details" phenomenon, suggesting that abstractions also pose problems for learners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The real relationship in psychotherapy: Relationships to adult attachments, working alliance, transference, and therapy outcome.

The purpose of this study was to understand how the real relationship (RR) relates to important process and outcome variables from both the clients’ and therapists’ perspectives. Using a sample of 31 therapist/client dyads at a university counseling center, the authors examined the RR at the 3rd session of therapy and at termination. The results revealed that client adult attachment avoidance was negatively correlated with client RR, while client adult attachment anxiety was uncorrelated. Therapists’ ratings of negative transference were negatively correlated with therapist-rated RR and were uncorrelated with client-rated RR. Hierarchical linear modeling analyses were conducted to predict postintervention outcome from client and therapist perceptions of the RR. Therapists’ ratings of the RR accounted for a significant amount of variance in client posttreatment symptoms while controlling pretreatment symptoms. Client-rated RR total scores and client and therapist 3rd-session alliance scores were not significant predictors of postsymptom ratings. Implications of the usefulness of measuring the RR in psychotherapy are discussed, as are recommendations for future study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation between 3-year-old children's skills and their hyperactivity, inattention, and aggression.

This study examines the relation between 3-year-old children's (N = 280) symptoms of inattention, hyperactivity, and aggression and their cognitive, motor, and preacademic skills. When the authors controlled for other types of attention and behavior problems, maternal ratings of hyperactivity and teacher ratings of inattention were uniquely and moderately associated with children's lower cognitive and preacademic skills. The few modest, simple associations between maternal ratings of aggression and children's skills were no longer significant when hyperactivity and inattention were controlled. This suggests that cognitive and preacademic problems among children with attention-deficit/hyperactivity disorder symptoms may begin to emerge as early as age 3. The results highlight the importance of examining the association between different types of behavior problems and young children's skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"How good is the evidence for a production deficiency among learning disabled students?": Correction to Shepherd et al.

Reports an error in "How good is the evidence for a production deficiency among learning disabled students" by Margaret J. Shepherd, Lynn M. Gelzheiser and Roberta A. Solar (Journal of Educational Psychology, 1985[Oct], Vol 77[5], 553-561). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1. (The following abstract of the original article appeared in record 1986-14779-001.) Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9-15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11-17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family lives and friendships: The perspectives of children in step-, single-parent, and nonstep families.

Children's reports on their experiences in different family settings (stepfamilies, single-parent families, and intact families), their contact with friends, and the quality of their friendships were studied with data from 238 children drawn from a community sample. A particular focus was on children's confiding and communication: children's recall of communication about family transitions and their current communication about stepfamily issues with family and friends. Friends were found to be key confidants. The relations between children's family lives (confiding, parent–child relationships, family activities, involvement in parental conflict, and communication about stepfamily issues) and their friendships were investigated and found to be linked to biological relatedness and family setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How good is the evidence for a production deficiency among learning disabled students?

[Correction Notice: An erratum for this article was reported in Vol 77(6) of Journal of Educational Psychology (see record 2008-10974-001). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1.] Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9–15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11–17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of verbal fluency abilities and strategies in elementary-school-age children.

This study of two experiments designed to examine children's abilities and strategies for completing tests of verbal fluency. In Experiment 1, 64 third graders and 71 sixth graders completed four fluency tasks constructed for the study as well as several tests of other verbal abilities. Subjects received two sets of scores for the fluency tasks: a fluency score and scores for strategies expected to distinguish more verbally fluent children from less fluent children. The results demonstrated that the two sets of scores were positively correlated. In Experiment 2, 40 third graders and 38 sixth graders completed expanded versions of two of the fluency tasks used in Experiment 1. The results revealed grade and gender differences in strategy use as well as in level of task performance. In addition, the results indicated that the children's scores for one of the two strategies were strong predictors of their performance on the verbal fluency tasks. The effects of strategy selection and implementation, grade, and gender (as well as their combined influence on children's verbal fluency skills) are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hemispherectomy for intractable seizures: presurgical cerebral glucose metabolism and post-surgical non-verbal communication

This study examined the presurgical 2-deoxy-2[18F]-fluoro-D-glucose positron emission tomography (PET) patterns of regional cerebral glucose metabolism in the non-resected hemisphere of 13 children who underwent hemispherectomy for early-onset intractable seizures. These patterns were compared with the rate of change in the children's non-verbal communication scores, measured before and after surgery. Irrespective of the side of surgery, the pre-operative glucose metabolism in the non-resected prefrontal cortex correlated significantly with the postoperative rate of change in the children's ability to focus the attention of an adult on an object or event (joint attention). These preliminary findings suggest that pre-operative PET patterns might be associated with certain aspects of the developmental outcome of children undergoing hemispherectomy.     

Children's anxiety scales in relation to self, parental, and psychiatric ratings of anxiety.

The CMAS and the General Anxiety Scale for Children were administered to a group of pediatric and psychiatric outpatients and modified forms were given to the parents of the children. The psychiatric group was also given a clinical rating of anxiety and a check list rating of psychiatric symptoms. Significant positive interest correlations were found between the anxiety items, but not the lie items of the 2 scales. Moderate agreement was found between the children's self-ratings of anxiety and those done by their parents. Significant agreement was found between parents' ratings of their children's anxiety. The psychiatric group scored significantly higher on the CMAS than the pediatric group. The number of psychiatric symptoms was found to correlate positively with the anxiety scale scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Environmental determinants of memory improvement in late adulthood.

Conducted 2 studies with 99 nursing home residents (mean age ranges 76.2–80.7 yrs) to determine whether memory could be improved. This was accomplished by increasing the cognitive demand of the environment and then varying the extent to which Ss were motivated to attend to and remember these environmental factors. In Study 1, motivation to practice recommended cognitive activities was manipulated by varying the degree of reciprocal self-disclosure offered by interviewers in a series of dyadic interactions. In Study 2, motivation to practice recommended cognitive activities was manipulated by varying whether positive outcomes were contingent on attending to and remembering these activities, which increased in demand over time. In both studies, engaging in cognitive activity resulted in improvement on standard short-term memory tests, including probe recall and pattern recall, as well as in improvement on nurses' ratings of alertness, mental activity, and social adjustment for experimental groups relative to controls. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of young children's search strategies in a large-scale environment.

26 3–6 yr olds searched for an object after traveling a route along which the object was used and later discovered missing (critical events). Ss then recalled the order of locations along the traveled route (sequence recall) and the locations for critical events (event recall); they also drew a map of the search environment. The correlation between event recall and search scores was significant only for Ss with good sequence recall. Correlations between sequence recall and search scores were higher for Ss who placed locations on the route in drawing maps. It is concluded that the acquisition of route knowledge in the development of spatial representation determined the likelihood that inferences would be made. When inferences were made, the accuracy of memories for sequences and events further determined the accuracy of the inferred critical search area. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Five-year follow-up study of departmental terminations as predicted by 16 preemployment psychological indicators.

This 5-year study followed 219 public safety officers who were hired in a 1-year period by a large urban public safety agency. Sixteen preemployment psychological predictors (including MMPI and IPI test scores alone, psychologists' interpretations of test scores, and interpretations of test scores and interviews) were used to predict which officers were subsequently terminated (n?=?28). It was found that equations from tests identified the greatest number of terminated officers (68 to 75%) but also resulted in false predictions of termination for 28 to 36% of the hired officers. A combination predictor based on IPI scale scores and critical item endorsements identified 54% of the terminated officers and "sacrificed" 10.5% of the nonterminated group. The psychologists' ratings of tests and interviews were less effective than the predictors derived from test data alone. (PsycINFO Database Record (c) 2010 APA, all rights reserved)