Thymic stromal-cell abnormalities and dysregulated T-cell development in IL-2-deficient mice

Vineland Adaptive Behavior Scales Special Population norms are presented for four groups of individuals with autism: (a) mute children under 10 years of age; (b) children with at least some verbal skills under 10 years of age; (c) mute individuals who are 10 years of age or older; and (d) individuals with at least some verbal skills who are 10 years of age or older. The sample included 684 autistic individuals ascertained from cases referred for the DSM-IV autism/PDD field trial collaborative study and five university sites with expertise in autism. Young children had higher standard scores than older individuals across all Vineland domains. In the Communication domain, younger verbal children were least impaired, older mute individuals most impaired, and younger mute and older verbal individuals in the midrange. Verbal individuals achieved higher scores in Daily Living Skills than mute individuals. The expected profile of a relative weakness in Socialization and relative strength in Daily Living Skills was obtained with age-equivalent but not standard scores. Results high-light the importance of employing Vineland special population norms as well as national norms when evaluating individuals with autism.     

Credit and blame among American and Japanese children: Normative, cultural, and individual differences.

Japanese and American 5th graders (N?=?593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were more consistent with aspiration, moral norms were judged as duties, and procedural norms were intermediate. Japanese children's responses were more consistent with aspiration than those of Americans. Analyses also explored cultural versus individual differences in sanctioning. The conclusion addresses the relevance of the concept of aspiration to the study of achievement and other norms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations of conceptions of gender-role transgressions and gender constancy to gender-typed toy preferences.

Examined the relations among preschoolers' gender-typed toy choice, their judgments regarding cross-gender behavior, and gender constancy. Gender-typed toy choice of 87 preschool children was assessed with a measure in which children could base their choices not only on gender but also on attractiveness. Children's judgments regarding cross-gender behavior were measured, and their level of cognitive constancy was assessed. Results indicated that children's level of reasoning, but not their gender constancy level, was related to gender-typed toy preferences. Children with more flexible norms, who could distinguish between moral and social norms, exhibited less gender-typed toy choices than children with rigid norms. Results are discussed in terms of the relation between cognitive aspects of gender typing and gender-typed toy preference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's beliefs about drinking

This paper reports the results of a study in which age (grade level), racial/ethnic, and gender differences in beliefs and perceived norms about drinking were examined in a multi-ethnic urban sample of 4th through 7th grade children. Results showed that older children held beliefs and perceived norms that were more favorable toward drinking than younger children. The major difference between older and younger children lay in their differential estimates of the likelihood of certain consequences occurring and not in their evaluation of these consequences of drinking. Further, older children not only displayed less motivation to comply with their parents and greater motivation to comply with their peers, but they also perceived their parents, as well as their peers, as less disapproving of drinking than did younger children. There were few gender or race/ethnicity differences at these ages in children's beliefs and perceived norms about drinking.     

Operation theatres after the year 2000. A colleague assists via satellite]

OBJECTIVE: To evaluate the stature of Russian children with cleft lip and palate (CLP). DESIGN: One hundred twelve Russian children predominantly with repaired unilateral CLP 4 through 10 years of age underwent studies including height measurement, physical examinations, and record review. Children with health concerns that could affect growth were excluded. U.S. growth data from the National Center for Health Statistics (NCHS) and Russian parental heights were used in the absence of Russian growth norms. RESULTS: Based on U.S. norms, the distribution curve for heights for the Russian children was largely confined to the +1 to -1 standard deviation (SD) range. Sixty-two percent of the Russian children had heights below the 50th percentile for American female and male children of the same age. The proportion of children found outside the +1 to -1 SD range approximated the proportion expected statistically for the general population, with 14.4% < -1 SD (16th percentile) and 12% > +1 SD (84th percentile). A total of 3.6% of the children ranked below the third percentile, which is close to the expected 3%. Russian parents' (n = 209) mean heights were 0.5 SD below NCHS's 50th percentile values for adults. CONCLUSION: These results indicate that there is no increased risk of true short stature in 4- to 10-year-old Russian children with repaired CLP.     

WISC-R subtest variability in normal Canadian children and its relationship to sex, age, and IQ.

91 children (mean age 11.5 yrs), screened for absence of emotional and educational disabilities, were tested on the WISC-R and examined for significant subtest variability. Arithmetic, Digit Recall, Comprehension, and Coding differed significantly from the grand mean of all subtests. In a 2nd analysis, subtest variability was examined relative to Ss' sex, age, and overall IQ. Sex differences occurred on Information, Picture Completion, Arithmetic, Coding and Digit Recall. Age differences occurred on Information and marginally on Performance IQ. Sex and Age interacted on Performance IQ, and Sex and IQ interacted on Coding. It is suggested that the absence of sex-specific norms and separate norms for Canadian children may lessen the clinical interpretability of subtest differences on the WISC-R. (French abstract) (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A question of standards: Attributions of blame and credit for classroom acts.

We examined differences between blame and credit judgments among 247 students and 13 teachers from 7 first- and 6 fifth-grade classrooms. Study 1 indicated that even young children used information about excuses and justifications in assigning blame but not in determining credit. The gap between grades for assignment of credit was most striking for norms involving specific classroom roles. At both grade levels, norms of duty differed from norms of aspiration; for the latter, more credit was assigned for good outcomes than was blame for bad outcomes. Study 2 analyzed teachers' attributions and examined links between teachers' and pupils' judgments. Children's blame attributions were more highly correlated with those of teachers than were credit attributions. Teachers who provided less negative procedural feedback (NPF) had pupils whose blame judgments were more highly correlated with their own. However, within categories of teachers (grade levels by high-low NPF), individual teachers' and pupils' idiosyncratic judgments were not associated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lack of acceptance of reciprocity norms in preschool children.

Investigated preschool children's acceptance of the reciprocity norms that allow retaliation and that require returning favors. In 2 studies, Ss were shown cartoons that portrayed reciprocal or nonreciprocal aggressive and prosocial behavior; they were then asked for their evaluation of the actor and their attribution about the cause of his behavior. The 1st study with 31 36–68 mo olds employed a between-Ss design; the 2nd with 35 34–63 mo olds employed a within-S design. Although there were some significant differences in attributions for reciprocal and nonreciprocal behavior, there were no significant differences in evaluations. It therefore appears that preschool children do not accept reciprocity norms. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations of Aggressive Children During Peer Provocation and With a Best Friend.

Observational methods were used to examine aggressive children's peer relations in 2 contexts: when being teased by a peer and when interacting with a best friend. Because aggressive children may have more difficulty than nonaggressive children in both peer contexts, the authors also examined whether relations between behaviors across contexts varied as a function of aggression. Results indicated that aggression was related to children's behavior when provoked. Children's behavior when provoked was associated with fewer positive and more negative interactions with their best friend, particularly for aggressive children. Results are discussed with respect to social norms in middle childhood and informing interventions for aggressive children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The growth of South African rural black children

The growth status of two samples of South African rural black children, from Ubombo, KwaZulu, and Vaalwater, northern Transvaal, was compared with that of samples of American black children and three other rural sub-Saharan groups. All the sub-Saharan black children were shorter, lighter and had less subcutaneous fat than the American children. Their growth curves demonstrated the well-recognised pattern of deviation from American means before adolescence so that, by the start of adolescence, approximately 50% of the children were below the 10th centile of American norms. Adolescence in all groups is delayed and the magnitude of peak velocity reduced. The adolescent growth spurt appears, however, to be extended along the time base so that pre- and post-peak velocities are raised; this leads to apparent catch-up growth in the late teenage years. While the Vaalwater sample demonstrated growth patterns very similar to those of other rural sub-Saharan black groups, the Ubombo children were consistently taller and heavier than all the others. These data are discussed in relation to the need for national norms that reflect the growth status of black South African children.     

Gender constancy and the "cost" of sex-typed behavior: A test of the conflict hypothesis.

95 children between 5- and 10-yrs-old watched televised boys and girls who differentially endorsed toys of varying attractiveness. The study was designed to test the hypothesis that behavioral expression of gender norms that arouse conflict would be delayed relative to norms that are conflict-free. Predictions were supported for boys. Gender-constant boys spent more time playing with an uninteresting sex-typed toy than did preconstant boys. When the sex-typed toy was relatively interesting, preconstant boys played with it as much as gender constant boys. Toy play among girls was related to toy attractiveness and the girl's agreement with televised stereotypes. Possible reasons for observed sex differences and previous inconsistencies in the gender constancy literature are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural study of age-related differences in perceptual acuity.

Examined H. Gough and E. Mcgurk's (see pa, vol. 41:14442) cross-cultural test of cognitive functioning based on a 30-item set of geometric forms and illusions. The applicability of the series and its validity in specifying age-related cognitive levels was studied in 193 9-17 yr. Old italian children and 266 italian adults. Average weighted scores of 14.78 and 17.17 were obtained; response to the testing was favorable in both samples. Among the children, performance on the series correlated .31 with age at last birthday, and mean scores increased consistently from age 9-15. Age norms were similar to those reported earlier for american samples. (29 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trajectories of cognitive development among American Indian young children.

Children who begin kindergarten with stronger skills learn faster than do those who enter with lower skills. Minority children tend to enter kindergarten already at a disadvantage, and the gap widens across time. However, little is known about cognitive development among American Indian young children. In this study, 110 American Indian infants from one Northern Plains reservation community were assessed four times between ages 6 months and 36 months, with the Mullen Scales of Early Learning. At 6 months of age, scores were near the national norms; a drop occurred between 6 months and 15 months. Scores then tended to level off below the norms through 36 months. In each domain, we observed a crucial decline over the 1st year of life and relatively little change in the 2nd and 3rd years of life, highlighting the importance of developing culturally syntonic interventions to facilitate cognitive development during the 1st year of life. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A note on the developmental nature of reflection–impulsivity.

The hypothesis that children become more reflective as they get older was tested using the norms developed for the Matching Familiar Figures Test. For both sexes up through age 10 yrs, a decrease in errors and an increase in latency were found. After that age, errors stabilized and latency decreased. Correlations between errors and latency also peaked at age 10 (and were lowest for the youngest and oldest groups), suggesting a maximization of trade-off between speed and accuracy. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral symptoms of children and adolescents in Germany, the Netherlands and USA. A cross-cultural study with the Child Behavior Checklist

The goal of the study was a cross-cultural comparison of the parent ratings of behavior problems of children and adolescents aged 4-18 years in Germany, The Netherlands and the United States using the Child Behavior Checklist (CBCL). The analyses were undertaken in a German community sample (n = 1622) and a Dutch community sample (n = 2076). The results were compared with the data published by Achenbach for the national US sample. The analyses were based on the scales of the 1991 CBCL version and were performed for four age and sex groups (4- to 11-year-old boys/girls and 12- to 18-year-old boys/girls). In general, relatively minor differences could be detected between the three random samples. The range in the different samples was between -0.04 and 0.35, which is in line with other cross-cultural analyses using the CBCL. As long as no representative norms for Germany are available, the American norms can serve as an orientation for German studies using the CBCL.     

Norms for experiencing emotions in different cultures: Inter- and intranational differences.

Within- and between-nations differences in norms for experiencing emotions were analyzed in a cross-cultural study with 1,846 respondents from 2 individualistic (United States, Australia) and 2 collectivistic (China, Taiwan) countries. A multigroup latent class analysis revealed that there were both universal and culture-specific types of norms for experiencing emotions. Moreover, strong intranational variability in norms for affect could be detected, particularly for collectivistic nations. Unexpectedly, individualistic nations were most uniform in norms, particularly with regard to pleasant affect. Individualistic and collectivistic nations differed most strongly in norms for self-reflective emotions (e.g., pride and guilt). Norms for emotions were related to emotional experiences within nations. Furthermore, there were strong national differences in reported emotional experiences, even when norms were held constant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of meaningfulness on child free-recall learning.

Investigated the effects of experience (age) and stimulus meaningfulness on free-recall learning. In Study 1, meaningfulness values, assessed via the production method, were obtained on 40 trigrams for 120 kindergarten, second- and 6th-grade children. Employing these norms in a subsequent free-recall learning study (Study 2), it was found that trials to criterion and grade level were positively related when meaningfulness was free to vary in the same list stimuli. However, trials-to-criterion differences were equivalent across grade levels when meaningfulness was held constant. Implications for child learning research and theory are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of oral sensorimotor treatment on measures of growth and efficiency of eating in the moderately eating-impaired child with cerebral palsy

Thirty-five children with cerebral palsy and moderate eating impairment were studied to determine the effect of oral sensorimotor treatment (OST) on eating efficiency and measures of growth (weight gain). After taking effects of maturation into account, 11 children who received OST (group A) exceeded their expected centile line by 1.7 percentile points after 10 weeks of treatment. Chewing exercises alone (group B) had no effect on weight gain. Although small decreases occurred in the time needed to eat three standard textures of food (solid, viscous, puree) in groups A and B, these were not significant. Children maintained their weight-for-age percentile line although at the lower end of expected norms. These children will be at risk of growth failure because of the increased energy demands once they enter their teenage growth spurt. The clinical implications of these findings are that prolonged mealtime and oral-motor therapies may be adequate through the childhood years. Thereafter, children's growth must be monitored carefully, and oral caloric supplementation is suggested to provide the necessary energy for growth.     

Assessing intellectual performance of culturally different, Inuit children with the WISC--R.

Examined problems in the assessment of intelligence using standardized intelligence tests for 366 Canadian Inuit (Eskimo) children (aged 7 yrs to 14 yrs 11 mo), whose Wechsler Intelligence Scale for Children—Revised (WISC—R) scores (using the original WISC—R norms) fell below a scaled score of 70. Data indicate that a major factor accounting for the Ss' relatively poor performance was a verbal comprehension factor, with perceptual organization being relatively stronger. It is suggested that tests (e.g., Wechsler), as originally normed are not adequate to assess the intellectual and academic capabilities of children who are socially, culturally, and linguistically different from the children on whom the test was originally normed. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)