Effect of being a model on scores on a performance IQ test.

Studied 30 male and 30 female upper-middle-class kindergartners to determine whether scores on a performance IQ test (Object Assembly subscale of the WISC) of a model in a modeling situation would differ from an actor's score in a social facilitation situation. Results support R. B. Zajonc and G. B. Markus's findings (see record 1975-09290-001) which showed that an older sibling's learning was facilitated when he or she taught younger siblings (the teacher effect). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intraocular pressure in an unselected sample of 6- to 7-year-old Chinese children

Intraocular pressure (IOP) was measured in one-hundred-twenty-three 6- to 7-year-old Chinese children. Children who had at least one myopic parent had higher IOP's than children with two nonmyopic parents. There was a trend for myopic children to have higher IOP's than nonmyopic children.     

Conceptual perspective taking in 2- to 6-year-old children.

Tested whether young children could infer another persons' perspective by showing 80 2–6 yr olds 2 videotaped stories which included audio information describing the action, and later reshowing the films to the Ss and their mothers, with the audio turned off. The Ss were then asked questions about their mothers' knowledge of the action and asked to justify their answers. Few or none of the 2- and 3-yr-olds answered nonegocentrically but most to all of the 4-, 5-, and 6-yr-olds did. The ability to make a correct inference appeared somewhat earlier than the ability to justify it. Results are compared to those from other studies. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Father absence, educational preparedness, and academic achievement: A test of the confluence model.

Investigated predictions of academic deficits due to early and continuing parental absence, as derived from R. Zajonc and G. Markus's (see record 1975-09290-001) and Zajonc's (see record 1976-20589-001) confluence model. To test these predictions, equal numbers of father-present and father-absent lower-class Black kindergartners (60 of each sex) were assessed on 12 educational preparedness measures. Two years later, they were tested for reading, mathematics, and language arts achievement. A Father Absence?×?Sex analysis of covariance (with social class controlled) of preparedness factor scores revealed no significant effects. Similar multivariate analysis of the achievement criteria revealed main (favoring father-present Ss) and interaction effects on the mathematics test. Pair-wise comparisons suggested that father presence facilitated the mathematics performance of girls more than boys. Results only partially support the confluence model predictions. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Just world responding in 6- and 9-year-old children.

Investigated the just world effect in children's judgments of moral behavior and whether the effect was produced by a shifting assessment of (a) the victim or (b) the good or bad outcome befalling the victim. 96 kindergarten and 1st-grade girls and 96 3rd and 4th graders were shown 1 or more film segments in various orders in which a girl (a) helped a friend, (b) grabbed candy, (c) found $10, or (d) had a shelf of books fall on her, and were asked to rate how good or bad the outcomes and/or the girl were. The good fortune outcome suggested to both age groups that the girl was good but the misfortune outcome had no analagous effect. Six-year-olds were more likely to judge outcomes lower when they followed bad behavior but were unaffected by good behavior. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affective and cognitive characteristics of depression in 10- and 11-year-old children.

Used an index of childhood depression to regress indices of emotion experiences, attribution style, and intellectual performance of 82 male and 64 female 5th graders from a rural public school. All Ss completed a children's depression inventory, a differential emotion scale, and an attributional style questionnaire. Teachers rated Ss on their frequency of expression of 3 categories of emotion. 45 Ss whose scores were high, low, or intermediate on the depression inventory also completed the PPVT and the Block Design subscale of the WISC. Results indicate that the depressed Ss were like depressed adults in that they reported experiencing a pattern of emotions including sadness, anger, self-directed hostility, and shame, and they tended to explain negative events in terms of internal, stable, and global causes. The similarity between depressed children and depressed adults on these measures was greater for girls than for boys. Depression was not related to performance on a verbal task, but depressed girls performed worse than nondepressed girls on the Block Design task. The measures of emotion experiences accounted for 78.1 and 46.1% of the variance in girls' and boys' depression scores, respectively, after the variance accounted for by attribution style was partialed out. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual analysis of psychological test scores and other diagnostic variables.

For the clinician, the validity of a test or assessment technique resides in the range and structural clarity of the information it provides him about the individual client with whom he works. 2 devices, for example, might be equal in forecasting a particular criterion, yet differ widely in their personological implications. Analysis of this problem permits specification of 3 levels of evaluation: primary, secondary, and tertiary. The conceptual model defined by these levels would appear to incorporate the kind of information which the diagnostician desires, and which indeed he must have if he is to function in an insightful and fully professional manner. (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Joint use of adaptive behavior and IQ to predict achievement.

Determined the influence of IQ, adaptive behavior, SES, and race-ethnicity on reading and math achievement, using multiple linear regression analyses. Ss consisted of 345 children stratified on racial-ethnic characteristics (Anglo, Black, Mexican-American), SES (middle and low), gender, and age (CAs 7–14 yrs). Data were obtained from Ss' scores on the WISC-R, Adaptive Behavior Inventory for Children, and California Achievement Tests. The variance accounted for by the full model, consisting of the 4 previously mentioned variables, was highly significant for reading (.45) and math (.35). The amount of variance associated with race-ethnicity and SES was nonsignificant. It is concluded that adaptive behavior does not significantly predict achievement beyond that predicted by IQ. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting reading and mathematics achievement in fourth-grade children from kindergarten readiness scores.

This study examined age and gender differences in verbal skills and visuomotor skills at kindergarten, in achievement in reading and mathematics at Grade 4, and in the link between skills at kindergarten and later achievement (n?=?281). Older children had higher verbal skills and visuomotor skills than younger children, and girls had higher visuomotor skills and reading achievement than boys. With controls for age, verbal skills uniquely predicted later reading achievement, whereas both verbal skills and visuomotor skills uniquely predicted later mathematics achievement. Readiness in the specific areas of auditory memory and verbal associations predicted later reading achievement, whereas readiness in the specific areas of auditory memory, number skills, and visual discrimination predicted later mathematics achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between selected variables and statistics achievement: Building a theoretical model.

Investigated the effect of attitudes toward mathematics-related coursework, previous mathematics coursework, student sex, spatial ability, and masculinity–femininity of interest pattern on statistics achievement. Ss were 188 university students from inferential statistics classes. Instruments were 5 spatial visualization ability subtests of the Factor-Referenced Cognitive Tests, Fennema-Sherman Mathematics Attitudes Scales, the Masculinity–Femininity scale of the MMPI, the Attitudes Toward Feminist Issues Scale, and a biographical data sheet. Sex-related differences were found on 2 of the mathematics attitude scales, on 3 of the 5 spatial visualization subtests, and on the total points achieved in the statistics course. Regression analyses were performed to determine the predictors of success in statistics courses. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ability structure in 10-11-year-old children and the theory of fluid and crystalized intelligence.

Carried out a simple-structure factor analysis of test data from 144 4th graders in Norway. Intellectual tasks related to formal teaching of complex skills formed a rather tight unit at that age and in a school system with little specialization at that level. Second-order factors interpreted to represent Broad Visualization, Speedines, Fluid, and Crystallized Intelligence intercorrelated substantially, the correlation between Fluid and Crystallized Intelligence being the highest. Results are generally consistent with the predictions from J. L. Horn and R. B. Cattell's (see record 1966-13188-001) theory of fluid and crystallized intelligence. Results are also discussed in relation to the age-differentiation hypothesis. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance of some diagnostic systems in the prediction of occlusal caries in permanent molars in 6- and 11-year-old children

Until late in gestation, fetal spontaneously hypertensive rat (SHR) is growth retarded. Fetal growth rate increases after placental hypertrophy occurs between fetal days 18 and 20. The increase in placental mass may result in improved transfer of macro nutrients to the fetus and thus stimulate growth. In this study, fetal and placental uptake of the glucose analog 3-O-methyl glucose (3MG) and the amino acid analog amino-isobutyric acid (AIB) from the maternal circulation were compared in the SHR and Wistar-Kyoto (WKY) on days 16, 20 and 22 of gestation. Placental 3MG uptake (d/min/g tissue wet weight) was decreased in the SHR on days 20 and 22 but no differences were observed in fetal 3MG uptake. Increased placental mass in the SHR meant that total placental 3MG uptake was greater in the SHR. Placental uptake of AIB (d/min/g tissue wet weight) was much lower in the SHR (on days 16, 20 and 22) and the decrease was not compensated for by increased placental mass. Fetal uptake of AIB was decreased on days 20 and 22 (P<0.05). AIB uptake (d/min/g tissue wet weight) by the carcass and the internal organs (brain, heart, kidney, liver and lung) was also lower in the SHR. These findings indicate that although fetal growth in the SHR increases rapidly in late gestation following placental hypertrophy, it does so despite a pronounced deficit in amino acid uptake.     

Self-control, symptomatology, and substance use precursors: Test of a theoretical model in a community sample of 9-year-old children.

The authors tested a theoretical model of how self-control constructs are related to psychological symptomatology and variables that predispose to involvement versus noninvolvement in substance use: willingness to use, affiliation with peers who use, and efficacy for resisting use. Data were obtained from a sample of 332 children (mean age = 9.3 years) who were interviewed in households. Structural equation modeling showed that good self-control was related to more positive well-being and less externalizing symptomatology, whereas poor self-control was related to more externalizing and to more internalizing symptomatology. Externalizing had paths to willingness and peer use, well-being had inverse paths to these variables, and poor self-control had a direct effect to lower resistance efficacy. Multiple-group analyses indicated gender differences in paths from symptomatology to predisposing factors. Implications for understanding vulnerability to substance use are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The decline and rise of scholastic aptitude scores: A prediction derived from the confluence model.

Argues that the confluence model, a theory that describes the influence of family factors on intellectual growth, explains the decline of Scholastic Aptitude Test (SAT) scores by relating them to changing family patterns. According to the confluence model, intellectual growth is attenuated for children with many siblings, and especially so for children with older siblings. Because there has been a steady increase in the average family size for the cohorts taking SATs between 1963 and 1980, SAT scores were predicted to decline until 1980 and then to rise again when the birth rate, and therefore family size, began decreasing. New SAT data show the predictions made in 1976 to be borne out, revealing interesting sex differences. The trend of continued decline in family size suggests a rise in SAT scores until the year 2000. A leveling off and a decline is expected thereafter. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations in IQ testing and instruction and the letter learning and achievement of Anglo and bilingual Mexican-American children.

Investigated the effects of the language of IQ test administration on IQ performance and IQ predictions of letter learning and achievement under varying instructional conditions in Anglo and bilingual Mexican-American preschoolers, ages 4 yrs–5 yrs 11 mo. 72 bilingual Mexican-American Ss were given subtests of the Wechsler Preschool and Primary Scale of Intelligence in English, Spanish, or English and Spanish. In addition, 24 Anglos were tested in English. Ss were given a letter identification pretest and letter identification instruction under conditions representing variations in modeling and feedback. Significant differences occurred in IQ associated with the language of test administration. Regression analyses, however, yielded no significant differences among IQ predictions of letter task performance for different testing conditions and instructional variations. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of phonological sensitivity in 2- to 5-year-old children.

This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Children ranged in age from 2 to 5 years. Overall, the results indicated that as children increased in age, phonological sensitivity both increased in absolute terms and became more stable. Significant social class differences in growth of phonological sensitivity were also obtained. Phonological sensitivity at different levels of linguistic complexity (e.g., syllables, phonemes) was substantially interrelated at each age and predicted word reading ability in older children independently of language skills and letter knowledge. These results indicate that phonological sensitivity can be assessed in young preschool children and that lower levels of phonological sensitivity may serve as developmental precursors to higher levels of phonological sensitivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety responses of parents during and after the hospitalization of their 5- to 11-year-old children

Pemphigus vulgaris (PV) is an autoimmune disease of the skin and mucous membranes characterized by an autoantibody response against an epidermal cadherin. We performed high resolution HLA class II typing in 19 patients with PV from Rawalpindi, Pakistan and 19 non-Jewish European PV patients from Boston by sequence-specific oligonucleotide probe hybridization. The results were compared with two separate ethnically matched control populations. WE found that PV patients from Pakistan had significantly increased frequencies of DRB1*1404 (p = 0.01), DQA1*0101 (p = 0.02), and DQB1*0503 (p = 0.01). Among the patients of non-Jewish European ancestry, DRB1*1401 (p < 10(-6)), DQA1*0101 (p < 10(-5)) and DQB1*0503 (p < 10(-6)), were increased in PV patients. Formal linkage analysis between the major histocompatibility complex and the PV antibody was performed in 67 relatives of the 19 Pakistani patients. The results showed strong evidence for linkage of HLA-DRB1*1404, DQA1*0101, DQB1*0503, with the presence of PV antibody in relatives' families with a significant logarithm of the odds score of 6.06. Based on the three dimensional structure of class II molecules, we propose that HLA-DQA1*0101 and DQB1*0503, encode a negatively charged P9 peptide binding pocket of the DQ molecule and are significantly associated with susceptibility to PV in non-Jewish populations.     

Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores.

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation suggests an additional explanation: Girls are more self-disciplined, and this advantage is more relevant to report card grades than to achievement or aptitude tests. Eighth-grade girls at an urban magnet school were more self-disciplined than their male counterparts according to delay of gratification measures and self-report, teacher, and parent ratings. Whereas girls earned higher grades in all courses, they did only marginally better on an achievement test and worse on an IQ test. Mediation analyses suggested girls earned higher GPAs at least in part because they were more self-disciplined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spatial matching in 1?- to 4?-year-old children.

Spatial matching—the ability to distribute search effort in accord with the distribution of hidden resources—was studied in 1?- to 4?-year-old children. When 36- and 53-month-old children were uninformed as to the whereabouts of treats, they began searching comprehensively. They found almost all of the hidden treats, avoided repetitious searches, and tended to search groups of neighboring sites exhaustively. When children saw the treats being hidden, the onset of search was more selective. Children as young as 19 months of age showed a simple spatial heuristic by beginning their gathering activities in areas where they saw a dense concentration of treats. However, movement strategies of 35- and 55-month-old children produced selective patterns of search in both high- and low-density distributions. The principal development was the appropriate use of win-shift responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)