An 8-year study of multiple influences on drug use and drug use consequences.

Multiple long-term influences on young adult drug use and abuse were tested within an interactionist perspective using latent-variable causal models. Intrapersonal influences included early drug use and social conformity. Proximal interpersonal influences were captured by perceived peer drug use, perceived adult drug use, and family disruption. More distal influences included perceptions of community approval or disapproval for drug use. Outcome measures included not only use of drugs but also disruptive drug use (getting high at work or school) and self-admitted problems with drugs. Data were obtained from 654 participants at three equally spaced time points during an 8-year longitudinal study that began when the subjects were in junior high school. Stability effects were found for all repeatedly measured latent variables across the 4-year spans. Social conformity strongly influenced other latent variables across time. Early drug use and perceived adult drug use were prominent predictors of young adult drug use, whereas prior drug use predicted disruptive drug use and a lack of social conformity predicted problems with drug use. Early adult alcohol use predicted later disruptive drug use and problems with drug use. Perceived adult drug use generally influenced later alcohol use, whereas peer drug use influenced later cannabis and hard-drug use. Implications for prevention and treatment using a multicausal interactionist perspective are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive motivation and drug use: A 9-year longitudinal study.

Investigaed the predictive precedence of expectancy constructs, operationally defined as cognitive motivations, and drug use over a 9-yr period from adolescence to adulthood. Alternative predictions from 3 different classes of theories of expectancy-behavior relations, including expectancy theory, a Skinnerian approach, and a reciprocal determinism perspective, were evaluated. The results are most consistent with the notion based in expectancy theory that cognitive motivations are nonspurious and possibly functionally autonomous influences on the use and abuse of drugs. More limited support is found for the view that drug use leads to cognitive motivations, as postulated in other theoretical perspectives. Other findings reveal the presence of expectancy generalization processes consistent with J. B. Rotter's (1954) expectancy theory, as well as the unique status of cognitive motivations for alcohol as an independent predictor of problem drug use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social constraints, intrusive thoughts, and depressive symptoms among bereaved mothers.

The study examined how social constraints on discussion of a traumatic experience can interfere with cognitive processing of and recovery from loss. Bereaved mothers were interviewed at 3 weeks (Tl ), 3 months (T2), and 18 months (T3) after their infants' death. Intrusive thoughts at Tl, conceptualized as a marker of cognitive processing, were negatively associated with talking about infant's death at T2 and T3 among socially constrained mothers. The reverse associations were found among unconstrained mothers. Controlling for initial level of distress, there was a positive relation between T1 intrusive thoughts and depressive symptoms over time among socially constrained mothers. However, higher levels of T1 intrusive thoughts were associated with a decrease in T3 depressive symptoms among mothers with unconstrained social relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genetic basis of malignant melanoma]

Visalberghi and Fragaszy [Animal Behaviour 49:1089-1095, 1995] have shown that social influences affect acceptance of novel foods. However, little is known about the temporal course on which such influences act (e.g., for how long they persist and for how many encounters they are effective). To explore this issue, 11 adult tufted capuchins were observed during ten successive encounters with eight unfamiliar foods (phase 1, in which subjects were tested in social or individual condition) and ten more encounters 6 months later (phase 2, in which all subjects were tested in social condition). A total of 680 observational sessions were carried out. Results show that during the first five encounters in phase 1, capuchins ate more when they encountered these foods in the presence of their groupmates than if they encountered them alone. Thereafter, during the second five encounters of phase 1, foods were consumed equivalently whether presented to monkeys socially or individually. In phase 2, the foods were consumed equivalently regardless of the previous circumstance of their presentation (social or alone). In phase 2, consumption was similar to that scored in a previous study for familiar foods [Visalberghi & Fragaszy, Animal Behaviour 49:1089-1095, 1995]. We conclude that 1) foods remain unfamiliar to capuchins only for the first few encounters, 2) social facilitation of consumption of unfamiliar foods is of limited duration, and 3) individuals consumed equivalent amounts of an unfamiliar food when they repeatedly encountered it alone or in the presence of groupmates. These results caution those who interpret similar feeding habits in primate groups as evidence of social influences.     

Chorioretinal damage caused by the excision of choroidal neovascularization

BACKGROUND: In recent years many longitudinal studies have examined the predictors of smoking acquisition. However, only a few studies have focused on the precursors of smoking cessation. The current study is one of the first concentrating on longitudinal predictors of young people's smoking cessation. METHODS: Subjects were 215 smokers ages 14-15 years who were reinterviewed 3 years later. These smokers were allocated to four groups based on their motivation to quit and actual quitting behavior at the last wave. Independent variables were smoking-specific cognitions, social influences, and aspects of smoking habits. RESULTS: Univariate comparisons between the four groups showed that those with a positive attitude toward smoking and lower self-efficacy were less likely to be motivated to quit 3 years later. No long-term effects of environmental influences were found. Aspects of smoking habits, such as intensity and frequency of smoking, and the context of cigarette use affected the motivation to quit. Logistic regression analyses were conducted to examine differences in predictors between the groups in more detail. These analyses revealed that differences mainly in attitudes and self-efficacy affected whether subjects were absolutely not motivated to quit or had actually quit 3 years later. Differences in smoking behavior affected the allocation to the more closely related groups (e.g., preparing versus quitting). CONCLUSIONS: Adolescents' motivation to quit is affected by smoking-related cognitions and habitual factors. More research is needed to decide whether the relation between intensity and frequency of smoking and the likelihood to quit later on should be interpreted in terms of differences in smoking initiation or in terms of preparation to quit.     

A randomized trial of a representational intervention to decrease cancer pain (RIDCancerPain).

Objective: Based on theories regarding cognitive representations of illness and processes of conceptual change, a representational intervention to decrease cancer pain (RIDcancerPain) was developed and its efficacy tested. Design: A two-group RCT (RIDcancerPain versus control) with outcome and mediating variables assessed at baseline (T1) and 1 and 2 months later (T2 and T3). Subjects were 176 adults with pain related to metastatic cancer. Main Outcome Measures: Outcome variables were two pain severity measures (BPI and TPQM), pain interference with life, and overall quality of life. Mediating variables were attitudinal barriers to pain management and coping (medication use). Results: One hundred and fifty subjects completed the study. Subjects in RIDcancerPain (T1-T2 and T1-T3) showed greater decreases in Barrier scores than those in control. Subjects in RIDcancerPain (T1-T3) showed greater decreases in pain severity than those in control. Change in Barriers scores mediated the effect of RIDcancerPain on pain severity. Conclusion: RIDcancerPain was efficacious with respect to some outcomes. Further work is needed to strengthen it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother–child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Husbands' and wives' alcohol use disorders and marital interactions as longitudinal predictors of marital adjustment.

In this longitudinal study, the relationships among wives' and husbands' lifetime alcoholism status, marital behaviors, and marital adjustment were tested. Participants were 105 couples from the Michigan Longitudinal Study (MLS), an ongoing multimethod investigation of substance use in a community-based sample of alcoholics, nonalcoholics, and their families. At baseline (T1), husbands and wives completed a series of diagnostic measures, and lifetime diagnosis of alcohol use disorder (AUD, as defined in the Diagnostic and Statistical Manual of Mental Disorders, 4th ed.), was assessed. Couples completed a problem-solving marital interaction task 3 years later at T2, which was coded for the ratio of positive to negative behaviors. Couples also completed a measure of marital adjustment at T4 (9 years after T1 and 6 years after T2). Results showed that husbands' lifetime AUD predicted lower levels of their wife's positive marital behaviors 3 years later but was not related to their own or their wife's marital adjustment 9 years from baseline. By contrast, wives' lifetime AUD had direct negative associations with their own and their husband's marital satisfaction 9 years later, and wives' marital behaviors during the problem-solving task predicted their own and their husband's marital satisfaction 6 years later. Findings indicate that marital adjustment in alcoholic couples may be driven more by the wives' than the husbands' AUD and marital behavior. Implications for intervention with alcoholic couples were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chronic malnutrition and child behavior: Effects of early caloric supplementation on social and emotional functioning at school age.

138 chronically malnourished Ss (aged 6–8 yrs) were observed in social interactions in 6-S groups and administered a battery of cognitive tests, including the Bender-Gestalt. Independent variables were measures of maternal caloric supplementation (CAS) during pregnancy, and child CAS from birth to 2 yrs, and from age 2 to 4. High CAS from birth to 2 yrs predicted high levels of social involvement, both happy and angry affect, and moderate activity level at school age. Low CAS was associated with passivity, dependency on adults, and anxious behavior. These relationships were significant when socioeconomic status and maternal CAS were controlled. Cognitive measures were not strongly predicted by supplement intake. Results indicate the importance of adequate energy intake in infancy for later social–emotional development. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrospective analysis of social factors and nonsuicidal self-injury among young adults.

Retrospective reports of social influences in nonsuicidal self-injury (NSSI) with regard to initiation, disclosure, methods, and motivations for engaging in the behaviour were examined in 23 (2 male, 21 female) self-injuring university students. Parent and peer social support was compared between the NSSI group and a comparison group that did not engage in NSSI. Lifetime frequency of NSSI and social support were evaluated. NSSI behaviours were found to be highly socially influenced in several ways, with 65% reporting that they talk to their friends about self-injury, 58.8% indicating that a friend had been the first to engage in self-injury, and 17.4% had self-injured in front of friends. Almost all participants endorsed emotional motivations for engaging in NSSI (91%); however, social motivations were also common (65.2%). Social support from peers was less for the NSSI group than the non-NSSI group, although social support was not found to be related to lifetime frequency of NSSI. The implications for understanding NSSI as a socially influenced behaviour are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paths across generations: academic competence and aggressive behaviors in young mothers and their children

This research compared the social and cognitive development of young mothers when they were children with the social and cognitive development of their offspring. Intergenerational development was investigated over a 17-year period for 57 women who had been studied longitudinally from childhood to adulthood and who became young mothers (R. B. Cairns & B. D. Cairns, 1994). The children of these women, in turn, were followed prospectively from 1 to 2 years old through the early school years. The academic competence of mothers when they were children was significantly linked to the academic competence of their children at school age. In contrast, the across-generation correlations between measures of aggressive behavior of the mothers when they were children and measures of aggressive behavior of their children in early school grades were modest and unreliable. Certain within-generation continuities were observed in both cognitive and aggressive development.     

Skill development in different components of arithmetic and basic cognitive functions: Findings from a 3-year longitudinal study of children with different types of learning difficulties.

Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3–4 to Grades 5–6 (age range, 9–13 years). Both MD groups displayed severe weaknesses in 4 domain-specific arithmetic components (factual, conceptual, procedural, and problem-solving skills) during all 3 measure points. Telling time and approximate arithmetic were also problematic for children with MD. Both MD groups displayed a small weakness related to visual–spatial working memory, and the MD-RD group also displayed small weaknesses related to verbal short-term memory, processing speed, and executive functions. The 4 groups developed at similar rates within all domain-specific components as well as basic cognitive functions. These findings demonstrate that children identified as having MD when they are 9 years old do not catch up with their normally achieving peers in later school grades, when they are 13 years old. They also continue to lag behind their peers with respect to the domain-general cognitive system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Healthy for Life project: sexual risk behavior outcomes

Sexual risk behavior outcome data from the Healthy for Life (HFL) project is presented. Using a social influences model, the intervention was designed to positively affect the health behaviors of middle school students in five related areas: alcohol use, tobacco use, marijuana use, nutrition, and sexuality. The in-school program was supplemented by parent, community and peer components. The research used self-report data on an initial sample of 2,483 middle school students followed from Grade 6 to Grade 10. Twenty-one schools were assigned to three conditions--age appropriate (program taught in Grades 6, 7, and 8), intensive (program taught in Grade 7) and control--using blocked randomization. Attrition was 20% (by Year 4) and 33% (by Year 5). By ninth grade the lifetime intercourse rate among both groups of HFL subjects was significantly higher than for controls (controlling for baseline substance use risk and involvement with the opposite sex), but reported past month intercourse rates and condom use did not differ. At the tenth grade follow-up, the age appropriate subjects reported higher adjusted rates of lifetime and past month intercourse than did the controls. Intensive subjects perceived significantly lower normative rates of intercourse than controls at ninth grade follow-up, but age appropriate subjects perceived significantly higher norms at tenth grade. Our expectation that this approach would be effective in reducing adolescent sexual risk behavior has not been supported. The influence of social and community norms and contextual factors has a far greater influence on the behavior of students (even 6 years later) than this school-based social influences program targeting only one grade cohort.     

Early conduct problems and later life opportunities

Associations between the extent of conduct problems at age 8 years and later life opportunity outcomes at age 18 years were examined in a birth cohort of New Zealand children studied prospectively to age 18 years. Conduct problems at age 8 were assessed using a combination of parent and teacher reports of conduct disordered and oppositional behaviours. Two measures of life opportunities were assessed at age 18: (a) whether the young person had left school by age 18 without educational qualifications; (b) whether the young person had experienced a period of unemployment of 3 months or longer following school leaving. The analysis suggested the following conclusions: (1) There were clear and significant (p < .0001) tendencies for increasing levels of conduct problems at age 8 to be associated with increasing risks of leaving school without qualifications and of unemployment by age 18. (2) A substantial component of these associations was explained by a series of confounding social, family, and individual factors (notably child intelligence, early attentional problems, and family sociodemographic disadvantage) that were associated with both early conduct problems and later life opportunities. (3) Further analysis suggested that linkages between early conduct problems and later educational underattainment and unemployment (after adjustment for confounders) were mediated by a series of adolescent behavioural processes including patterns of peer affiliations, substance use, truancy, and problems with school authority.     

Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program.

PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-reported social competence for students in Grades K-2, in child self-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related to evaluating large-scale prevention trials are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vulnerability to depressive symptomatology: A prospective test of the diathesis-stress and causal mediation components of the hopelessness theory of depression.

The diathesis-stress and causal mediation components of the hopelessness theory of depression (L. Y. Abramson et al, 1989) were tested using a prospective methodology. Measures of the 3 vulnerability factors posited by the theory (cognitive diatheses about cause, consequences, and self) were completed by 152 Ss at Time (T) 1. Ss completed measures of depressive symptoms, anxious symptoms, and hopelessness at T1 and again at T2, 5 wks later. Naturally occurring stressors were assessed at T2 (covering the T1–T2 interval). Consistent with the diathesis-stress component, each Cognitive Diathesis?×?Stress (CD?×?S) interaction predicted onset of depressive symptoms from T1 to T2. In contrast, the CD?×?S interactions predicted neither state nor trait anxiety. In addition, 2 of the 3 CD?×?S interactions (those involving cause and self, but not consequences) were partially mediated by hopelessness. Implications for future work on the hopelessness theory of depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The differential impact of early father and mother involvement on later student achievement.

The purpose of this exploratory study was to examine the direct and indirect effects of early parenting on later parental school involvement and student achievement. The sample, pulled from the 1st and 2nd waves of the Child Development Supplement data set of the Panel Study of Income Dynamics, consisted of 390 children age 2–5 at Time 1 and their families. Fathers' and mothers' participation in 5 dimensions of early parenting behaviors was assessed at Time 1, and later parental school involvement and student achievement were assessed at Time 2. Although early paternal and maternal parenting behaviors were not directly related to later student achievement, differences were revealed in the pattern of relationships between early parenting and later parental school involvement for fathers and mothers. In addition, fathers' later school involvement was found to be negatively related to student achievement, whereas maternal school involvement was found to be positively related to student achievement. These findings provide partial support for the hypothesized differential relationship between fathers' and mothers' early parenting and later student achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pragmatic use of stereotyping in teamwork: Social loafing and compensation as a function of inferred partner–situation fit.

Using 4 experiments, the authors examined how stereotypic information about teammates influences social loafing and compensation during collective tasks. In each experiment, participants performed better on cognitive tasks when there was a poor (vs. good) fit between the stereotypic strengths of their partner and the requirements of the task. This pattern. occurred whether participants used gender stereotypes (Experiment 1) or occupational stereotypes (Experiments 2 to 4) and occurred even when participants only anticipated working on a collective task (Experiment 4). In Experiment 3, the pattern occurred only in the collective (not in the coactive) condition, providing direct evidence for social loafing. Together, these results suggest that people use stereotypes to tune their motivation to optimize the ratio of their own individual effort to the team's expected output. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten competencies as predictors of third-grade classroom behavior and achievement.

To investigate the relationships between preschool competencies and later academic functioning, multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables (Stanford-Binet Intelligence Scale, Wide Range Achievement Test, teacher ratings of academic readiness, and the Sells Teacher Rating Scale of Peer Relations) to predict 3rd-grade classroom behavior and achievement. A random sample (n?=?50) of 184 3rd-grade children evaluated during the 1973–1974 kindergarten year and a 2nd sample (n?=?49) with additional Time 1 social and background variables were included. Ss were observed in classrooms and administered achievement tests during the 1976–1977 school year. Results indicate that kindergarten social and academic competencies typically entered as optimal predictors of later achievement-related behaviors and achievement. A social competence measure of initiative was a particularly successful predictor of achievement. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pregnancy decision making as a significant life event: A commitment approach.

A value-laden basis for commitment to goals and the behavioral and affective sequelae of commitment were examined in the context of a stressful life event. Fifty-seven women who were interviewed during a clinic visit for a pregnancy test (Time 1 [T1] ) subsequently received positive test results and were then interviewed 2 days later (Time 2 [T2]) and a month later (Time 3 [T3]). The intentionality and the meaning of the pregnancy were associated with self-reported commitment to the pregnancy at T1. In turn, commitment predicted affective states both prior to (T1) and shortly after (T2) receiving test results. Initial commitment also predicted decisions to continue versus to terminate the pregnancy. The decision to continue the pregnancy appeared to bolster self-reported commitment. Relatedly, those continuing the pregnancy reported smoking fewer cigarettes at T3 than at T1. For those aborting the pregnancy, commitment at T1 was negatively related to adjustment at T3. Initial commitment predicted subsequent depression, guilt, and hostility among those who aborted, whereas commitment predicted anxiety among those who continued the pregnancy. Other correlates of commitment (pregnancy concerns, religion, abortion history, and other lifegoals) were explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)