Neurocognitive signs in prodromal Huntington disease.

Objective: PREDICT-HD is a large-scale international study of people with the Huntington disease (HD) CAG-repeat expansion who are not yet diagnosed with HD. The objective of this study was to determine the stage in the HD prodrome at which cognitive differences from CAG-normal controls can be reliably detected. Method: For each of 738 HD CAG-expanded participants, we computed estimated years to clinical diagnosis and probability of diagnosis in 5 years based on age and CAG-repeat expansion number (Langbehn, Brinkman, Falush, Paulsen, & Hayden, 2004). We then stratified the sample into groups: NEAR, estimated to be ≤9 years; MID, between 9 and 15 years; and FAR, ≥15 years. The control sample included 168 CAG-normal participants. Nineteen cognitive tasks were used to assess attention, working memory, psychomotor functions, episodic memory, language, recognition of facial emotion, sensory–perceptual functions, and executive functions. Results: Compared with the controls, the NEAR group showed significantly poorer performance on nearly all of the cognitive tests and the MID group on about half of the cognitive tests (p = .05, Cohen's d NEAR as large as ?1.17, MID as large as ?0.61). One test even revealed significantly poorer performance in the FAR group (Cohen's d = ?0.26). Individual tasks accounted for 0.2% to 9.7% of the variance in estimated proximity to diagnosis. Overall, the cognitive battery accounted for 34% of the variance; in comparison, the Unified Huntington's Disease Rating Scale motor score accounted for 11.7%. Conclusions: Neurocognitive tests are robust clinical indicators of the disease process prior to reaching criteria for motor diagnosis of HD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between depressive rumination, anger rumination, and borderline personality features.

We examined relationships between depressive rumination, anger rumination, and features of borderline personality disorder in a sample of 93 students with a wide range of borderline symptoms. All completed self-report measures of borderline features; trait-level negative affect; depressive and anger rumination; and current symptoms of depression, anxiety, and stress. Depressive and anger rumination were strongly associated with borderline features after controlling for comorbid symptoms of depression, anxiety, and stress. Both types of rumination showed significant incremental validity over trait-level sadness, anger, and general negative affect in predicting borderline features. Relationships with borderline features were stronger for anger rumination than for depressive rumination. Relationships between trait-level negative affect and borderline features were substantially reduced when anger rumination was included in regression models, suggesting the need for longitudinal analyses of mediation. Findings suggest that severity of borderline symptoms is influenced by ruminative thinking in response to negative affect, especially anger. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correlations for timing consistency among tapping and drawing tasks: Evidence against a single timing process for motor control.

Three experiments were conducted to examine whether timing processes can be shared by continuous tapping and drawing tasks. In all 3 experiments, temporal precision in tapping was not related to temporal precision in continuous drawing. There were modest correlations among the tapping tasks, and there were significant correlations among the drawing tasks. In Experiment 3, the function relating timing variance to the square of the observed movement duration for tapping was different from that for drawing. The conclusions drawn were that timing is not an ability to be shared by a variety of tasks but instead that the temporal qualities of skilled movement are the result of the specific processes necessary to produce a trajectory. These results are consistent with the idea that timing is an emergent property of movement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the joint effects of stimulus quality, regularity, and lexicality when reading aloud: New challenges.

A number of computational models have been developed over the last 2 decades that are remarkably successful at explaining the process of translating print into sound. Nevertheless, 2 of the most successful computational accounts on the table fail to simulate the results from factorial experiments reported in this article in which university students read aloud letter strings that varied in terms of spelling–sound regularity and lexicality (regular words vs. exception words vs. nonwords) and stimulus quality (bright vs. dim). Skilled readers yielded additive effects of regularity and stimulus quality and additive effects of lexicality and stimulus quality on both RT and errors when nonwords were mixed with words. When only words appeared in the list, there was an interaction in which exception words were less affected by low stimulus quality than regular words were; no existing account anticipates or explains these results. We advance a hypothesis that assumes a novel module that accommodates these data and provide an existence proof in the form of a simulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rediscovering reality: Considering what works in the classroom.

Reviews the book, The academic challenge: What really works in the classroom? by Jeanne S. Chall (2000). This book (2000) seeks to provide answers to both of these questions. To understand the philosophical differences between progressive student-centered and the traditional teacher-centered approaches to education in today's educational climate, Chall provides a clearly written overview of the history and research in American education of the 20th century. For school psychologists, this book provides: (a) a useful overview of the history of key ideas which continue to affect what we do in schools today, and (b) an overview of the empirical research on the comparative effectiveness of student-centered and teacher-centered approaches to education. For teachers who are less exposed to the current empirical literature in education, this book is perhaps an even more valuable resource. The author provides a clear presentation of the relevant research that relates to improving achievement and the historical context in which certain beliefs, independent of supporting research, gained ascendancy over empirically supported practices. Of particular concern for Chall, however, is the disconnect between empirical research and the unchallenged philosophical beliefs that have contributed to ineffective educational practices and lowered student achievement. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Information quantity and quality affect the realistic accuracy of personality judgment.

Triads of unacquainted college students interacted in 1 of 5 experimental conditions that manipulated information quantity (amount of information) and information quality (relevance of information to personality), and they then made judgments of each others' personalities. To determine accuracy, the authors compared the ratings of each judge to a broad-based accuracy criterion composed of personality ratings from 3 types of knowledgeable informants (the self, real-life acquaintances, and clinician-interviewers). Results supported the hypothesis that information quantity and quality would be positively related to objective knowledge about the targets and realistic accuracy. Interjudge consensus and self-other agreement followed a similar pattern. These findings are consistent with expectations based on models of the process of accurate judgment (D. C. Funder, 1995, 1999) and consensus (D. A. Kenny, 1994). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrograde Amnesia in Dementia: Comparison of HIV-Associated Dementia, Alzheimer's Disease, and Huntington's Disease.

Remote memory was assessed in persons with HIV-associated dementia (HIV-D), probable Alzheimer's disease (AD), and Huntington's disease (HD) and in healthy controls. The clinical groups were similar in overall dementia severity. Each clinical group exhibited impairments on remote memory tests relative to controls; however, temporally graded memory loss with selective preservation of older information was observed in the AD group but not the HD or HIV-D group. Analysis of cued retrieval indicated a preferential cuing benefit for the HIV-D and HD groups relative to the AD group. The similar pattern of remote memory performance demonstrated by the HIV-D and HD groups is a novel finding and suggests a subcortically mediated retrograde amnesia in HIV-D. The temporally graded pattern and the abnormal cued retrieval performance in the AD group are consistent with a consolidation deficit associated with extrahippocampal (cortical) and hippocampal damage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence?

Psychologists within a positive psychology framework have proposed the existence of a set of psychological strengths that buffer against the development of psychopathology. To date, most research efforts in positive psychology have focused on adults. This longitudinal study tested the prediction that adolescents' judgments of life satisfaction moderate the influence of stressful life events on the subsequent development of psychopathological behavior. Using a sample of 816 middle and high school students, the study demonstrated support for the moderational model for externalizing behavior outcomes, but not internalizing behavior problems. Specifically, adolescents with positive life satisfaction (vs. those who were dissatisfied with their lives) were less likely to develop later externalizing behaviors in the face of stressful life events. The study also revealed that adolescent life satisfaction reports show moderate stability across a one-year time frame and independently predict subsequent externalizing behavior even while controlling for prior levels of externalizing behavior... (PsycINFO Database Record (c) 2011 APA, all rights reserved)