Physical Activity and Psychological Well-Being in Advanced Age: A Meta-Analysis of Intervention Studies.

A meta-analysis examined data from 36 studies linking physical activity to well-being in older adults without clinical disorders. The weighted mean-change effect size for treatment groups (dC. = 0.24) was almost 3 times the mean for control groups (dC. = 0.09). Aerobic training was most beneficial (dC. = 0.29), and moderate intensity activity was the most beneficial activity level (dC. = 0.34). Longer exercise duration was less beneficial for several types of well-being, though findings are inconclusive. Physical activity had the strongest effects on self-efficacy (dC.= 0.38), and improvements in cardiovascular status, strength, and functional capacity were linked to well-being improvement overall. Social-cognitive theory is used to explain the effect of physical activity on well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What Aspects of Peer Relationships Are Impaired in Children With Attention-Deficit/Hyperactivity Disorder?

Participants included 165 children with attention-deficit/hyperactivity disorder (ADHD; 130 boys, 35 girls) and their 1,298 same-sex classmates (1,026 boys, 272 girls) who served as raters. For each child with ADHD, a child of the same sex was randomly selected from the same classroom to serve as a comparison child, which yielded 165 dyads. Consistent with predictions, contrasted with the comparison children, those with ADHD were lower on social preference, higher on social impact, less well liked, and more often in the rejected social status category; they also had fewer dyadic friends. When liking ratings that children made versus received were examined, children with ADHD had less positive imbalance and greater negative imbalance relative to comparison children. Analyses that considered the types of peers who chose children with ADHD as friends or nonfriends demonstrated that children with ADHD were nominated as nonfriends by children of higher social preference and who were better liked by others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effects of a First‐Year Engineering Design Course on Student Intellectual Development as Measured by the Perry Scheme

In response to the demand for enhanced design, problem‐solving, and team skills in engineering graduates, Penn State has instituted a number ofteam‐based, project‐learning courses, including one taken by nearly every first‐year engineering student. To determine the impact of these experiences on our students we have begun a cross‐sectional and longitudinal study of their intellectual development based upon the Perry model. In this paper, we describe the research methodology and results for the initial group of first‐year students interviewed. The results of the study include the effects on intellectual development of the first‐year design course, gender, honors status, and the students' academic ability as indicated by SAT scores and grade point average. Design experience was positively related to enhanced intellectual development. Honors status, gender, and academic ability were not significantly related to Perry rating. We discuss the implications of these findings for instruction and curricular reform.     

Parental factors and the young child's postdivorce adjustment: A meta-analysis with implications for parenting arrangements.

A model-based meta-analytic review highlighted relationships critical for understanding the young child's postdivorce adjustment when planning parenting arrangements. This review confirmed the utility of an interactional model that includes preseparation information and information about father, mother, and the parental alliance. Interactions among the quality and frequency of father's involvement in relation to postdivorce child adjustment that were not clear in studies looking only at direct effects of father-access variables were identified. Results indicated that maternal variables should not be viewed in isolation from the parental alliance or from the father-child relationship. The review discusses variables promoting developmental competence as well as risk factors that clearly interfere with both parental and child functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Latest Breakthroughs in Immunotherapy for Acute Myeloid Leukemia,with a Special Focus on NKG2D Ligands

Acute myeloid leukemia (AML) is a hematological malignancy characterized by clonal expansion of stem and myeloid progenitor cells. Immunotherapy has revolutionized the care for other cancers such as solid tumors and lymphomas, and has the potential to effectively treat AML. There has been substantial progress in the developments of immunotherapeutic approaches for AML over the last several years, including the development of antibodies that further increase the innate immunogenicity of leukemia cells by the inhibition of NKG2D ligand—particularly MICA and MICB—shedding, chimeric proteins such as IL-15 superagonist that expand natural killer (NK) cells, blockers of immunologic checkpoints such as NKG2A, and chemicals that indirectly increase expression of immune stimulatory proteins in leukemia stem cells. Furthermore, cellular therapies have been designed to enable alloreactive immunity by allogeneic NK cells or target leukemia antigens such as mutated NPM1. These immunotherapeutic approaches have demonstrated remarkable efficacies in preclinical studies and have successfully transitioned to early phase clinical trials, to establish safety and initial signal of clinical activity. Here, we briefly discuss some of the most recent and impactful developments in the AML immunotherapy field and provide our perspectives for the future directions of this exciting and new therapeutic opportunity.     

Unpriming: The Deactivation of Thoughts Through Expression.

Unpriming is a decrease in the influence of primed knowledge following a behavior expressing that knowledge. The authors investigated strategies for unpriming the knowledge of an answer that is activated when people are asked to consider a simple question. Experiment 1 found that prior correct answering eliminated the bias people normally show toward correct responding when asked to answer yes-no questions randomly. Experiment 2 revealed that prior answering intended to be random did not unprime knowledge on subsequent attempts to answer randomly. Experiment 3 found that exposure to the correct answer did not influence the knowledge bias but that exposure to the incorrect answer increased bias. Experiment 4 revealed that merely expressing the answer for oneself was sufficient to unprime knowledge. Experiment 5 found that each item of activated knowledge needs to be unprimed specifically, in that correctly answering 1 question does not reduce the knowledge bias in randomly answering another. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Touch communicates distinct emotions.

The study of emotional signaling has focused almost exclusively on the face and voice. In 2 studies, the authors investigated whether people can identify emotions from the experience of being touched by a stranger on the arm (without seeing the touch). In the 3rd study, they investigated whether observers can identify emotions from watching someone being touched on the arm. Two kinds of evidence suggest that humans can communicate numerous emotions with touch. First, participants in the United States (Study 1) and Spain (Study 2) could decode anger, fear, disgust, love, gratitude, and sympathy via touch at much-better-than-chance levels. Second, fine-grained coding documented specific touch behaviors associated with different emotions. In Study 3, the authors provide evidence that participants can accurately decode distinct emotions by merely watching others communicate via touch. The findings are discussed in terms of their contributions to affective science and the evolution of altruism and cooperation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment-related changes in objectively measured parenting behaviors in the multimodal treatment study of children with attention-deficit/hyperactivity disorder.

The present study examined treatment outcomes for objectively measured parenting behavior in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine ethnically and socioeconomically diverse children with ADHD-combined type (ages 7.0-9.9 years) and their parent(s) were recruited at 6 sites in the United States and Canada and randomly assigned to 1 of 4 treatment groups for 14 months of active intervention: medication management (MedMgt), intensive behavior therapy, combination of the 2 (Comb), or a community-treated comparison (CC). Baseline and posttreatment laboratory observations of parent-child interactions were coded by observers blind to treatment condition. Comb produced significantly greater improvements in constructive parenting than did MedMgt or CC, with effect sizes approaching medium for these contrasts. Treatment effects on child behaviors were not significant. The authors discuss the importance of changes in parenting behavior for families of children with ADHD and the need for reliable and objective measures in evaluating treatment outcome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school.

Using the first 4 waves of data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), this piecewise 3-level (time-student-school) growth-curve model provides a portrait of students' reading growth over the first 2 years of school. On average, students make much greater reading gains in 1st grade than they do in kindergarten. First-grade monthly reading growth averages 2.65 points per month, whereas kindergarteners make approximately 1.67 points of reading growth per month. Student-level variables (including socioeconomic status, ethnicity, kindergarten entry age, and gender) were better able to explain between-schools variability in students' initial reading scores and students' reading growth than school-level variables (percentage of minority students, percentage of free-lunch students, and sector). Although socioeconomic status had a minimal impact on reading growth while school was in session, it had a larger impact on summer reading growth. These results suggest that between-schools differences in achievement are largely explained by the differences in school clientele, rather than differences in instruction or resource allocation. These results also underscore the potential importance of preschool and summer programs for low-socioeconomic status children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)