Roles of living arrangements and grandmother social support in adolescent mothering and infant attachment.

Examined the roles of social support from adolescents' mothers and living arrangements in 197 adolescent mother–infant pairs. Major observational measures were teaching interactions, Home Observation for Measurement of the Environment (HOME) scores, and infant attachment security. Adolescents living with neither mothers nor partners had better teaching interactions but lower HOME scores compared with those living with mothers. High mother support was associated with more secure infant attachment only for those adolescents living with partners. When mother support was low, adolescents living alone had more secure infants than adolescents living with partners. Although parenting scores were related to differences in demographics and personal resources (intelligence and social skills), these did not appear to be responsible for the major findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Structure of Working Memory From 4 to 15 Years of Age.

The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the working memory model provided a good fit to the data. The results indicate that the basic modular structure of working memory is present from 6 years of age and possibly earlier, with each component undergoing sizable expansion in functional capacity throughout the early and middle school years to adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some remarks on computing the square parts of integers

Let n be a positive integer, and suppose is its prime factorization. Let , so that n/θ(n) is the largest squarefree factor of n. We show that π is deterministic polynomial time Turing reducible to , the Euler function. We also show that θ is reducible to λ, the Carmichael function. We survey other recent work on computing the square part of an integer and give upper and lower bounds on the complexity of solving the problem.     

Religious Participation, Interleukin-6, and Mortality in Older Adults.

This study prospectively examined the relationship between religious attendance, interleukin-6 (IL-6) levels, and mortality rates in a community-based sample of 557 older adults. Attending religious services more than once weekly was a significant predictor of lower subsequent 12-year mortality and elevated IL-6 levels (> 3.19 pg/mL), with a mortality ratio of .32 (95% confidence interval [CI] = 0.15,0.72; p     

Lesbian homoerotic transference in dialectic with developmental mourning: On the way to symbolism from the protosymbolic.

This clinical study illustrates the developmental nature of homoerotic transference, when the psychoanalyst is attuned to the evolving dynamics of the mourning process, in this case with a lesbian analysand. The analysand's psychic fantasies of the female analyst as a muse and a demon lover figure are seen to transform into discrete mother and father transferences, as split off feminine and aggressive parts of the self are reintegrated along with heterosexual desires and oedipal desires. Protosymbolic enactments in terms of romantic gift giving and other seductive overtures transform into symbolic expressions of love, concern, regret, and tenderness. A lesbian marriage is preserved, and the loss of intimacy with men is mourned so that desires for intimacy with men can be sublimated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relational-Interdependent Self-Construal, Self-Concept Consistency, and Well-Being.

Examination of the assumptions underlying consistency perspectives in social and personality psychology reveals that they are based on an independent, individualistic view of the self. If the self is constructed as relational or interdependent with others, consistency may be less important in social behavior and well-being. Using a variety of measures of well-being, the studies showed that there is a weaker relation between consistency and well-being for individuals with a highly relational self-construal than for those with a low relational self-construal. Study 3 examined the association between the self-construal, consistency, authenticity, and well-being. These findings reveal the importance of a cultural analysis of theories of the self, personality, and well-being for further theory development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically derived subtypes of adolescent depression: Latent profile analysis of co-occurring symptoms in the Treatment for Adolescents with Depression Study (TADS).

A latent profile analysis was conducted on the co-occurring symptoms of 423 adolescents diagnosed with major depressive disorder as part of the Treatment for Adolescents with Depression Study (TADS), a multisite, randomized treatment trial. The participants had a mean (SD) age of 14.6 (1.5) years; of the sample, 45.6% was male and 73.8% was white. Scores on the primary subscales of Conners' Parent Rating Scale-Revised were used as indicators in the analysis. Five classes of symptoms best described the clinical presentation of adolescents enrolled in the TADS. Of the adolescents in the sample, 80% were assigned to classes with clinically significant elevations on 1 or more subscales of the Children's Depression Rating Scale-Revised. The 5 classes met empirical criteria for distinctiveness and were validated against clinical diagnoses, child-rated symptoms, and clinician-rated functional impairment. The findings are consistent with prior studies that showed a high rate of co-occurring symptoms among depressed adolescents. The discussion focuses on understanding subtypes and comorbidity in adolescent depression as well as the implications for treatment and for prevention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From children's hands to adults' ears: Gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)