Leon J. Yarrow (1921–1982).

Presents an obituary for Leon J. Yarrow. Yarrow was born on September 30, 1921, in Shenandoah, Pennsylvania. His father died when Leon was very young, and he experienced some of the transitions in attachments and care that may well have influenced his life-long research interest in the importance of early experience for the developing child. At age 15 Leon entered the University of Pennsylvania, where he majored in psychology. In 1951 Leon accepted the first research position that was made available in the old U.S. Children's Bureau. He initiated a longitudinal investigation of adopted children that focused on the consequences of the infant's transition from foster care to the adoptive parents. As his findings became known, social work practice was modified to favor adoption at the earliest ages. Leon spent a major part of his career at the National Institutes of Health (NIH). His associates there were uniformly touched by his personal warmth, his unrelentingly high standards for developmental studies, and the conceptual elegance with which he grasped problems. Leon died July 28, 1982, of a heart attack, the day before he planned to embark on a summer vacation with his family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent-child interactions during the initial weeks following brain injury in young children.

Objective: To understand how traumatic brain injury (TBI) affects parent-child interactions acutely following injury. Participants: Young children hospitalized for TBI (n = 80) and orthopedic injuries (OI; n = 113). Method: Raters coded videotaped interactions during free play and structured tasks for parental warmth/responsiveness and negativity and child warmth, behavior regulation, and cooperation. Raters also counted parental directives, critical/restricting statements, and scaffolds. Results: Parents of children with TBI exhibited less warm responsiveness and made more directive statements during a structured task than parents in the OI group. Children with TBI displayed less behavior regulation than children with OI. Parental warm responsiveness was more strongly related to child cooperativeness in the OI group than in the TBI group. Child behavior also mediated group differences in parental responsiveness and directiveness. TBI accounted for as much variance in parental behaviors as or more than did sociodemographic factors. Conclusion: TBI-related changes in child behavior may negatively influence parent-child interactions and disrupt the reciprocity between parent and child. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is false memory development the development of? Comment on Brainerd, Reyna, and Ceci (2008).

In this commentary, assumptions about the nature and development of children's false memories as described in a recent article by C. J. Brainerd, V. F. Reyna, and S. J. Ceci (2008; see record 2008-04614-001) are reviewed. Specifically, questions are raised about what drives the development of false memories in fuzzy-trace theory (FTT). Recent studies that challenge a core assumption of FTT, that false memory illusions increase across development as children learn to establish meaningful connections across items (i.e., establish gist), are discussed. An alternative conceptualization of the development of false memory illusions, associative-activation theory (AAT), is presented. AAT provides as viable an account of the development of false memory illusions as does FTT and anticipates a unique set of outcomes that have recently appeared in the developmental literature on false memory illusions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"What else could he have done?" Creating false answers in child witnesses by inviting speculation.

In 2 experiments (N?=?111 children), a suggestive technique for interviewing child witnesses called "inviting speculation" was examined. Children were presented with atypical actions for common objects in a clown show. One week later, the children were asked to speculate (e.g., "What else could he have done with the knife?") in a between-subjects design on all or none of the items (Experiment 1) and in a within-subjects design on part of the items (Experiment 2), thereby getting highly probable speculations (e.g., "to cut"). After a 3-week delay, the experimenters found more highly probable but not more other false answers for the experimental items (Experiment 2). After a 5–6-month delay, the rate of (unspecified) false answers increased compared with the baseline (Experiments 1 and 2). The short-term effect is explained by a speculation-as-misinformation assumption, whereas the long-term effect is explained by the use of a metastrategy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices.

This study investigated a diverse sample of girls (6-12 years of age) with attention-deficit/hyperactivity disorder (ADHD), combined type (n=93) and inattentive type (n=47), plus age- and ethnicity-matched comparison girls (n=88), who participated in research summer programs. Speech and language problems, grade retention, and adoption characterized the ADHD sample; documented abuse characterized the combined type. Girls with ADHD showed dysfunction in terms of externalizing and internalizing behaviors and comorbidities, cognitive and academic performance, authoritarian parenting, and peer status. The inattentive type was more socially isolated but less rejected by peers than the combined type. ADHD-related impairment was independent of age and disruptive comorbidity. Further examination of processes related to psychopathology and competencies in girls with ADHD is needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clients, roles, and functions of the school psychologist.

The basic credo held by American school psychologists is that of child advocacy. Yet, with most school psychologists being employed by local school systems—where administrators often place institutional needs over individual student needs—the practitioner role is usually conflict-laden. Even though the preferred practitioner role is generally direct service to children through counseling or indirect student help via teacher consultation or parent counseling, at this time the school practitioner's major role in many settings is that of "gate keeping," which involves testing and certifying pupil eligibility for special education. If we look forward to the time when inappropriate gatekeeping—that is, formally labeling the mildly handicapped as eligible for special education—is eliminated, other functions performed must be strengthened and made more desirable to make the role of the school psychologist more viable. In addition to competent counseling skills, the ability to provide effective teacher consultation within schools is essential, not only for dealing with behavior, but instruction as well. The upgrading of school psychologists' skills is essential to ensure that, regardless of possible conflicts engendered, there will be at least one highly skilled child advocate working in the schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rationally and empirically derived dimensions of children's symptomatology: Expert ratings and confirmatory factor analyses of the CBCL.

Expert ratings and confirmatory factor analyses were used to develop an alternative system for scoring the Child Behavior Checklist (CBCL; T. M. Achenbach, 1991) to measure specific dimensions corresponding to current conceptualizations of child symptomatology. Data were from a nonclinic and 2 independent clinic samples. Subscales measuring Anxiety, Attention Problems/Hyperactivity, Conduct Problems, Depression, Oppositional Defiant, Social Problems/Immaturity, and Somatization were created. Logistic regressions were conducted to evaluate the diagnostic efficiency and discrimination of the new and original approaches to scoring the CBCL. Some of the new subscales demonstrated better sensitivity, positive predictive power, and discriminant validity than the original CBCL subscales; however, subscales from both approaches demonstrated low sensitivity. Results support the use of the new subscales for specific research purposes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal changes in the time parents spend in activities with their adolescent children as a function of child age, pubertal status and gender.

This study examined the time Dutch mothers (N=301) and fathers (N=255) spend per day engaging in 4 activities (going somewhere, doing something, watching TV, and eating together) with their adolescent children both concurrently and 5 years later. Also assessed was whether parent-child shared time was related to parent or child gender and whether age-related differences could be explained by adolescent pubertal status, family conflict, adolescent and parent work or volunteer hours, parental work stress, and adolescent computer use. Finally, the study examined whether family conflict predicted changes in shared time and whether shared time predicted changes in conflict. The findings showed that age changes depended on the activity and that pubertal status mediated age differences in TV viewing among mixed-gender parent-child pairs. Shared time during pre-, early, and mid-adolescence was linked to decreases in family conflict 5 years later. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The legacy of the Holocaust: Psychohistorical themes in the second generation.

Reviews the book, The legacy of the Holocaust: Psychohistorical themes in the second generation by Robert M. Prince (see record 2000-08422-000). The concept that the Holocaust is a unique event in human history has been seriously debated. Is the Holocaust comparable to savage massacres of other groups at other times in civilization? Or is it an event that, because of its enormity, transcends all other barbarities in modern history? If it is unique, then this uniqueness must attach itself to the identity of the children of the survivors of the Holocaust. Prince addresses this issue of identity in this book. Prince identifies three significant sources of influence in the lives of these children: the parents' character style and their relationship with their children, the active participation of the children in imagery from their parents' past, and the cultural context in which the children have been raised. How these influences interweave and transform each other is a major focus of the study. The second focus is the relationship between the children of Holocaust survivors "and the events of history, involving observation of their adaptation to history and anticipation of their effect on it" (p. 15). Prince has undertaken an ambitious project. He has attempted to apply a psychoanalytically-informed methodology to the study of the Holocaust. He offers a scientific approach to the study of the transmission of trauma from one generation to the next. The work raises issues and questions that, it is hoped, will motivate others to continue the inquiry. The book strives to find meaning in response to the unimaginable and the unthinkable acts of mankind. It merits a place in the library of anyone concerned with the Holocaust or interested in psychohistorical explorations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers' and children's expectations for adolescence: The impact of perceptions of an older sibling's experience.

The present study examined the role of perceived experience with an older child in mothers' expectations for subsequent children's adolescence as well as the impact of perceived experience with an older sibling on young adolescent children's expectations for their own adolescence. Participants were 305 sixth- and seventh-grade adolescents and 287 of their mothers. Participants were interviewed via telephone. For both mothers and children, the quality of experience with an older child/sibling was a better predictor of target-based expectations for the young adolescent than was the simple presence or absence of an older sibling. In some cases the link between quality of experience with an earlier born adolescent and mothers' expectations for the target child's adolescence was modified by the target child's temperament. In general, the results support a modeling hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)