Children's understanding of adoption: Developmental and clinical implications.

Because adopted children are overrepresented in mental health settings, their parents often consult psychologists to help them understand and manage some of the unique developmental and childrearing challenges they commonly face. One of the most frequent issues raised by these parents is talking with their children about adoption. This article provides a developmental framework for helping psychologists understand the way children comprehend adoption and the implications of their adoption knowledge for psychological adjustment. It also provides psychologists with useful guidelines for supporting parents to meet the challenges of discussing adoption with their children. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Perceptual integration on the Rorschach as an indicator of cognitive capacity: A developmental study of racial differences in a clinic population.

Rorschach protocols of 173 7-14 yr old Blacks and Whites who had been evaluated at a child guidance clinic were rescored with respect to developmental level of perceptual integration. Blacks had higher perceptual-integration scores in comparison to Whites. This finding, however, was accounted for by the higher performance of low-IQ (70-89) Blacks as compared to low-IQ Whites. No differences were obtained between average-IQ (90-109) Blacks or Whites. It is suggested that standard IQ tests may not adequately tap the cognitive capacity of some Black children and that use of the Rorschach from a developmental/structural perspective may provide a useful adjunctive measure of intelligence that would more realistically assess children's cognitive competence. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Detection of linguistic ambiguity by reflective, impulsive, fast/accurate, and slow/inaccurate children.

Investigated the relation of conceptual tempo to children's detection of linguistic ambiguity. After completing the Matching Familiar Figures Test, 96 4th and 7th graders were classified as reflective, impulsive, fast/accurate, and slow/accurate and were asked to paraphrase the meaning of ambiguous sentences and then to indicate their meaning through a selection of pictures. Results indicate that reflective children were more successful than impulsive and slow/inaccurate children (a) in spontaneous paraphrasing of the multiple meanings of sentences and (b) in detecting the various ambiguities on the picture measure. In contast, on the paraphrase measure, prompting by the examiner to consider alternative meanings for the sentences eliminated differences among conceptual tempo groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive style differences in children's spatial perspective taking.

Examined spatial perspective taking in a total of 80 4-, 6-, 8-, and 10-yr-old reflective and impulsive children (as indentified by scores on the Matching Familiar Figures Test) using a modification of Piaget's 3 mountain task. Results indicate that reflectives made more mature errors at 6 yrs of age and were more accurate in predicting another's perspective at 8 yrs of age, but they did not differ from impulsives in performance at 4 or 10 yrs of age. Results suggest that the development and expression of children's cognitive structures, at least in the spatial realm, is mediated by cognitive style factors. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Looking at adoption through rose-colored glasses: A critique of Marquis and Detweiler's "Does adoption mean different? An attributional analysis."

In a recent study, Marquis and Detweiler (1985) concluded that adopted youths have a more positive outlook on life and of themselves than do their nonadopted peers. This article criticizes the conclusion drawn by these authors and suggests that their results and interpretations are invalid because of serious conceptual and methodological limitations in their research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological and academic adjustment in adopted children.

Evaluated psychological and academic adjustment of 130 6–11 yr old adopted children and 130 age-matched nonadopted children using the Hahnemann Elementary School Behavior Rating Scale and a child behavior profile. Results show that adopted Ss were rated higher in psychological and school-related behavior problems and lower in social competence and school achievement than were nonadopted Ss. It is suggested that although the results support the position that the risk is greater for adopted children to develop emotional and school-related problems, the data should not be overinterpreted because the majority of adopted Ss were within the normal range of behavior. (50 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discriminant validity of the Behavior Rating Inventory of Executive Function Parent Form for children with attention-deficit/hyperactivity disorder.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder, with concomitant executive function deficits often being the focus of empirical and clinical investigation. This study explored the validity of the Behavior Rating Inventory of Executive Function Parent Form (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) for children with ADHD and a matched control sample. Fifty-eight children with ADHD (69% with comorbidity) and 58 matched controls were found to exhibit statistically (p     

The role of conceptual tempo and stimulus characteristics in children's humor development.

143 6-, 8-, and 10-yr-old boys were classified into 1 of 4 conceptual tempo groups (reflective, impulsive, fast-accurate, slow-inaccurate) on the basis of the Matching Familiar Figures Test. Ss then were individually presented with cartoon stimuli varying in cognitive complexity and level of affectivity. The measures of humor were spontaneous mirth, funniness ratings, and humor comprehension. Results indicate that both humor comprehension and appreciation varied as a function of conceptual tempo, with reflective Ss generally displaying the highest comprehension scores and impulsive Ss displaying the greatest spontaneous mirth. Humor comprehension and appreciation also varied as a function of cognitive complexity and affectivity of the cartoons. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between cognitive style and cognitive development: A 2-year longitudinal study.

Examined developmental changes in the relationship between reflection–impulsivity, spatial perspective taking, and conservation behavior in 40 4–8 yr olds. Ss were administered the Matching Familiar Figures Test. Results indicate no relationship between these variables for 4-yr-olds. At 6 and 8 yrs of age, however, moderately strong negative correlations were found between impulsivity and the expression of operative knowledge. Structural regression analyses suggested that the expression of a reflective cognitive style at 6 yrs of age was causally linked to the emergence of operativity at 8 yrs of age. Longitudinal data confirmed a developmental shift from what is seen in perspective-taking tasks to how it is seen. Discussion focuses on the role of cognitive styles in the development and use of cognitive structures and on the nature of perspective-taking development. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the use and misuse of psychological testing in child custody evaluations.

Examined the use of psychological testing in child custody and visitation disputes. It is argued that although psychological testing can play an important role in custody and visitation evaluations, psychologists routinely misuse test data in this type of forensic case. Possible reasons for the misuse of test data are explored in terms of the assumptions and motives of both legal and mental health professionals. Alternatives to traditional psychological testing in custody and visitation cases are examined. Finally, guidelines for responsible and ethical use of psychological testing in custody evaluations are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)