Empirically Based Assessment of Child and Adolescent Psychopathology,Practical Applications (Book)

Extended prior research on relations between marital adjustment and behavior problems in children by examining how effectively mother and father pairs helped their child on a problem-solving task in a nonclinic sample. Results indicated that parental report of marital adjustment, especially as reported by fathers, was related to child behavior problems assessed by parents and teachers, and also to an index of joint parental support, which was defined as the degree to which family performance on a building-block task exceeded or fell short of what would be predicted based on the child's individual ability on a similar block task. Joint parental support also was related significantly to parental and teacher reports of child behavior problems. Discussion focuses on the implications of the findings as preliminary support for a model according to which triadic mother-father-child processes mediate associations between marital adjustment and children's functioning, and on the importance of augmenting data collection procedures to include information from multiple perspectives, especially from fathers.     

Report of AAPM TG 135: quality assurance for robotic radiosurgery

The task group (TG) for quality assurance for robotic radiosurgery was formed by the American Association of Physicists in Medicine's Science Council under the direction of the Radiation Therapy Committee and the Quality Assurance (QA) Subcommittee. The task group (TG-135) had three main charges: (1) To make recommendations on a code of practice for Robotic Radiosurgery QA; (2) To make recommendations on quality assurance and dosimetric verification techniques, especially in regard to real-time respiratory motion tracking software; (3) To make recommendations on issues which require further research and development. This report provides a general functional overview of the only clinically implemented robotic radiosurgery device, the CyberKnife. This report includes sections on device components and their individual component QA recommendations, followed by a section on the QA requirements for integrated systems. Examples of checklists for daily, monthly, annual, and upgrade QA are given as guidance for medical physicists. Areas in which QA procedures are still under development are discussed.     

Some Problems Associated With "Validated" Forms of Psychotherapy

This article is a response to the report of the Task Force on Promotion and Dissemination of Psychological Procedures of the Division of Clinical Psychology of the American Psychological Association (1995). The conclusions and recommendations of the task force concerning the "validated" therapies for both training and practice appear premature. In particular, they overlook possible limitations in existing research, the importance of client and therapist variability, the role of common factors in psychotherapy, and the need to adapt therapeutic procedures for the problems of the individual client or patient.     

Pupil size as a measure of within‐task learning

Pupillometry is commonly used in research to determine how much mental effort an individual is exerting while completing tasks. Traditionally, larger pupils are associated with increased mental effort when completing more difficult tasks. However, little research has investigated how pupils change as individuals learn a new task. In theory, as one repeatedly completes a task, the task demands should reduce, reliance on working memory should decrease, and the task should become more automatic. This should translate to faster completion times and smaller peak pupil dilations. We tested this hypothesis by having participants complete multiple trials of a cognitive task that requires individuals to orient themselves in space relative to a target. We found that trial completion times and maximum pupil size significantly reduced across trials. These data suggest that measuring changes in pupil dilation may help researchers determine whether individuals have shifted from a learned procedure to an automatic processing of information when learning a new task.     

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders

Results are reported for a study of 2 separate processes of report writing—taking notes while reading source material and composing a report from those notes—and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks—read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.     

Heartbeat counting is unrelated to heartbeat detection: A comparison of methods to quantify interoception

Recent research has identified individual differences in interoceptive sensitivity as a key source of variation in action, cognition, and emotion. This research has relied heavily on a single method for assessing interoceptive sensitivity: the accuracy of counting heartbeats while at rest. The validity of this method was assessed here by comparing the heartbeat counting (HBC) performance of 48 individuals with their heartbeat detection (HBD) performance. The HBC task required participants to report the numbers of heartbeats counted during brief signaled periods and indexed cardioceptive accuracy by the difference between the numbers of reported and actual heartbeats. In the HBD task, participants indicated the temporal location of heartbeat sensations relative to the onset of ventricular contraction. On each trial, they judged whether heartbeat sensations were or were not simultaneous with brief tones presented at one of six fixed delays following R waves of the ECG. In this method, cardioceptive accuracy or precision was indexed by variability in the temporal locations, relative to the R wave, of tones judged to be simultaneous with heartbeat sensations. Although intratask correlations indicated that each method yielded reliable scores, intertask correlations showed that HBC scores were unrelated to HBD scores. These results, which indicate that heartbeat detection and heartbeat counting are distinct processes, raise important questions about the assessment of interoceptive sensitivity and the involvement of this attribute in the psychological processes that have been associated with it on the basis of their correlations with HBC performance.     

Task force report: future research needs for the prevention and management of immune-mediated drug hypersensitivity reactions

Immune-mediated drug hypersensitivity reactions (IDHR) have a significant impact on clinical practice, drug development, and public health. However, research to understand IDHR mechanisms and to develop diagnostic and predictive tests has been limited. To stimulate more research, a task force with representatives from the key stakeholders (research clinicians, regulatory scientists, and immunotoxicologists from the pharmaceutical industry) was assembled to identify critical data gaps and opportunities and to make recommendations on how to overcome some of the barriers to IDHR research and address research needs. It is hoped that this report will act as a springboard for future discussions and progress toward increased funding and development of organizational structures for IDHR research.     

Frontal EEG asymmetry and fear reactivity in different contexts at 10 months

Individual differences in observed and maternal-rated fear behaviors and frontal electroencephalogram (EEG) asymmetry were examined in normally developing 10-month-old infants. EEG was recorded during resting baseline, as well as during stranger approach, mask presentation, and toy spider presentation. Mothers completed the Infant Behavior Questionnaire. For mask presentation, baseline and task right frontal EEG asymmetry as well as maternal ratings predicted fear behavior during the mask task. For stranger approach, task-related right frontal EEG asymmetry predicted fear behavior during stranger approach after controlling for baseline asymmetry. There was a trend for task-related right frontal EEG asymmetry to predict fear during presentation of a toy spider after controlling for baseline asymmetry. Maternal report of temperament only added unique variance to the prediction of one fear task after controlling for baseline and task EEG. Assessing fear in multiple situations revealed context-specific individual differences in infant fear.     

HIV prevention with Mexican migrants: review, critique, and recommendations

Charged with the task of reviewing the research outcome literature on HIV prevention with Mexican migrants in the United States, the following broad observations and conclusion were made: (1) there is little research on this specialized topic of concern; (2) the research that exists reflects an overly individualistic behavioral science approach designed to reduce individual risk factors, with little regard for structural and environmental factors that influence HIV risk; and (3) there is a compelling need to develop better theoretic frameworks for understanding the complex and dynamic social and cultural processes influencing sexual behavior among Mexican migrants so as to better inform HIV prevention efforts with this unique and diverse Latino(a) population.     

Joint action in a cooperative precision task: nested processes of intrapersonal and interpersonal coordination

The authors determined the effects of changes in task demands on interpersonal and intrapersonal coordination. Participants performed a joint task in which one participant held a stick to which a circle was attached at the top (holding role), while the other held a pointer through the circle without touching its borders (pointing role). Experiment 1 investigated whether interpersonal and intrapersonal coordination varied depending on task difficulty. Results showed that interpersonal and intrapersonal coordination increased in degree and stability with increments in task difficulty. Experiment 2 explored the effects of individual constraints by increasing the balance demands of the task (one or both members of the pair stood in a less stable tandem stance). Results showed that interpersonal coordination increased in degree and stability as joint task demands increased and that coupling strength varied depending on joint and individual task constraints. In all, results suggest that interpersonal and intrapersonal coordination are affected by the nature of the task performed and the constraints it places on joint and individual performance.     

Task-oriented group in a day hospital

The authors report on the usefulness of a task-oriented group in stabilizing acutely psychotic patients. The group was responsible for the task of preparing lunch for a day hospital community and was useful in helping individual patients function in a socially responsive and responsible manner. Theoretical issues raised by the success of such a group are addressed. It is postulated that activity groups may have a broader usefulness than is currently recognized in psychiatry.     

Executive Functions in Becoming Writing Readers and Reading Writers: Note Taking and Report Writing in Third and Fifth Graders

Results are reported for a study of 2 separate processes of report writing—taking notes while reading source material and composing a report from those notes—and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading–writing tasks—read paragraph (mock science text)–write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read–take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test–Second Edition (WIAT–II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT–II Written Expression, and Delis–Kaplan Executive Function System (D–KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT–II Reading Comprehension, WIAT–II Written Expression, D–KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT–II Reading Comprehension, D–KEFS Verbal Fluency, WIAT–II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading–writing connections.     

Implicit sequence learning without motor sequencing in young and old adults

The ability to detect patterns and organize individual events into complex sequences is a fundamental cognitive skill that is often learned implicitly. The serial response time (SRT) task has been widely used to investigate implicit sequence learning, but it remains unclear whether people learn a perceptual or motor sequence in this task. This study reports three experiments that build on previous research by Goschke and colleagues using an auditory SRT task in which the stimulus-to-response mapping changes on every trial to eliminate spatio-motor sequencing. The current study extends earlier work in three ways. First, healthy young and older adults were tested rather than the neuropsychological patients used in previous research. Second, sequences of different structural complexity were investigated including first- and second-order repeating sequences as well as higher-order probabilistic sequences. Third, the potential role of explicit knowledge was examined using three separate tests of declarative knowledge. Results indicate that young and old adults are able to learn purely perceptual auditory sequences, but that explicit knowledge contributes to learning of repeating sequences by young adults.     

Sharing a bimanual task between two: evidence of temporal alignment in interpersonal coordination

In recent years, researchers have made many new discoveries in the field of social interaction and have attempted to understand the mechanisms of interpersonal coordination. This research is marked by two streams: On the one hand, there are attempts to explain spontaneous, incidental interpersonal coordination in terms of the behavioral dynamics perspective, and on the other, to explain instructed, intentional interpersonal coordination in terms of joint action. Other paradigms fall somewhere between incidental and intentional coordination, e.g. task sharing paradigms. The present study has two major objectives. First, we wanted to explore to what extent a dyadic scenario for bimanual coordination mimics typical signatures of bimanual coordination performance as obtained in the classical individual scenario. Second, if such mimicking is obtained, we wanted to investigate the kind of information on which the coordination between the two individuals may be grounded. To do so, we used a bimanual aiming task, which enabled us to assess measurements of two levels of coordination: global (operating over longer periods of time) and local (operating on each particular trial). In Experiment 1, this task was performed in an individual and in a dyadic setting. In the dyadic scenario, we observed strong global coordination and weak local coordination. In Experiment 2, we replicated this pattern and showed that different kinds of feedback had no impact on interpersonal coordination. Based on these findings, we propose that interpersonal coordination in a non-rhythmic choice response task is based on weak interpersonal coordination.     

Education,Age, and the Brown-Peterson Technique

In this article, we discuss the effects of education level and age on short-term memory. The performance of young and elderly persons was compared on an adapted version of the Brown-Peterson procedure. Participants were asked to report consonant trigrams, after variable time periods, during which they performed a mental addition task or an articulation task. A control condition consisted of a no-interference task. Both age groups were divided according to individual educational level (greater or less than the median number of school years in each age group). The results revealed a significant effect of education. Moreover, the education effect interacted with the task: participants with less education were more impaired in mental addition than in articulation. However, neither the age effect nor the interactions involving age reached significance. These results indicate that education, to a greater extent than age, should be considered a determining factor of performance when interpolated tasks of high demand are used with the Brown-Peterson procedure.     

Education, Age, and the Brown-Peterson Technique

In this article, we discuss the effects of education level and age on short-term memory. The performance of young and elderly persons was compared on an adapted version of the Brown-Peterson procedure. Participants were asked to report consonant trigrams, after variable time periods, during which they performed a mental addition task or an articulation task. A control condition consisted of a no-interference task. Both age groups were divided according to individual educational level (greater or less than the median number of school years in each age group). The results revealed a significant effect of education. Moreover, the education effect interacted with the task: participants with less education were more impaired in mental addition than in articulation. However, neither the age effect nor the interactions involving age reached significance. These results indicate that education, to a greater extent than age, should be considered a determining factor of performance when interpolated tasks of high demand are used with the Brown-Peterson procedure.     

A model for combined targeting and tracking tasks in computer applications

Current models for targeted-tracking are discussed and shown to be inadequate as a means of understanding the combined task of tracking, as in the Drury’s paradigm, and having a final target to be aimed at, as in the Fitts’ paradigm. It is shown that the task has to be split into components that are, in general, performed sequentially and have a movement time component dependent on the difficulty of the individual component of the task. In some cases, the task time may be controlled by the Fitts’ task difficulty, and in others, it may be dominated by the Drury’s task difficulty. Based on an experiment carried out that captured movement time in combinations of visually controlled and ballistic movements, a model for movement time in targeted-tracking was developed.     

The effects of task and content on digit placement on a bottle

In addition to hand shaping, previous studies have shown that subjects adapt placement of individual digits to object properties such as its weight and center of mass. However, the extent to which digit placement varies based on task context is unknown. In the present study, we investigated where subjects place their digits on a bottle when the upcoming task (lift versus pour) and object content (i.e., amount of liquid: empty, half, and full) were manipulated. Our results showed that subjects anticipated both the upcoming task and content by varying digit placement when grasping the bottle prior to the onset of manipulation. Specifically, subjects increased the vertical distance between the thumb and index finger for pouring but not for lifting. This larger moment arm might have been established to decrease the amount of force required to tilt the bottle. Content also affected digit placement: the digits were placed higher and were wrapped more around the bottle with increasing content. This strategy may maximize grip surface contact, and hence grasp stability. These findings extend previous research showing that grasp planning not only takes place at a macroscopic level (whole-hand position relative to an object), but also at the level of individual digit placement. This finer level of control appears to be sensitive to the expected mechanical properties of the object and how these may affect grasp stability throughout the upcoming manipulation.     

Decision-making competence and adherence to treatment in adolescents with diabetes

OBJECTIVE: To examine decision-making competence (the ability to form effective plans for managing different situations) in a sample of adolescents with type I diabetes and their parents. We hypothesized that adolescent decision-making competence would mediate the relationship between parent-adolescent communication and adherence to treatment. METHODS: The sample consisted of 63 adolescents and their parents. Parent-adolescent communication during a problem-solving task was assessed, as well as adolescent maladaptive decision-making (adolescent report), adherence to treatment (parent and provider report; number of glucose tests), and metabolic control (HbA1C). RESULTS: Parent-adolescent communication was associated with adherence to treatment but not with adolescent decision-making. Poorer decision-making was associated with lower adherence per parent report but not provider report or the number of glucose tests. Decision-making competence did not mediate the relationships between parent-adolescent communication and adherence. CONCLUSIONS: These results are consistent with prior research demonstrating associations between parent-adolescent communication and adherence and identify adolescent decision-making competence as another potentially important correlate of adherence. These findings highlight several areas for future research.