bluuebunny/crossref_metadata_2025 huggingface dataset:
THE DRAW‐A‐MAN TEST: A STUDY OF SCORING METHODS, VALIDITY AND NORMS WITH ENGLISH CHILDREN AT FIVE AND ELEVEN YEARS
Authors: Phillips C. J. , Smith Beryl , Broadhurst Anne
Published: December 2006

The performance of samples of English children at five and eleven years on the Draw‐a‐Man test is assessed by the scoring methods of Goodenough and Harris. Proposals are made for improving definitions of some scoring instructions. Inters‐corer reliabilities are reported. Average scores of the samples are compared to American norms. Relationships between scores on this test and other cognitive and educational tests arc interpreted.
ANDROGEN‐INDUCE SOCIAL DOMINANCE IN INFANT FEMALE RHESUS MONKEYS
Authors: Joslyn W. Danforth
Published: December 2006

Androgen injected into infant female rhesus monkeys between 6·5 and 14·5 months of age increased their aggressive behavior so that they replaced males in the top positions of the social hierarchy. Since this behavior has persisted for a year after the last hormone injection, the male hormone may have directly induced a permanent change in. the nervous system; a more plausible explanation, however, is that socially dominant behavior was so well learned during hormone treatment that it became independent of hormonal support. Despite the increased aggressiveness of the females, their playful and sexual behavior has remained feminine.
SPECIAL EDUCATIONAL TREATMENT OF AUTISTIC CHILDREN: A COMPARATIVE STUDY–1. DESIGN OF STUDY AND CHARACTERISTICS OF UNITS
Authors: Bartak Lawrence , Rutter Michael
Published: December 2006

Autistic children attending three different special units were followed up over a 31/2–4 yr period to assess changes in educational, cognitive, linguistic, social and behavioural status. The régimes in the units varied in the amount of structure and the orientation to educational goals. This paper presents detail of the study design, methods used, and results of an objective examination of staff behaviour in the three units. It was possible to demonstrate significant differences in the amount and character of staff interactions with children both between units and between individual staff.
USING PARENTS AS CHANGE AGENTS FOR THEIR CHILDREN: A REVIEW
Authors: Johnson Claudia A. , Katz Roger C.
Published: December 2006

The results and procedures of investigators who have used parents as primary or auxiliary change agents for their children arc reviewed. Deviant child behaviors that have been successfully modified by parents are first described. Following this, methods of parent training are discussed. The third and final section of the paper deals with some critical methodological issues–data collection, reliability of measurement, demonstrations of behavioral control, follow‐up, and cost‐effectiveness factors–that require routine and more careful consideration before the efficacy of parent therapists can be adequately assessed. Several recommendations are provided by which to achieve more definitive analyses of this approach to child treatment. Suggestions for subsequent research are also briefly discussed.
SUSTAINED ATTENTION IN HYPERACTIVE CHILDREN*
Authors: Sykes Donald H. , Douglas Virginia I. , Morgenstern Gert
Published: December 2006

The ability of hyperactive children to maintain attention on three tasks was examined. One of the tasks, a Choice Reaction Time Task, measured attention for brief periods, while the other two measured sustained attention. Of the latter two, one was an experimenter‐paced task (the Continuous Performance Test) and the other a self‐paced task (the Serial Reaction Task). It was found that the hyperactive children were no different from their normal controls in their ability to direct their attention for brief periods. They were, however, significantly inferior to the controls in their ability to sustain attention, particularly on the experimenter‐paced task.
AN INVESTIGATION OF THE ROLE OF MATCHING AND MISMATCHING FRAMEWORKS UPON THE DISCRIMINATION OF DIFFERENTLY ORIENTATED LINE STIMULI IN YOUNG CHILDREN
Authors: Fellows Brian J. , Brooks Brenda
Published: December 2006

In a delayed matching‐to‐sample experiment with 50 5‐yr old children it was found that the presence of square or diamond frameworks did not significantly effect the discriminability of horizontal and vertical lines, nor that of mirror‐imaged oblique lines, though performance on the former was significantly better than on the latter. These results indicate that young children do not, as Bryant (1969) proposed, spontaneously adopt a match‐mismatch perceptual code on this type, of task. It appears that the child's problem is to find some way of representing the sample stimuli in their absence. Whether the child uses a matching code, or a mediating response, or nothing, seems to depend mainly upon the way he is prepared for the task.
THE STUDY OF INFANT—ENVIRONMENT INTERACTION: SOME COMMENTS ON TRENDS AND METHODOLOGIES
Authors: Rosenthal Miriam K.
Published: December 2006

This paper has pointed out some of the issues, difficulties and hopes involved in the research into the area of infant–environment interaction. A short exposition of the meaning of basic concepts of “interaction”, “infant” and “environment” was given. Viewing infant–environment research in perspective reveals a basic misunderstanding of the concept of “interaction” in its typical interpretation as the‐impact‐of‐environment‐on‐infant, or the more recent interpretation as the‐impact‐of‐infant‐on‐environment. This misunderstanding holds both for studies investigating the social environment (mother, foster‐parents, caretakers) as well as the non‐social environment (isolation, enrichment, mobiles). Four different research models were reviewed and some of their differences, contributions and limitations pointed out. Finally, some new developments were discussed that seem to indicate a somewhat more sophisticated approach to this area of research. Whether these advances will yield a better understanding of the complexities of infant–environment interaction and its effects on infant (and parental) development is still an open question.
REFRACTORY BEHAVIOUR IN SCHOOL AND AVOIDANCE LEARNING
Authors: Davies John G. V. , Maliphant Rodney
Published: December 2006

Two experiments are reported to test the hypothesis that individuals who are considered persistently refractory by their teachers are generally inferior in the acquisition of avoidance behaviour. Brief electric shocks were administered for errors in a task in which adolescent subjects were required to over‐compensate for the effect of the Muller‐Lyer Illusion.

In each experiment, refractory individuals received significantly more shocks. Receipt of this “punishment” is associated with reduction in their errors but the effects seemed relatively shortlived. This seemed analogous to their typical response to punishments or disciplinary procedures in everyday life. The implications of these tentative findings are briefly discussed.
CLASSIFICATION BEHAVIORS IN THIRD AND SIXTH GRADE LOWER AND MIDDLE SOCIO‐ECONOMIC STATUS SCHOOL CHILDREN
Authors: Mallett Jan , Drew Clifford J.
Published: December 2006

Forty‐eight Ss of Anglo‐Saxon parentage were randomly selected from Were Texas Public Schools. Four groups of 12 Ss each were constituted of third grade lower SES, sixth grade lower SES, third grade middle SES and sixth grade middle SES. Each group was exposed to an array of objects to be grouped. Grouping on a conceptual, non‐conceptual or associational justification was possible. A standardised testing and scoring procedure was followed. Results indicated that the school experience may serve to widen the cognitive strategy system of the lower SES child by addition of the conceptual mode.
THE UPBRINGING OF OTHER PEOPLE'S CHILDREN: IMPLICATIONS OF RESEARCH AND FOR RESEARCH
Authors: Tizard Jack
Published: December 2006

The variety of provision for deprived and handicapped children offers rich material, for research into factors affecting the functioning of complex organisations, and into environmental factors affecting child development. Recent advances in knowledge have come about because of a clearer definition of problems, and because of the development of “indicators” of handicap and of quantitative measures of institutional functioning. Significant associations have been shown between (1) certain aspects of the formal organisational structure of institutions, (2) child care practices employed by staff and, (3) the behaviour of the children in residence. Studies rooted in practical issues but which also explore theoretical questions can make a significant contribution to social policy and to the science of child development.
ACQUIRING SKILL IN READING: A REVIEW OF EXPERIMENTAL RESEARCH
Authors: Maliphant R. , Supramaniam S. , Saraga E.
Published: December 2006

This review is confined to an examination of experimental research concerned with the acquisition of skill in reading. Attention is drawn to the complex role of perceptual and cognitive processes.

It is suggested that experimental studies directed towards an analysis of the task would have two major advantages. They would provide both a better understanding of the nature of the process and a more adequate theoretical basis for developing effective remedial measures.
SIBLING REACTIONS TO MENTAL HANDICAP: A COMPARISON OF THE BROTHERS AND SISTERS OF MONGOL CHILDREN
Authors: Gath Ann
Published: December 2006

Parents and teachers completed behavioural rating scales on 89 sisters and 85 brothers of 104 mongol children living at home.

Disturbance in the boys, known to be not significantly more frequent than in controls, was related to family size and social class.

Disturbance in the girls, known to be more frequent than in controls, was related also to type of school, birth order and age in relation to the mongol child.

The conclusion drawn is that the presence of a mongol child in the home is associated with deviant behaviour as assessed by parents and teachers and educational failure in elder sisters who are probably carrying a large share of the burden of care.
PHYSIOLOGICAL MATURATION AND MENTAL GROWTH AT PRE‐ADOLESCENCE AND PUBERTY *
Authors: Kohen‐Raz Reuven
Published: December 2006

Three hundred and fifty boys and 350 girls of average mental level at elementary grades 5 to 8 from Higher and Lower Middle Class environments in Israel were followed up for two years. In the Higher Level group, physiological maturation was related to cognitive variables predominantly at grades 5, 6, 7 in girls and at grades 7, 8 in boys, i.e. during the respective physical growth spurts. In the Lower Level group the relationship between physiological and intellectual growth was inconsistent. Performance on Non Verbal Tests correlated higher with physiological growth in boys. Season of birth turned out to be an important intervening variable. Results which are in accordance with findings of a pilot study demonstrate environmental and possibly genetic differences in relationships between cognitive and physiological maturation, but do not unambiguously confirm the occurrence of a pubertal mental growth spurt.
GRADED CHANGE IN THE TREATMENT OF THE BEHAVIOUR OF AUTISTIC CHILDREN
Authors: Marchant Rosemary , Howlin Patricia , Yule William , Rutter Michael
Published: December 2006

A method of introducing slight and gradual changes into the autistic child's environment is discussed. Two case histories are given where this technique has been used to reduce the attachment to objects, at the same time working on increasing sociability and attachment to people. The theoretical implications of such attachments are discussed together with more general applications of such a treatment technique.
DIRECT OBSERVATION IN THE INFANT‐SCHOOL CLASSROOM
Authors: Cooper E. S. , Ingleby J. D.
Published: December 2006

A method for measuring certain aspects of classroom behaviour using video recording equipment is described: its purpose was to investigate the behavioural correlates of teachers' overall ratings on first‐year schoolchildren, and differences between types of school. The methodological problems of filming and coding are discussed in detail, are results from a small sample (N= 14) are presented which show that the measures developed are reliable and sufficiently sensitive to reveal significant correlates of teachers’ratings and school types.
SPECIFIC MOTOR DISABILITIES IN DOWNS SYNDROME
Authors: Frith Uta , Frith Christopher D.
Published: December 2006

Children with Down's syndrome (Mongolism) were compared with severely subnormal autistic children and with normal children on two simple motor tasks: pursuit rotor tracking and finger tapping. Although the groups were matched on initial tracking performance, Down's syndrome children failed to show any improvement after a 5 min rest, while both comparison groups showed a very marked improvement. Furthermore, in the finger tapping task, Down's syndrome children were abnormally slow compared to the other groups. Neither the level of mental development nor the degree of general mental retardation can account for these deficits. It is hypothesised that Down's syndrome is associated with specific difficulties in using long term motor programmes and that mongol children may therefore be dependent on simple feedback processes to perform motor tasks.
TRAINING IN LOGICAL THINKING AND ITS EFFECTS ON THE GROUPING STRATEGIES OF EIGHT‐YEAR‐OLD CHILDREN
Authors: Burke Elizabeth
Published: December 2006

An investigation into the effects of training in symbolic logic on the grouping strategies of 8‐yr‐old children is reported, Bruner's tests of equivalence (verbal and non‐verbal) being used as criteria. Generally the training was found to be beneficial for the boys, but not for the girls, the training x sex interaction being significant for performance in the verbal test. Again, for both tests, more of the experimental group displayed above‐average groupings in the functional and nominal categories, the difference from the controls being statistically significant. The implications of these findings are discussed.
IMIPRAMINE IN ENURESIS—PSYCHOLOGICAL AND PHYSIOLOGICAL EFFECTS
Authors: Werry John S. , Dowrick Peter W. , Lampen Eileen L. , Vamos Marina J.
Published: December 2006

Summary Imipramine was given in a single nocturnal dose of 50 mg to 24 mostly psychiatrically normal, enuretic boys for three weeks in a double‐blind, placebo‐controlled, crossover trial to determine what effects the drug was having on systems other than the urinary tract. Behavioural changes, mostly of a positive kind, slight weight loss, tachycardia, raised diastolic blood pressure and cognitivie changes occurred, suggesting that the effect of the drug in children is analogous to that of the stimulants, at least over a three week period. This would also suggest that the effect of anti‐depressants in normal subjects is no different from that in depressed patients, though the findings of this study require replication.
THE EFFECTS OF AN AGGRESSIVE FILM MODEL ON SOCIAL INTERACTION IN GROUPS OF MIDDLE‐CLASS AND WORKING‐CLASS BOYS
Authors: Kniveton Bromley H. , Stephenson Geoffrey M.
Published: December 2006

Summary Forty‐eight middle‐class and forty‐eight working‐class boys in their first year at primary school were each assigned to one of the four experimental conditions. Situational pre‐experience significantly reduced the amount of imitative competitive behaviour in response to seeing the film. The effect of interpersonal pre‐experience varied according to the social class of the child. Acquainted middle‐class children were less likely to be assertive; acquainted working‐class children were more likely to be assertive than were their unacquainted fellow subjects. Working‐class children were generally more competitive than the middle‐class children.
THE RELATION OF DIRECT HOME OBSERVATIONS TO THE CLINIC EVALUATION OF HYPERACTIVE SCHOOL AGE BOYS
Authors: Rapoport Judith L. , Benoit Marilyn
Published: December 2006

The relation between clinic behavioral measures and direct home observations was examined as part of the evaluation of twenty hperactive grade school boys. During 1‐hr home visits, frequency counts of shifts in activity, negative interpersonal interactions, and global estimates of “Hyperactivity” were made. These were correlated with teacher and parent rating scales, 4‐day diary reports by the mothers, and with psychiatric playroom and psychologist behavior ratings. The home observations correlated significantly with psychologist's reports as well as with teacher ratings of classroom behavior problem and hyperactivity. These results indicate the validity of some clinic measurements and support the concept of “hyperactivity” as a pervasive, stable characteristic of these children not limited to structured settings.
EFFECTS OF DIFFERENTIAL REMOVAL FROM GROUP ON SOCIAL DEVELOPMENT OF RHESUS MONKEYS *
Authors: Suomi Stephen J. , Harrow Harry F.
Published: December 2006

Rhesus monkey infants were reared with surrogates in groups of four for the first 4 months of life, then were individually removed from their group for 28 days during the succeeding 6‐month period. Members of two groups were placed in vertical chambers during their period of group separation, while members of a third group were housed in single cages during their time of separation. A control group of four monkeys remained intact throughout the study. Results indicated that following removal from group, subjects showed lower levels of locomotion and play and higher levels of clinging and self‐clasping than nonseparated controls. Differences from controls were exaggerated in the monkeys confined in vertical chambers during separation. All separation groups were socially inferior to the control group by the end of the study. Implications of these findings are discussed.
STAFF BEHAVIOUR IN PRE‐SCHOOL CENTRES
Authors: Tizard Barbara , Philps Janet , Plewis Ian
Published: December 2006

Summary Staff were observed in pre‐school centres with three different kinds of educational orientation, traditional free‐play nursery schools, nursery schools which used a language teaching session and nurseries run on free‐play lines but not staffed by teachers. Half of the centres selected contained predominantly working‐class children, half predominantly middle‐class. Significantly more “cognitive” staff behaviour was observed in middle‐class than working‐class centres, and the amount of “cognitive” staff behaviour was also significantly influenced by the educational orientation of the centre. The working‐class children in schools with a language programme had significantly higher language test scares than other working‐class children.
THE VISUAL PREFERENCES OF CHILDREN*
Authors: Hutt Corinne , Forrest Barbara , Newton Jill
Published: December 2006

Summary Five‐yr‐old children were found to “like” most those pictures which they looked at most while this association was considerably weaker in 7‐yr‐olds. Both groups of children looked longer at meaningful stimuli, whether Nice or Nasty, than at abstract designs, and the preferences of the younger children followed this trend whereas the preferences of the older children were in the order Nice > Neutral > Nasty. The interpretation of the results illustrated the interdependence of the developmental processes of attention, preference and semantics.
AN EXPLORATORY STUDY OF DEVELOPMENTAL CHANGES IN CHILDREN'S FEARS
Authors: Bauer David H.
Published: December 2006

Summary A total of 54 kindergarten, second and sixth grade children expressed their fears verbally while representing them iconically in drawings during individual interviews conducted in an investigation designed to describe developmental changes in the structure of fears. Analysis of interview content revealed decreases with grade level in the frequency of occurrence of fears with imaginary themes such as fear of ghosts and monsters, of bedtime fears and of frightening dreams, and an increase in the frequency of realistic fears involving bodily injury and physical danger. Results are discussed in terms of stages in the development of children's perception of reality, socialization processes and emergence of children's conceptions of death.
CORRELATES OF EGO‐LEVEL AND AGENCY‐COMMUNION IN STAGE REM DREAMS OF 11–13 YEAR OLD CHILDREN
Authors: Trupin Eric W.
Published: December 2006

Summary Twelve male and eight female children, median age 12 yr, 7 months, slept in the laboratory on nine non‐consecutive nights over a year's time. Stage REM dreams were collected. Ss were also administered a personality measure (CPQ), an intelligence test (WISC), and an instrument to assess ego level (SCT). The study was designed to examine: (a) the relationship between waking ego level and ego level assessed in stage‐REM dreams: (b) male and female dream representations of Bakan's (1966) dimensions of agency and communion; and (c) sex‐role differences on the CPQ in relation to agency‐communion in dreams. Ego level was found to be continuous from the waking measure (SCT) into dreams, and to be of a comparable absolute level in the two conditions. Male Ss'dreams were rated primarily agentic, whereas females'dreams were primarily communal. Failure of CPQ scales to show strong gender differences made it difficult to test the proposition that waking sex‐role differences would be stronger determinants of dream agency‐communion than gender itself.
JUDGEMENTS OF AUDITORY POSITION BY SPASTIC AND NON‐HANDICAPPED CHILDREN: THE APPLICATION OF CHOICE THEORY MEASURES*
Authors: Bill Jones  , Murray Thompson  , Kabanoff Boris
Published: December 2006

Summary Techniques which separate sensitivity and response bias were used to compare spastic quadriplegic and non‐handicapped children in auditory spatial and spatio‐temporal discrimination. The two groups did not differ in spatial discrimination and the spastic group were less sensitive to spatio‐temporal position. Results are interpreted in terms of possible eye‐movement involvement in auditory localization. We note the possible importance of separating sensitivity and bias in future studies of brain damage.
SOCIAL REINFORCEMENT OF A MANIPULATIVE RESPONSE IN SIX‐ AND NINE‐MONTH‐OLD INFANTS
Authors: Millar W. Stuart
Published: December 2006

Summary The acquisition of a manipulative response was examined in six‐ and nine‐month‐old infants under contingent and non‐contingent maternal social stimulation. Reliable response acquisition was observed for the nine‐month‐old infants under contingent feedback, but not in the case of the six‐month‐old infants whose performance was not reliably different from non‐contingent controls. A distinction is drawn between social learning paradigms which involve the social reinforcement of social responses and those which involve the social reinforcement of non‐social responses. The failure of the six‐month‐old infants to learn a non‐social response under contingent social feedback is discussed in the context of differential preparedness to appreciate contingency relations within these paradigms.
AGGRESSIVE AND NON‐AGGRESSIVE FIGHTING IN TWELVE‐TO‐THIRTEEN YEAR OLD PRE‐ADOLESCENT BOYS
Authors: Neill S. R. St. J.
Published: December 2006

Summary Ethological observations weir made of 34 boys in a secondary school playground, covering all aspects of behaviour, including fighting. Factor analyses were performed on individual samples of behaviour; the two main types of righting were vigorous fighting, usually playful but often causing distress to the victim and playful fighting of low intensity. Fighting of the first type is rare in young boys, and it is suggested that this intermingling of rough play and aggression in older boys exposes aggression to social influences which in younger boys are confined to rough play.
CRITICAL NOTICE
Authors: Werry J. S.
Published: December 2006

Child Personality and Psychopathology—Current Topics—Vol. 1. Edited by Anthony Davids,
PLAY IN PRE‐SCHOOL CENTRES–II. EFFECTS ON PLAY OF THE CHILD'S SOCIAL CLASS AND OF THE EDUCATIONAL ORIENTATION OF THE CENTRE
Authors: Tizard Barbara , Philips Janet , Plewis Ian
Published: December 2006

The free play of 109 children aged 3–1 was observed in 12 pre‐school centres and assessed according to a number of measures, in relation to the social class of the children and the educational orientation of the centre, Both effects were high significant. The findings are discussed in relation to pre‐School educational practice.
THE OUTCOME OF INDIVIDUAL CHILD PSYCHOTHERAPY: INCREMENTS AT FOLLOW‐UP
Authors: Wright David M. , Moelis Irvin , Pollack Lawrence J.
Published: December 2006

Outcome studies of individual child psychotherapy providing comparable assessments at the close of therapy and at follow‐up are reviewed and examined. Increases in outcome status from the end of therapy to follow‐up are found frequently in treated groups of children. Follow‐up increments appear to be most common when psychotherapy sessions number 30 or more. Methodological strengths and weaknesses of the studies are discussed and the substantive, theoretical, and methodological implications of the findings explored. The strongest implication of the review is that evaluations of the effectiveness of individual child psychotherapy require follow‐up assessments.
THE SOCIALIZATION OF 2‐YR OLD BOYS: ECOLOGICAL FINDINGS
Authors: Lytton Hugh
Published: December 2006

One hundred and thirty‐six 2‐yr old male twins and singletons and their parents were observed in the home. The incidence and distribution of certain types of interactive behavior by child, mother and father arc reported, based on behavior counts. Mother was the main focus of the child's attachment behavior and was also more involved in disciplinary control. The data were broken clown by Mother's education. Better educated parents used prohibitions slightly less and reasoning more than other parents. A reciprocal interaction system prevailed in the area of speech and compliance: more speech and more compliance by better educated parents was reflected in more speech and compliance by their children.
EXPERIENCED REALITY IN THREE TO SIX YEAR‐OLD CHILDREN: A STUDY OF DIRECT REALITY TESTING
Authors: Aggernaes A. , Haugsted R.
Published: December 2006

Seven reality qualities, representing different aspects of experienced reality, are defined. Examples are given of questions which arc useful in evaluation of these qualities connected to everyday experiences, such as sensory perceptions, thoughts of imaginary items, and thoughts of real objects or real abilities in others or in oneself. A study of 48 preschool children indicates that such children understand the questions used, so that an investigational technique using the defined qualities can provide a simple, direct, and reasonably reliable evaluation of reality testing, Some marked differences are found in reality testing between non‐psychotic adults and 3‐yr‐old normal children.
CHILDREN IN UGANDA: RATES OF BEHAVIOURAL DEVIATIONS AND PSYCHIATRIC DISORDERS IN VARIOUS SCHOOL AND CLINIC POPULATIONS
Authors: Minde Klaus K.
Published: December 2006

A total survey of psychiatric symptoms of primary school children attending three schools in economically distinct areas of Uganda was made. The symptoms were compared with those displayed by primary school aged children committed to a reform school and patients attending a child psychiatric outpatient clinic in the same country. Results indicate that high and low scoring school children and reform school children have different family backgrounds. There was good correlation between parent and teachers in identifying disturbed youngsters and characteristic diagnostic patterns of school and clinic children. The significance of these findings is discussed in terms of the role child psychiatry may play in developing countries.
SEXUAL INTEREST AND ACTIVITY IN ADOLESCENTS WITH SPINA BIFIDA
Authors: Dorner S.
Published: December 2006

Of 63 adolescents with spina bifida, most had had some form of sex education. The source was much more often schools and parents than their peers. Sexual interest was almost universally acknowledged and was of a markedly pre‐occupying nature in about one‐quarter of the cases. Some level of physical intimacy in heterosexual relationships had been established by 18 teenagers at some time or another, but boys, in particular, were deeply worried about their capacity to establish full sexual relations. A capacity for potency was claimed by about half the boys. Worries and uncertainties were very common amongst the older subjects and there is a strong case for a programme of group and individual counselling lo be established.
ASPECTS OF AUDITORY AND VISUAL ATTENTION TO NARRATIVE MATERIAL IN NORMAL AND MENTALLY HANDICAPPED CHILDREN
Authors: Grieve Robert , Williamson Kay
Published: December 2006

Estimates of auditory and visual attention to narrative material presented on a video system were obtained from groups of normal and mentally retarded children. Visual attention was relatively high, and consistently so across time. In comprehension tests, success was greatest on items which could be answered from visual attention alone, then on items which could be answered from either visual or auditory attention, then on items which could be answered from auditory attention alone. Interpretation of these results is discussed, and possible implications indicated both for remedial work with retarded children, and for techniques in basic research with normal children.
A DESENSITIZATION PROGRAMME FOR THE TREATMENT OF MUTISM IN A SEVEN YEAR OLD GIRL: A CASE REPORT
Authors: Scott Elizabeth
Published: December 2006

A behavioural programme was initiated to treat directly the symptom of elective mutism in a seven year old girl. Therapy Was instituted consequent on the consideration that the child had established a good relationship with the therapist during previous psycho therapeutic sessions. The programme involved gradually introducing the therapist into the treatment room while the child read into a tape‐recorder, The child's verbal responses to the written word were transferred to the spoken word by degrees. Finally, the class teacher helped transfer the activities to the classroom where six children were included in the programme. The entire programme took place over a period of four weeks.
TRUANCY AND THE COURTS: RESEARCH NOTE
Authors: Berg Ian , Hullin Roy , McGuire Ralph , Tyrer Stephen
Published: December 2006

A retrospective survey of 179 children brought to Juvenile Court because of failure to attend school is described. A hundred and seventeen were dealt with by adjournment whereas the more usual procedure of supervision was only adopted in 36 instances. Interim care orders were used on 53 children who failed to respond satisfactorily to adjournment. Children adjourned, supervised or placed in care were found to be very similar on nine antecedent variables. The adjourned group attended school much more satisfactorily than the supervised group during the six months following first appearance in court.
THE EFFECT OF EARLY INSTITUTIONAL REARING ON THE DEVELOPMENT OF EIGHT YEAR OLD CHILDREN
Authors: Tizard Barbara , Hodges Jill
Published: December 2006

Fifty‐one children who had spent their first 2–7 years in institutions, and who had been previously visited at the age of 41/2 years, were reassessed at the age of 8. Seven children had never left the institutions, the rest had been adopted, fostered, or restored to their biological parent. The children's behaviour during psychological testing was assessed, and information was obtained from their parents and teachers. According to the parents’ reports, the ex‐institutional children did not present any more problems than the comparison groups. The teachers, however, found many differences between the ex‐institutional children and their classmates. Despite very frequent staff changes, the institutional children were not retarded. The adopted children had the highest mean I. Q, and reading achievements; this finding appears to be related to the higher social class of the adoptive parents and the poorer emotional adjustment of the children restored to their biological families.
MINOR PHYSICAL ANOMALIES IN HYPERACTIVE, RETARDED AND NORMAL CHILDREN AND THEIR FAMILIES
Authors: Firestone Philip , Peters Susan , Rivier Marlene , Knights Robert M.
Published: December 2006

Hyperactive, retarded and normal children as well as their siblings and parents were examined for the frequency of minor physical anomalies (MPA), The results indicated that the hyperactives, retardates, their siblings and parents had equal numbers of MPA that were significantly higher than in the normal control children and their families who did not differ from each other. It was noted that there were more fathers absent due to divorce or separation in the two patient groups.
RECOGNITION OF FACES: AN APPROACH TO THE STUDY OF AUTISM
Authors: Langdell Tim
Published: December 2006

Two age groups of normal, autistic and subnormal children were tested for their ability to recognize the faces of peers from isolated facial features and inverted photographs. The normal and subnormal subjects found the upper regions of the face most helpful for identification, whereas the younger autistic children found the lower features more helpful. The older autistic children showed no specific reliance on any one area, but were found to have error scores as low as those of the younger autistic children on the recognition of lower parts and error scores as low as the; controls on recognizing upper portions. The results are discussed and are found to favour a hypothesis in which the autistic child's familiarity with the mouth and/or eye areas is related to a cognitive deficit which affects the processing of both verbal and non‐verbal interpersonal communication.
PSYCHIATRIC REFERRALS FROM SCOTTISH CHILDREN'S HEARINGS: A COMPARATIVE STUDY
Authors: Whalley L. J. , Robinson T. J. , Mcisaac Mary , Wolff Sula
Published: December 2006

Children referred for psychiatric reports by the Scottish Children's Hearings were compared with other children known to the Reporter and with antisocial children referred to psychiatrists from other sources. The first group of children were characterized by the severity of their symptoms and family disturbance. They differed from other conduct disordered children referred to psychiatrists in being older, containing a greater excess of boys and, in the case of boys, more often coming from disrupted families with substitute fathers rather than single mothers. Associated features were very high rates of itinerant employment, criminality, excessive drinking and psychiatric pathology among the father figures and very large sibships, especially among the girls.
A DESCRIPTION OF ASPECTS OF MOTHER‐INFANT VOCAL INTERACTION
Authors: Davis Hilton
Published: December 2006

This paper was concerned to describe aspects of the vocal interaction of working‐class mothers and their young children (average age 114 months). Information was provided about the frequency of vocalizations, the occurrence of simultaneous utterances and the distributions of speaker‐switch pauses. The results confirmed the finding of previous studies that the alternating mode of communication was predominant. On the basis of a new method of analysis it was suggested that the mothers played the more active part in the regulation of the interaction by pacing their utterances to those of the child, although the child contributed by rarely interrupting ongoing utterances.
ABNORMAL BEHAVIOUR PATTERNS DEVELOPING IN CHIMPANZEE INFANTS DURING NURSERY CARE‐A NOTE
Authors: Dienske Herman , Griffin Rochelle
Published: December 2006

During mildly understimulating nursery care, chimpanzee babies and infants developed various abnormal behaviour patterns. These patterns were nearly always lacking during care by a chimpanzee mother. The abnormalities closely resembled those known of human infants. It was attempted to attribute their development to a restricted possibility of showing behaviour directed to the caretaker. Redirected clasping could be attributed to a lack of clinging to an adult. Body‐rocking developed when locomotion was hampered. The aetiology of digit‐sucking was inconclusive, but compatible with the hypothesis that it arose if babies fell asleep while alone. It is suggested that these infantile deviant behaviour patterns can be used as indications for an optimal adjustment of parental behaviour to the needs of a particular infant.
CRITICAL NOTICE
Authors: Eisenberg Leon
Published: December 2006

Child Psychiatry: Modern Approaches, Edited by Micheal Rutter and Lionel Herson.
WARINESS OF STRANGERS: REALITY OR ARTIFACT?
Authors: Batter Bonnie S. , Davidson Christine V.
Published: December 2006

Observational research on wariness of strangers is reviewed. The data indicate that negative reactions to unfamiliar persons become common during the second half of the first year. Positive reactions also occur, and there is evidence that certain infant attributes, stranger characteristics, and contextual features affect whether or not the infant becomes distressed. This complex phenomenon can be best understood as a developmental organizer. The negative reactions noted in the literature have most often been construed as expressions of interpersonal wariness reflecting recognition of the stranger's unfamiliarity or novelty. The possibilities that such responses also mirror the infant's emerging sensitivity to atypical social behavior and intrapsychic anxiety about his developing sense of separateness are discussed. Examination of research methodology points to several common shortcomings in the studies.
“PAIRED READING”—A PRELIMINARY REPORT ON A TECHNIQUE FOR PARENTAL TUITION OF READING RETARDED CHILDREN
Authors: Morgan Roger , Lyon Elizabeth
Published: December 2006

The paired reading tuition procedure is described as a simple and flexible remedial technique for general application, incorporating simultaneous reading and verbally reinforced individual reading, and utilising textual material suited to the child's interests and chronological age rather than his reading age. The technique was taught to the parents of four reading‐retarded children, for use at home for a quarter of an hour daily. The group's reading ages progressed markedly over 12 to 13 weeks of tuition. Reading comprehension, but not spelling performance, also advanced markedly.
A COMPARISON OF THE BEHAVIOR OF DEVIANT AND NON‐DEVIANT BOYS WHILE PLAYING ALONE AND INTERACTING WITH A SIBLING
Authors: Mash Eric J. , Jill Merger B.
Published: December 2006

Deviant and non‐deviant boys were observed playing alone and interacting with a sibling. Compared with the normals, deviant children showed more changes in attention while playing alone and les co‐operative play while interacting with their brothers. For both deviant and non‐deviant Boys, activity and changes in attention were positively correlated with similar sibling responses. However, positive correlations for other behaviors, such as solitary play and non‐play activity were found only for non‐deviant sibling pairs. Relative to the normals, the behavior of deviant boys during solitary play was correlated with their behavior during sibling interaction, Suggesting greater cross‐situational consistency in responding. For both groups, self‐verbalizations during solitary play were related to behavior during social interactions with siblings.
THE THREE‐YEAR‐OLD AND HIS ATTACHMENT TO A SPECIAL SOFT OBJECT
Authors: Boniface David , Graham Philip
Published: December 2006

In a total population survey of three‐year‐old children, mothers of 702 children were asked about the use by their children of a special soft object in situations of distress and at bedtime. 16·4% of children were currently using such an object. No relationship was found between object usage and sex, social class or sleeping arrangements. Object usage was related to the child's level of independence, tendency to suck fingers and other objects, and ease of going to sleep. There was a tendency for disturbed children to use such objects less. Theorectical implications of the findings are discussed.
PEER RELATIONS IN HYPERACTIVE CHILDREN
Authors: Campbell Susan B. , Paulauskas Stana
Published: December 2006

This paper examined studies which bear on the peer relations of hyperactive children. Studies were reviewed and some new data reported under five headings: adult reports, self reports, and peer reports of problems with social interaction, direct observational studies, and studies of social cognition. Few studies actually address issues of peer relations in hyperactive children, although available evidence suggests that this is an area of deficit which should be considered more carefully from both a research and a treatment perspective.
TASK DIFFICULTY AND TASK PERFORMANCE IN AUTISTIC CHILDREN
Authors: Clark Peter , Rutter Michael
Published: December 2006

The study was designed to examine the effects on the performance of autistic children of varying the cognitive demands being made upon the children. The Board Form of the Raven Coloured Progressive Matrices was administered to 30 children and then, if necessary, either a range of easier, “matrices‐type” problems, or the more difficult Standard Progressive Matrices. Distribution and type of errors suggested that for most of the children tested, success or failure on any item was best predicted by the intrinsic difficulty of that item rather than by the child's lack of co‐operation. However, it did appear that for some of the lower functioning children, early experience of failure did interfere with subsequent performance. The implications of the findings are discussed in the context of the clinical assessment of autistic children.
MANUAL LANGUAGE ACQUISITION AND ITS INFLUENCE ON OTHER AREAS OF FUNCTIONING IN FOUR AUTISTIC AND AUTISTIC‐LIKE CHILDREN
Authors: Mary Konstantareas M. , Webster Christopher D. , Oxman Joel
Published: December 2006

Although preliminary evidence on the use of manual communication training with non‐verbal autistic children has been reported, no systematic evaluation of its effectiveness is available. The present study constitutes an intensive assessment of communication acquisition in four such children exposed to simultaneous (speech and sign) communication training over a nine‐month period. Of interest was also the generalization of possible gains to other areas of functioning. All subjects demonstrated considerable gains in sign communication both receptively and productively. Although social, self‐care and related abilities were not the main focus of intervention, all children demonstrated measurable gains in those areas as well.
TWO‐PLATED TAPPING PERFORMANCE BY DOWN'S SYNDROME AND NON‐DOWN'S SYNDROME RETARDATES
Authors: Seyfort B. , Spreen O.
Published: December 2006

Down's syndrome adolescents were compared with age‐ and I.Q.‐matched non‐Down's syndrome retardates on a two‐point finger tapping task. No difference was demonstrated in overall tapping rate between the two groups over a 60‐sec trial, however, Down's syndrome subjects made significantly more errors as measured by same‐plate tapping. Further, a significant correlation was found between rate of tapping and failure to alternate from one plate to the other in the Down's syndrome, but not in the non‐Down's syndrome group. These rates were interpreted as supportive of a hypothesis put forward by Frith and Frith (1974) which suggested that Down's syndrome retardates show a deficit in developing and utilizing preprogrammed motor sequences.
BEHAVIOUR PROBLEMS IN PRE‐SCHOOL CHILDREN
Authors: Jenkins Sue , Bax Martin , Hart Hilary
Published: December 2006

This paper Describes the prevalence and types of behaviour problems found in a sample of 418 pre‐school children in North London. The data presented are based on information obtained from the parents of the children concerned. An association between behaviour problems and speech and language delay was found in the children of 2 Years and over. The implications for services to meet the needs of families with pre‐school children are discussed.
A SURVEY OF DEPRESSIVE SYMPTOMS, SYNDROME AND DISORDER IN A CHILD PSYCHIATRIC POPULATION
Authors: Carlson Gabrielle A. , Cantwell Dennis P.
Published: December 2006

Admission symptoms on 210 children referred to UCLA‐Neuropsychiatric Institute's Child Division were gleaned for those relating to depression. Children were additionally asked to complete a self‐rating depression inventory (SCDI) which assessed cross sectionally and systematically the presence of a depressive syndrome. A subsample of 102 children and parents were psychiatrically interviewed and diagnosed by the American Psychiatric Association's Diagnostic and Statistical Manual (DSM III) criteria. Sixty per cent of the children had depressive symptoms, 49% a cross‐sectional depressive syndrome and 28% met criteria for the presence of an affective disorder. Although depressive symptoms and syndrome appeared statistically significantly more frequent in children with affective disorder, they appeared often in children with other diagnoses. The authors feel that care must be taken in the use of the term childhood depression lest future epidemiologic, treatment and natural history studies be complicated by imprecise terminology.
IMIPRAMINE AND METHYLPHENIDATE IN HYPERACTIVE CHILDREN
Authors: Werry John S. , Aman Michael G. , Diamond Eileen
Published: December 2006

A double blind, placebo controlled, crossover study using methylphenidate as a standard and two doses of imipramine was carried out in 30 hyperactive children. Particular emphasis was placed upon imipramine's action on cognitive function, physiological function, self‐esteem, and dosage effects. There were positive effects on learning, motor performance, and social behavior, but self‐esteem showed only minimal fluctuations. Certain physiological measures (in particular, cardiovascular) were adversely affected by the drugs. There were few statistically significant dose effects but, in general, the changes suggested that the lower dose resulted in less motor tremor and slightly superior clinical response. The effect of imipramine was basically similar to that of methylphenidate suggesting a stimulant‐like action. In contrast to other studies, imipramine was, in the short term, clinically more effective than methylphenidate but, as in other investigations, side effects were greater.
COGNITIVE CONSEQUENCES OF SOCIODRAMATIC PLAY AND EXPLORATION TRAINING FOR ECONOMICALLY DISADVANTAGED PRESCHOOLERS
Authors: Dansky Jeffrey L.
Published: December 2006

Cognitive consequences of play and exploration were examined by assigning 36 economically disadvantaged preschoolers to one of three treatment conditions: sociodramatic play training, exploration training, and free‐play control. Post‐treatment assessment revealed distinctly differential consequences of the three conditions. Play training enhanced: (a) sociodramatic activity; (b) imaginativeness; and (c) comprehension and production of sequentially organized information. Exploration trained subjects gave more accurate and detailed descriptions of concrete stimuli, both as they examined them and from memory. Free‐play opportunities did not enhance performance on any of the 21 dependent measures employed.
THE DEVELOPMENT OF SUSTAINED ATTENTION (VIGILANCE) AND INHIBITION IN CHILDREN: SOME NORMATIVE DATA
Authors: Levy Florence
Published: December 2006

A normative study of 230 children from Sydney pre‐schools and primary schools (aged 3–7 years) was carried out using a Continuous Performance Test of Vigilance (CPT), the Draw‐a‐Line Slowly test (DALS) for motor inhibition, and the Sprague Ballistographic Chair for motility. The study demonstrated a clear age development in capacity for sustained attention (vigilance) and in motor inhibition between 4 and 6 years of age, in normal children. Correlations between components of the CPT, Mean Reaction Time (MRT), and the DALS test were shown suggesting a need for further multivariate studies. Sex differences were not found for the CPT, or DALS tests, but were shown for Chair Score and for motor components of the DALS test (DALO and DALF), for which boys scored higher motility scores and faster DALO and DALF scores.