bluuebunny/crossref_metadata_2025_split huggingface dataset:
THE THREE‐YEAR‐OLD AND HIS ATTACHMENT TO A SPECIAL SOFT OBJECT
Authors: Boniface David , Graham Philip 
Published: December 2006

SUMMARYIn 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

SUMMARYThis 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

SUMMARYThe 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

SUMMARYAlthough 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

SUMMARYDown'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

SUMMARYThis 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

SUMMARYAdmission 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

SUMMARYA 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

SUMMARYCognitive 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

SUMMARYA 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.
TREATMENT OF RITUALISTIC BEHAVIOUR IN AN EIGHT‐YEAR‐OLD GIRL BY RESPONSE PREVENTION: A CASE REPORT
Authors: Stanley Lynn 
Published: December 2006

SUMMARYResponse prevention was used to eliminate ritualistic behaviour in an eight‐year‐old girl. The treatment was carried out at home with the parents acting as therapists. Following the second week of treatment the urge to carry out rituals disappeared completely. At one‐year follow‐up all was well. There was no symptom substitution.
THE PREVALENCE OF BEHAVIOR PROBLEMS IN THREE‐YEAR‐OLD CHILDREN OF WEST INDIAN‐BORN PARENTS
Authors: Earls Felton , Richman Naomi 
Published: December 2006

SUMMARYUsing data obtained during an epidemiological survey of 3‐year‐old children living in a London borough, a comparison was made of the prevalence of behavior problems in 58 children of West Indian parents with 705 children of British‐born parents. The children of West Indian families were living in poorer housing and had experienced more separations but did not show higher rates of behavior problems. There were few significant differences in the patterns of behavioral disturbance between the two groups, and none between West Indian boys and girls. The Validity of the findings and their relationship to the children's social circumstances are discussed.
VIGILANCE IN HYPERACTIVE AND NORMAL CHILDREN ON A SELF‐PACED OPERANT TASK*†
Authors: Goldberg Joel O. , Konstantareas M. Mary 
Published: December 2006

SUMMARYA self‐paced vigilance task adapted from operant work was employed to study visual attention in hyperactive and normal children. The task distinguishes between two components of vigilance, observing responses and signal detention responses which are further divided into hits and false alarms. All subjects is were exposed to the same number of signal presentations under a low (VI 53) density and a high (VI 15) density schedule. Hyperactive children emitted a lower percentage of hits and a greater percentage of false alarms than normals. Hyperactive children showed observing response rater than normals. The educational implications of these findings are considered.
ATTACHMENT, LOSS, AND DEPRESSION*
Authors: Reite Martin , Short Robert , Seiler Conny , Pauley J. Donald 
Published: December 2006

SUMMARYThe influence of 10 days of maternal separation on behavior and physiology was studied in 8 social group living pigtailed macaque (M. nemestrina)monkey infants. Maternal separation was accompanied by behavioral changes' included slowing of movement, decreases in play, increases in oral behaviors, and assumption of a characteristic slouched posture and sad facial expression. Physiological changes included decreases in heart rate and body temperature, sleep disturbances that were most pronounced in the Awake and REM sleep systems, and changes in EEG alpha power‐spectra. Individual variability in the behavioral and physiological response to maternal separation was marked, and showed only a minimal correlation with measures of early behavioral development and the early mother‐infant interaction. Some physiological changes appeared to lie relatively long lasting. The data demonstrate that the disruption of an attachment bond may be accompanied by pronounced physiological changes suggestive of d general impairment of autonomic homeostatic regulatory processes. The findings have important implications for our understanding of the Pathophysiology of grief, and the physiological concomitants of. separation, loss, and depression in children.
CHILDREN WITH READING AND SPELLING RETARDATION: FUNCTIONING OF WHOLE‐WORD AND CORRESPONDENCE‐RULE MECHANISMS
Authors: Jorm A. F. 
Published: December 2006

SUMMARYA group of 19 children retarded in both reading and spelling Mid a group of 4 children retarded specifically in spelling were given a series of tests designes to assess two components of the reading and spelling process, namely the ability to read and spell using correspondence rules and the ability to road and spell at a whole‐word level. The children retarded in both reading and spelling were found to be deficient in the ability to read and spell using rules. Furthermore, although these children had the ability to process words wholistically, their achievement at whole‐word reading and spelling was deficient. With the children who were retarded specifically in spelling, ii was tentatively concluded that although their ability to use correspondence rules is adequate, they may have difficulty in selecting the correct grapheme when several BM possible for a particular phoneme.
HYSTERICAL CONVERSION REACTIONS IN CHILDHOOD
Authors: Goodyer Ian 
Published: December 2006

SUMMARYA retrospective analysis of hysterical conversion reactions shows that they are uncommon in in‐patient psychiatric practice. The condition is more common in girls and does not present before 5 years of age.All cases had physical investigations which were prolonged and preceded psychiatric referral, The frequency of previous psychiatric difficulties in both the referred child and his family suggests that Symptom formation is bin one component in ongoing psychological disturbance that requires consideration of both family and individual factors.
A TWO‐YEAR FOLLOW‐UP OF INFANTS IN COMMUNITY‐BASED DAY CARE
Authors: Rubenstein Judith L. , Howes Carollee , Boyle Patricia 
Published: December 2006

SUMMARYMatched groups of day care and home‐reared infants were assessed at 31/2 years of age for aspects of emotional and language development. Measures were Obtained in Structured situations, through formal language teats, and via maternal interviews. Day care children were significantly more non‐compliant to their mothers than were home‐reared children and had significantly more fears and temper tantrums. The two groups of children were Comparable in their greeting behavior upon reunion with their mothers after an hour's separation, in the degree of anxiety manifested during testing; and in the Overall level of behavior problems Day care children had significantly more complex speech and day care mothers used more complex speech to their children. The data suggest that attendance in infant day care did tint adversely affect the children's overall emotional or language development.
THE MOTOR DEFICIT IN DOWN'S SYNDROME CHILDREN: A PROBLEM OF TIMING?
Authors: Henderson Sheila E. , Morris Janet , Frith Uta 
Published: December 2006

SUMMARYDown's Syndrome and non‐D S. children matched on MA and CA, performed continuous tracking and drawing tasks. Normal children performed the main tracking task. There were no differences between the groups on the spatial aspects of the tasks. On temporal components normal children were better on all measures. The D.S children were also poorer than retarded controls, showing more undershooting at comers, more problems in keeping up with the moving pattern, and were almost totally unable to continue the pattern without a model on the still moving paper following a five‐minute practice Session‐. Findings are discussed in terms of a specific motor programming deficit in D.S children.
CHILDREN'S KNOWLEDGE OF EMOTION
Authors: Harris Paul L. , Olthof Tjeert , Terwogt Mark Meerum 
Published: December 2006

SUMMARYChildren of 6, 11 and 13 years were interviewed regarding their concept of emotion. Questions were posed about the cues and the accuracy with which emotion may be identified, the strategies by which both the display and the experience of emotion may be regulated, and the effects of emotion on other psychological processes The replies indicate a marked shift in the child's concept of emotion between 6 and 11 years, but no marked changes thereafter. The youngest children focus on publicly observable components of emotion–the eliciting situation and overt behavioural reactions—while the two older groups also consider the hidden mental aspect of emotion. This changing conception of emotion manifests itself in the children's replies to questions concerning the identification, the regulation and the effects of emotion.
Emotion Recognition IN Disturbed AND Normal Children: A Research Note
Authors: Walker Elaine 
Published: December 2006

SUMMARYThe identification of facial expressions of emotion was studied in three groups of psychiatrically disturbed children and it control group of normal children, The results showed that schizophrenic children were significantly less accurate than unsocialized‐aggressive. anxious‐depressed, and normal children in their identification of the emotions. Anxious‐depressed children showed less pronounced emotion recognition deficits than schizophrenics; however, they also made significantly more errors than the controls. The unsocialized‐aggressive children did not differ from the normal controls, The results are discussed in light of the implications of emotion recognition for interpersonal functioning.
FURTHER DEVELOPMENT AND VALIDATION OF THE PROSOCIAL BEHAVIOUR QUESTIONNAIRE FOR USE BY TEACHERS*
Authors: Weir Kirk , Duveen Gerard 
Published: December 2006

SUMMARYThis paper describes the further development of a new rating scale for use by teachers, the Prosocial Behaviour Questionnaire (PBQ). The PBB is designed For use in the investigation of positive aspects of children's behaviour in primary school (ages 5–11 years). Tests of internal and external reliability and of validity are reported. It is concluded that the PBQ is a useful research instrument, However, teachers need training in its use and should be aware of the possible “halo” effects on their ratings of the child's sex. reading ability, aggressiveness and deviant behaviour
VIGILANCE DEFICIT IN LEARNING DISABLED CHILDREN: A SIGNAL DETECTION ANALYSIS
Authors: Swanson Lee 
Published: December 2006

SUMMARYTo test the proposition that learning disabled children manifest a sustained deficit within a detection theory analysis, the Continuous Performance Test (cf, Sykes, Douglas and Morgenstern, 1973) was administered lo normal and learning disabled boys. Children were tested on two task lengths (4:45 and 9:50 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses, d' and B values As expected, learning disabled children made significantly fewer correct detections and ware false responses and were less sensitive (d') to critical stimuli than normal children There was no strong evidence to indicate disabled and Normal children differ on response criterion (B). B decreased significantly with time on cask for both groups, whereas d' remained relatively unchanged. Results were interpreted as supporting the notion that learning disabled children suffer a reduction in processing capacity rather than a loss of sustained attention over time.
CLASSROOM MISCONDUCT AND INTEGRATION BY SEX
Authors: Jones Marshall B. , Thompson Davidg. 
Published: December 2006

SUMMARYin the 1978‐79 school year some but not all sections of the 9th grade in a large, free, Formerly sill‐boy private school in Central Pennsylvania were integrated by sex Since the sections varied in both curriculum and ability level and changes from one year to the next were distinctly possible, analysts centered on the interaction between study years (1977‐78 and 1978‐79) and whether or not a section Contained girls in those second year. The hypothesis tested was that male classroom behavior would improve more or deteriorate less in those sections that integrated than the those that did not. The dependent measures were number of detentions and coarse grades for conduct, effort, and achievement. Positive results were obtained for number of detentions when the reason was classroom misconduct but not when it was tardiness or cutting dass. Similarly, positive results were obtained for the conduct grade but not for the effort or achievement grades. Teacher opinion also was that integration by sex produced favorable but specific effects on male classroom behavior.
CHANGES IN IQ, ENVIRONMENTAL AND INDIVIDUAL FACTORS: A FOLLOW‐UP STUDY OF EDUCABLE MENTALLY RETARDED CHILDREN
Authors: Svendsen Dagmund 
Published: December 2006

SUMMARYA group of 28 former pupils of Special Schools for the EMR was tested both in childhood and at adult age. Information about the subjects' situation as children was available from the local school files. Pupils who had experienced the most serious problems as children were less retarded at adult age than persons who had experienced few or none problems. Three persons with impaired hearing showed also a marked increase in I.Q. scores. The results may give support to Clarke's and Clarke's hypothesis that the effects of an early unstimulating environment are not necessarily irreversible.
THE MEANING OF INFANT EMOTIONAL EXPRESSIONS: REGULARITIES IN CAREGIVING RESPONSES IN NORMAL AND DOWN'S SYNDROME INFANTS
Authors: Sorce James F. , Emde Robert N. 
Published: December 2006

SUMMARYIn two studies, photographs of facial expressions of normal and Down's syndrome infants were viewed by mothers who recognized discrete emotions and reported regularities in caregiving associated with these emotions. Stimulating interactions were reported more frequently for high intensity expressions than for low intensity expressions. While these regularities held for both groups of infants, high intensity expressions were less frequent in the Down's group. The biological mothers of Down's infants seemingly compensated by reporting more stimulating interventions in response to their infants' low intensity expressions. Mothers who were unfamiliar with both groups of infants did not evidence this compensatory adjustment.
THE PERSONALITY AND PSYCHO‐SEXUAL DEVELOPMENT OF BOYS WITH 47 XXY CHROMOSOME CONSTITUTION
Authors: Bancroft John , Axworthy David , Ratcliffe Shirley 
Published: December 2006

SUMMARYTwelve XXY boys identified at birth in a population screening study were followed up at a mean age of 16.7 yr and compared with a control group of chromosomally normal boys matched for age and social class. Assessment of personality and psycho‐sexual development showed the XXY boys to be more timid and less self‐confident and to have more problems in relating to their peer group than the controls.They also showed some evidence of delayed or impaired development of sexual interest. In general, the differences were not marked.Possible causes for these differences and potential methods of preventing them are discussed.
PRESCHOOL DESIGN AND CHILD BEHAVIOUR
Authors: Neill S. R. St. J. 
Published: December 2006

SUMMARYTwenty established children were observed in each of three nursery schools and two day nurseries. Two pairs of nursery schools and clay nurseries were matched for building design. Twenty newly arrived children were also observed in each nursery school. Child behaviour was analysed in relation to building design; playroom openness appeared the most important building factor. Children in the more open units spent less time on school‐oriented activities and received fewer staff contacts, but more time moving around, doing nothing, and in aggression and active play. Social interaction was little related to building design, but was affected by amount of nursery experience. The findings are discussed in relation to staff aims.