bluuebunny/crossref_metadata_2025_split huggingface dataset:
THE UPBRINGING OF OTHER PEOPLE'S CHILDREN: IMPLICATIONS OF RESEARCH AND FOR RESEARCH
Authors: Tizard Jack 
Published: December 2006

SUMMARYThe 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

SUMMARYThis 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

SUMMARYParents 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

SUMMARYThree 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

SUMMARYA 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

SUMMARYA 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

SUMMARYChildren 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

SUMMARYAn 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.
THE RELATION OF DIRECT HOME OBSERVATIONS TO THE CLINIC EVALUATION OF HYPERACTIVE SCHOOL AGE BOYS
Authors: Rapoport Judith L. , Benoit Marilyn 
Published: December 2006

SUMMARYThe 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

SUMMARYRhesus 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.
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

SUMMARYThe 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

SUMMARYOutcome 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

SUMMARYOne 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

SUMMARYSeven 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

SUMMARYA 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

SummaryOf 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

SummaryEstimates 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

SummaryA 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

SummaryA 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

SummaryFifty‐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

SummaryHyperactive, 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

SUMMARYTwo 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

SUMMARYChildren 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

SUMMARYThis 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

SUMMARYDuring 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.
WARINESS OF STRANGERS: REALITY OR ARTIFACT?
Authors: Batter Bonnie S. , Davidson Christine V. 
Published: December 2006

SUMMARYObservational 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

SUMMARYThe 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

SummaryDeviant 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.