bluuebunny/crossref_metadata_2025_split huggingface dataset:
PSYCHOLOGICAL ADJUSTMENT AMONG PEDIATRIC CANCER SURVIVORS
Authors: Koocher Gerald P. , O'Malley John E. , Gogan Janis L. , Foster Diana J. 
Published: December 2006

SUMMARYA significant number of children who survive pediatric cancer experience residual psychosocial sequelae. The most noteworthy of these include residual depression, anxiety, and poor self‐esteem. As a group, those patients who have the most difficulty in psychosocial adjustment also have less effective socialization and self‐help skills and less effective intellectual functioning than do those patients who have “Good Adjustment”. The developmental disruptions engendered by cancer treatment seem more marked and persistent when occurring in middle childhood or adolescence as opposed to during infancy. As one gets further in time from the onset of the illness, one is less likely to suffer psychosocial adjustment problems (assuming that a disease‐free remission state exists and that active treatment is no longer in progress). A number of important factors remain to be explored, including psychosocial adjustment as a function of residual physical disfigurement, mobility handicaps, and similar potential blows to a patient's sell‐esteem.
TEACHERS' RESPONSES TO SEVERELY MENTALLY HANDICAPPED CHILDREN'S INITIATIONS IN THE CLASSROOM
Authors: Beveridge Michael , Hurrell Pauline 
Published: December 2006

SUMMARYThis study investigates teachers' responses to initiations of interaction by severely mentally handicapped children who were rated as extremely excitable or inhibitable. The teachers' responses were categorised according to whether they maintained the interaction, expanded the ideational content of the child's initiation, and whether they did so verbally or non‐verbally. Results showed that teachers maintained significantly less initiations than they non‐maintained. Furthermore, the type of response given by the teachers was related to the child's being excitable or inhibitable as well as to the teacher's own personality as measured by the Eysenck Personality Inventory.
PSYCHIATRIC DISORDER IN THE PARENTS OF HYPERACTIVE BOYS AND THOSE WITH CONDUCT DISORDER
Authors: Stewart Mark A. , Susan deBlois C. , Cummings Claudette 
Published: December 2006

SUMMARYPsychiatric diagnoses were made on parents of 126 boys attending a child psychiatric clink with information from structured interviews. Antisocial personality and alcoholism were commoner in natural fathers of aggressive, antisocial boys than in fathers of the remaining boys but the prevalence of these disorders did not distinguish fathers of hyperactive boys from fathers of those who were not hyperactive. The failure to find any association between parental disorder and hyperactivity argues against the specificity of the relationships between hyperactivity in children and alcoholism, antisocial personality and hysteria in their relatives which were discovered in earlier family studies.
HYPERKINETIC AND CONDUCT PROBLEM CHILDREN IN A PRIMARY SCHOOL POPULATION: SOME EPIDEMIOLOGICAL CONSIDERATIONS
Authors: Sandberg Seija T. , Wieselberg Michael , Shaffer David 
Published: December 2006

SUMMARYAn epidemiological survey designed to investigate the possible causal influence of biological and psychological factors on hyperactivity and conduct disturbance among 226 primary school boys is provided. The background variables investigated were: adverse perinatal events, neurodevelopmental abnormalities, minor physical anomalies and a combination of psychosocial disadvantage factors. Hyperactivity and conduct disturbance were measured by parent and teacher questionnaires, the disturbed groups being taken as the top 10 per cent. Teachers and parents largely identified separate children as disturbed. The teacher questionnaires failed to distinguish between the two conditions but disturbance was significantly related to high social disadvantage. The parent questionnaire distinguished the two groups better and disturbance of either kind was markedly associated with maternal mental distress, and this far outweighed the contribution of any other background variable.
THE PERFORMANCE OF AUTISTIC CHILDREN ON THREE LEARNING SET TASKS
Authors: Prior Margot , McGillivray Jane 
Published: December 2006

SUMMARYLearning set, matching learning set and conditional matching learning set tasks were presented to matched groups of autistic, retarded and normal children. The majority of autistic children were able to solve these problems and to acquire set and their performance was similar to that of MA matched controls. It is suggested that (a) performance was directly related to developmental level rather than to autism per se, (b) that learning was enhanced by the use of concrete stimuli since conditional cues were successfully used here, in contrast to failure in an earlier experiment using abstract cues, and (c) overselectivity was not characteristic of the performance of these autistic children.
THE OVERLAP BETWEEN HYPERACTIVE AND UNSOCIALIZED AGGRESSIVE CHILDREN
Authors: Stewart Mark A. , Cummings Claudette , Singer Sandra , DeBlois C. Susan 
Published: December 2006

SUMMARYData were collected on 175 admissions to a child psychiatry clinic, primarily through interviews with mothers, Forty‐nine per cent of the children were diagnosed as hyperactive and 46 per cent as unsocialized aggressive; 34 per cert had both disorders. Comparisons were made between the children who were hyperactive only, unsocialized aggressive only, hyperactive and unsocialized aggressive, and those with other diagnoses, on behavioral Males which were derived from the interview data but were relatively independent of the diagnostic criteria. On the scales of antisocial behaviour, egocentricity and reactivity, hyperactive and unsocialized aggressive children resembled those who were only unsocialized aggressive more than those who were only hyperactive. These results support earlier critisms of a broadly defined syndrome of hyperactivity. However, evidence was also found for a more specific hyperactive syndrome such as that proposed by Sandberg, Rutter and Taylor (1978).
RESEARCH NOTE: INTERACTION IN THE FAMILIES OF EPILEPTIC CHILDREN
Authors: Ritchie Karen 
Published: December 2006

SUMMARYThe study describes on‐going family interaction patterns in 15 epileptic‐ member and 15 control families with a view to isolating differences which may be responsible for behaviour disorders in epileptic children. Categorisation of the speeches of family tetrads in a problem‐solving situation revealed that epileptic ‐member families tended towards an autocractic matriarchal structure which is more efficient in problem‐solving. The epileptic child was found to withdraw from family interaction. That form of organisation would appear to equip the family with a more secure structure to meet the family crisis while simultaneously meeting the dependency needs of the “sick” child. However, the relationship between this type of functioning and disturbed behaviour leads to speculation as to the long‐term effects of such coping strategies.
THE VALIDITY OF DEPRESSIVE DISORDER IN CHILDHOOD AND THE DEVELOPMENT OF A SELF‐RATING SCALE: A RESEARCH REPORT
Authors: Birleson Peter 
Published: December 2006

SUMMARYAn operational definition of depressive disorder was used to define a group of prepubertal children attending a hospital‐based out‐patient child psychiatry clinic. The construct validity of depressive disorder in childhood was demonstrated by comparing this group with a matched control group on historical and clinical data.
THE REFERENTIAL COMMUNICATION SKILLS OF DEAF CHILDREN FROM DIFFERENT EDUCATIONAL ENVIRONMENTS
Authors: Breslaw P. I. , Griffiths A. J. , Wood D. J. , Howarth C. I. 
Published: December 2006

SUMMARYTwo studies of the communication skills of orally educated deaf primary school children are repotted. In the first, a referential communication task with very limited linguistic demands, severely and profoundly deaf children performed as well us a hearing control group. In the second task with a richer linguistic domain. differences m performance were found between deaf children from three schools with different linguistic philosophies, children from the school performing com‐parably to hearing children, those from the other two schools slightly worse. It is concluded that deaf children are more able communicators than their grammatical competence suggests.
THE CHARACTERISTICS OF SITUATIONALLY AND PERVASIVELY HYPERACTIVE CHILDREN: IMPLICATIONS FOR SYNDROME DEFINITION
Authors: Schachar Russell , Rutter Michael , Smith Alan 
Published: December 2006

SUMMARYTypes of “hyperkinetic syndrome” were studied using data from the general population epidemiological study of 10‐to 11‐year‐olds on the Isle of Wight who were followed up at 14–15 years old. Characteristics of situationally hyperactive children were compared with those of pervasively hyperactive children, as defined in terms of the hyperactivity factor scores on the Rimer parent and teacher questionnaires. The association of situational hyperactivity with general emotional/behavioural disturbance was a nonspecific Ending; situational unsociability was also related to disturbance. In contrast, pervasive hyperactivity, a clinically distinctive behaviour pattern, was strongly associated with general behavioural disturbance, persistence of overall disorder and marked cognitive impairment. These findings indicate the importance of identifying the type of hyperactivity.
COMPREHENSION OF SPOKEN, WRITTEN AND SIGNED SENTENCES IN CHILDHOOD LANGUAGE DISORDERS
Authors: Bishop D. V. M. 
Published: December 2006

SUMMARYNine children suffering from Landau‐Kleffner syndrome and 25 children with developmental expressive disorder were tested for comprehension of the grammatical structure of English in spoken, written and signed (Paget‐Gorman) language modalities. It is shown that the comprehension problems of children with Landau‐Kleffner syndrome are not restricted to spoken language, but are also found when written or signed language is used. Further, in all three language modalities these children show deviant patterns of comprehension consistent with the notion that they treat language as having a sequential rather than a hierarchical structure. However, similar patterns of performance are found in profoundly deaf children, indicating that peripheral auditory deprivation is a sufficient condition for these deviant patterns of comprehension to develop.
READING RETARDATION AND ANTISOCIAL BEHAVIOUR
Authors: Sturge Claire 
Published: December 2006

SUMMARYFour groups of boys (totalling 129) with and without reading retardation and antisocial behaviour were compared and contrasted on many items related to current behaviour and family background in order to study the degree and nature of the association between the two disorders.The results show a strong association between the two disorders but that boys with both disorders do not closely resemble either boys with only reading or boys with only antisocial problems. This differs from other findings and the reason for this and the possible nature of the association are discussed.
COMPARATIVE STUDIES OF ULCERATIVE COLITIS AND CROHN'S DISEASE IN CHILDREN AND ADOLESCENTS
Authors: Steinhausen Hans‐Christoph , Kies Helga 
Published: December 2006

SUMMARYTen patients suffering from Crohn's disease and seven children diagnosed as having Ulcerative Colitis were studied with regard to psychopathology, locus of control and several parameters of family functions. A comparison with findings from matched controls revealed higher rates of psychiatric disturbance among the clinical groups. Patients of the two groups did not differ from each other; neither in the amount nor the type of disorder. The predominating pattern was emotional disorder, which was also found in the parents' response to a behavior questionnaire. Further associations of the locus of control dimension to Crohn's disease and family functions to both diseases were found. Among clinical variables only growth retardation tended to correlate significantly with psychopathology, indicating that this consequence of the basic disease process may be more significant than other factors.
THE QUESTION OF CHILDHOOD EGOCENTRISM: THE CO‐ORDINATION OF PERSPECTIVES IN RELATION TO OPERATIONAL THINKING
Authors: Hobson R. Peter 
Published: December 2006

SUMMARYTo what extent is the concept of ‘childhood egocentrism’ valid? Piaget presents an account in which a child's ability to appreciate different points of view is intimately related to his capacity for operational thought. To examine this hypothesis, children aged from 3 to 7 years were presented with tasks requiring the co‐ordination of visuo‐spatial perspectives, and tests of operational thinking. Subjects in the pre‐operational stage demonstrated an ability to co‐ordinate viewpoints, but found certain forms of visuo‐spatial problem relatively difficult. The significance of this for the concept of egocentrism and the analysis of role‐taking is considered.
ADOLESCENT DRUG USE AND OTHER BEHAVIORS
Authors: Hundleby John D. , Carpenter Richard A. , Ross R. A. J. , Mercer G. William 
Published: December 2006

SUMMARYLittle systematic information is available concerning the association between adolescent drug usage and other forms of behavior. The present study addressed this issue. Two hundred and thirty‐one adolescents completed questionnaires concerning their use of drugs (alcohol, tobacco, pain‐killers, marijuana, etc.). Factor analysis of endorsements of a broad range of behaviors, followed by regression analysis, indicated that sexual behavior, general delinquency, school misbehavior, social behavior and studying/reading (—) were all related to drug use. School achievement (—) and domestic behavior (—) gave lower correlations. Religious behavior did not emerge as a clear correlate.
ADULTS' COGNITIVE DEMANDS AT HOME AND AT NURSERY SCHOOL
Authors: Tizard Barbara , Hughes Martin , Pinkerton Gill , Carmichael Helen 
Published: December 2006

SUMMARYA study was made of the “cognitive demands” made of children during spontaneous conversations with their teachers at nursery school and their mothers at home. Social class differences were small compared with home/school differences. Teachers' talk contained a higher proportion of cognitive demands and “testing” demands than did mothers' talk; however, the hourly rate of these demands was higher in the mothers' talk. Teachers used more demands for attributes, simple descriptions and interpretations, whilst mothers used more demands for recall and explanation of motives and purposes, More demands were left unanswered at school than at home. The implications for nursery education are discussed.
PROTEST OR PLEASURE? THE RESPONSE OF FIRST‐BORN CHILDREN TO INTERACTIONS BETWEEN THEIR MOTHERS AND INFANT SIBLINGS
Authors: Kendrick Carol , Dunn Judy 
Published: December 2006

SUMMARYTriadic interactions between mother, pre‐school age first‐born, and 14‐month‐old second‐born siblings were studied in 40 families as part of a longitudinal study using home observations. Interaction between mother and second‐born exerted an important influence tin the behaviour of the first‐born; individual differences in the response of the first‐born children were associated with differences in temperament of the first child, their reaction to the sibling birth, and with the sex of the sibling dyad. The age gap between siblings and die sex of sibling dyad influenced the time mother and second‐born spent in interaction and the quality of this interaction.
PERCEPTUAL, MOTOR AND ATTENTIONAL DEFICITS IN SIX‐YEAR‐OLD CHILDREN, EPIDEMIOLOGICAL ASPECTS
Authors: Gillberg Christopher , Rrasmussen Peder , Carlström Gunilla , Svenson Bertil , Waldenström Eva 
Published: December 2006

SUMMARYA total population study of 4797 six‐year‐old children attending the public pre‐schools in the city of Göteborg (Gothenburg) has been carried out. A questionnaire with 34 questions about MBD‐related problems was distributed to all pre‐school teachers. Three thousand four hundred and forty‐eight questionnaires were completed. Factor analysis of the questionnaire and empirical results from a pilot study provided the basis for selecting for further study children with pre‐school signs and symptoms suggestive of MBD. Neurological, psychiatric and psychological assessment of 82 children with, and 59 children without, pre‐school symptoms of MBD revealed that in the index groups 41% of the children, and in the control group 3% of the children, had MBD. Extrapolation procedures gave a total population frequency of 1.2% with severe MBD and a further 5.9% with mild‐moderate MBD. A very large questionnaire refusal rate (28%) is discussed. The relevance of the calculated frequency figures, especially as regards the mild‐moderate MBD category, cannot be properly evaluated until long‐term follow‐up has been completed.
COPING BEHAVIOR: DIFFERENCES IN BARRIER PERFORMANCE IN FULL‐TERM AND PREMATURE INFANTS
Authors: Garrity Linda I. , Weisman Bonnie 
Published: December 2006

SUMMARYCoping ability was assessed in 12‐ and 18‐month‐old premature and full‐term children, using an experimental barrier situation consisting of a double fence of boards and boxes which the child had to remove to reach the center. No term differences were found for the 12‐month‐old children: the task was too difficult for them. The term differences found at 18 months indicated that the prematures rested more and tended to smile more than did full‐terms. The most dramatic finding was that only 4 of the 17 children who completed the task were premature. None of the findings for the 18‐month‐old children were related to intelligence.
NURSERY NURSES AND NURSERY TEACHERS I: THEIR ASSESSMENT OF CHILDREN'S VERBAL‐SOCIAL BEHAVIOUR
Authors: Gipps Caroline 
Published: December 2006

SUMMARYRatings of verbal‐social behaviour assigned by nursery nurses in day nurseries, nursery schools and centres were compared with those assigned by nursery teachers.There were significant differences in ratings assigned by the different professional groups of staff: nursery nurses in day nurseries assigned the highest verbal‐social ratings, but these were not supported by observations of the children's verbal‐social behaviour or by language test scores.Correlations showed that, while the nursery nurses were assessing directly measurable verbal and social behaviour, the teachers were not, and it is sugguested that they were assessing a more complex reasoning skill.
THE STRUCTURE OF CONVERSATIONS WITH 6‐ TO 10‐YEAR‐OLD DEAF CHILDREN
Authors: Wood D. J. , Wood H. A. , Griffiths A. J. , Howarth S. P. , Howarth C. I. 
Published: December 2006

SUMMARYIn stage 1 classroom conversations between sixteen teachers and their pre‐lingually deaf children were videotaped and analysed to examine both the styles used by teachers in controlling conversation and the functions pursued in dialogue. In stage 2 a sub‐sample of four teachers with twenty children of known hearing losses and non‐verbal intelligence was analysed in greater detail to examine relationships between these factors, teaching styles and the child's performance in dialogue. The analyses show that deaf children respond in a similar fashion to young hearing children in the way they react to different styles of teacher talk; that teachers differ in the functions they pursue in conversation; and that functions change as a consequence of the child's hearing loss but not mental age. The implications of the findings for linguistic development in pre‐lingually deaf children are explored.
A STAGES‐OF‐INFORMATION APPROACH TO HYPERACTIVITY
Authors: Sergeant J. A. , Scholten C. A. 
Published: December 2006

SUMMARYIn a memory search task with context recognition, three groups of children were examined: hyperactives, somewhat hyperactives and controls. It was found that the hyperactive groups differed from controls at the intercept of reaction time and not the slope. This was interpreted as evidence against a selective attention hypothesis in hyperactivity and evidence of either an ‘encoding’ or a response organization deficit.The unexpected slower and less accurate performance of somewhat hyperactives than those rated as hyperactives may have been due to the higher rating of variable task application in the former than in the latter.
VISUO‐MOTOR BEHAVIOUR IN PRE‐SCHOOL CHILDREN IN RELATION TO SEX AND NEUROLOGICAL STATUS: AN EXPERIMENTAL STUDY ON THE EFFECT OF ‘TIME‐PRESSURE’
Authors: Kalverboer A. F. , Brouwer H. 
Published: December 2006

SUMMARYA detailed analysis was made of the visuo‐motor behaviour of 139 pre‐school children during a spatial‐constructive task with and without time‐pressure. The study focused mainly on sex differences and the implications of minor neurological dysfunctions for children's visuo‐motor behaviour. Between sexes only minor differences in behavioural organization and efficiency were found. Between neurological groups only differences within the girls were found, those with lower neurological optimality scores showing more signs of ‘lack of motor inhibition’ and distraction in the prestress condition, seemingly related to differences in motivation. No effect was found for time‐pressure for groups with a different neurological status.
BIOLOGICAL BASIS OF SOCIAL INTERACTIONS: IMPLICATIONS OF RESEARCH FOR AN RSTANDING OF BEHAVIOURAL DEVIANCE
Authors: Papoušek H. , Papoušek M. 
Published: December 2006

SUMMARYAmong the infant's initial risks, interactional failures have recently been identified as potential links of vicious circles leading from inconspicuous deviance to severe clinical syndromes. The knowledge of the origins of interactional failure has been insufficient. In this paper a basic explanatory model is presented and two major determinants of successful parent‐infant interactions are analysed: the infant's integrative competence and the initial forms of parenting. Particular attention is paid to pre‐term infants and the biological roots of parenting.
PERCEPTUAL, MOTOR AND ATTENTIONAL DEFICITS IN SWEDISH PRIMARY SCHOOL CHILDREN. SOME CHILD PSYCHIATRIC ASPECTS
Authors: Gillberg Christopher 
Published: December 2006

SUMMARYOne hundred and forty‐one seven‐year‐old children took part in an extensive neuropsychiatric study. Eight‐two of these children had been selected and sampled from a group of 3448 children for whom questionnaires concerning motor control, perception and attention/behaviour had been completed by pre‐school teachers. They all showed pre‐school signs of both attention deficit and motor/perception dysfunction. The fifty‐nine remaining children had been randomly sampled from the group of 3448 children to serve as controls. The study was carried out in a blind fashion. The present paper reports on results of the neuropsychiatric study with special regard to psychiatric disorders in so‐called MBD syndromes, defined in accordance with operational criteria. Prevalence figures for marked psychiatric abnormality in MBD were shown to be higher than for psychiatric abnormality in children with ‘neuroepileptic’ disorders in the Isle of Wight study. Psychotic behaviour was found to be specifically associated with MBD. Hereditary and neuropathogenic factors singly or together possibly caused the ‘MBD handicap’. Non‐optimal psychosocial factors appear to interact with the MBD syndrome in the moulding of psychiatric disorders.
FACTORS RELATED TO CHANGES IN IQ: A FOLLOW‐UP STUDY OF FORMER SLOW LEARNERS*
Authors: Svendsen Dagmund 
Published: December 2006

SUMMARYA group of 41 former slow learners were tested as children and at the age of 30 years. Information about family and personal problems met during childhood was available from the local school files and also by an interview at the age of 30 years. Changes in IQ were associated with the problem score and further education after leaving the compulsory school system. The group of subjects with the greater number of problems and further education improved their IQ scores by 18.1 points, against 5.0 points in the group with one or no problems and without further education.