bluuebunny/crossref_metadata_2025_split huggingface dataset:
Partial least squares analysis in developmental psychopathology
Authors: Ketterlinus Robert D. , Bookstein Fred L. , Sampson Paul D. , Lamb Michael E. 
Published: October 2008

AbstractDespite extensive theoretical and empirical advances in the last two decades, little attention has been paid to the development of statistical techniques suited for the analysis of data gathered in studies of developmental psychopathology. As in most other studies of developmental processes, research in this area often involves complex constructs, such as intelligence and antisocial behavior, measured indirectly using multiple observed indicators. Relations between pairs of such constructs are sometimes reported in terms of latent variables (LVs): linear combinations of the indicators of each construct. We introduce the assumptions and procedures associated with one method for exploring these relations: partial least squares (PLS) analysis, which maximizes covariances between predictor and outcome LVs; its coefficients are correlations between observed variables and LVs, and its LVs are sums of observable variables weighted by these correlations. In the least squares logic of PLS, familiar notions about simple regressions and principal component analyses may be reinterpreted as rules for including or excluding particular blocks in a model and for “splitting” blocks into multiple dimensions. Guidelines for conducting PLS analyses and interpreting their results are provided using data from the Goteborg Daycare Study and the Seattle Longitudinal Prospective Study on Alcohol and Pregnancy. The major advantages of PLS analysis are that it (1) concisely summarizes the intercorrelations among a large number of variables regardless of sample size, (2) yields coefficients that are readily interpretable, and (3) provides straightforward decision rules about modeling. The advantages make PLS a highly desirable technique for use in longitudinal research on developmental psychopathology. The primer is written primarily for the nonstatistician, although formal mathematical details are provided in Appendix 1.
Prediction of behavior problems in 4-year-olds born prematurely
Authors: Goldberg Susan , Corter Carl , Lojkasek Mirek , Minde Klaus 
Published: October 2008

AbstractLongitudinal follow-up data for 69 very low birthweight preterm infants were used to assess the influence of four factors (neonatal medical complications, infant temperament, mother-child relationships, and family environment) on mother and teacher reports of behavior problems at 4 years. The proposed model of such influences being tested assumed that (1) the effects of neonatal medical factors would be indirect, and (2) each of the other three factors would show high stability from 1 to 4 years and would have a direct influence on behavior problem outcomes. Neither neonatal medical data nor infant-mother attachment were good predictors of behavior problems at age 4. With these exceptions, teacher report of behavior problems was predicted in a fashion consistent with the preliminary model. However, mother reports of behavior problems was predicted only by prior mother reports of child temperament. Discussion focuses on reasons for discrepancies in these pathways of influence.
Attachment in preschoolers with disruptive behavior: A comparison of clinic-referred and nonproblem children
Authors: Speltz Matthew L. , Greenberg Mark T. , Deklyen Michelle 
Published: October 2008

AbstractThis study tested the hypothesis that preschool-aged children with significant externalizing behavior problems are more likely to have insecure attachment relationships than nonproblem peers, as measured by separation/ reunion behavior at the time of clinic referral. Fifty children (ages 3–6) and their mothers participated: 25 referred to a child psychiatry clinic for one of the DSM-III-R Disruptive Behavior Disorders, and 25 matched comparison children without behavior problems. Using two new attachment coding systems for children of this age, we found that 84% of the children in the clinic group were classified as insecure, whereas only 28% of the comparison group were so classified (p <.001). Clinic children were also found more frequently to protest their mother's departure and to search for her more often during the separation. The implications of these results for the validity of separation/reunion behavior as an index of attachment at this age are discussed, as well as the methodological and conceptual problems that complicate our study of the link between attachment and behavior disorder.
Attachment organization and treatment use for adults with serious psychopathological disorders
Authors: Dozier Mary 
Published: October 2008

AbstractIndividual differences in attachment organization among adults with serious psychopathological disorders were related to strategies of treatment use. Forty young adults with serious psychopathological disorders were administered the Adult Attachment Interview (George, Kaplan, & Main, 1984), and their clinicians completed ratings of treatment use. Attachment organization was assessed using the Attachment Q-set (Kobak, 1989), yielding ratings of security/anxiety and avoidance/preoccupation. In preliminary analyses, diagnosis was found to be related to security, with greater security associated with affective rather than thought disorders. Gender was related to avoidance/preoccupation, with males having stronger avoidant tendencies than females. The effects of diagnosis and gender were partialled out of subsequent analyses. As predicted, greater security was associated with more compliance with treatment, as rated by clinicians. Stronger avoidant tendencies were associated with greater rejection of treatment providers, less self-disclosure, and poorer use of treatment. These findings suggest that attachment organization may be an important determinant of how individuals with serious psychopathological disorders approach attachment figures.
The relationship between maternal attributes in the early life of the child and the child's future criminal behavior
Authors: Stattin Håkan , Klackenberg-Larsson Ingrid 
Published: October 2008

AbstractThe relationship of various personality and behavior describing characteristics of the mother in earliest childhood (ages 1–3) and in later childhood (ages 6–8) to the child's registered criminality up to the age of 30 was investigated for a sample of 122 males. Maternal attributes were rated by psychologists and nurses. Canonical correlations, measuring the relationship between the set of maternal attributes in young age of the child and the future registered criminality of the subjects, were in the magnitudes of .40 to .50. Both in early and in later childhood, mother's mood and her perceived maturity were attributes that, controlled for socioeconomic status of the home and mother's age, were significantly related to the child's future criminal behavior. In addition, mother's affective attitude in later childhood was significantly related to registered crime among the subjects. The change in prognostic power of maternal attributes from early to later childhood was discussed.
Environmental influences on early language development: The context of social risk
Authors: Morisset Colleen E. , Barnard Kathryn E. , Greenberg Mark T. , Booth Cathryn L. , Spieker Susan J. 
Published: October 2008

AbstractThe impact of environmental risk on toddlers' cognitive and linguistic development was investigated in a longitudinal study of 78 high-risk families. The risk factors examined were family social status, mother's psychosocial functioning, and quality of dyadic involvement at 1 year of age (including measures of mother-infant interaction and infant-mother attachment security). Child outcome measures included the Bayley MDI (at 24 months) and the Preschool Language Scale (at 36 months). The data indicate that dyadic involvement was an important mediator in the relation between environmental risk and subsequent child competence. Specific relations among early interactive experiences, infant attachment security, and subsequent cognitive and linguistic gain were examined within a framework of risk and protective factors. The results suggest that secure attachment may operate as a protective factor, but only among the more extreme cases in this exclusively high-risk sample.
Conservation and formal thought disorder in schizophrenic and schizotypal children
Authors: Caplan Rochelle , Foy Judith G. , Sigman Marian , Perdue Sondra 
Published: October 2008

AbstractWe studied the conservation scores of 21 schizophrenic and schizotypal children (aged 6;7–12;5 years) and 21 yoked normal mental age matches and their relationship to the Kiddie Formal Thought Disorder Scale measures. Like the normal children, the schizophrenic/schizotypal subjects were able to recognize the invariance of two dimensional space, number, and substance, but not of weight. Unlike the normal children, the schizophrenic/schizotypal children were poor conservers of continuous and discontinuous matter, and this was related to their illogical thinking scores. Age and IQ accounted for the conservation competence of the normal children. The conservation skills of the patients, however, were associated with the severity of their formal thought disorder scores, not with their age or IQ. The developmental approach employed in this study enabled further clarification of the cognitive parameters of formal thought disorder in middle childhood. We discuss the developmental, clinical, and possible information processing implications of these findings.
The Rochester Child Resilience Project: Overview and summary of first year findings
Authors: Cowen Emory L. , Wyman Peter A. , Work William C. , Parker Gayle R. 
Published: October 2008

AbstractThis article describes the Rochester Child Resilience Project (RCRP) and summarizes findings based on its initial year of operation. Among 4th-6th-grade urban children who had experienced significant life stress, convergent sources of evidence about current adjustment identified demographically matched samples of 37 stress-affected (SA) and 40 stress-resilient (SR) children. These two groups were compared on 11 test measures designed to expand the nomological definitional net for the concept of childhood resilience. Additionally, separate in-depth individual interviews were conducted with children and primary caregivers. Both test and interview responses significantly differentiated the groups in the predicted directions. Children's group status (SR vs. SA) was predictable on the basis of discriminant function analysis involving five test measures, blind ratings done both for the parent and child interviews, and hierarchical regression analyses reflecting major domains of the parent interview.
Stability of externalizing symptoms from kindergarten to first grade and factors related to instability
Authors: Pianta Robert C. , Caldwell Constance B. 
Published: October 2008

AbstractThis article examines the frequency and stability of externalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Using cutoff scores on teacher ratings, an average of 20% of the children were rated as having moderate externalizing problems in kindergarten and first grade. For both boys and girls, parent-teacher stability correlations ranged from .34–.45, and kindergarten teacher ratings from November and April correlated at .76. Instability in externalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors. For girls these included learning problems, shy-anxious behavior, mother-child interaction measures, and cognitive ability. Factors related to instability for boys included learning problems, social skills, cognitive ability, and self-control. These variables accounted for an additional 40% of the variance for boys (50% for girls) in first grade externalizing symptoms after controlling for externalizing symptoms in kindergarten.
Depressed mothers' behavioral competence with their infants: Demographic and psychosocial correlates
Authors: Teti Douglas M. , Gelfand Donna M. , Pompa Janiece 
Published: October 2008

AbstractA multidimensional study examined individual differences in observed behavior of 59 depressed mothers interacting with their 3–13-month-old infants in relation to selected demographic and psychosocial variables. Maternal competence–defined as sensitive, affectively appropriate maternal behavior, was positively related to maternal education, family income, and the number of hours mothers worked outside the home. Maternal competence was inversely related to life stress, marital discord, poor social support, and infant difficulty; all of these relations appeared to be mediated by the women's feelings of self-efficacy in the maternal role. A “risk index,” composed of noncorrelated variables (family income, hours per week mother worked outside the home, and maternal self-efficacy), was strongly related to maternal parenting competence. These results suggest that the quality of depressed mothers' behavior with their babies is related to self-evaluations and contextual risk or protective factors. The findings also highlight the heterogeneity in life circumstances and functioning of depressed women and the probable resulting variability in the level of functioning of their children.
The relationship between biased maternal and filial attributions and the aggressiveness of their interactions
Authors: Mackinnon-Lewis Carol , Lamb Michael E. , Arbuckle Barry , Baradaran Laila P. , Volling Brenda L. 
Published: October 2008

AbstractThis study examined the relation between maternal and filial attributions and the aggressiveness of their interactions. We also examined whether or not certain setting conditions (e.g., maternal and child depression, maternal and child negative life events, maritalconflict, socioeconomic status) predispose some mothers and children to make negative attributions and interact coercively. One hundred four mothers and sons (age 7–9 years) from married and divorced families participated. They completed questionnaire and interview data and were observed while participating in two gamelike tasks (e.g., Trouble, Etch-a-Sketch). Both maternal and child attributions were significantly related to their coercive interactions. The most aggressive dyads were those in which both mothers and sons perceived hostile intent in the other. The relations between attributions and coercive interactions were found to be moderated by marital conflict, and maternal education, such that the association between attributions and coercive behavior, was stronger when marital conflict was low and the mothers were better educated.
Determinants of parenting attitudes in mothers with severe psychopathology
Authors: Rogosch Fred A. , Mowbray Carol T. , Bogat G. Anne 
Published: October 2008

AbstractDeterminants of individual differences in the sensitivity of parenting attitudes were investigated in mothers with schizophrenic or major mood disorders. Constructs from the major domains of the mother's childhood relational experiences, personality, social context, and child characteristics were evaluated in a developmental model to predict differences in parenting attitudes. Two pathways were identified. An index of the severity and chronicity of the mother's disorder was shown to predict less-adaptive parenting attitudes. A second pathway revealed that emotional support from network members influenced self-esteem, which predicted more adaptive parenting attitudes. However, perceptions of childhood relational experiences, particularly maternal uninvolvement, predicted parenting attitudes as well as accounted for relationships among emotional support, self-esteem, and parenting. The results were discussed from an attachment theory perspective. The implications of individual differences in maternal functioning for both the mother and the child's adaptation were discussed, and treatment issues were addressed.
Gender and the development of conduct disorder
Authors: Zoccolillo Mark 
Published: October 2008

AbstractA discussion of gender and conduct disorder must first answer the basic questions of whether or not there are any differences in prevalence, symptoms, and correlates of conduct disorder by sex. Several epidemiologic studies have found no difference in the prevalence of conduct disorder in adolescence by sex. Correlates of conduct disorder in girls are similar to those in boys (including aggression and internalizing disorders), once base rates of the correlates are accounted for. A major problem in studying conduct disorder in girls is the lack of appropriate criteria; theDiagnostic and Statistical Manual(3rd ed., rev.) criteria are not appropriate for girls. A case is made for sex-specific criteria for conduct disorder that take into account known differences in male and female childhood cultures and base-rate differences in aggression and criminality. Until basic issues of diagnosis and prevalence are resolved, other issues such as risk factors and developmental pathways cannot be successfully addressed.
Toward a developmental epidemiology of the disruptive behavior disorders
Authors: Costello E. Jane , Angold Adrian 
Published: October 2008

AbstractEpidemiology, the study of patterns of disease distribution in time and space, offers a powerful set of theories and methods for understanding and preventing illness. The disruptive behavior disorders (DBDs) can be studied from the point of view of whether or not epidemiological methods could help to understand and prevent them. We suggest that the best approach to the DBDs is one that takes into account both the development of the child and the development of the disorder. Developmental epidemiology is the attempt to use recent advances in developmental psychopathology to help answer questions about how developmental processes increase or decrease vulnerability to DBDs, how risk factors change across childhood, and how the development of the disorder is reflected in rates of onset and patterns of symptomatology. Using examples of primary and secondary prevention studies, we discuss the importance of appropriate sampling strategies and a clearly articulated theoretical background, if intervention trials are to achieve their full utility as tests of a developmental theory of the DBDs.
Main effects or transactions in the neuropsychology of conduct disorder? Commentary on “The neuropsychology of conduct disorder”
Authors: Pennington Bruce F. , Bennetto Loisa 
Published: October 2008

AbstractIn this commentary, we (a) discuss logical and empirical limits on the transactional model in accounting for the etiology of any developmental psychopathology, including conduct disorder (CD), and (b) review evidence bearing on whether or not frontal lobe lesions can directly produce CD behavior. Logically, transactions can both decrease and increase phenotypic variance; moreover, there is a mathematical limit (50%) to the amount of variance for which they can account. Empirically, documenting a transactional effect requires (a) that we have unconfounded measures of a child's biotype and social environment, (b) that the biotype and social environment are correlated, and (c) that we have a design (such as an adoption design) that is capable of separating the contribution of this correlation to outcome variance from the main effects of either biotype or social environment considered separately. Given these limits, we should also look for main effects in the etiology of CD. We argue that early damage or dysfunction in the frontal lobes may be one such plausible main effect on CD.
The role of attachment in the early development of disruptive behavior problems
Authors: Greenberg Mark T. , Speltz Matthew L. , Deklyen Michelle 
Published: October 2008

AbstractThis paper presents information pertaining to attachment processes as risk factors in the development of disruptive behavior in young children. In recognition of the fact that attachment is not the only or necessarily most important risk factor in the prediction of behavior problems, attachment is considered in the context of other domains of variables, including child biologic factors, family ecology, and parental management and socialization practices. Within the attachment domain, we describe three complementary processes that may lead to disruptive behavior: the information-processing aspects of affective-cognitive structures, the function of observable attachment patterns, and the motivational consequences of attachment security. The indirect effects ofmaternalrepresentations of attachment on child disruptive behavior are also considered. Examples of protypical risk factor combinations involving attachment and other domains are provided. The implications of the attachment perspective for research and clinical work with young disruptive children are discussed.
Maternal intrusiveness in infancy and child maladaptation in early school years
Authors: Egeland Byron , Pianta Robert , O'brien Maureen A. 
Published: October 2008

AbstractUsing longitudinal data, a subsample of 37 high-risk children whose mothers were observed to be intrusive in their interactions with their 6-month-old infants in feeding and play situations were compared to 145 children from the same environmental risk sample. The children of mothers judged to be intrusive were doing poorly academically, socially, emotionally, and behaviorally in first and second grades. The findings were robust even after covarying out the effects of a maternal social/affective interaction factor, IQ, and stressful life events experienced by the family. The relation between an intrusive style of caretaking in infancy and child maladaptation in the early school years is viewed as support for a mutual regulation model of social engagement.
Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection
Authors: Volling Brenda L. , Mackinnon-Lewis Carol , Rabiner David , Baradaran Laila P. 
Published: October 2008

AbstractSociometric status differences in children's social competence were examined in a sample of elementary school-aged children using teacher ratings and peer nominations. Rejected children evinced significantly fewer competencies (e.g., peer group entry, responses to provocation) than popular, average, or neglected children but differed from controversial children only with respect to their inability to meet established social norms for cooperative behavior and teachers' expectations for classroom behavior. An examination of the heterogeneity of peer-rejected children revealed that rejected-aggressive children were deficient in all aspects of social competence assessed and were most disliked by their peers. Rejected-withdrawn children were seen by peers as most unhappy, whereas rejected-undifferentiated children (i.e., rejected children who were neither highly aggressive nor highly withdrawn) had problems with social withdrawal, disruptive behavior, and socially appropriate behavior. Rejected-aggressive and rejected-withdrawn children had more difficulties with reactive aggression combined with an inability to respond positively to peers than their nonrejected agemates. The need for further research on the heterogeneity of peer-rejected children and the long-term implications for these children are discussed.