Parent-child attachment and monitoring in middle childhood.

Research on parent-child attachment and parental child rearing practices has been pursued independently. The purpose of the present study was to test whether a secure attachment relationship is related to parental monitoring and child efforts to contribute to the monitoring process. This question was examined in a cross-sectional study of third- and sixth-grade children and their parents. Attachment-based measures were used to tap child and parent perceptions of attachment. Monitoring (i.e., parents' awareness of children's whereabouts and activities) was assessed through phone interviews with children and parents. Child contributions to monitoring were assessed with parent and child questionnaires. A more secure attachment was related to closer monitoring and greater cooperation by the child in monitoring situations, especially at sixth grade. The findings illustrate the importance of embedding attachment within a larger child rearing context.

Time reproduction, working memory, and behavioral inhibition in children with ADHD.

Barkley (1997a) proposed that the central deficit in Attention Deficit Hyperactivity Disorder (ADHD) is in behavioral inhibition, resulting in deficits both in working memory and sense of time. To test this theory, 21 children with ADHD and a matched sample (ages 6-13) completed a variety of tasks that measured behavioral inhibition, working memory, attention, and time reproduction. Children with ADHD performed significantly below controls on measures of inhibition, attention, and time reproduction. They did not differ significantly from controls, however, on tasks of working memory. In addition, performance on the working memory tasks was not correlated with the time reproduction task. We discuss the relevance of these results in the context of current theories of ADHD.

Utilization behavior: clinical manifestations and neurological mechanisms.

This paper describes a variety of motor release phenomena, including manual grasping and groping, imitation behavior, utilization behavior, and alien hand sign, their clinical manifestations. and proposed neural mechanisms. One of these specific neurobehavioral disorders, initially described by Lhermitte (Brain [1983] 106: 237-255), and termed utilization behavior, is addressed in more detail. Patients with this disorder are described as reaching out and using objects in the environment in an automatic manner. The current paper provides a comprehensive review of studies that have documented utilization behavior in individuals with a variety of pathologies, all having a specific predilection for the frontal lobes and frontal-striatal systems. Goldberg's (Behavioral and Brain Sciences [1985] 8: 567-616) theoretical framework for understanding motor release phenomena, which conceptualizes these behaviors as resulting from an imbalance between proposed medial (voluntary, goal directed, and future directed) and lateral (automatic, stimulus bound, and visually based) motor systems, is also discussed. Utilization behavior may prove to be a common underlying cause of high levels of excessive and intrusive motor behaviors within various clinical populations. A more comprehensive understanding of the neural systems underlying utilization behavior may prove highly useful for the differential diagnosis of conditions involving the mesial frontal cortex and fronto-striatal connections. Recent studies have started to investigate utilization behavior in clinical populations with known or suspected frontal system dysfunction, including adult patients with a variety of psychiatric conditions and children with ADHD.

An investigation of prospective memory in children with ADHD.

Prospective memory, defined as the ability to follow through on intended behavior, is believed to be subserved by a number of neuroanatomical substrates, but particularly dependent, at least in part, on the frontal lobes. Children with Attention-Deficit Hyperactivity Disorder (ADHD) traditionally have difficulty on tasks dependent on frontal lobe structures. The present study attempted to determine whether children with ADHD are impaired in prospective memory function. Two studies are described that use a new measure of time-based prospective memory, the CyberCruiser (Kerns, 2000), to compare children with ADHD to a control group consisting of participants who were matched in respect to age, gender, and IQ. The results document prospective memory deficits in ADHD. Prospective memory performance correlated significantly with clinical measures of ADHD as assessed by the Conners' Parent Rating Scale (Conners, 1990) Hyperactivity Index, but was unrelated to intellectual ability. Though psychometric measures of attention correlated with prospective memory performance, they did not account for the differences in prospective memory that were observed between the ADHD and control groups.

The CyberCruiser: an investigation of development of prospective memory in children.

Prospective memory can be defined as the timely execution of a previously formed intention, and is critical in daily life because of its inherent involvement in goal-directed behavior. Cognitive systems involved in prospective memory have been hypothesized as involving the frontal cortex, and in adults, associated with working memory and executive functions. This study introduces a new computerized measure of prospective memory designed for children. In this study prospective memory is examined in a driving game task called the CyberCruiser. In a sample of 80 children ages 6-12 years, variables from this task demonstrated a significant age effect and were significantly correlated with other well known measures of executive function, even after controlling for chronological age. Performance on this task also demonstrated the anticipated pattern of strategic monitoring that has been demonstrated in other studies of prospective memory.

Emotion regulation as a mediator of associations between mother-child attachment and peer relationships in middle childhood.

Although a link between attachment and peer relationships has been established, the mechanisms that account for this link have not been identified. The 1st goal of this study was to test emotion regulation as a mediator of this link in middle childhood. The 2nd goal was to examine how different aspects of emotion regulation relate to peer competence. Fifth graders completed self-report and semiprojective measures to index mother-child attachment, mothers reported on children's emotionality and coping strategies, and teachers reported on children's peer competence. Constructive coping was related to both attachment and peer competence, and mediated the association between attachment and peer competence, suggesting that emotion regulation is one of the mechanisms accounting for attachment-peer links. Constructive coping was more strongly associated with peer competence for children high on negative emotionality than for children low on negative emotionality.

Implementation of a compensatory memory system in a school age child with severe memory impairment.

Impairments in memory and new learning secondary to neurological illness or injury pose significant problems for school age children. This paper describes the development and implementation of compensatory memory aids for an adolescent girl who demonstrated significant memory impairment following irradiation for an intracranial tumour. Strategies for integrating the system with the student's academic programme and school-related activities, and involvement of school personnel are emphasized, as is a theoretically and behaviourally based training programme.

Cognitive deficits in nonretarded adults with fetal alcohol syndrome.

Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qualifying for special educational and vocational services. In this pilot study, 16 nonretarded young adults with FAS were divided into two groups--one with average to above-average IQ and one with borderline to low-average IQ. Participants in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function. The frequency and severity of cognitive impairment demonstrated in both FAS groups were greater than what would have been predicted on the basis of IQ alone. The implications of these findings for identification and management of cognitive impairment in individuals with FAS are discussed.

The effects of two types of cognitive tasks on postural stability in older adults with and without a history of falls.

BACKGROUND: This study used a dual task design to investigate the effects of two different types of cognitive tasks on stability (as measured by center of pressure displacement) in young vs older adults with and without a history of falls. METHODS: Two secondary cognitive tasks, a sentence completion and a visual perceptual matching task, were used to produce changes in attention during quiet stance under flat vs compliant surface conditions in 20 healthy young adults, 20 healthy older adults, and 20 older adults with a history of imbalance and falls. Postural stability was quantified using forceplate measures of center of pressure (COP). Speed and accuracy of verbal response on the cognitive tasks were also quantified. RESULTS: During the simultaneous performance of a cognitive and postural task, decrements in performance were found in the postural stability measures rather than the cognitive measures for all three groups. While no differences were found between the young adults and the older healthy adults on the firm surface, no task condition, when task complexity was increased (either through the introduction of a secondary cognitive task, or a more challenging postural condition such as standing on the compliant surface), significant differences in postural stability between the two groups became apparent. In contrast to the young and healthy older adults, postural stability in older adults with a history of falls was significantly affected by both cognitive tasks. CONCLUSION: Results suggest that when postural stability is impaired, even relatively simple cognitive tasks can further impact balance. Results further suggest that the allocation of attention during the performance of concurrent tasks is complex; depending on many factors including the nature of both the cognitive and postural task, the goal of the subject and the instructions.

Management of attention and memory disorders following traumatic brain injury.

Disorders of attention, memory, and executive function are common sequelae in children who have sustained traumatic brain injuries. Given the persistent nature of these deficits, there is a need for efficacious remedial approaches. Typically, remediation is approached, through one of three general intervention strategies: externally focused interventions aimed at changing the environment so that the effect of the dysfunction is minimized, internally focused interventions aimed at improving the underlying cognitive ability, and compensatory interventions aimed at teaching children to use alternate strategies that lessen the impact of the dysfunction. This article describes current research involving these approaches for the treatment of attention and memory disorders in children.

Sex differences in spatial ability in children.

There is considerable evidence that sex differences in spatial ability exist in adults, with males outperforming females at every age after puberty. It is difficult, however, to find sex differences in children younger than 13. This is due in part to the lack of adequate measures of spatial ability for use with children. We report the use of spatial tests for children that are similar to those that have shown large sex differences in adults and may be measuring ability comparable to adult spatial ability. Four tests of mental rotation and spatial visualization were given to two samples of children. The first sample consisted of 81 children (39 males and 42 females) aged 9 to 12 years. The second sample consisted of 42 children (21 males and 21 females) aged 9 to 13 years. Sex differences of .4-.6 standard deviations were found on three tests in both samples. These results indicate that sex differences in spatial ability can be found in preadolescents if appropriate tests are used. Measurement of these abilities in children facilitates the investigation of possible biological and sociocultural contributors to the sex differences in spatial ability.