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  • 1
    ISSN: 1469-7610
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Medicine , Psychology
    Notes: We introduce an overlapping cohort sequential longitudinal study of behavioral development and psychopathology in a representative sample of 1412 pairs of twins aged 8 through 16 years. Multiple phenotypic assessments involve a full psychiatric interview with each child and each parent, and supplementary parental, teacher, and child interview material and questionnaires. For the first wave of assessments, the numbers of reported DSM-III-R symptoms of Major Depressive Disorder (MDD), Separation Anxiety Disorder (SAD), Overanxious Disorder (OAD), Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and Attention Deficit Hyperactivity Disorder (ADHD), assessed through interviews, confirm patterns of age and sex trends found in other epidemiological samples, but underscore their dependence on whether the child or the parent is the informant. Correlations across domains for symptoms reported by the same informant are often as large as correlations across informants for the same domain of symptoms. Factor analyses of these symptom counts, taking account of informant view and unreliability of assessment, show the high degree of correlation between SAD and OAD, between MDD and OAD, and between CD and ODD. ADHD symptoms are relatively independent of the other domains, but show moderate correlations with CD, ODD, and MDD. Factorially derived dimensional questionnaire scales, based on child, parental, and teacher reports, show patterns of relationship to symptom counts consistent with both convergent and discriminant validity as indices of liability to clinical symptoms. Across informants, questionnaire scales provide as good a prediction of symptoms as do clinical interviews. Multitrait-multimethod confirmatory factor analysis reveals the patterns of relationship between symptoms of psychiatric disorder in children taking due account of informant and unique sources of variance. Gender differences are consistent within the correlated clusters of ODD/CD and MDD/SAD/OAD, although there are disorder-specific age trends. There are large informant-specific influences on the reporting of symptoms in clinical interviews. Dimensional questionnaire scales provide a useful source of additional information. In subsequent analyses of genetic and environmental etiology of childhood psychopathology we must expect that results may differ by informant and method of assessment. Multivariate and developmental analyses that explore the sources of these differences will shed new light on the relationship between genetic and environmentally influenced vulnerability and the manifestation of psychopathology in specific circumstances.
    Type of Medium: Electronic Resource
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  • 2
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    Provincetown, Mass., etc. : Periodicals Archive Online (PAO)
    The Journal of Genetic Psychology. 148:2 (1987:June) 197 
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  • 3
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    Unknown
    New York : Periodicals Archive Online (PAO)
    Journal of Abnormal Child Psychology. 17:5 (1989:Oct.) 541 
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  • 4
    Electronic Resource
    Electronic Resource
    Oxford, UK : Blackwell Publishing Ltd
    The @journal of child psychology and psychiatry 37 (1996), S. 0 
    ISSN: 1469-7610
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Medicine , Psychology
    Notes: Measures of reading achievement and verbal ability have been shown to be heritable. Additionally, recent evidence has been suggestive of a major gene effect on reading disability and for problem reading in a sample of normal readers. We report on the etiology of individual differences in oral reading performance, the Slosson Oral Reading Test (SORT), for which biometrical analyses have not been reported in the literature previously. Oral reading performance was measured in a large population-based sample of twins of the Virginia Twin Study of Adolescent Behavioral Development. Biometrical analyses of the SORT suggested that, in both mates and females. 69% of the phenotypic variation was due to heritable influences and 13”v of the variation dm- to shared environmental effects. While the relative importance of genetic and environmental influences is equivalent for males and females, males showed greater phenotypic variability than females.
    Type of Medium: Electronic Resource
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  • 5
    Electronic Resource
    Electronic Resource
    Springer
    Cognitive therapy and research 5 (1981), S. 71-84 
    ISSN: 1573-2819
    Source: Springer Online Journal Archives 1860-2000
    Topics: Psychology
    Notes: Abstract The present study was designed to test the relative effectiveness of two cognitive strategies in the modification of an impulsive cognitive tempo among school-age children. Twenty-four third-grade children were assigned through a three-step randomized block procedure to one of the four following experimental conditions: (1)Scanning Strategy Instructions, (2)Verbal Self-Instructions, (3)Scanning Strategy Instructions plus Verbal Self-Instructions, and (4)Attention Control. The results of the current investigation suggest that a streamlined cognitive training procedure, involving either scanning strategy instructions or verbal self-instructions, is sufficient when the goal is the modification of an impulsive cognitive tempo exhibited by normal elementary school children. The effects of the cognitive training procedures generalized to the children's academic work, but not to their nonacademic behavior in the classroom.
    Type of Medium: Electronic Resource
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  • 6
    Electronic Resource
    Electronic Resource
    Springer
    Journal of abnormal child psychology 17 (1989), S. 541-551 
    ISSN: 1573-2835
    Source: Springer Online Journal Archives 1860-2000
    Topics: Psychology
    Notes: Abstract The relationship between early life events and the socialized and undersocialized dimensions of conduct disorder was investigated. Subjects were 40 incarcerated male delinquents and their mothers. The mothers were administered the Children's Life Events Questionnaire and the Developmental Questionnaire. Youths were administered the Adolescent Parent Relations Scale. The results indicated that the undersocialized delinquents had a greater number of stressful life events during their first 4 years of life than did the socialized delinquents. Discriminant function analysis indicated that stressful life events during the 2nd and 4th years were the most important predictors of membership in the undersocialized group. The discriminant function generated was able to classify 82.5% of the sample correctly. The remaining variables did not significantly discriminate the groups.
    Type of Medium: Electronic Resource
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  • 7
    Electronic Resource
    Electronic Resource
    Springer
    Journal of child and family studies 3 (1994), S. 263-282 
    ISSN: 1573-2843
    Keywords: life events ; social skills ; behavior problems ; children
    Source: Springer Online Journal Archives 1860-2000
    Topics: Psychology , Sociology
    Notes: Abstract We investigated relationships among stressful lifetime life events, social skill, and behavior problems in children. Participants were 159 third graders, 138 sixth graders, and their mothers. Mothers reported on their children's life events, social skill, and behavior problems. Children self-reported on their social skill and behavior problems. Increased numbers of stressful life events significantly predicted increased behavior problems in third and sixth graders. Increased social skill significantly predicted decreased behavior problems in third and sixth graders. Social skill served a stress-protective role for third but not sixth graders; third graders with increased life events and better social skill had fewer behavior problems than their less socially skilled peers. Practical and theoretical implications are discussed, and suggestions for future resilience research are presented.
    Type of Medium: Electronic Resource
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  • 8
    Electronic Resource
    Electronic Resource
    Springer
    Journal of child and family studies 1 (1992), S. 141-154 
    ISSN: 1573-2843
    Keywords: life events ; prosocial skills ; children ; behavior problems
    Source: Springer Online Journal Archives 1860-2000
    Topics: Psychology , Sociology
    Notes: Abstract Relationships among life events, prosocial skills, and behavior problems for 91 first through fourth grade children were examined. The data were based on mothers' reports of their children's lifetime life events, current prosocial skills, and current behavior problems. Higher prosocial skills scores significantly predicted lower Externalizing behavior problem scores. Higher weighted life events scores significantly predicted higher Internalizing behavior problem scores. The weighted life event scores×prosocial skills scores interaction did not significantly predict either Externalizing or Internalizing behavior problem scores. The more parsimonious main effects conceptualization suggests that life events and prosocial skills are orthogonal in young, elementary school children.
    Type of Medium: Electronic Resource
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