Early developmental and psychosocial risks and longitudinal behavioral adjustment outcomes for preschool-age girls adopted from China

2010 ◽  
Vol 31 (4) ◽  
pp. 306-314 ◽  
Author(s):  
Tony Xing Tan ◽  
Kofi Marfo ◽  
Robert F. Dedrick
Keyword(s):  
Behavioral Adjustment ◽  
Preschool Age ◽  
Psychosocial Risks ◽  
Early Developmental ◽  
Adjustment Outcomes

A Comparison of Twin and Sibling Studies for a Developmental Theory of Schizophrenia

1970 ◽  
Vol 19 (1-2) ◽  
pp. 303-304
Author(s):  
Max Pollack ◽  
Margaret G. Woerner ◽  
Donald F. Klein
Keyword(s):  
Motor Development ◽  
Developmental Theory ◽  
Preschool Age ◽  
Environmental Response ◽  
Schizophrenic Patients ◽  
National Norms ◽  
Discordant Twins ◽  
Mz Twins ◽  
Early Developmental ◽  
Index Cases

Studies have clearly established that the concordance rate for schizophrenia is much higher in MZ than DZ twins. Beyond this, it is difficult to generalize the findings to singletons. Analyzing the reports of MZ twins discordant for schizophrenia, Stabenau and Pollin (1967) view the differences between the index case and his nonschizophrenic cotwin, as stemming from an early biological defect or immaturity, which, in interaction with parental handling and other environmental response, may lead to socio-psychological incompetency and, in turn, to gross schizophrenic symptomatology.In a previous study (Pollack et al, 1966), comparing schizophrenic patients and their nonschizophrenic sibs, we found that patients showed significant psychological (social and personality) deviations from the preschool age through adolescence. We did not obtain significant differences on the biological and very early developmental variables that clearly distinguished the discordant twins. These include birth weight, paranatal complications or motor development, such as age of walking. In contrast, Lane and Albee (1966) found schizophrenic index cases to be lighter at birth than their sibs, confirming the finding for twins. The clinical significance of this difference is debatable, since the index cases did not differ from national norms.

scholarly journals Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk

2013 ◽  
Vol 233 (4) ◽  
pp. 467-485 ◽  
Author(s):  
Dorothea Blomeyer ◽  
Manfred Laucht ◽  
Katja Coneus ◽  
Friedhelm Pfeiffer
Keyword(s):  
Home Environment ◽  
Early Life ◽  
School Achievement ◽  
Preschool Age ◽  
School Age ◽  
Early Life Adversity ◽  
Psychosocial Risks ◽  
Trade Offs ◽  
Epidemiological Cohort

Summary This paper investigates the role of early life adversity and home resources in terms of competence formation and school achievement based on data from an epidemiological cohort study following 364 children from birth to adolescence. Results indicate that organic and psychosocial risks present in early life as well as the socio-emotional home environment are significant predictors for the formation of competencies. Competencies acquired at preschool age predict achievement at school age. A counterfactual analysis is performed to assess trade-offs in the timing of interventions in the early life cycle.

Family stress, parenting styles, and behavioral adjustment in preschool-age adopted Chinese girls

2012 ◽  
Vol 27 (1) ◽  
pp. 128-136 ◽  
Author(s):  
Tony Xing Tan ◽  
Linda A. Camras ◽  
Huihua Deng ◽  
Minghao Zhang ◽  
Zuhong Lu
Keyword(s):  
Parenting Styles ◽  
Family Stress ◽  
Behavioral Adjustment ◽  
Preschool Age ◽  
Chinese Girls

Correlated Studies of Cellular Interactions Using TEM, Freeze Etching, and SEM

1974 ◽  
Vol 32 ◽  
pp. 320-321
Author(s):  
J. P. Revel
Keyword(s):  
Developmental Stages ◽  
Three Dimensional ◽  
Cell Movement ◽  
Cellular Interactions ◽  
Serial Sections ◽  
Cell Sheets ◽  
Freeze Etching ◽  
Early Developmental

Movement of individual cells or of cell sheets and complex patterns of folding play a prominent role in the early developmental stages of the embryo. Our understanding of these processes is based on three- dimensional reconstructions laboriously prepared from serial sections, and from autoradiographic and other studies. Many concepts have also evolved from extrapolation of investigations of cell movement carried out in vitro. The scanning electron microscope now allows us to examine some of these events in situ. It is possible to prepare dissections of embryos and even of tissues of adult animals which reveal existing relationships between various structures more readily than used to be possible vithout an SEM.

An Early Developmental Marker for Radial Glia in Rat Spinal Cord

1996 ◽  
Vol 54 ◽  
pp. 36-37
Author(s):  
V. Kriho ◽  
H.-Y. Yang ◽  
C.-M. Lue ◽  
N. Lieska ◽  
G. D. Pappas
Keyword(s):  
Spinal Cord ◽  
Intermediate Filament ◽  
Radial Glia ◽  
Rat Spinal Cord ◽  
Future Studies ◽  
Spinal Cord Development ◽  
Median Septum ◽  
Differentiation Marker ◽  
Early Developmental ◽  
Developing Rat

Radial glia have been classically defined as those early glial cells that radially span their thin processes from the ventricular to the pial surfaces in the developing central nervous system. These radial glia constitute a transient cell population, disappearing, for the most part, by the end of the period of neuronal migration. Traditionally, it has been difficult to definitively identify these cells because the principal criteria available were morphologic only.Using immunofluorescence microscopy, we have previously defined a phenotype for radial glia in rat spinal cord based upon the sequential expression of vimentin, glial fibrillary acidic protein and an intermediate filament-associated protein, IFAP-70/280kD. We report here the application of another intermediate filament-associated protein, IFAP-300kD, originally identified in BHK-21 cells, to the immunofluorescence study of radial glia in the developing rat spinal cord.Results showed that IFAP-300kD appeared very early in rat spinal cord development. In fact by embryonic day 13, IFAP-300kD immunoreactivity was already at its peak and was observed in most of the radial glia which span the spinal cord from the ventricular to the subpial surfaces (Fig. 1). Interestingly, from this time, IFAP-300kD immunoreactivity diminished rapidly in a dorsal to ventral manner, so that by embryonic day 16 it was detectable only in the maturing macroglial cells in the marginal zone of the spinal cord and the dorsal median septum (Fig. 2). By birth, the spinal cord was essentially immuno-negative for this IFAP. Thus, IFAP-300kD appears to be another differentiation marker available for future studies of gliogenesis, especially for the early stages of radial glia differentiation.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Psychosocial Risks and Management for Children and Adolescents With 22q11.2 Deletion Syndrome

2019 ◽  
Vol 4 (4) ◽  
pp. 633-640 ◽  
Author(s):  
Canice E. Crerand ◽  
Ari N. Rabkin
Keyword(s):  
Cognitive Abilities ◽  
Psychotic Disorders ◽  
Developmental Stages ◽  
Early Adulthood ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Psychosocial Risks ◽  
Empirically Supported ◽  
Specific Education

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.

Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

2020 ◽  
Vol 63 (1) ◽  
pp. 345-356
Author(s):  
Meital Avivi-Reich ◽  
Megan Y. Roberts ◽  
Tina M. Grieco-Calub
Keyword(s):  
Word Learning ◽  
Signal To Noise Ratio ◽  
Preschool Age ◽  
Exposure Condition ◽  
Signal To Noise ◽  
Verbal Recall ◽  
Referent Selection ◽  
Main Effect ◽  
Noise Ratio ◽  
Novel Word Learning

Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

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