The influence of feedback of diagnosis and executive function skills on rates of false positive and false negative outcomes for ADHD

This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also investigated to determine whether differences existed for those who received false positive and negative feedback about an ADHD diagnosis. Results indicated statistically and clinically significant differences in EF skills between the clinical and nonclinical group. Participants in the nonclinical group who reported elevated scores on the ADHD screener after receiving false positive feedback had statistically significantly different EF function scores, but not clinically significant scores, compared to the participants in nonclinical group who received negative feedback.     

Scite

Scite. Scite Inc., 334 Leonard St., Brooklyn, NY 11211; https://scite.ai/; tiered pricing model with free, basic ($7.99/month), premium ($19.99/month or $100/year), premium+ ($59.99/month), and enterprise plans.

Scite (https://scite.ai/) was founded by Josh Nicholson and Yuri Lazebnik and previously funded by the National Science Foundation (NSF) and National Institute on Drug Abuse (NIDA) [1, 2, 3]. The Scite database contains over 800 million citation statements [4] tagged by a machine learning algorithm as supporting, mentioning, or contrasting the findings of cited articles [5] and by their locations in the citing articles (introduction, results, methods, discussion, or other). Scite also provides a count of editorial notices for each article. Users can search the website and install plug-ins for browsers Chrome and Firefox and reference management tools such as Zotero. Additional tools include reports and dashboards, badges, and automated reference checks. Scite can be used by researchers to locate evidence and evaluate references; librarians to enhance research impact projects; publishers and editors to check reference lists of submissions [6, 7]; and journals, publishers, and databases to create context and showcase impact [4, 8, 9].     

Police Media: The Governance of Territory,Speed, and Communication

The work of the modern police apparatus is highly dependent upon media technologies. This article traces crucial developments in this history, analyzing the central role that media have played in policing practices since the advent of the modern patrol in the late eighteenth century. We trace how the governmentalized police force has used media to govern efficiently what Foucault calls the three great variables: territory, speed, and communication. In conclusion, we consider the possibilities for resistance in a time when digital police media have given rise to alarming strategies for surveilling populations, stifling dissent, and exerting control over public and private space.     

Reasons for Student Engagement in Extra-Class Communication

This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.     

‘The Product of the Town Itself’: Community Representation and the Stanley Cup Hockey Challenges of the Kenora Thistles, 1903–1907

This case study of community representation in Canadian hockey analyzes media accounts of four Stanley Cup hockey series played by the Kenora Thistles between 1903 and 1907. It examines newspaper coverage of the Thistles hockey club as it moved from an amateur team represented by players with roots in their home community to a professional aggregation that included paid imports from outside the town. The essay explores the relationship between sport and civic identity during a key time of change in top-level hockey. The dominant narrative surrounding the Thistles portrayed players as true ‘members’ of the town of Kenora. Even after the turn to professionalism, narratives of small-town, amateur purity and close connections to the community characterized coverage of the Thistles as they pursued the Stanley Cup. At the same time, however, a growing emphasis on securing the personnel that could ensure victory led to praise for the club’s efforts to please its supporters, or ‘customers’. As a result, this study of notions of civic representation in early hockey provides insight into the process by which sports teams came to be viewed as symbolic representatives of their communities.     

Can classroom emotional support enhance prosocial development among children with depressed caregivers?

Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed.