Developmental trajectories of behavioral inhibition from infancy to age seven: The role of genetic and environmental risk for psychopathology

The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; M_age = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; M_age = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction.     

Differently Able: A Review of Academic Library Websites for People With Disabilities

ABSTRACT

As an interdisciplinary field, Gerontology shares with History, Literary Criticism, Psychology, Sociology, and Anthropology the use of autobiography as a primary research tool. In addition, Gerontology, like Counseling, Social Work and Psychoanalysis, uses autobiography as a counseling technique. We believe that autobiography also has merit in orienting older, non-traditional students, and students in social work related fields, to the library and its resources. In this paper we describe a pilot project based on this theory.     

COLLEGE IMPACT ON STUDENT LEARNING: Comparing the Use of Self-Reported Gains,Standardized Test Scores,and College Grades

To examine the impact of college researchershave used a variety of measures of learning and fairlycomparable results have been obtained. This studyundertakes a direct comparison of three learningindicators: college grade-point average, student reportedgrowth (Verbal and Quantitative), and GRE scores(Verbal, Quantitative, and Composite). The same set ofindependent variables was regressed onto each dependent measure using a national sample of 2,289students. Substantive interpretations are presented andcomparisons are made for paired regressions usingalternate indicators. This paper provides evidencesuggesting that (1) student-reported cognitive growthsurvey items have a modest relative validity; (2) theattenuation associated with the use of residual gainscores does not invalidate their use; and (3) comparable results are obtained when using the college GPAand standardized test scores. It is concluded that thealternate measures can be used as proxies for moredirect measures of learning.