Behaviors of ADHD and Peer Relationship Difficulties in Chinese and American Youths: Role of Co-Occurring Behaviors of Depression and Anxiety.

The co-occurrence of behaviors of attention-deficit/hyperactivity disorder (ADHD) with behaviors of anxiety or behaviors of depression is the norm, but little is known on how the co-occurrence accounted for youths' peer relations. The authors report results on difficult peer relations in relation to behaviors of ADHD, co-occurring behaviors of depression, and behaviors of anxiety from three studies on 862 youths in China and in the United States. Study 1 included 313 ethnically and socioeconomically diverse American youths; Study 2 included 250 youths who were adopted out of Chinese orphanages by American parents; and Study 3 included 299 youths from Beijing, China. Data on difficult peer relations and behaviors of ADHD, depression, and anxiety were collected with the third edition of Behavior Assessment System for Children-Self Report of Personality. In all three studies, each type of problems alone significantly predicted difficult peer relations, but behaviors of ADHD were not significant when co-occurring behaviors of depression or co-occurring behaviors of anxiety were considered. Despite that the youths in our study had different cultural and personal backgrounds, there was no evidence that behaviors of ADHD were detrimental to youths' peer relations when behaviors of depression or anxiety were considered. Implications for intervention were discussed.

Youth's school experience: Testing the role of symptoms of anxiety and co-occurring symptoms of depression.

Although symptoms of anxiety often coexist with symptoms of depression, little is known on how such coexistence affects youth's school experiences. OBJECTIVES: We tested how the two types of behaviors, when coexisting, were associated with youth's negative attitude toward teachers, school, and poor peer relations. METHOD: Data were collected from 203 ethnically and socioeconomically diverse youth (male: 24.6%; mean = 15.8 years, standard deviation = 2.4) with the 3rd edition of the Behavioral Assessment for Children: Self-Report of Personality. RESULTS: Scores for symptoms of depression alone explained negative attitude toward teachers (ß = .28; R2 = 17.88%), negative attitude toward school (ß = .27; R2 = 14.74%), and poor peer relations (ß = .42; R2 = 44.60%) as effectively as scores for both types of behaviors did. CONCLUSION: The coexistence of symptoms of anxiety and depression did not appear to impair youth's attitude toward teachers, school and peer relations more than symptoms of depression did alone.

Quantifying uncertainty in the meta-analytic lower bound estimate.

In meta-analyses, it is customary to compute a confidence interval for the overall mean effect (ρ̄ or δ̄), but not for the underlying standard deviation (τ) or the lower bound of the credibility value (90%CV), even though the latter entities are often as important to the interpretation as is the overall mean. We introduce 2 methods of computing confidence intervals for the lower bound (Lawless and bootstrap). We compare both methods using 3 lower bound estimators (Schmidt-Hunter, Schmidt-Hunter with k correction, and Morris/Hedges, labeled HOVr/HOVd) in 2 Monte Carlo studies (1 for correlations and 1 for standardized mean differences) and illustrate their application to published meta-analyses. For correlations, we found that HOVr bootstrap confidence intervals yielded coverage greater than 90% across a wide variety of conditions provided that there were at least 25 studies. For the standardized mean difference, all 3 methods produced acceptable results using the bootstrap for the lower bound confidence interval provided that there were at least 20 studies with an average sample size of at least 50. When the number of studies was small (k = 8 or 10), coverage was less than 90% and confidence intervals were very wide. Even with larger numbers of studies, if there was indirect range restriction coupled with a small underlying between-studies variance, the between-studies variance was poorly estimated and coverage of the lower bound suffered. We provide software to allow meta-analysts to compute bootstrap confidence intervals for the estimators described in the article. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Scene-based contextual cueing in pigeons.

Repeated pairings of a particular visual context with a specific location of a target stimulus facilitate target search in humans. We explored an animal model of such contextual cueing. Pigeons had to peck a target, which could appear in 1 of 4 locations on color photographs of real-world scenes. On half of the trials, each of 4 scenes was consistently paired with 1 of 4 possible target locations; on the other half of the trials, each of 4 different scenes was randomly paired with the same 4 possible target locations. In Experiments 1 and 2, pigeons exhibited robust contextual cueing when the context preceded the target by 1 s to 8 s, with reaction times to the target being shorter on predictive-scene trials than on random-scene trials. Pigeons also responded more frequently during the delay on predictive-scene trials than on random-scene trials; indeed, during the delay on predictive-scene trials, pigeons predominately pecked toward the location of the upcoming target, suggesting that attentional guidance contributes to contextual cueing. In Experiment 3, involving left-right and top-bottom scene reversals, pigeons exhibited stronger control by global than by local scene cues. These results attest to the robustness and associative basis of contextual cueing in pigeons.

Pigeons exhibit contextual cueing to both simple and complex backgrounds.

Repeated pairings of a particular visual context with a specific location of a target stimulus facilitate target search in humans. We explored an animal model of this contextual cueing effect using a novel Cueing-Miscueing design. Pigeons had to peck a target which could appear in one of four possible locations on four possible color backgrounds or four possible color photographs of real-world scenes. On 80% of the trials, each of the contexts was uniquely paired with one of the target locations; on the other 20% of the trials, each of the contexts was randomly paired with the remaining target locations. Pigeons came to exhibit robust contextual cueing when the context preceded the target by 2s, with reaction times to the target being shorter on correctly-cued trials than on incorrectly-cued trials. Contextual cueing proved to be more robust with photographic backgrounds than with uniformly colored backgrounds. In addition, during the context-target delay, pigeons predominately pecked toward the location of the upcoming target, suggesting that attentional guidance contributes to contextual cueing. These findings confirm the effectiveness of animal models of contextual cueing and underscore the important part played by associative learning in producing the effect. This article is part of a Special Issue entitled: SQAB 2013: Contextual Con.