Search PubMed⌕ Search

Biomedical subjects

E Zigler

Publications and source records attributed to E Zigler.

At least 19 recordsLinked to original sources
PubMed2000

Two tails of the normal curve. Similarities and differences in the study of mental retardation and giftedness.

Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve.

Adolescent↗
PubMed1998

Influence of inner-city environment and Head Start experience on effectance motivation.

Effectance motivation was examined in 26 inner-city children attending Head Start, 26 inner-city children with no preschool experience, and 26 middle-class children attending private preschool. Head Start children scored higher on measures of effectance motivation than did their non-Head Start counterparts; their levels were lower, however, than those of the middle-class children. Implications of the findings are discussed.

Child↗
PubMed1997

Is repression adaptive? Relationships to socioemotional adjustment, academic performance, and self-image.

Of 74 high school students rated on a repression-sensitization continuum, the 17 identified as "repressors" were found to have greater frustration tolerance, better social skills, higher educational performance, and less shy and withdrawn behavior when compared to the 40 identified as intermediates; they also had a greater sense of global self-worth and higher self-image in the scholastic and social content domains. The 17 students identified as "sensitizers" did not differ from intermediates on measures of classroom performance or self-image. Results are discussed in relation to earlier reports of repression as maladaptive.

Adaptation, Psychological↗
PubMed1997

Drug-abuse prevention efforts for young children: a review and critique of existing programs.

Children under age five are increasingly the target of formal interventions aimed at deterring subsequent drug abuse. These prevention efforts are characterized, however, by a lack of empirical research on the variables involved in inoculating very young children against later drug use, and the lack of assessments research demonstrating their effectiveness. Curriculum-based antidrug programs for preschool children are reviewed, and developmental and early intervention research is used as the basis of recommendations for strengthening such efforts.

Child, Preschool↗
PubMed1997

The regulatory status of center-based infant and toddler child care.

Ten years ago, a review of U.S. center-based infant and toddler care found that not even one state met federally recommended standards of quality with regard to group composition, staff training, and program of care. The present analysis indicates that little progress has been made since then. While most states currently require centers to follow appropriate practice guidelines, standards for staff training were rated as unacceptable in almost all states. Findings are discussed in terms of the interrelation of quality dimensions and the ongoing importance of improved state-level infant and toddler child-care regulation.

Caregivers↗
PubMed1995

Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

The relation between racial identity and personal psychological functioning was examined within the framework of the "racelessness" construct proposed by Fordham and Ogbu (S. Fordham, 1988; S. Fordham & J. U. Ogbu, 1986). These researchers have proposed that academically successful African American students achieve their success by adopting behaviors and attitudes that distance them from their culture of origin, resulting in increased feelings of depression, anxiety, and identity confusion. Studies 1 and 2 describe the development of the Racelessness Scale (RS) designed to test these assumptions. Study 2 also investigated Race X Achievement level differences in students' responses to the RS. In Study 3, correlations between the RS and measures of depression, self-efficacy, anxiety, alienation, and collective self-esteem were assessed. The pattern of results in Study 2 suggest that the behaviors and attitudes described by Fordham and Ogbu are common to high-achieving adolescents and not specific to African Americans. However, racial differences in the pattern of associations between the RS and measures of depression suggest that racelessness may have important psychological consequences for African American adolescents.

Achievement↗
PubMed1995

Cognitive and motivational determinants of academic achievement and behaviour in third and fourth grade disadvantaged children.

While most studies on the determinants of learning deal with either cognition or motivation, there is a growing awareness that both should be considered. Our purpose was to examine the relative roles of cognitive and motivational factors for the scholastic achievement and behaviour of disadvantaged children. Cognition was conceptualised in terms of the psychosemantic theory that assesses cognitive processes by characteristics of the individual's meaning assignment (Kreitler & Kreitler, 1987a). Motivation was conceptualised in terms of the cognitive orientation (CO) theory which assumes that cognitive contents guide behaviour (Kreitler & Kreitler, 1982). Participants were 57 third and fourth graders of both genders, recommended for a remedial summer programme. They were administered the Meaning Test assessing cognitive abilities; the CO Questionnaire of Motivation for Learning assessing the disposition to learn; and the Metropolitan Achievement Test and the IOWA tests assessing verbal, mathematical and working skills. Teachers completed the Teacher-Child Rating Scale assessing six scholastic behaviours. Regression analyses showed that all dependent variables were predicted by the cognitive and motivational variables, better by specific than global predictors. Cognitive variables contributed more to the predictions, especially of academic achievements, and more in the case of verbal than mathematical abilities. In girls, motivational factors played a larger role than cognitive factors, absolutely and relative to boys. Implications for promoting scholastic achievements are discussed.

Achievement↗
PubMed1995

Developmental differences in the symptomatology of psychiatric inpatients with and without mild mental retardation.

The symptomatology of psychiatric inpatients with mild mental retardation was compared with that of a matched sample of inpatients without mental retardation. An integration of the developmental position on mental retardation with the developmental approach to adult psychopathology generated the hypotheses that, compared to patients without mental retardation, patients with mild mental retardation would display (a) more symptoms indicative of turning against others and fewer symptoms indicative of turning against the self, (b) more symptoms involving expression in action rather than thought, and (c) psychotic symptom pictures that more frequently involve hallucinations without delusions and infrequently involve delusions alone. All hypotheses were confirmed.

Adult↗
PubMed1995

Mental and chronological age as predictors of age-appropriate leisure activity in children with mental retardation.

Effects of MA and CA on everyday leisure-time behaviors of children with mild and moderate mental retardation were examined by comparing 40 children with mental retardation to groups of 40 MA- and 40 CA-matched children without mental retardation on an adult-reported scale. Child's overall score, highest single behavior performed by the child, and highest behavior not performed because it was considered below the child's level were measured. Children with retardation performed most similarly to their MA-matches and well-below levels of CA-matches. Older children received higher scores in all groups. Late adolescents with retardation performed between MA- and CA-levels on the highest behavior considered too immature. Although MA best predicted overall functioning on leisure-time behavior of children with retardation, CA best predicted both single highest behavior performed and highest behavior considered too immature. Implications for teaching leisure-time behaviors to individuals with mental retardation were discussed.

Activities of Daily Living↗
PubMed1993

Adolescent suicide prevention. Current research and social policy implications.

The rate of adolescent suicide has increased dramatically in the past few decades, prompting several interventions to curb the increase. Unfortunately, many of the intervention efforts have not benefited from current research findings because the communication between researchers and those who develop the interventions is inadequate. Of specific concern are the increasingly popular curriculum-based suicide prevention programs, which have not demonstrated effectiveness and may contain potentially deleterious components. This article reviews the current epidemiological research in adolescent suicide and suggests how this knowledge could be used more effectively to reduce the rate of adolescent suicide. Recommendations include support for integrated primary prevention efforts; suicide prevention education for professionals; education and policies on firearm management; education for the media about adolescent suicide; more efficient identification and treatment of at-risk youth, including those exposed to suicidal behavior; crisis intervention; and treatment for suicide attempters.

Adolescent↗
PubMed1993

Social competence among cocaine abusers: moderating effects of comorbid diagnoses and gender.

Levels of social competence and maladaptive behaviors were examined among 184 male and 85 female treatment-seeking cocaine abusers. Social competence was assessed based on indices of functioning at work and in relationships, maladaptive behaviors included severity of drug and legal problems, and difficulties in interpersonal relationships. Consistent with developmental interpretations, results indicated that addicts with comorbid depression had higher social competence than those with comorbid antisocial personality disorders. In contrast with research on other psychiatric groups, female addicts had lower social competence than males; however, they also had lower levels of maladaptive behaviors. Findings are discussed in terms of implications for preventive interventions and treatment for drug abusers.

Adult↗