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PubMed2001

John Dewey and early Chicago functionalism.

John Dewey and James Angell are regarded respectively as the founder and systematizer of the Chicago school of functional psychology. The early Chicago school traditionally has been portrayed as a unified theoretical approach based primarily on William James's naturalist theory of mental processes. It is argued in this article that although the psychology systematized by Angell bore a close affinity to James's naturalism, Dewey's own psychology was based primarily on the neo-Hegelian philosophy of Thomas Hill Green. Through a review of a number of Dewey's major writings, Green's neo-Hegelian philosophy is shown to have influenced Dewey's views on psychological concepts such as reaction, emotion, and perception during the formative period of the Chicago school. The interpretation of Dewey's psychology developed in this article leads to the conclusion that early Chicago functionalism should not be regarded as a unified theoretical approach.

Chicago↗
PubMed2004

Survival and long-term neurodevelopmental outcome of extremely premature infants born at 23-26 weeks' gestational age at a tertiary center.

OBJECTIVE: Long-term outcome, including school-age function, has been infrequently reported in infants born at ages as young as 23-26 weeks' gestation. The objective of this study is to report outcome on a large cohort of these infants to understand better the risks and factors that affect survival and long-term prognosis. METHODS: Records from 1036 infants who were born between January 1, 1986, and December 31, 2000, were analyzed retrospectively by logistic regression to correlate multiple factors with both survival and long-term outcome. A total of 675 surviving infants were analyzed at a mean age of 47.5 months for developmental outcome. A subset of 147 surviving infants who were born before 1991 were followed through school-age years using the University of Vermont Achenbach Child Behavioral Checklist and Teachers Report Form. Longitudinal follow-up was performed comparing 1-year outcome with school-age performance. RESULTS: Gestational age and recent year of birth correlated highly with survival. Maternal nonwhite race, female sex, inborn status, surfactant therapy, single gestation, and secondary sepsis also correlated positively with survival. Normal cranial ultrasound results, absence of chronic lung disease, female sex, cesarean delivery, and increased birth weight correlated favorably with long-term outcome. Infants who were born at 23 weeks were more likely to have severe impairments compared with those who were born at 24-26 weeks. Early follow-up identified most subsequent physical impairments but correlated poorly with school-age function. CONCLUSIONS: Survival continues to improve for infants who are born at extremely early gestational ages, but long-term developmental concerns continue to be prevalent. Early outcomes do not reliably predict school-age performance. Strategies that reduce severe intraventricular hemorrhage and chronic lung disease will likely yield the best chances to improve long-term outlook.

Child↗
PubMed2005

Tic-related school problems: impact on functioning, accommodations, and interventions.

Children with Tourette's syndrome (TS) are statistically overrepresented in special education classes; however, the extent to which tics contribute to such placement is unclear. In this article, the results of a survey of parents or guardians of 71 children and adolescents with TS are described within the broader context of discussing the impact of tics and educational practices. One half of the respondents reported moderate to significant tic-related academic impact, and 48% reported moderate to significant tic-related peer problems. Peer education and in-school counseling were generally not offered nor provided. In the minority of cases where behavioral interventions for tics were reported, contingent aversive consequences were reported to be ineffective or counterproductive, while positive reinforcement for modifying tics reportedly produced some successful results. The identification of research-validated academic accommodations and increased involvement of school psychologists are suggested as necessary and potentially helpful supports for students with TS and their teachers.

Achievement↗
PubMed2006

Disparities in use of and unmet need for therapeutic and supportive services among school-age children with functional limitations: a comparison across settings.

OBJECTIVES: To determine whether family resources predict use of therapeutic and supportive services and unmet needs in medical versus educational settings. DATA SOURCE: Children 5-17 years of age with at least one functional limitation (n=3,434) from the 1994 to 1995 Disability Supplement to the U.S. National Health Interview Survey. STUDY DESIGN: Family resources included the child's type of health insurance, household education level, and poverty status. Therapeutic services included audiology; social work; occupational, physical, or speech therapy. Supportive services included special equipment, personal care assistance, respite care, transportation, or environmental modifications. Need was controlled by child health status and the severity and type of functional limitation(s). Age, gender, race/ethnicity, family size, and structure were covariates. DATA ANALYSIS METHODS: Logistic regression provided estimates of associations between-family resources and use of or unmet need for therapeutic and supportive services. Multinomial methods were used to determine therapeutic service outcomes in medical versus educational settings. PRINCIPAL FINDINGS: Children with public insurance were two to three times more likely to use services than children with private or no insurance regardless of type of service. Household education and public insurance were associated with supportive and therapeutic service use, but for therapeutic services only among children receiving services beyond the school setting. Household education predicted unmet need for both types of services and therapeutic services across settings. Findings should be interpreted cautiously, given the survey's dependence on respondent report to define the need for services and the potential for overrepresentation of children with more severe needs in the public insurance category. CONCLUSIONS: Disparities in the use of services by household education level and by type of health insurance across service settings suggests inequitable access among the U.S. policies and programs serving children with functional limitations. Family income and education appear to give families an advantage in obtaining services and in identifying a child's unmet need.

Adolescent↗
PubMed2004

Neonatal cerebral infarction and neuromotor outcome at school age.

OBJECTIVE: The aim of this study was to assess neuromotor function at school age in children who had cerebral infarction on neonatal magnetic resonance imaging (MRI). DESIGN: Twenty-two children with evidence of cerebral infarction on neonatal brain MRI (18 with arterial infarction and 4 with border-zone lesions) were assessed at school age with a structured neurologic examination and the Movement Assessment Battery for Children, a battery of tests designed to assess motor function. RESULTS: Of the 22 children, 6 (30%) had hemiplegia and a further 7 (30%) showed some neuromotor abnormality such as asymmetry on the neurologic examination (n = 4) or poor scores on the neuromotor test without any sign of asymmetry (n = 3). The remaining 9 children had a normal motor outcome. Hemiplegia was found only in children who had concomitant involvement of hemisphere, internal capsule, and basal ganglia on brain MRI. Children with involvement of the internal capsule, associated either with basal ganglia or hemispheric lesions, did not show hemiplegia but still had motor difficulties. CONCLUSIONS: Our results suggest that although hemiplegia occurs in a relatively small proportion of children with neonatal cerebral infarction, other signs of neuromotor impairment can be present, and these become more obvious at school age when a more specific assessment can be performed. These results also suggest that the involvement of the internal capsule on neonatal MRI can predict the presence of these abnormalities.

Brain↗
PubMed2002

Sex and developmental differences by complexity of functions of occupational aspirations of school children across ten years.

The present longitudinal study examined the complexity of workers' functions for 65 children's occupational aspirations during a 10-yr. span beginning when the children were 7 yr. old and in Grade 2. Every two years through the senior year in high school, the children were interviewed, for a total of six interviews. Sex and developmental differences in occupational aspirations were examined with respect to the focus on Data, People, or Things. Girls (n=31) selected occupational aspirations requiring greater complexity in People functions throughout the study. From G;rades 2 to 8 boys chose occupations with greater complexity of Things and girls chose occupations with greater complexity of Data. Developmentally, all children chose increasingly more complex Data occupations from Grades 2 to 12. Occupational aspirations in high school showed a decrease in the complexity of workers' functions involving People and Things. These observations would be expected from social cognitive theory and the 1981 career development theory of Gottfredson.

Adolescent↗
PubMed1983

Frequency judgment accuracy as a function of age and school achievement (learning disabled versus non-learning-disabled) patterns.

The accuracy of children's judgments of relative situational frequency was examined in two experiments. In Experiment 1 children with normal achievement in Grades 2 and 3 were compared with such children in Grades K and 5, as well as with three groups of low-achieving children in Grades 2 and 3. These latter groups consisted of children low in reading achievement, those low in math achievement, and those identified as learning disabled. Frequency judgment accuracy increased from kindergarten to Grades 2 and 3. No other comparisons yielded significant differences. Experiment 2 confirmed both the above age difference and the absence of any frequency judgment deficiency on the part of the low-achieving groups.

Achievement↗
PubMed2005

Power-law scaling in dimension-to-biomass relationship of fish schools.

Motivated by the finding that there is some biological universality in the relationship between school geometry and school biomass of various pelagic fishes in various conditions, I here establish a scaling law for school dimensions: the school diameter increases as a power-law function of school biomass. The power-law exponent is extracted through the data collapse, and is close to 35. This value of the exponent implies that the mean packing density decreases as the school biomass increases, and the packing structure displays a mass-fractal dimension of 53. By exploiting an analogy between school geometry and polymer chain statistics, I examine the behavioral algorithm governing the swollen conformation of large-sized schools of pelagics, and I explain the value of the exponent.

Algorithms↗
PubMed1983

Marginal malnutrition in school-aged Colombian boys: functional consequences in maximum exercise.

The maximum treadmill oxygen consumption was measured in 1013 boys, 6 to 16 yr of age classified as nutritionally normal, low weight for age and low weight for height in upper socioeconomic urban and lower socioeconomic urban and rural groups. The marginally malnourished children (low weight for age and height) in both lower socioeconomic urban and rural groups had significantly depressed maximum treadmill oxygen consumption (85%) compared to normal boys, associated with smaller body weights. It is suggested that the reduced body size and maximum treadmill oxygen consumption resulting from marginal malnutrition during growth will have a detrimental effect on work capacity and productivity of these children when they become engaged in heavy physical work as adults. There was no statistically significant correlation between blood Hb concentration (approximately 10 to 15 g x dl-1) and aerobic capacity.

Adolescent↗
PubMed1976

The effects of primary reward on the I.Q. performance of grade-school children as a function of initial I.Q. level.

The effect of candy reward on I.Q. scores was investigated in 72 first- and second-grade children. All subjects were administered Form A of the Peabody Picture Vocabulary Test and, based upon these scores, were divided into three blocks: low, middle, and high. From each block, subjects were randomly assigned to one of three conditions (contingent reward, noncontingent reward, or no reward) that were in effect during administration of Form B. Results showed that candy given contingent upon each correct response increased I.Q. scores for the initially low scoring subjects, but had no influence on the scores of middle and high scoring subjects.

Journal Article↗
PubMedDate not supplied

[The effect of the instructional profile in secondary schools on the body functional status of the pupils].

The main point of a lyceum is specialized education. The features of its educational process were studied by 6 profiles: medical, humanitarian, physicomathematical, chemobiological, technical, and commercial. The impact of either profile on the functional status of 2627 children was also examined. Study at the chemobiological, technical, and physicomathematical lyceums was shown to exert an unfavourable influence on the children's health.

Adaptation, Physiological↗