Naming difficulties in children with dyslexia: application of the tip-of-the-tongue paradigm.

The present study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of children with dyslexia. Compared with a control group of typically developing readers, the children with dyslexia showed fewer correct responses and spontaneous recalls, more don't know (DK) and TOT responses, and less accurate feeling of knowing (FOK) judgments. When they failed to retrieve a target word, the children with dyslexia did not differ from the control group in the partial semantic information they provided, but they gave less valid and more invalid partial phonological information.

Stimulus gender and emotional difficulty level: their effect on recognition of facial expressions of affect in children with and without LD.

The ability to recognize emotions that were easily identifiable and those that were more difficult to identify, as expressed by male and female faces, was studied in 48 nondisabled children and 76 children with learning disabilities (LD) ages 9 through 12. On the basis of their performance on the Rey Auditory Verbal Learning Test and the Benton Visual Retention Test, the LD group was divided into three subgroups: those with verbal (VD), nonverbal (NVD), and both verbal and nonverbal (BD) deficits. A shortened version of Ekman and Friesen's Pictures of Facial Affect, including pictures of both men and women, was the measure of ability to identify facial expressions of affect.

Dimensions of depression and perfectionism in pregnant and nonpregnant women: their levels and interrelationships and their relationship to marital satisfaction.

The authors studied S. J. Blatt's (1974) 2 dimensions of depression (anaclitic and introjective), P.

Cognitive appraisals, coping strategies, and support resources as correlates of parenting and infant development.

By applying R. S. Lazarus's (1993) theoretical model, the authors explored the dynamics of stress and coping as central mechanisms underlying parenting adjustment and infant development.

Medical, cognitive, emotional, and behavioral outcomes in school-age children conceived by in-vitro fertilization.

Assessed long-term effects of assisted reproduction technologies of in-vitro fertilization (IVF) and related techniques of embryo transfer (ET) on children's adjustment. 51 school-age Israeli children conceived by IVF/ET were compared with 51 control-matched children conceived spontaneously. The assessment included a comprehensive medical evaluation, a psychological examination, teachers' reports, parents' reports, and children's self-reports.