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Is positive affect (PA) the bipolar opposite of, or is it independent of, negative affect (NA)? Previous analyses of this vexing question have generally labored under the false assumption that bipolarity predicts an invariant latent correlation between PA and NA. The predicted correlation varies with time frame, response format, and items selected to define(More)
Certain facial expressions have been theorized to be easily recognizable signals of specific emotions. If so, these expressions should override situationally based expectations used by a person in attributing an emotion to another. An alternative account is offered in which the face provides information relevant to emotion but does not signal a specific(More)
CONTEXT An influential article published in 1990 claimed that the increased rate of reading disability in boys was a consequence of referral bias. OBJECTIVES To summarize the history of research on sex differences in reading disability and to provide new evidence from 4 independent epidemiological studies about the nature, extent, and significance of sex(More)
A short-term longitudinal study was carried out on a group of 67 preschool children. At three points in time over a 12-month period, the children were given tests measuring their syllable, rime, and phoneme awareness, speech and language skills, and letter knowledge. In general, children's rime skills developed earlier than their phoneme skills. Structural(More)
BACKGROUND Literacy difficulties show high levels of comorbidity with both disruptive and emotional disorders, but questions remain over the nature and specificity of these links. METHOD Relationships between specific literacy difficulties and psychiatric disorder were investigated in a large-scale national sample of children aged 9 to 15 years. RESULTS(More)
PURPOSE OF REVIEW This review examines recent evidence on the comorbidity between literacy problems and psychiatric disorder in childhood and discusses possible contributory factors. RECENT FINDINGS Recent studies confirm the substantial overlap of literacy problems with a range of emotional/behavioural difficulties in childhood. Literacy problems and(More)
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading(More)
Baron-Cohen's [(2002) Trends in Cognitive Sciences, 6, 248-255] 'extreme male brain' theory of autism is investigated by examining the relationships between theory of mind, central coherence, empathising, systemising and autistic-like symptomatology in typical undergraduates. There were sex differences in the expected directions on all tasks. Differences(More)
The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers(More)
While survival rates are increasing in the extremely low birthweight (ELBW) group of preterm infants, the most common morbidity among these infants is inadequate growth. By the time of discharge from the neonatal intensive care unit, many ELBW infants develop extrauterine growth restriction. Several issues related to improving the growth of ELBW infants,(More)