A comparison of three-factor structure models using WISC-III in Greek children with learning disabilities

BACKGROUND

Children with learning disabilities are a heterogeneous group of children with a common characteristic discrepancy on the progress and development of their individual learning abilities. A few statistical analyses have been published regarding the factor analysis of the Greek Edition of Wechsler Intelligence Scale for Children-III. The aim of the research is the emergence of a new factorial model which describes the General Intelligence (g) of children and adolescents with learning disabilities, and that differs from the already existing intelligence models. This study aims to compare three-factor structure models of WISC-III in children with learning disabilities in the Greek population.

METHODS

A sample of 50 children were selected on the basis of research criteria from a total of 122 children who evaluated in a child psychiatric service in a general hospital, in a residential area in Greece. The Wechsler Intelligence Scale for Children-Third Edition was used to assess children's cognitive function. Using multi-factor analysis, three alternative factor models were compared.

RESULTS

Analysis of factor structure models suggests a new bi-factorial model that more appropriately describes the areas of cognitive development of children with learning disabilities. The first factor includes Comprehension, Picture Arrangement, Coding, Block Design, and Object Assembly, whereas the second one combines Information, Similarities, Arithmetic, Vocabulary, and Picture Arrangement.

CONCLUSIONS

The present study shows the existence of a factorial model with two factors: one aggregating the Comprehension verbal subtest with four performance subtests and the other the Picture Arrangement performance subtest with four verbal subtests. This two-factor model includes the loadings in two factors that relate to sequencing abilities and verbal reasoning abilities of children. These findings assert the clinical utility of the intelligence evaluation in the specific population.

Concepts of Mother-Infant Interaction in Greece and Germany

This study deals with parenting from a cultural perspective. Based on Kagitcibasi's model of the autonomous relational self, the authors analyzed Greek urban middle-class mothers' parenting strategies and compared them with German urban middle-class mothers' parenting styles. Interactional behaviors were assessed during videotaped, free-play home observations. It was assumed that urban middle-class Greek and German mothers do not differ in their display of face-to-face context and object stimulation, both considered as sup-porting an independent agency, that Greek mothers modulate the face-to-face context more with facial warmth than do German mothers who on the other hand, modulate their face-to-face behavior more with experiences of contingency than do Greek mothers. The data confirm our assumptions with the exception of baby talk as a second indicator of facial warmth. The data are interpreted in terms of foundations of socialization pathways of urban families in independent and interrelated societies without denying intracultural variability.

Cultural Models, Socialization Goals, and Parenting Ethnotheories

This study conceptualizes a cultural model of parenting. It is argued that cultural models are expressed in the degree of familism, which informs socialization goals that are embodied in parenting ethnotheories. Three cultural models were differentiated a priori: independent, interdependent, and autonomous-related. Samples were recruited that were expected to represent these cultural models: German, Euro-American, and Greek middle-class women representing the independent cultural model; Cameroonian Nso and Gujarati farming women representing the interdependent cultural model; and urban Indian, urban Chinese, urban Mexican, and urban Costa Rican women representing the autonomous-related model. These a priori classifications were confirmed with data that addressed different levels of the cultural models of parenting. The authors further confirmed that socialization goals mediate between broader sociocultural orientations (familism) and parenting ethnotheories concerning beliefs about good parenting. The data reveal that the model of autonomous relatedness needs further theoretical and empirical refinement. Problems with empirical studies comparing participants with very different lifestyles are discussed.

Surrogacy: The experience of Greek commissioning women

BACKGROUND

Available studies on surrogacy are extremely limited. Findings suggest that surrogacy is experienced as problem free, with a significant number of commissioning mothers maintaining contact with the surrogates over time.

AIM

To explore the experiences of Greek commissioning women regarding the surrogacy arrangement and birth of a child through surrogacy.

METHODS

The data of this study were collected from 7 intended mothers who had either a long history of infertility or serious health problems. Interviews were tape-recorded, transcribed and analysed employing content analysis.

FINDINGS

The analysis of the women's accounts revealed three themes: (a) a shared journey, (b) the birth of a long-awaited child, and (c) the surrogacy disclosure. The surrogacy process became the women's affairs, with their partners offering backstage support. A very close bond was developed with the surrogates, characterised by daily contacts and care-giving behaviours. While this bond was abruptly discontinued after the child's birth, it was interiorised with all participants being grateful to their surrogate. The timing and content of the surrogacy disclosure to family and child(ren) were carefully chosen by participants, who avoided providing information when egg donation was involved.

CONCLUSION

Findings are reassuring for women who want to parent a child through a surrogate arrangement, and suggest that the availability of counselling services may help intended mothers to cope with disclosure issues.

Distal and proximal parenting as alternative parenting strategies during infants’ early months of life: A cross-cultural study

Cultures differ with respect to parenting strategies already during infancy. Distal parenting, i.e., face-to-face context and object stimulation, is prevalent in urban educated middle-class families of Western cultures; proximal parenting, i.e., body contact and body stimulation, is prevalent in rural, low-educated farmer families. Parents from urban educated families in cultures with a more interdependent history use both strategies. Besides these cultural preferences, little is known about the relations between these styles as well as the behavioural systems constituting them. In this study therefore, the relations between the styles and the constituting behaviours were analysed in samples that differ with respect to their preferences of distal and proximal parenting. The hypothesized differences between the samples and the negative relationship between distal and proximal parenting, as well as between the respective behavioural systems can clearly be demonstrated. Furthermore, the impact of the sociodemographic variables with respect to the parenting strategies can be shown. Results were discussed as supporting two alternative parenting strategies that serve different socialization goals.

The development of adopted children after institutional care: a follow-up study

BACKGROUND

Research suggests that institutional care has long-lasting effects on children. However, no study has longitudinally studied infants in an institution and their subsequent development at age four.

METHODS

Sixty-one adopted children aged four years who had spent their first two years of life in an institution were compared to 39 children reared in their own two-parent families. Cognitive development, security of attachment, shyness, children's emotional understanding and behavioural problems were examined in both groups. Parental health and stress were also assessed.

RESULTS

At four years adopted children still had lower scores on cognitive development, were less secure, and less able to understand emotions than family-reared children. Children with a secure attachment type in infancy were found to be less secure at age four, compared with those who were classified in infancy as having an insecure attachment type. Their physical development had recovered, they were less shy, had no behavioural problems and no problems in the relationship with their teacher.

CONCLUSIONS

Early residential group care has long-lasting effects on important socio-emotional and cognitive aspects of preschool children's development.

Developmental consequences of early parenting experiences: self-recognition and self-regulation in three cultural communities

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.

Cognitive development of 12 month old Greek infants conceived after ICSI and the effects of the method on their parents

BACKGROUND

ICSI is widely used as a method of assisted reproduction in Greece. Research shows that children conceived after the application of ICSI develop normally. However, Bowen et al. (1998) reported that children conceived after ICSI had lower scores in the Mental Development Index (MDI) of the Bayley Scales of Infant Development compared with infants conceived naturally or by standard IVF treatment. This finding raised concerns about the effects of ICSI on infants' cognitive development. The aim of the present study was twofold. First to compare the cognitive development of Greek infants conceived after ICSI treatment to a control group of infants conceived after IVF treatment and to a further control group conceived naturally (NC). Second, to investigate the psychological effects of ICSI compared to IVF on Greek parents.

METHODS

The Bayley Scales of Infant Development were employed to assess cognitive development of infants. A 37 item semi-structured interview was devised to obtain demographic information and to assess and compare the psychological effects of ICSI and IVF on parents.

RESULTS

The mental development of infants in all three groups was within the normal range (ICSI 101.4, IVF 95.7, NC 98.9). The differences between the three groups were not statistically significant. The duration of pregnancy and the birthweight differed in the three groups. Furthermore, mothers in the IVF and the ICSI groups experienced anxiety during pregnancy. IVF mothers differed in the mode of delivery and a smaller number of these mothers breastfed their infants.

CONCLUSIONS

This study has shown that Greek infants, born after the application of ICSI, have mental and motor scores within the normal range. With regard to the psychological effects, it appears that mothers in the ICSI and IVF groups experience greater anxiety during their pregnancies than those in the NC group.

Early experiences and attachment relationships of Greek infants raised in residential group care

BACKGROUND

The attachment relationships of infants reared in residential group care from birth, and links between attachment quality and psychosocial development and caregiver sensitivity were studied, with 86 infants reared in group care and 41 infants reared in their own two-parent families who attended day-care centres.

METHODS

Attachment, cognitive development, temperament, and observed social behaviour of the two groups were studied, as was the quality of care by caregivers and mothers.

RESULTS

Sixty-six per cent of infants reared in residential group care showed disorganised attachment to their caregivers, compared with 25% of control infants; 24% of group care infants were securely attached, compared with 41% of control infants. The two groups differed in cognitive development, in temperament and observed social behaviour. Within the residential group care babies, those that were securely attached were observed to express more frequent positive affect and social behaviour, and to initiate more frequent interaction with their caregivers.

CONCLUSIONS

Residential care affected all aspects of the infants' development and was linked to a high rate of disorganised attachment.