This paper argues for the scientific utility of the concept “intelligence”. In the first section three common arguments against the validity of general intelligence are discussed and dismissed. The second section presents the evidence in favour of the proposition that individual differences in IQ may be based on differences in speed of information processing. However, the third section shows that executive functions, particularly inhibitory processes, represent a more likely basis for the development of intelligence. The theory of the minimal cognitive architecture underlying intelligence and development (Anderson, 1992a) shows how speed and executive functioning might represent two dimensions to g—one an individual differences (within age) dimension based on speed and the other a developmental dimension based on changing executive functioning. In the fourth section this theory is used to generate new insights on the nature of intellectual disability and specific cognitive deficits and to make practical suggestions for educational intervention for low-IQ children.

Previous twin and family studies have indicated that there are strong genetic influences in the etiology of autism, and provide support for the notion of a broader phenotype in first-degree relatives. The present study explored this phenotype in terms of one current cognitive theory of autism. Parents and brothers of boys with autism, boys with dyslexia, and normal boys were given tests of “central coherence”, on which children with autism perform unusually well due to an information-processing bias favouring part/detail processing over processing of wholes/meaning. Results indicated that fathers of boys with autism, as a group, showed piecemeal processing across four tests of central coherence. This was not true for any other group. These findings raise the possibility that the broader autism phenotype may include a “cognitive style” (weak central coherence) that can confer information-processing advantages.

Information on everyday life activities and preferences in both social and nonsocial domains was obtained from parents and children who had taken part in an experimental study of central coherence. Comparisons were made between parents who had a son with autism, parents with a dyslexic son, and families without a history of developmental disorder, as well as the male siblings in these families. Data on everyday preferences and abilities were elicited by means of an experimental questionnaire. Significant group differences in social and nonsocial preferences were found, suggesting that some parents showed similarities with their son with autism, in preference for nonsocial activities and ability in detail-focused processing. A similar experimental questionnaire, completed by parents on behalf of their sons, discriminated between autism group probands and controls, but did not differentiate sibling groups. The relevance of the nonsocial items to central coherence is discussed in the light of the findings in Part I: autism parents who reported more autism-related nonsocial (but not social) preferences, tended to show a piecemeal processing style on the experimental tasks.

The “mindblindness” theory of core cognitive impairment in autism and at least one of the executive theories of the core cognitive deficit both predict that children with autism should find it difficult to report what their intention was when it diverged from an outcome. The former predicts this because it takes intention reporting to require a “theory of mind” and the latter predicts it because the theory posits an impairment in the monitoring of goal-directed actions. The latter also predicts impairments in the ability to monitor basic actions. Our three studies failed to support either of these views. Experiment 1 demonstrated intact abilities in the monitoring of basic actions (detecting which stimulus of a number of stimuli one is controlling). Experiment 2 demonstrated intact abilities in reporting an intention, both for self and for another agent, when the outcome was unintended but desired. In Experiment 3, using the novel “transparent intentions task”, we found (with a minor qualification) intact ability in reporting on nonballistic intended actions when the result that the action achieved was unexpected. The implications of these results for views of the relation between theory of mind and executive difficulties in autism are discussed.

Phonological skills, language ability, and literacy scores were compared for four groups: 19 children with mild-to-moderate sensorineural hearing loss (SNH), 20 children with specific language impairment (SLI), 20 controls matched on chronological age to the SNH group (CA), and 15 controls matched on receptive vocabulary level to a subset of the SLI group (CB). In common with the SLI group, mean scores of children with mild-to-moderate hearing loss were significantly poorer on tests of phonological short-term memory, phonological discrimination, and phonological awareness than CA controls. No differences between group means were observed in SNH and CA control groups on vocabulary, digit and sentence recall, sentence comprehension, and literacy scores. However, there was considerable individual variation within the SNH group. Nearly 50% of the SNH group showed phonological impairment associated with poorer expressive and receptive vocabulary and higher hearing thresholds than remaining children without phonological impairment. Nonword repetition deficits were observed in SNH subgroups with and without phonological impairment and were of a similar magnitude to those observed in children with SLI. Indeed, poorer repetition in children with SLI could only be differentiated from children with SNH on phonologically complex nonwords. Overall, findings suggested major problems in nonword repetition and phonological impairment occurred without clinically significant deficits in wider language and literacy abilities in children with mild-to-moderate sensorineural hearing loss. Implications for theories of SLI are discussed.

In this study the factorial validity and the reliability of DSM-IV related ADHD symptom ratings made by care professionals working in residential treatment centres were determined in a sample of 412 residential youngsters. Three concurrent models of the ADHD disorder were investigated, a one-factor model comprising all 18 symptoms, a two-factor model with the Inattention and Hyperactivity/Impulsivity symptoms, respectively, combined and a three-factor model comprising Inattention, Hyperactivity, and Impulsivity symptoms, respectively. An analysis of the covariance structure shows acceptable fits for both the two-and the three-factor models, slightly favouring the three-factor model. The internal consistencies, the test-retest reliabilities, and the inter-rater reliabilities turned out to be good to excellent for all scales based on each of the three concurrent models.

This study was aimed at (a) replicating findings of slow and variable response execution and slow response inhibition in Attention Deficit/Hyperactivity Disorder (AD/HD), (b) investigating whether these deficits are specifically related to AD/HD or may also be observed in Oppositional Defiant Disorder (ODD), and children comorbid for AD/HD+ODD, and (c) examining the role of activation level in task performance of children with AD/HD. To meet these aims, the stop paradigm was administered at three levels of activation, using a slow, medium, and fast presentation rate of stimuli, to 4 groups of children: 24 AD/HD children, 21 children with ODD, 27 children with comorbid AD/HD+ODD, and 41 normal controls. As hypothesized, children with AD/HD exhibited a slow response execution process with considerable variability in the speed of responding compared to normal controls. Slow response execution was also observed in the comorbid AD/HD+ODD group but not in the pure ODD group. Larger variability in the speed of responding was common to all disruptive groups compared with controls. In contrast to our hypothesis, no group differences emerged for inhibitory functioning. Finally, the slow event rate condition caused a further deterioration in the speed of the response execution process in both the AD/HD group and ODD group.

The efficacy of cognitive-behavioral treatment (CBT) and fire safety education (FSE) for children who had set a recent fire was evaluated. Assessments were conducted with 38 children who were randomly assigned to CBT or FSE and with another 16 children who received a brief intervention (home visit from a firefighter or HVF) that paralleled routine services. Measures in four domains related to the child's fire history were obtained from children and their parents at pre-treatment, post-assessment, and 1-year follow-up. There were several improvements at post-treatment for all conditions on measures of fire involvement, interest, and risk. However, CBT and FSE were more efficacious than HVF on certain measures, including the frequency of firesetting and proportion of children playing with matches, severity of individualized problems with fire, and involvement in fire-related acts and other deviant fire activities. These and other group differences, along with certain time effects, were evident at 1-year follow-up. The findings from this initial comparison study are discussed in the context of needed clinical and research directions for work with firesetters and their families.

This study provides the first prospective evaluation of the course and predictors of children's involvement with fire over a 2-year period in 268 nonpatient and patient children (ages 6–13 yrs). Selected predictor variables obtained at initial (intake) assessment, which included fire-specific and general psychosocial measures, were examined in each sample using hierarchical logistic regression. Both samples reported heightened involvement in matchplay and firesetting at follow-up, though the frequency of each behavior was nearly four times higher in patients than in nonpatients. Fifty per cent and 59% of the initial firesetters in the nonpatient and patient samples, respectively, became recidivists. In the nonpatient sample, the child's initial involvement in firesetting and level of covert antisocial behavior were the only psychosocial predictors of follow-up firesetting that added incremental variance beyond demographics. In the patient sample, the child's initial involvement in fire-related acts and level of covert antisocial behavior were the only predictors of follow-up firesetting beyond any initial involvement in matchplay. The findings highlight somewhat different risk factors for subsequent firesetting in nonpatient and patient children, especially prior firesetting and matchplay, respectively, and bear implications for the prevention of firesetting recidivism.

In this report we characterize associations between parental psychiatric disorders and children's psychiatric symptoms and disorders using a population-based sample of 850 twin families. Juvenile twins are aged 8–17 years and are personally interviewed about their current history of DSM-III-R conduct, depression, oppositional-defiant, overanxious, and separation anxiety disorders using the CAPA-C. Mothers and fathers of twins are personally interviewed about their lifetime history of DSM-III-R alcoholism, antisocial personality disorder, generalized anxiety disorder, major depression, panic disorder/agoraphobia, social phobia, and simple phobia using a modified version of the SCID and the DIS. Generalized least squares and logistic regression are used to identify the juvenile symptoms and disorders that are significantly associated with parental psychiatric histories. The specificity of these associations is subsequently explored in a subset of families with maternal plus parental psychiatric histories with a prevalence > 1 %. Parental depression that is not comorbid or associated with a different spousal disorder is associated with a significantly elevated level of depression and overanxious disorder symptoms and a significantly increased risk for overanxious disorder. Risks are higher for both symptomatic domains in association with maternal than paternal depression, and highest in association with maternal plus paternal depression. Risks for other juvenile symptoms and disorders index the comorbid and spousal histories with which parental depression is commonly associated. Paternal alcoholism that is not comorbid or associated with a maternal disorder is not significantly associated with current psychiatric symptoms or disorders in offspring. Risks for oppositional-defiant or conduct symptoms/disorders in the offspring of alcoholic parents index parental comorbidity and/or other spousal histories.

As part of a UNICEF-sponsored Psychosocial Programme in Bosnia, data were collected from a representative sample of 339 children aged 9–14 years, their mothers, and their teachers in order to investigate risk and moderating factors in children's psychological reactions to war. Self-report data from children revealed high levels of post-traumatic stress symptoms and grief reactions, but normal levels of depression and anxiety. Mothers' self-reports also indicated high levels of post-traumatic stress reactions, but normal levels of depression and anxiety. Child distress was related to both their level of exposure and to maternal reactions. Structural equation modeling was used to quantify the relationships between these risk factors and child distress, and to examine putative pathways to account for the association between child and maternal health. Children's adjustment was associated significantly with both exposure (ϕ = ·37) and maternal mental health (ϕ = ·37). Modeling also revealed a significant distorting effect of mother's own mental health on behavioural ratings of her child (ψ = ·59). Although evidence exists for an association between maternal mental health and mother rating errors, there is also a substantive association between maternal mental health and children's adjustment following war.

This study examined relationships of stress (negative event frequency during the last year) to reports of illness among 92 children, aged 10 to 13 years. Children's health status was reported separately by children and parents, and children's skill in identifying and communicating their feelings was tested for direct and buffering relationships on illness reports. Analyses controlled for demographics and negative affect of both children and parents, and children's verbal ability was also tested for confounding. Results showed that stress correlated positively with children's poor health, whether the children's health status was reported by children or by parents. Children's emotional skill was correlated with better health when health was reported by children, but with worse health when health was reported by parents. Further, moderator analyses indicated that the relationship between negative event frequency and children's poor health as reported by parents held only for children with high levels of skill in identifying and communicating feelings. These findings suggest that negative life events impair children's health, but that the health reports of children and parents are quite different, and parents' views may be affected by children's skill in communicating their internal states.

In both theory and research the general issue of the extent to which children's problem behaviour is generalised across situations, and to what extent it is situation specific, has been neglected. In the clinical assessment of disordered children, too, little attention has been paid to the specific situations in which these children display their inappropriate behaviour. In this study the Taxonomy of Problematic Social Situations (TOPS) (Dodge, McClaskey, & Feldman, 1985) was employed. This is a questionnaire in which the child's teacher is asked to rate the likelihood of a child responding in an inappropriate manner in a specific situation. Characteristics of TOPS were investigated both in randomly selected normal school children and in boys with a conduct disorder. Four factors appeared to underlie the TOPS scores from 652 randomly selected boys and girls from grades 1 to 6, these being: teachers' scores for the types of problem situation Being Disadvantaged, Coping with Competition, Social Expectations of Peers, and Teacher Expectations. Because of the high internal consistency of the four factors, TOPS was abbreviated to a TOPS-Short Form (18 instead of 44 items). The four-factor model was cross-validated by means of a second sample of 326 boys and girls. A model with only one general problem behaviour factor did not fit the data of both samples. When the four specific factors were added a satisfactory fit resulted. Moreover, it was found that in the first sample 52% of the variance was explained by the general factor, whereas 18% of the variance was explained by the four specific factors together. Thus, the extent to which problem behaviour is situation specific should not be disregarded. In all four types of problem situation, boys showed more inappropriate behaviour than girls. With increasing age, children were rated as being more competent in dealing with the problem situation Being Disadvantaged. Teachers rated the four types of problem situation as more problematic for boys with a conduct disorder (N = 42) than for normal control boys (N = 67). Conduct disordered boys also differed individually in the number of situational types that were problematic for them. With respect to clinical implications, the identification of the particular social context in which a conduct disordered child displays his or her inappropriate behaviour may help refine treatment goals: more adequate social functioning should be aimed at specifically in those situations that are problematic.