The aim of this study was to find potential signs of genetic vulnerability to schizophrenia. The differences between adoptees at high genetic risk for schizophrenia (their biological mother had a schizophrenia spectrum disorder) and control adoptees of non-schizophrenia spectrum biological mothers were assessed. The comparisons between these groups were based on the Minnesota Multiphasic Personality Inventory (MMPI) test's subscale scores adjusted by gender, age at MMPI assessment, age at placement into the adoptive family and social class. The subjects were a subsamples of a total of 182 tested adoptees and 136 mentally healthy adoptees in the Finnish Adoptive Family Study. The high-risk group was found to be distinguishable from the low-risk group based on deviant scores on the Hostility, Hypomania and Lie scales. These scales may measure genetic vulnerability and also possibly be indicative of psychometric deviance predicting future onset of schizophrenia.

Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale – Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

Since its publication in 1982, the National Adult Reading Test (NART; Revised Version, NART–R) has become a widely accepted method for estimating premorbid levels of intelligence in neuropsychological research. However, the assumption that NART/NART–R performance is relatively independent of brain damage has been increasingly challenged in recent years. In a number of conditions, including Alzheimer dementia and Korsakoff's syndrome, studies have indicated a deterioration in reading ability, leading to an underestimated premorbid IQ. In a reaction to these studies, some researchers have advocated the use of demographic variables as a more suitable foundation for accurately predicting premorbid intelligence. We addressed this issue by calculating IQ estimates on the basis of NART/NART–R, demographic variables, and a combination of the two approaches and by comparing these with current WAIS/WAIS–R IQ in patients with Korsakoff's syndrome, Alzheimer dementia, frontal or temporal lobe lesions, and in healthy controls. Estimated premorbid IQs did not differ across groups, whether derived from NART/NART–R or demographic variables. Those based on NART/NART–R demonstrated higher correlations with current WAIS/WAIS–R IQ in controls and patients than those derived from demographic variables. An equation combining NART scores with demographic variables did not significantly increase the amount of variance in IQ explained by NART only, either in patients or controls. The data offer reassurance regarding the continued use of NART as a valid estimate of premorbid intelligence in a number of conditions. (JINS, 2002, 8, 847–854.)