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Biomedical subjects

Karen Salmon

Publications and source records attributed to Karen Salmon.

14 recordsLinked to original sources
PubMed2006

Talking about parts of a past experience: The impact of discussion style and event structure on memory for discussed and nondiscussed information.

This experiment examined the impact of selective postevent discussion of high- and low-elaborative styles on 5- and 6-year-olds' (N = 47) memory for discussed and nondiscussed aspects of a staged event ("Visiting the Pirate"). The event contained both logically and arbitrarily connected scenes. Discussion was spaced over 3 days, and memory was assessed 1 day later. Compared with a no-discussion condition, memory for discussed information was enhanced after high- but not low-elaborative discussion for both logically and arbitrarily connected scenes. For arbitrarily connected scenes, memory for nondiscussed aspects was impaired relative to the no-discussion condition, with the degree of impairment being equal after high- and low-elaborative discussion. In contrast, for logically connected scenes, memory for nondiscussed information was not impaired after discussion of either style.

Age Factors↗
PubMed2006

Mother-child reminiscing about everyday experiences: implications for psychological interventions in the preschool years.

The preschool years are a critical period for all aspects of child development, and any disruption to cognitive or socio-emotional functioning at this stage has potential repercussions for current and future functioning. There is, therefore, a need for clinical interventions that optimize the functioning of children at risk of psychological disorders. In the current paper, we review research showing that the way in which parents discuss everyday experiences with their young children has significant implications for the children's cognitive and socio-emotional functioning. Specifically, mothers who engage their child in a rich elaborative style of talking about past experiences have children who also develop an elaborative style of remembering and reporting personal experiences. Evidence suggests that elaborative reminiscing can benefit children's social and self understanding, the quality of the parent-child relationship, and language and emergent literacy. Moreover, findings show that elements of the elaborative style can be identified and taught to parents. We propose that elaborative parent-child discussion about the past could form the basis of developmentally sensitive intervention during the preschool period.

Activities of Daily Living↗
PubMed2005

Brief report: Optimizing children's memory and management of an invasive medical procedure: the influence of procedural narration and distraction.

OBJECTIVE: To evaluate the influence of two interventions on children's memory of and distress during a voiding cysto-urethrogram (VCUG, X-ray of the kidneys). METHODS: Sixty-two children (aged 2.5-7.5 years) were allocated to one of three conditions. In one (CI + D), they received complete procedural information during the VCUG, with a cartoon video. In a second (PI + D), children received limited procedural information, with a cartoon video. In a third (standard care, PI), they received limited procedural information. VCUGs were videotaped and distress was coded using the CAMPIS-R. To assess memory, children were interviewed 1 week later. RESULTS: Relative to the PI condition, children in the CI + D condition recalled more information, appraised the VCUG as less painful, and were less distressed. There were no differences between the PI + D and PI conditions. CONCLUSIONS: An inexpensive, theoretically driven intervention can enhance children's memory and reduce distress during an invasive procedure.

Attention↗
PubMed2005

Selective postevent review and children's memory for nonreviewed materials.

Two experiments investigated the impact of selective postevent questioning on children's memory for nonreviewed materials. In both experiments, children participated in a series of novel activities. Children in the selective-review condition were subsequently questioned about half of these and comparisons were made to memory in a no-review condition. In Experiment 1, participants were 60 5- and 9-year-olds. For children in both age groups, memory for nonreviewed activities was impaired 20 min later in free recall. In Experiment 2, participants were 60 5-year-olds. Memory impairment was found following a 1-day delay after spaced review (three sessions over 3 days) but not after massed review (three sessions on 1 day). In both experiments, memory impairment was absent when specific retrieval cues were provided. The possible mechanisms underlying these findings and their potential practical implications are discussed.

Child↗
PubMed2005

Pre-event discussion and recall of a novel event: how are children best prepared?

We investigated the conditions under which information 1 day before a novel event influenced 6-year-olds' recall 2 weeks later. In Experiment 1A, four preparation conditions included either the event goals, goals with narration of the event actions and objects, photographs of the objects with goals and narration, or photographs with narration and child verbalization of the actions and objects. Compared with an irrelevant preparation control condition, goals with narration reduced errors, but correct recall was increased only when photographs were included. Child verbalization together with goals, narration, and photographs increased correct recall relative to goals with narration. In Experiment 1B, neither photographs nor preparation alone improved recall relative to the control condition. Experiment 2 found no further advantage of increasing children's participation in the preparation via questions. Overall, the impact of preevent information on memory is influenced by the nature of the information and the child's participation in the preparation.

Adult↗
PubMed2004

Children's memory for pain: overview and implications for practice.

UNLABELLED: Children's memories of painful experiences can have long-term consequences for their reaction to later painful events and their acceptance of later health care interventions. This review surveys research on children's memory for pain, emphasizing implications for clinical practice. Topics reviewed include consequences of children's memories of pain; the development of memory; differences between explicit (declarative, verbal, autobiographic) memory and implicit (nondeclarative, nonverbal) memory; and individual differences, situational, and methodologic factors affecting memories of pain. Methods to prevent the adverse consequences of remembered pain are addressed with reference to current research on editing or reframing memories. PERSPECTIVE: This review covers topics of value to clinicians providing care to children undergoing painful procedures. Specific recommendations are offered regarding the importance of acknowledging and assessing children's previous memories of painful experiences, the type of information that benefits children before and after procedures, and the most appropriate questioning strategies. It might be possible to prevent or reduce the adverse effects of memories of pain.

Adaptation, Psychological↗
PubMed2004

Student nurses' learning on community-based education in Ethiopia.

CONTEXT: At Jimma University educational goals are to apply the concept of community-oriented education through community-based education (CBE) of health students. This study examined the experiences of student nurses on CBE. OBJECTIVE: The aims of the study were to identify factors that students considered had helped or hindered their learning on CBE and to ascertain if the stated learning objectives were met. METHODS: A quantitative, descriptive, survey design was adopted, using a single, anonymous questionnaire. Some qualitative data were gained using open questions. A convenience sample of 95 students participated in the research. Participants represented 90% of all students who had completed their CBE placements. FINDINGS: Participation, mentors' willingness to answer questions and the relevance of the placement were factors that facilitated learning. Factors reported by students that hindered learning were difficulties of self-expression in a group, mentors emphasising mistakes and weakness and the short time-frame due to ongoing lectures during placement. Students said learning objectives most met were socio-demographic assessment, identifying health problems and action planning. Objectives reported to be least met were identifying environmental health problems, planning preventive health interventions and implementing health interventions. RECOMMENDATIONS: These include the need to develop students' group skills, prepare mentors to facilitate learning, organise CBE in spiral phases, avoid concurrent lectures and improve study facilities.

Adolescent↗
PubMed2003

Punishment insensitivity and parenting: temperament and learning as interacting risks for antisocial behavior.

We review ideas about individual differences in sensitivity or responsiveness to common disciplinary behaviors parents use to correct aggressive and antisocial behavior in children. At extremes, children may be seen as "punishment-insensitive," an heuristic with some value relevant to models of the development of antisocial and aggressive behavior disorders. Literature from diverse fields, such as psychopathy, child temperament, socialization and the development of moral conscience, conditioning theory, and personality theory, have all utilized the idea that humans differ in their sensitivity to aversive stimuli and the cues that signal their occurrence, as well as their ability to inhibit reward-driven behavior, in the presence of punishment cues. Contemporary thinking places these dispositions squarely as basic biological aspects of temperament that moderate the effects of the environment (e.g., parenting) on outcomes (e.g., mental health). We review a largely forgotten literature that shows clearly that sensitivity to punishment is also reliably influenced by the environment itself. An attempt is then made to model the interactional processes by which parenting and punishment sensitivities in children magnify or diminish each other's progress toward healthy or antisocial development. Implications for parenting of children with low responsiveness to punishment strategies are discussed.

Antisocial Personality Disorder↗
PubMed2002

Posttraumatic stress disorder in children. The influence of developmental factors.

Despite the prevalence of childhood trauma, there are currently no developmentally oriented cognitive theories of posttraumatic stress disorder (PTSD). This paper outlines the definitional issues of PTSD in children, reviews the incidence of PTSD in children, and compares PTSD profiles in children and adults. We propose that a cognitive theory of childhood PTSD needs to accommodate developmental factors, including knowledge, language development, memory, emotion regulation, and social cognition, in addition to contextual factors such as family interactions. Implications of these developmental factors for assessment and treatment of traumatized children are discussed.

Adaptation, Psychological↗
PubMed2002

Factors associated with young children's long-term recall of an invasive medical procedure: a preliminary investigation.

This exploratory study investigated children's recall of the voiding cysto-urethrogram (VCUG, x-ray of the kidneys) after a 6-month delay and the associations between children's memory reports and specific behaviors coded during the procedure (distraction, crying, procedure-related talk). Thirty-two children, aged 2 to 7 years, were interviewed 6 months after undergoing the VCUG. Twenty-nine of the 32 children reported information about the VCUG after 6 months. Free recall was skeletal but highly accurate; more information was reported in prompted recall, but accuracy was reduced. Older children provided more complete and accurate reports than did younger children. Independently of age, specific child behaviors were associated with children's memory reports: crying during the VCUG was negatively associated with the correct information reported and accuracy in prompted recall; procedure-related talk was positively associated with the correct information reported in free recall; and distraction was negatively associated with the accuracy of free recall. The implications for intervention in pediatric contexts are discussed.

Child↗
PubMedDate not supplied

Heart rate as a predictor of posttraumatic stress disorder in children.

OBJECTIVE: This study indexed the relationship between resting heart rates (HRs) after injury and subsequent posttraumatic stress disorder (PTSD) in children. METHOD: Children aged between 7 and 12 years who were hospitalized after traumatic injury (n=76) had their resting HR assessed after injury and were assessed for PTSD 6 months after injury (n=62). RESULTS: Full/subsyndromal PTSD was diagnosed in 27% of children. Children with full/subsyndromal PTSD had higher HRs after trauma than those without PTSD. Children with an elevated HR were more likely to develop PTSD after controlling for age, sex and injury severity (adjusted odds ratio=5.89). CONCLUSIONS: These findings accord with the proposal that fear conditioning shortly after trauma contributes to PTSD in children.

Child↗
PubMedDate not supplied

Predicting children's response to an invasive medical investigation: the Influence of effortful control and parent behavior.

OBJECTIVE: To investigate the relative contributions of effortful control (reflecting the child's ability to shift and refocus attention) and parental coping- and distress-promoting behaviors to children's coping and distress during the voiding cystourethrogram (VCUG, X-ray of the kidneys). METHOD: Thirty-two children between ages 2 and 7 years were videotaped undergoing the VCUG. Parent and child behaviors were coded according to the CAMPIS-R (Blount et al., 1997), and parents completed a temperament inventory assessing effortful control across a range of everyday situations. RESULTS: Children manifested relatively high rates of distress and low rates of coping. Their coping attempts were not associated with reduced rates of distress. The most frequent child coping behavior was distraction. Both effortful control and parent coping-promoting behavior (particularly talk about topics other than the VCUG) made independent contributions to child coping behavior. Parent distress-promoting behavior (particularly reassurance) made a strong contribution to child distress behavior. CONCLUSIONS: Factors relating to the child (effortful control) and parent (coping and distress-promoting behaviors) both contribute to children's response to an aversive medical procedure. Interventions that facilitate parent coping and promoting behavior, reduce their distress-promoting behavior, and compensate for children's infrequent and ineffective use of coping strategies (such as distraction) may be optimal for young children, particularly those low in effortful control.

Adaptation, Psychological↗
PubMedDate not supplied

The time to talk: the influence of the timing of adult-child talk on children's event memory.

To investigate the influence of the nature and timing of adult-child talk on event recall, this study engaged 63 three-year-olds and 65 five-year-olds in a staged event and interviewed them 2 weeks later. Children were assigned to 1 of 4 conditions: elaborative pre-, during-, and post-talk, and empty talk (during the event). Children in the elaborative, relative to the empty, talk conditions made fewer errors. Furthermore, post-talk had the greatest influence on correct recall, although for the 5-year-olds, during-talk was also facilitative. Recall was enhanced to a greater extent by the child's contribution to the talk, relative to that of the adult. The findings contribute to an understanding of the mechanisms by which adult-child conversations influence recall.

Adult↗