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Biomedical subjects

R Milich

Publications and source records attributed to R Milich.

50 records · Page 3Linked to original sources
PubMed1984

Social information processing in child psychiatric populations.

This study examined three kinds of social information-processing deficits in child psychiatric populations. The deficits studied were response decision biases, hostile attributional biases, and cue-utilization deficiencies. Subjects were diagnosed as hyperactive/aggressive (H/A) (n = 24), exclusively hyperactive (n = 14), exclusively aggressive (n = 14), psychiatric control (n = 23), and normal control (NC) (n = 60) boys according to procedures suggested by Loney and Milich (1982). They were administered several tasks to solicit information-processing patterns. The H/A group was found to be deficient in all three areas assessed, relative to the NC group. They were also deficient in response decisions and cue-utilization, relative to the other three groups of psychiatrically referred boys. Discriminant function analyses demonstrated that the H/A group displayed a distinct processing pattern. These results were found to be relevant to the study of behavior disorders, to social information processing theory, and to intervention efforts with these boys.

Aggression↗
PubMed1984

Cross-sectional and longitudinal observations of activity level and sustained attention in a normative sample.

This study examined developmental changes in playroom observations of activity level and sustained attention among 47 elementary school-age boys. The boys were observed at two different times, approximately 2 years apart. The playroom observations consisted of two 15-minute periods, a relatively unstructured freeplay period and a structured restricted academic period. In general, both cross-sectional and longitudinal analyses suggested developmental improvements in the observed behaviors. Both gross and fine motor activity decreased with increasing age, while the time spent on task increased. Consistent with the selective attention literature, there appeared to be a dramatic increase in the boys' ability of focus attention at around age 11. Finally, most of the behaviors in the restricted academic period showed significant stability over time, whereas few of the free-play behaviors did so.

Attention↗
PubMed1984

A comparison of the social status and social behavior of aggressive and aggressive/withdrawn boys.

The purpose of this study was to clarify contradictory findings concerning the social status of aggressive youngsters. This was undertaken by dividing kindergarten boys into either Aggressive [A] or Aggressive/Withdrawn [A/W] groups, as proposed by Ledingham [1981]. Both groups were found to be high on peer-nominated rejection, but the A group was also high on peer-nominated popularity while the A/W group was low. Similarly, both groups were observed to be high in negative peer interactions, but the A group was also high in positive interactions. It was noted that valuable information regarding the social status and social behavior of aggressive youngsters would be lost if such subgrouping is not undertaken. The relationship between Ledingham 's categorizations and others reported in the literature was discussed.

Aggression↗
PubMed1982

Preschool peer perceptions of the behavior of hyperactive and aggressive children.

To assess if preschool children can successfully identify externalizing symptomatic behaviors in their male classmates, and if these perceptions are associated with peer-rated popularity and rejection, 154 preschool boys and girls were interviewed using a peer nomination procedure. Behavioral data on the same preschool boys (N = 86) were also provided by their respective teachers. Preschool children were capable of providing stable nominations of popularity, rejection, and aggression, boys and girls significantly agreed in their nominations, and these nominations were not a function of the age of the rated child, although they differed somewhat as a function of the age of the rater. Teachers and peers reflected significant convergence in ratings of hyperactivity and aggression and teacher ratings of peer problems significantly agreed with actual peer nominations of popularity and rejection. Boys nominated as aggressive were more rejected by their classmates, whereas boys nominated as hyperactive were either more popular and/or more rejected. Limited evidence for differential patterns of relationships among hyperactivity, aggression, and peer status was obtained for both the peer and teacher data.

Aggression↗
PubMed1981

A multitrait-multimethod analysis of variance of teachers' ratings of aggression, hyperactivity, and inattention.

The convergent and discriminant validities of three teacher rating scale measures of the traits of hyperactivity, aggression, and inattention were explored, using the multitrait-multimethod matrix approach of Campbell and Fiske (1959), as well as an analysis of variance procedure (Stanley, 1961). In the present study teachers rated children from their elementary school classrooms on the above traits. The results provided strong evidence for convergent validity. Data also indicated that these traits can be reliable differentiated by teachers, suggesting that research aimed at better understanding the unique contributions of hyperactivity, aggression, and inattention is warranted. The respective benefits of analyzing multitrait-multimethod matrices by employing the ANOVA procedure or by using the Campbell and Fiske (1959) criteria were discussed.

Aggression↗
PubMed1976

Effects of visual presentation of caloric values on food buying by normal and obese persons.

The effects of the visual presentation of the caloric values of food on the food buying behavior of 450 normal, overweight, and obese female subjects were studied, in a cafeteria setting. The caloric signs significantly decreased the total number of calories bought across all three weight groups. No differences were found among the three weight groups, either in the effect of the presentation of the caloric signs or in the total number of calories bought. The implications of these results were discussed, both in terms of present-day research on obesity as well as in terms of a large scale modification of eating behavior.

Behavior Therapy↗
PubMedDate not supplied

Attention-deficit/hyperactivity disordered and control boys' responses to social success and failure.

The behavioral, self-evaluative, and attributional responses of 120 boys with Attention-Deficit/Hyperactivity Disorder (ADHD) and 65 control boys to social success and failure were examined using a dyadic, laboratory get-acquainted task employing child confederates. Objective coders rated boys with ADHD as less socially effective than controls in their interactions, but also as less frustrated and helpless. In terms of self-evaluations, ADHD boys overwhelmingly rated their own performance more favorably than did controls and in some instances, these differences were more apparent following failure. The attributional pattern of ADHD and control boys differed in that ADHD boys were more likely than controls to attribute success to external, uncontrollable factors such as task ease and being lucky; controls, on the other hand, were more likely than ADHD boys to attribute initial failure to not having tried hard enough. Results are discussed in the context of existing literature documenting a positive illusory bias in ADHD boys' self-perceptions.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Social persistence following failure in boys and girls with LD.

The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interaction. The children with learning disabilities were found to be hyperresponsive to both interactions: They felt significantly worse following the unfriendly one and significantly better following the friendly interaction. Limited evidence was found to suggest that girls with learning disabilities were more adversely affected by the unfriendly interaction. Several of the findings were consistent with the hypothesis that children with learning disabilities show a learned helplessness response to social failure. The implications of these findings for understanding the social behavior of children with learning disabilities are discussed.

Child↗