Kathryn Lemery-Chalfant

Prediction of Children's Academic Competence from Their Effortful Control, Relationships, and Classroom Participation.

The authors examined the relations among childrens effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on childrens effortful control, and teachers and children reported on childrens school relationships and classroom participation. Childrens grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher-child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher-child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year.

Examining the Familial Link between Positive Affect and Empathy Development in the Second Year.

Within a sample of 584 twins aged 12 to 25 months (292 pairs) studied longitudinally, positive affect measured through two laboratory pleasure episodes and maternal report at 12 and 22 months significantly predicted empathy-related helping and hypothesis testing assessed between 19 and 25 months. Girls showed significantly more concern than did boys, whereas boys engaged in hypothesis testing significantly more than did girls. Behavior-genetic analyses indicated substantial shared environmental influences for positive affect and empathy composites of helping and concern. Genetics and the nonshared environment influenced empathy-related hypothesis testing. The best fitting bivariate model included shared and nonshared environmental influences on positive affect and helping, with environment accounting for the covariation between the two traits. The covariation between positive affect and hypothesis testing was genetically influenced.

Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping

This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents’ academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were significant positive correlations between supportive parenting and ego resilience and between ego resilience and achievement, social functioning, and health. Supportive parenting was also positively related to engagement coping, which in turn was positively related to achievement and health. Controlling parenting was significantly negatively related to ego resilience but not engagement coping. As hypothesized, ego resilience mediated relationships between supportive or controlling parenting and outcomes. Engagement coping mediated relationships between supportive parenting and academic achievement and supportive parenting and physical health. Findings support the roles of ego resilience and engagement coping in positive functioning across fundamental domains of development.

COMT moderates the relation of daily maladaptive coping and pain in fibromyalgia

&NA; Forty‐five women with fibromyalgia (FM) engaged in a 30‐day electronic diary assessment, recording daily ratings of pain and 2 forms of maladaptive coping: pain catastrophizing and pain attention. Participants were genotyped for the val158met single nucleotide polymorphism (rs4680) in the catechol‐O‐methyltransferase (COMT) gene. COMT genotype moderated the daily relations of both maladaptive coping processes and pain. FM women with the homozygous met/met genotype evidenced more pain on days when pain catastrophizing was elevated relative to heterozygous and homozygous val158 carriers. FM women with the homozygous met/met genotype evidenced more pain on days when pain attention was elevated relative to those with the homozygous val/val genotype. Evidence is presented to suggest that these are independent effects. The findings provide multimeasure and multimethod support for genetic moderation of a maladaptive coping and pain process, which has been previously characterized in a sample of postoperative shoulder pain patients. Further, the findings advance our understanding of the role of COMT in FM, suggesting that genetic variation in the val158met polymorphism may affect FM pain through pathways of pain‐related cognition. This study examined 2 forms of maladaptive coping: pain catastrophizing and pain attention. The findings provide multimeasure and multimethod support for genetic moderation of a maladaptive coping and pain process and suggest that genetic variation in the val158met polymorphism may affect fibromyalgia pain through pathways of pain‐related cognition.

Genetic influences on the dynamics of pain and affect in fibromyalgia.

OBJECTIVE The purpose of the present investigation was to determine if variation in the catechol-O-methyltransferase (COMT) and mu-opioid receptor (OPRM1) genes is associated with pain-related positive affective regulation in fibromyalgia (FM). DESIGN Forty-six female patients with FM completed an electronic diary that included daily assessments of positive affect and pain. Between- and within-person analyses were conducted with multilevel modeling. MAIN OUTCOME MEASURE Daily positive affect was the primary outcome measure. RESULTS Analyses revealed a significant gene x experience interaction for COMT, such that individuals with met/met genotype experienced a greater decline in positive affect on days when pain was elevated than did either val/met or val/val individuals. This finding supports a role for catecholamines in positive affective reactivity to FM pain. A gene x experience interaction for OPRM1 also emerged, indicating that individuals with at least one asp allele maintained greater positive affect despite elevations in daily pain than those homozygous for the asn allele. This finding may be explained by the asp alleles role in reward processing. CONCLUSIONS Together, the findings offer researchers ample reason to further investigate the contribution of the catecholamine and opioid systems, and their associated genomic variants, to the still poorly understood experience of FM.

Genetic and environmental influences on individual differences in cortisol level and circadian rhythm in middle childhood

Individuals differ widely in cortisol output over the day, but the etiology of these individual differences remains poorly understood. Twin studies are useful for quantifying genetic and environmental influences on the variation in cortisol output, lending insight into underlying influences on the components of Hypothalamic-Pituitary-Adrenal (HPA) axis functioning. Salivary cortisol was assayed on 446 twin pairs (157 monozygotic, 289 dizygotic; ages 7-8). Parents helped youth collect saliva 30 min after waking, mid-afternoon, and 30 min prior to bedtime across 3 consecutive days. We used hierarchical linear modeling to extract predicted cortisol levels and to distinguish cortisols diurnal rhythm using a slopes-as-outcome piecewise growth curve model; two slopes captured the morning-to-afternoon and afternoon-to-evening rhythm, respectively. Separate genetic models were then fit to cortisol level at waking, mid-afternoon, and evening as well as the diurnal rhythm across morning-to-afternoon and afternoon-to-evening hours. Three results from these analyses are striking. First, morning-to-afternoon cortisol level showed the highest additive genetic variance (heritability), consistent with prior research. Second, cortisols diurnal rhythm had an additive genetic component, particularly across the morning-to-afternoon hours. In contrast, additive genetic variation did not significantly contribute to variation in afternoon-to-evening slope. Third, the majority of variance in cortisol concentration was associated with shared family environments. In summary, both genetic and environmental factors influence cortisols circadian rhythm, and they do so differentially across the day.

The development of stranger fear in infancy and toddlerhood: normative development, individual differences, antecedents, and outcomes

Despite implications that stranger fear is an important aspect of developing behavioral inhibition, a known risk factor for anxiety, normative and atypical developmental trajectories of stranger fear across infancy and toddlerhood remain understudied. We used a large, longitudinal data set (N = 1285) including multi-trait, multi-method assessments of temperament to examine the normative course of development for stranger fear and to explore the possibility that individual differences exist in trajectories of stranger fear development between 6 and 36 months of age. A latent class growth analysis suggested four different trajectories of stranger fear during this period. Stable, high levels of stranger fear over time were associated with poorer RSA suppression at 6 months of age. Rates of concordance in trajectory-based class membership for identical (monozygotic) and fraternal (dizygotic) twins, along with associations between atypical stranger fear development and greater anxiety-related maternal characteristics, suggested that individual differences in developmental trajectories of stranger fear may be heritable. Importantly, trajectories of stranger fear during infancy and toddlerhood were linked to individual differences in behavioral inhibition, with chronically high levels of stranger fear and sharp increases in stranger fear over time related to greater levels of inhibition than other developmental trajectories.

Predicting Academic Achievement from Cumulative Home Risk: The Mediating Roles of Effortful Control, Academic Relationships, and School Avoidance

Components of the home environment are associated with children’s academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as well as risks, we examined child-level and school environment variables as potential mediators of the relation of CHR to academic achievement in a sample of 266 third-grade through fifth-grade children. Parents reported on the home environment, and school-issued report cards assessed achievement. Results from structural equation models indicated that children’s effortful control (parent- and child-reported), conflictual peer and student-teacher relationships (teacher- and child-reported), and school avoidance (teacher- and child-reported) significantly mediated the relation between CHR and achievement. Findings offer insights into specific mechanisms that link a negative home environment to academic functioning.

Resilience in Common Life: Introduction to the Special Issue

Problems in life are inevitable. From daily hassles to major traumatic events, considerable research effort has focused on the potential shortand long-term negative consequences for mental and physical health. When faced with similar challenges, however, individuals vary enormously in how they fare. Some carry on and thrive despite difficulty, hardly missing a beat. Others struggle mightily, suffering for some period of time but eventually recovering their balance. And still others are never able to regain their footing. What distinguishes individuals who are able to sustain optimal functioning or to recover quickly from adverse circumstances from individuals who succumb? This central question has guided resilience research over the past four decades. Although ways of characterizing resilience have varied as this field of inquiry has evolved, two central concepts are shared in the most widely used definitions. First, exposure to some kind of adverse event or threat is necessary to detect a resilient outcome. Only when an organism is challenged are its capacities to respond adaptively revealed. Second, resilient outcomes entail more than the amelioration of distress or symptoms, but broaden to include positive adaptation (Luthar, Cicchetti, & Becker, 2000). Earliest efforts to

Wisconsin Twin Panel: Current Directions and Findings

The Wisconsin Twin Panel is based on the population of all twins born in the state of Wisconsin, United States. Our research focus is the etiology and developmental course of early emotions, temperament, childhood anxiety and impulsivity, the autism spectrum, auditory and tactile sensory sensitivity, and related psychobiological and behavioral phenotypes. We employ a range of research methods including structured interviews with caregivers, observer ratings, child self-report, home-based behavioral batteries, biological measures of basal and reactive cortisol, palm prints, birth records, genotyping, cognitive testing, and questionnaires. Reported results highlight the utility of employing multiple modes of assessment when studying child development and psychopathology.