This article provides an overview on how modern neuroscience evaluations link to robot empathy. It evaluates the brain correlates of empathy and caregiving, and how they may be related to the higher ...functions with an emphasis on women. We discuss that the understanding of the brain correlates can inform the development of social robots with enhanced empathy and caregiving abilities. We propose that the availability of these robots will benefit many aspects of the society including transition to parenthood and parenting, in which women are deeply involved in real life and scientific research. We conclude with some of the barriers for women in the field and how robotics and robot empathy research benefits from a broad representation of researchers.
Parent-child synchrony—parent-child interaction patterns characterized by contingent social responding, mutual responsivity, and co-regulation—has been robustly associated with adaptive child ...outcomes. Synchrony has been investigated in both behavioral and biological frameworks. While it has been demonstrated that adversity can influence behavioral parent-child synchrony, the neural mechanisms by which this disruption occurs are understudied. The current study examined the association between adversity, parent-child behavioral synchrony, and parent-child neural synchrony across lateral prefrontal cortical regions using functional near-infrared spectroscopy hyperscanning during a parent-child interaction task that included a mild stress induction followed by a recovery period. Participants included 115 children (ages 4-5) and their primary caregivers. Parent-child behavioral synchrony was quantified as the amount time the dyad was synchronous (e.g., reciprocal communication, coordinated behaviors) during the interaction task. Parent-child neural synchrony was examined as the hemodynamic concordance between parent and child lateral PFC activation. Adversity was examined across two, empirically-derived domains: sociodemographic risk (e.g., family income) and familial risk (e.g., household chaos). Adversity, across domains, was associated with decreased parent-child behavioral synchrony across task conditions. Sociodemographic risk was associated with decreased parent-child neural synchrony in the context of experimentally-induced stress. These findings link adversity to decreased parent-child behavioral and neural synchrony.
Functional Near-Infrared Spectroscopy (fNIRS) is an innovative and promising neuroimaging modality for studying brain activity in real-world environments. While fNIRS has seen rapid advancements in ...hardware, software, and research applications since its emergence nearly 30 years ago, limitations still exist regarding all three areas, where existing practices contribute to greater bias within the neuroscience research community. We spotlight fNIRS through the lens of different end-application users, including the unique perspective of a fNIRS manufacturer, and report the challenges of using this technology across several research disciplines and populations. Through the review of different research domains where fNIRS is utilized, we identify and address the presence of bias, specifically due to the restraints of current fNIRS technology, limited diversity among sample populations, and the societal prejudice that infiltrates today's research. Finally, we provide resources for minimizing bias in neuroscience research and an application agenda for the future use of fNIRS that is equitable, diverse, and inclusive.
The BASC-2 Behavioral and Emotional Screening System (BESS) Student Form (Kamphaus & Reynolds, 2007) is a recently developed youth self-report rating scale designed to identify students at risk for ...behavioral and emotional problems. The BESS Student Form was derived from the Behavior Assessment System for Children-Second Edition Self-Report of Personality (BASC-2 SRP; Reynolds & Kamphaus, 2004) using principal component analytic procedures and theoretical considerations. Using 3 samples, the authors conducted exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) to understand the underlying factor structure of the BESS Student Form. The results of the EFA suggested that the SRP contained a 4-factor (i.e., Personal Adjustment, Inattention/Hyperactivity, Internalizing, School Problems) emergent structure, which was supported by CFA in 2 additional samples. Practical and research implications are discussed. (Contains 4 figures and 3 tables.)
The Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Parent Form (BESS Parent; Kamphaus & Reynolds, 2007) is a recently developed instrument ...designed to identify behavioral and emotional risk in students. To describe the underlying factor structure for this instrument, exploratory (EFA) and confirmatory factor analyses (CFA) were conducted utilizing two subsets of a large, nationally-representative sample. The results of the EFA suggested that the BESS Parent contained a four-factor latent structure (i.e., Externalizing, Internalizing, Adaptive Skills, and Inattention), which was supported by CFA. Results support further investigation into utilizing four subscales in addition to an overall risk score; distributional and reliability information for the BESS Parent subscales is provided. Practical implications for school psychologists interested in early identification and directions for future research are discussed.
Preschool Screening Dowdy, Erin; Chin, Jenna K.; Quirk, Matthew P.
Journal of psychoeducational assessment,
12/2013, Volume:
31, Issue:
6
Journal Article
Peer reviewed
The preschool years are a critical time to identify and treat early emotional or behavioral problems. Universal screening can be used to identify emotional and behavioral risk in preschoolers and ...fits well within current service delivery frameworks. This criterion-related validity study examined the use of a brief teacher-rated screener, the Behavioral and Emotional Screening System (BESS Preschool) in a sample of 65 preschool-age students from a predominately Latino/a background. Findings suggest that screening results from the BESS Preschool are highly correlated with important outcomes, including kindergarten readiness, receptive vocabulary, and social emotional development.
Universal Screening in Middle School Chin, Jenna K.; Dowdy, Erin; Quirk, Matthew P.
Journal of psychoeducational assessment,
02/2013, Volume:
31, Issue:
1
Journal Article
Peer reviewed
Universal screening is a promising approach for identifying students at risk for behavioral and emotional problems. Due to the frequent adolescent onset of behavioral and emotional problems, middle ...school is an important time for early identification. This study explored the ability of the Behavioral and Emotional Screening System (BESS) to predict behavioral outcomes (i.e., behavioral grades, suspensions, and office disciplinary referrals) in a sample of 694 middle-school students. Both the teacher and student rated BESS forms were able to significantly predict behavioral outcomes. Findings suggest that the BESS can be an effective tool for identifying students at risk of experiencing behavior problems.
Caffeine Content of Brewed Teas Chin, Jenna M.; Merves, Michele L.; Goldberger, Bruce A. ...
Journal of analytical toxicology,
10/2008, Volume:
32, Issue:
8
Journal Article
Peer reviewed
Open access
Caffeine is the world's most popular drug and can be found in many beverages including tea. It is a psychostimulant that is widely used to enhance alertness and improve performance. This study was ...conducted to determine the concentration of caffeine in 20 assorted commercial tea products. The teas were brewed under a variety of conditions including different serving sizes and steep-times. Caffeine was isolated from the teas with liquid-liquid extraction and quantitated by gas chromatography with nitrogen-phosphorus detection. Caffeine concentrations in white, green, and black teas ranged from 14 to 61 mg per serving (6 or 8 oz) with no observable trend in caffeine concentration due to the variety of tea. The decaffeinated teas contained less than 12 mg of caffeine per serving, and caffeine was not detected in the herbal tea varieties. In most instances, the 6- and 8-oz serving sizes contained similar caffeine concentrations per ounce, but the steep-time affected the caffeine concentration of the tea. These findings indicate that most brewed teas contain less caffeine per serving than brewed coffee.
Suspensions are often used as an individual disciplinary consequence in attempts to reduce problem behaviors in the future. However, suspensions have shown to be less effective for students with ...specific behavioral challenges and problems. When examining suspensions in the context of behaviorist and social-ecological learning theories, suspending may be inappropriate and ineffective to promote learning or behavioral compliance, specifically for students with behavioral skill deficits. A literature review of effective prevention methods (e.g., positive behavior supports) informs a potential paradigm shift in how student misbehavior may be effectively addressed. A proposed model for alternatives to suspensions is presented, with special attention to implications and guidelines for practitioners. Additionally, a pilot initiative implementing alternatives to suspensions is discussed, and a case study serves as an example for recommendations in replacing punitive discipline practices with proactive, learning opportunities.
Reports an error in "Factor structure of the BASC–2 Behavioral and Emotional Screening System Student Form" by E. Dowdy, et al. ( Psychological Assessment. np). There was an omission in the author ...note. The author note should have included a disclosure as follows, “Randy W. Kamphaus wishes to disclose a potential conflict of interest in that he receives a portion of royalties on net sales of BESS.” (The following abstract of the original article appeared in record 2011-04578-001.) The BASC–2 Behavioral and Emotional Screening System (BESS) Student Form (Kamphaus & Reynolds, 2007) is a recently developed youth self-report rating scale designed to identify students at risk for behavioral and emotional problems. The BESS Student Form was derived from the Behavior Assessment System for Children—Second Edition Self-Report of Personality (BASC–2 SRP; Reynolds & Kamphaus, 2004) using principal component analytic procedures and theoretical considerations. Using 3 samples, the authors conducted exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) to understand the underlying factor structure of the BESS Student Form. The results of the EFA suggested that the SRP contained a 4-factor (i.e., Personal Adjustment, Inattention/Hyperactivity, Internalizing, School Problems) emergent structure, which was supported by CFA in 2 additional samples. Practical and research implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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