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Background: Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. Objectives: This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. Method: 144 clinic-referred and 186 comparison youth aged 12-18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. Results: Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers' education were associated with greater risk of having higher order language impairment. Conclusions: Findings have implications for practitioners' seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties. (Contains 6 tables and 1 note.)

Background: Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method: One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12-17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results: We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions: Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. (Contains 5 tables.)

This study examined the processes and predictors of change in maternal ratings of internalizing and externalizing symptoms and attachment security in 70 infant girls adopted from China at a mean age of 13.5 months. These children's mental and language development were also directly assessed. The adopted children were assessed within the first month of adoption and again six, 12 and 24 months later. Comparisons were made with 43 girls of similar age and family background. Results indicated that from six months postadoption onward, adopted children exhibited a rapid increase in internalizing symptoms, especially in emotion reactivity. Adopted children initially formed attachment rapidly. Growth in attachment gradually slowed down over time. Individual differences that emerged in the rate of attachment growth from six months postadoption were related to mental ability in both groups. The results point to the effects of potential risk factors on the processes of change, at least in the two years following adoption. (Contains 4 notes, 5 tables, and 3 figures.)

Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training has 3 modules, each with 15 h of web-based instruction, interactive discussion, and tools to conduct experiments or critical evaluation projects. A CD-ROM, web site (http://foodsafetyfirst.org), and lab kit were developed to accompany module activities. Seventy-one teachers registered for the program; 38 matched pretest/posttest evaluations were analyzed. When asked their intention to teach FS in the next year, enrollees responded "definitely" (60.5%) or "possibly" (34.2%), reaching potentially 3570 students. Participants found the training very valuable (71.1%) and were significantly more comfortable teaching FS at posttest (3.6 plus or minus 0.5 on a 4-point Likert scale) than at pretest (2.8 plus or minus 1.0; P less than 0.0001, n = 35). Self-reported FS practices also improved from pretest (24.8 plus or minus 5.7 out of a possible 35) to posttest (27.7 plus or minus 4.8; P less than 0.001, n = 32). On 4-point Likert scales, teachers were confident answering FS questions (3.4); confident that if they did a good job teaching this topic, students would be interested in FS (3.4); and confident FS concepts taught would meet national science standards (3.4). They found the program satisfactory for demonstrating inquiry-based learning (3.8). Most agreed that they would change FS habits (3.2). Using 5-point scales, participants agreed that they felt more able to critically evaluate FS information on the Internet (4.2) and that the training was enjoyable in an online format (4.3).

The present study integrates findings from three lines of research on the association of social cognition and externalizing psychopathology, language and externalizing psychopathology, and social cognition and language functioning using Structural Equation Modeling (SEM). To date these associations have been examined in pairs. A sample of 354 clinic-referred children (aged 7 to14 years) recruited from a children's mental health centre were tested on measures of language, social cognition, working memory, and child psychopathology. We compared a hypothesized model presenting language functioning as a mediator of the association between social cognition and externalizing psychopathology to a model presenting the independent contribution of language and social cognition to externalizing psychopathology. As hypothesized, we found that the mediation model fits the data better than the alternative model. Our findings have implications for developing and modifying intervention techniques for children with dual language and externalizing psychopathology.

Assessed child care quality based on reports of 170 center directors in three California counties. Responses indicated that most centers in lower-income and working-class communities displayed at least moderate quality levels along structural measures. About 1 in 6 failed to meet recommended quality standards. Center quality was not consistently influenced by community conditions such as poverty. Quality was higher among centers receiving stronger flows of public subsidies. (KB)

RNA interference (RNM) mechanisms are conserved and consist of an interrelated network of activities that not only respond to exogenous dsRNA, but also perform endogenous functions required in the fine tuning of gene expression and in maintaining genome integrity. Not surprisingly, RNAi functions have widespread influences on cellular function and organismal development. Previously, we observed a reduced capacity to mount an RNAi response in nine Caenorhabditis elegans mutants that are defective in ABC transporter genes (ABCRNAi mutants). Here, we report an exhaustive study of mutants, collectively defective in 49 different ABC transporter genes, that allowed for the categorization of one additional transporter into the [ABC.sub.RNAi] gene class. Genetic complementation tests reveal functions for [ABC.sub.RNAi] transporters in the mut7/rde-2 branch of the RNAi pathway. These second-site noncomplementation interactions suggest that [ABC.sub.RNAi] proteins and MUT-7/RDE-2 function together in parallel pathways and/or as multiprotein complexes. Like rrtut-7and rde-2, some ABCRNAi mutants display transposon silencing defects. Finally, our analyses reveal a genetic interaction network of [ABC.sub.RNAi] gene function with respect to this part of the RNAi pathway. From out results, we speculate that the coordinated activities of [ABC.sub.RNAi] transporters, through their effects on endogenous RNAi-related mechanisms, ultimately affect chromosome function and integrity.

Abstract We investigated factors that may relate to positive outcomes in a web-based introductory nutrition course: age, gender, prior nutrition knowledge, nutrition attitude, attitude toward technology, satisfaction with the instructor, [...]