We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
This study used repeated measures data to identify developmental profiles of elevated risk for ADHD (i.e., six or more inattentive and/or hyperactive-impulsive symptoms), with an interest in the age at which ADHD risk first emerged. Risk factors that were measured across the first 3 years of life were used to predict profile membership. Participants included 1,173 children who were drawn from the Family Life Project, an ongoing longitudinal study of children's development in low-income, nonmetropolitan communities. Four heuristic profiles of ADHD risk were identified. Approximately two thirds of children never exhibited elevated risk for ADHD. The remaining children were characterized by early childhood onset and persistent risk (5%), early childhood limited risk (10%), and middle childhood onset risk (19%). Pregnancy and delivery complications and harsh-intrusive caregiving behaviors operated as general risk for all ADHD profiles. Parental history of ADHD was uniquely predictive of early onset and persistent ADHD risk, and low primary caregiver education was uniquely predictive of early childhood limited ADHD risk. Results are discussed with respect to how changes to the age of onset criterion for ADHD in DSM5 may affect etiological research and the need for developmental models of ADHD that inform ADHD symptom persistence and desistance.
Child conduct problems (CP) reflect a heterogeneous collection of oppositional, aggressive, norm-violating, and sometimes violent behaviors, whereas child callous–unemotional (CU) behaviors reflect interpersonal styles of interactions reflecting a lack of guilt and empathy as well as uncaring and shallow emotional responses to others. Taken together, high levels of child CP and CU behaviors are thought to identify a relatively homogenous group of children at elevated risk for persistent and more severe problem behaviors across childhood and into adulthood. Although a large body of research has examined the developmental etiology of CP behaviors, only recently has a developmental psychopathology approach been applied to early CU behaviors. The current study examines multiple levels of contextual influences during the first years of life, including family socioeconomic status, household chaos, and parenting behaviors, on CP and CU behaviors assessed during the first-grade year. Whereas previous studies found associations between parenting behaviors and child problem behaviors moderated by household chaos, the current study found no evidence of moderation. However, path analyses suggest that the associations between child CP and CU behaviors and the contextual variables of socioeconomic status (family income and parental education) and household chaos (disorganization and instability) were mediated by maternal sensitive and harsh–intrusive parenting behavior. Analyses are presented, interpreted, and discussed with respect to both bioecological and family stress models of development.
Theory suggests that early experiences may calibrate the “threshold activity” of the hypothalamus–pituitary–adrenal axis in childhood. Particularly challenging or particularly supportive environments are posited to manifest in heightened physiological sensitivity to context. Using longitudinal data from the Family Life Project (N = 1,292), we tested whether links between maternal sensitivity and hypothalamus–pituitary–adrenal axis activity aligned with these predictions. Specifically, we tested whether the magnitude of the within-person relation between maternal sensitivity and children's cortisol levels, a proxy for physiological sensitivity to context, was especially pronounced for children who typically experienced particularly low or high levels of maternal sensitivity over time. Our results were consistent with these hypotheses. Between children, lower levels of mean maternal sensitivity (7–24 months) were associated with higher mean cortisol levels across this period (measured as a basal sample collected at each visit). However, the magnitude and direction of the within-person relation was contingent on children's average levels of maternal sensitivity over time. Increases in maternal sensitivity were associated with contemporaneous cortisol decreases for children with typically low-sensitive mothers, whereas sensitivity increases were associated with cortisol increases for children with typically high-sensitive mothers. No within-child effects were evident at moderate levels of maternal sensitivity.
The history of the book is now recognized as a field of central importance for understanding the cultural changes that swept through Tudor England. This companion aims to provide a comprehensive guide to the issues relevant to theearly printed book, covering the significant cultural, social and technological developments from 1476 (the introduction of printing to England) to 1558 (the death of Mary Tudor). Divided into thematic sections (the printed booktrade; the book as artefact; patrons, purchasers and producers; and the cultural capital of print), it considers the social, historical, and cultural context of the rise of print, with the problems as well as advantages of the transmission from manuscript to print. the printers of the period; the significant Latin trade and its effect on the English market; paper, types, bindings, and woodcuts and other decorative features which create the packaged book; and the main sponsors and consumers of the printed book: merchants, the lay clientele, secular and religious clergy, and the two Universities, as well as secular colleges and chantries. Further topics addressed include humanism, women translators, and the role of censorship and the continuity of Catholic publishing from that time. The book is completed with a chronology and detailed indices. Vincent Gillespie is J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford; Susan Powell held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York. Contributors: Tamara Atkin, Alan Coates, Thomas Betteridge, Julia Boffey, James Clark, A.S.G. Edwards, Martha W. Driver, Mary Erler, Alexandra Gilespie, Vincent Gillespie, Andrew Hope, Brenda Hosington, Susan Powerll, Pamela Robinson, AnneF. Sutton, Daniel Wakelin, James Willoughby, Lucy Wooding
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Edited by
Vincent Gillespie, J.R.R. Tolkien Professor of English Literature and Language at the University of Oxford,Susan Powell, Held a Chair in Medieval Texts and Culture at the University of Salford, and is currently affiliated to the Universities of London and York
Results of intrinsic As diffusion in Si as well as in strained and relaxed Si0.9Ge0.1 layers are presented. Using Molecular Beam Epitaxy in-situ As doped epitaxial Si and compressively strained and relaxed Si-Ge layers were grown on Si substrates. The samples were annealed using Rapid Thermal Annealing (RTA) at 1000 °C. Arsenic diffusion is seen to be enhanced in SiGe than in Si. The enhancement factor is calculated to be 2.3 and 1.3 for relaxed and strained Si0.9Ge0.1, respectively. Also, using RTA in oxygen atmosphere, interstitial and vacancies were selectively injected in to the sample structures. Diffusion enhancement is also recorded in Si and Si-Ge structures with interstitial as well as vacancy injections over inert anneal. The results suggest that both interstitial and vacancy defects contribute to As diffusion in Si and Si0.9Ge0.1.