Recalling yesterday and predicting tomorrow

Three-, 4- and 5-year-old children were asked to report something that they did do yesterday and something that they were going to do tomorrow. They were also asked to recall events that had not occurred yesterday, and predict events that would not occur tomorrow. In two studies these simple questions revealed striking age differences in the ability to report personal events from the past and the future. Only a minority of 3-year-olds but a majority of the older children were able to appropriately answer these questions. These findings substantiate the proposal that the ability to recall past events and the ability to predict future events (i.e., mental time travel), emerge in tandem between the ages of 3 and 5 years. (c) 2005 Elsevier Inc. All rights reserved.

Making decisions with the future in mind: Developmental and comparative identification of mental time travel

Mechanisms that produce behavior which increase future survival chances provide an adaptive advantage. The flexibility of human behavior is at least partly the result of one such mechanism, our ability to travel mentally in time and entertain potential future scenarios. We can study mental time travel in children using language. Current results suggest that key developments occur between the ages of three to five. However, linguistic performance can be misleading as language itself is developing. We therefore advocate the use of methodologies that focus on future-oriented action. Mental time travel required profound changes in humans' motivational system, so that current behavior could be directed to secure not just present, but individually anticipated future needs. Such behavior should be distinguishable from behavior based on current drives, or on other mechanisms. We propose an experimental paradigm that provides subjects with an opportunity to act now to satisfy a need not currently experienced. This approach may be used to assess mental time travel in nonhuman animals. We conclude by describing a preliminary study employing an adaptation of this paradigm for children. (c) 2005 Elsevier Inc. All rights reserved.

Adjustment of chldren who have a sibling with Down syndrome: perspectives of mothers, fathers and children

Background A number of methodological weaknesses have contributed to our relatively poor understanding of the impact on children of having a brother or sister with a disability. These include a focus on poor adjustment, using multidiagnostic groups, inadequate matching, and a failure to consider the perspectives of children and parents together. Method This study compared the adjustment of 53 siblings of a child with Down syndrome with a comparison group of siblings of children who were developing typically. Children were matched on a case-by-case basis for gender, age and position in family. Families were matched for family size and father's occupation. The age range of the target siblings was 7-14 years. Data were gathered from mothers, fathers and siblings. Results There were no significant differences between the groups on adjustment measures. These included parent perceptions of externalizing and internalizing behaviours, parent perceptions of sibling competence, and sibling perceptions of their own competence and self-worth. Associations between measures of adjustment and child reports of their contribution to household functioning depended on sex rather than group membership. There was an association between parental reports of externalizing behaviour and sibling relationships with the brother/sister closest in age. Conclusions Having a brother or sister with Down syndrome does not inevitably lead to poor adjustment. Examination of within-family processes would appear to be more useful in identifying children at risk than merely group membership.

Psychology in practice: Guidelines for the provision of psychological services for older adults

The practice of psychology covers the range of ages from conception through to the end of life and palliative care. Psychologists practice in a variety of roles, but the majority of these roles involve interactions with nonprofessionals of varying ages. These interactions are governed by codes of ethical practice, whether these are developed by the funding bodies for research activities, professional associations, or regulatory bodies. Ethical codes vary in their format and emphasis, but all have the protection of the public as a major purpose. Often there are special provisions in these codes for particular populations or circumstances. Here we describe the development of ethical guidelines for the practice of psychology with older adults in Australia and report on those guidelines and their supporting literature.