Our goal was to conduct international comparisons of emotion regulation using the 9-item Emotionally Reactive (ER) syndrome of the Child Behavior Checklist for Ages 11/2-5. We analyzed parent ratings for 17,964 preschoolers from 21 societies, which were grouped into 8 GLOBE study culture clusters (e.g., Nordic, Confucian Asian). Omnicultural broad base rates for ER items ranged from 8.0% to 38.8%. Rank ordering for mean item ratings varied widely across societies (omnicultural Q = .50) but less so across culture clusters (M Q = .66). Societal similarity in mean item rank ordering varied by culture cluster, with large within-cluster similarity for Anglo (Q = .96), Latin Europe (Q = .74), Germanic (Q = .77), and Latin American (Q = .76) clusters, but smaller within-cluster similarity for Nordic, Eastern Europe, and Confucian Asian clusters (Qs = .52, .23, and .44, respectively). Confirmatory factor analyses of the ER syndrome supported configural invariance for all 21 societies. All 9 items showed full to approximate metric invariance, but only 3 items showed approximate scalar invariance. The ER syndrome correlated . 65 with the Anxious/Depressed (A/D) syndrome and .63 with the Aggressive Behavior syndrome. ER items varied in base rates and factor loadings, and societies varied in rank ordering of items as low, medium, or high in mean ratings. Item rank order similarity among societies in the same culture cluster varied widely across culture clusters, suggesting the importance of cultural factors in the assessment of emotion regulation in preschoolers.

This study tested international similarities and differences in scores on a scale comprising 12 items identified by international mental health experts as being very consistent with the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) category of autism spectrum disorder. Participants were 19,850 preschoolers in 24 societies rated by parents on the Child Behavior Checklist for Ages 1½–5; 10,521 preschoolers from 15 societies rated by caregivers/teachers on the Caregiver–Teacher Report Form, and 7380 children from 13 societies rated by both types of informant. Rank ordering of the items with respect to base rates and mean ratings was more similar across societies for parent ratings than caregiver/teacher ratings, especially with respect to the items tapping restricted interests and repetitive behaviors. Items 80. Strange behavior; 63. Repeatedly rocks head or body; 67. Seems unresponsive to affection; and 98. Withdrawn, doesn’t get involved with others had low base rates in these population samples across societies and types of informants, suggesting that they may be particularly discriminating for identifying autism spectrum disorder in young children. Cross-informant agreement was stronger for the items tapping social communication and interaction problems than restricted interests and repetitive behaviors. The findings support the feasibility of international use of the scale for autism spectrum disorder screening in population samples.

The aim of this study was to determine the French norms and examine the validity of a parent-report inventory: the Child Development Inventory (CDI), called "Inventaire du Développement de l'Enfant (IDE)" in French. This assesses the general level of a child's development in 8 developmental domains. The norms were determined for a community sample of 1287 children, aged 15 to 72 months. The score for the CDI general development scale correlates closely with chronological age (r = .89). The intra- and interobserver (mother vs teacher) agreements were .97 and .76. The 1-year stability coefficient between the developmental quotient (DQ) values was .81. Correlation between the DQ (CDI) and the IQ of psychometric individual test was high (r = .84). The sensitivity and specificity for detecting borderline children (IQ < 86) were 84% (95% CI = 72% to 92%) and 92% (95% CI = 84% to 97%), respectively. Therefore, the French version of the CDI, like the English one, provides a useful tool for measuring children's development.

Objectives To assess the ability of prenatal ultrasound and magnetic resonance imaging (MRI) to diagnose isolated anomalies of the corpus callosum (ACC) and to further document the long-term prognosis following diagnosis.Methods This was a prospective case-control study carried out between 1999 and 2004. Diagnosis was made by a combination of ultrasound and MRI. All infants were examined by a neuropediatrician and parents consented to answer questionnaires (CDI, Ireton's Child Developmental Inventory) in 22 cases, which were matched with 44 control infants. The CDI was used to assess neurodevelopmental outcome in cases and controls. Mean DQ-CDI (development quotient calculated from CDI) values and frequencies of abnormal results were compared between groups, and a meta-analysis of previous studies was performed.Results The diagnosis of ACC was made prenatally and confirmed postnatally in 175 cases. The diagnosis was thought to be isolated ACC in 88/175 (50%) cases. Sixty of these 88 cases (68%) underwent termination of pregnancy and one died in utero. Twenty-seven were liveborn, of which 26 were followed up for a median of 50 (range, 30-74) months. Additional anomalies were diagnosed postnatally in four (15%) of these 26 neonates. The control group was significantly better (P < 0.05) compared with the cases diagnosed prenatally with isolated ACC with respect to gross motor, fine motor, language comprehension, numbers and general development, and it was marginally better for letters (P = 0.066). Seven of 26 (27%) (95% CI, 13-46%) infants with ACC over the age of 30 months had neurodevelopmental delay, compared with only one case with borderline developmental delay among the 44 controls (P = 0.006).Conclusion Prenatal diagnosis of ACC by a combination of ultrasound and MRI is reliable. However, the isolated nature of the anomaly could only be assessed in 85% of our cases. Since counseling is provided at the time of prenatal diagnosis, our population of isolated ACC included the cases that were missed prenatally as being ACC with associated anomalies. A meta-analysis of nine studies suggests that the development of children diagnosed prenatally with isolated ACC is normal in up to 70% (CI 95%, 56-83%) of cases. This means that the prospective risk of neurodevelopmental delay for a fetus with ACC described as isolated prenatally is 27%, compared with 15% for an infant whose diagnosis of isolated ACC is confirmed postnatally. Copyright (C) 2011 ISUOG. Published by John Wiley & Sons, Ltd.

International comparisons were conducted of preschool children's behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 11/2-5 by parents in 24 societies (N=19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders-oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3-12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0-198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes1%). Across all pairs of societies, correlations between mean item ratings averaged .78, and correlations between internal consistency alphas for the scales averaged .92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies.

Objective: To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies. Method: Parents of 19,106 children 18 to 71 months of age from 23 societies in Asia, Australasia, Europe, the Middle East, and South America completed the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5). Confirmatory factor analyses were used to test the seven-syndrome model separately for each society. Results: The primary model fit index, the root mean square error of approximation (RMSEA), indicated acceptable to good fit for each society. Although a six-syndrome model combining the Emotionally Reactive and Anxious/Depressed syndromes also fit the data for nine societies, it fit less well than the seven-syndrome model for seven of the nine societies. Other fit indices yielded less consistent results than the RMSEA. Conclusions: The seven-syndrome model provides one way to capture patterns of children's problems that are manifested in ratings by parents from many societies. Clinicians working with preschoolers from these societies can thus assess and describe parents' ratings of behavioral, emotional, and social problems in terms of the seven syndromes. The results illustrate possibilities for culture general taxonomic constructs of preschool psychopathology. Problems not captured by the CBCL/1.5-5 may form additional syndromes, and other syndrome models may also fit the data. J. Am. Acad. Child Adolesc. Psychiatry, 2010;49(12):1215-1224.

Résumé Dans un précédent article de ce numéro (Duyme et Capron, 2010), les normes françaises, les qualités psychométriques, la spécificité et la sensibilité d’un questionnaire parental de développement de l’enfant ont été exposées. Il s’agit de l’Inventaire du Développement de l’Enfant (IDE) déjà utilisé dans d’autres pays sous le nom de Child Development Inventory (CDI, Ireton,1992). Adapté aux enfants âgés de 15 à 72 mois, cet outil permet de préciser les problèmes de développement dans des domaines comme la socialisation, l’autonomie, la motricité (globale ou fine), le langage expressif et réceptif et les difficultés dans l’apprentissage des lettres et des nombres. Ces qualités métriques sont satisfaisantes pour un outil de dépistage et similaires à celles trouvées dans d’autres pays. Cet article présente les conseils d’utilisation et le manuel.

Résumé Le besoin d’instruments de dépistage pour identifier les possibles troubles du développement chez les enfants de moins de 6 ans est largement accepté. Ces outils permettent aux professionnels de la santé de proposer une aide aux parents dont les enfants présentent des risques de probl?mes ou de retard de développement. Pour poursuivre ce but, il est nécessaire d’avoir des instruments dont les qualités psychométriques soient satisfaisantes et qui soient adaptés au peu de temps dont disposent les professionnels de la santé. La présente étude détermine les normes françaises et les qualités psychométriques et épidémiologiques d’un questionnaire parental pour l’évaluation du développement de l’enfant. Cet Inventaire du Développement de l’Enfant (IDE) a été précédemment utilisé dans d’autres pays sous le nom de Child Development Inventory (CDI). Il permet de préciser les probl?mes de développement dans des domaines comme la socialisation, l’autonomie, la motricité (globale ou fine), le langage expressif et réceptif et des difficultés dans l’apprentissage des lettres et des nombres. Les résultats indiquent que la fidélité, la validité, la sensibilité ainsi que la spécificité de la version française de cet instrument sont satisfaisantes. Il peut donc ?tre utilisé en France et constituer une aide efficace pour le travail des professionnels de la petite enfance. Le questionnaire et un manuel d’utilisation sont fournis dans un autre article de la présente revue.

Neuroimaging studies investigating the neural correlates of verbal fluency (VF) focused on sex differences without taking into account behavioural variation. Nevertheless, group differences in this verbal ability might account for neurocognitive differences elicited between men and women. The aim of this study was to test sex and performance level effects and the combination of these on cerebral activation. Four samples of 11 healthy students (N=44) selected on the basis of sex and contrasted VF scores, high fluency (HF) versus low fluency (LF), performed a covert phonological VF task during scans. Within- and between-group analyses were conducted. Consistent with previous studies, for each sample, the whole-group analysis reported activation in the inferior frontal gyrus (IFG), insula, anterior cingulate cortex (ACC), medial frontal gyrus (mFG), superior (SPL) and inferior parietal lobules (IPL), inferior visual areas, cerebellum, thalamus and basal ganglia. Between-group analyses showed an interaction between sexes and performances in the right precuneus, left ACC, right IFG and left dorsolateral prefrontal cortex (dlPFC). HF men showed more activation than LF ones in the right precuneus and left dlPFC. LF men showed more activation in the right IFG than HF ones and LF women elicited more activation in the left ACC than HF ones. A sex main effect was found regardless of performance in the left inferior temporal gyrus (ITG), cerebellum, anterior and posterior cingulate cortexes and in the right superior frontal gyrus (SFG) and dlPFC, lingual gyrus and ACC, with men eliciting significantly greater activations than women. A performance main effect was found for the left ACC and the left cerebellum regardless of sex. LF subjects had stronger activations than HF ones in the ACC whereas HF subjects showed stronger activations in the cerebellum. Activity in three discrete subregions of the ACC is related to sex, performance and their interaction, respectively. Our findings emphasize the need to consider sex and performance level in functional imaging studies of VF.

This study was the first attempt at determining the psychometric properties of the French self-report and teacher Strengths and Difficulties Questionnaire (SDQ) versions. An epidemiological sample of 1,400 youths (12.8 +/- 0.69 years), second-year schoolchildren (boys n = 692, girls n = 708), and their teachers completed the SDQ. The analyses assessed (1) reliability using the internal consistency and test-retest methods; (2) validity by means of homogeneity measures, factor analyses, and criterion group methods; and (3) inter-rater agreement. Cut-off scores were also determined. Gender was considered for factor and cut-off analyses. Psychometric properties were satisfactory for the total difficulties scale both for the self-report and teacher SDQs (although somewhat less so for the self-report subscales). The five-factor structure theoretically expected was confirmed for both SDQs. Scores above the 90th percentile were associated with an increase in the number of at-risk youths from two groups (school failure or referred for psychological care). The current data demonstrated that the French SDQ versions could accurately measure psychopathological symptoms in youths and be considered as screening tools whose validity would appear to be promising.

The study investigated the relationship between depressive symptoms and emotional/behavioural problems in adolescent girls (N=553) aged 12-13 years, menarcheal status and family structure, and considered whether the effect of family structure was the same in the presence or absence of menses. The Children's Depression Inventory (CDI) and the Strengths and Difficulties Questionnaire (SDQ) were administered to a representative sample of adolescents. Results showed main effects of menarcheal status and family structure on SDQ scores and a significant interaction on CDI scores only. A non-intact family appeared to be a stronger risk factor for depressive symptomatology than for emotional/behavioural problems in menarcheal girls.

Four different MRI techniques of volumetric evaluation were applied in 10 healthy females and compared. The results have shown that not all techniques were interchangeable, but that the results of two groups of methods are not statistically different.

Since the first postmortem report of sex-related differences in the size of the human corpus callosum, a number of studies on sex differences have been published, but results conflicted. The aim of this review was not to assess the possible existence and magnitude of sex variations in the size of the corpus callosum but to analyze methodological differences in several studies using Magnetic Resonance Imaging to investigate the sexual dimorphism in the size of the corpus callosum. Methodological problems arise at several steps of the method: sampling, imagery techniques, and measurements. Moreover, the means of callosal areas obtained by the nine reported studies are significantly different. The hypothesis that methodoiogical differences could explain these differences is supported by statistical results. A common method for investigating sex-related differences in callosal morphology appears necessary to resolve the question of a real sexual dimorphism of the corpus callosum and its subregions.

Genetical models are being used increasingly to analyze familial data to find the genetic and environmental components of phenotypic variance. However, h2 or H2 are not defined in the presence of assortative mating. They cannot be found from twin data. Jensen's method requires prior knowledge of heritability. Genetical model fitting is based on Jinks and Fulker. They made an algebraic error and used Fisher's incorrect formulas. It is shown why Fisher's correlation formulas are wrong. As the genetics of assortative mating is not fully understood and researchers use incorrect formulas, for example, Devlin et al., Fisher's assumption of random environment does not hold for many traits and so his model is not applicable. Evolution by adaptation implies a complex relationship between genotype and the past environment. A species is only defined in an environment. Therefore, heritability analysis has no scientific content. Galton's nineteenth-century nature–nurture idea should be discarded. Heritability analysis is a cul-de-sac. Preliminary results of the Human Genome Project give estimates of genes as between 30 to 40k. There seems to be no room for thousands of polygenes to determine different traits. Fisher's polygenic hypothesis may have no human application and human beings may not be ‘hard’ wired.

A study of reaction time in six tests (speed of simple identification, simultaneous and sequential letter identification, simultaneous and sequential stimulus word matching, and semantic verification) was carried out on 130 children aged 7 to 12 years. Subjects were tested Monday, Tuesday, Thursday, and Friday, using a cross-sectional design. The answers to each of the tests are binary in nature (Yes/No) measured by the recording of a click on one of the two buttons of a microcomputer. Controlled variables were age, failure, sex, and day of test. The greatest percentage of the variance produced by the data was due to the age (typically 25%). The percentage attributable to the “day of test” (typically 5%) is hence masked by the variance due to the other factors. The method proposed herein makes it possible to isolate the percentage of the variance for the variable “day of test” alone and to provide evidence for a circaseptan effect on reaction time. It used a regressive correction on predominant variables. This effect shows performance is best on Thursday and weakest on Monday, the amplitude of the weekly rhythm being related to the task.