Systemizers are better code-breakers: self-reported systemizing predicts code-breaking performance in expert hackers and naïve participants

Studies on hacking have typically focused on motivational aspects and general personality traits of the individuals who engage in hacking; little systematic research has been conducted on predispositions that may be associated not only with the choice to pursue a hacking career but also with performance in either naïve or expert populations. Here, we test the hypotheses that two traits that are typically enhanced in autism spectrum disorders—attention to detail and systemizing—may be positively related to both the choice of pursuing a career in information security and skilled performance in a prototypical hacking task (i.e., crypto-analysis or code-breaking). A group of naïve participants and of ethical hackers completed the Autism Spectrum Quotient, including an attention to detail scale, and the Systemizing Quotient (Baron-Cohen et al., 2001, 2003). They were also tested with behavioral tasks involving code-breaking and a control task involving security X-ray image interpretation. Hackers reported significantly higher systemizing and attention to detail than non-hackers. We found a positive relation between self-reported systemizing (but not attention to detail) and code-breaking skills in both hackers and non-hackers, whereas attention to detail (but not systemizing) was related with performance in the X-ray screening task in both groups, as previously reported with naïve participants (Rusconi et al., 2015). We discuss the theoretical and translational implications of our findings

Disrupted working memory circuitry and psychotic symptoms in 22q11.2 deletion syndrome.

22q11.2 deletion syndrome (22q11DS) is a recurrent genetic mutation that is highly penetrant for psychosis. Behavioral research suggests that 22q11DS patients exhibit a characteristic neurocognitive phenotype that includes differential impairment in spatial working memory (WM). Notably, spatial WM has also been proposed as an endophenotype for idiopathic psychotic disorder, yet little is known about the neurobiological substrates of WM in 22q11DS. In order to investigate the neural systems engaged during spatial WM in 22q11DS patients, we collected functional magnetic resonance imaging (fMRI) data while 41 participants (16 22q11DS patients, 25 demographically matched controls) performed a spatial capacity WM task that included manipulations of delay length and load level. Relative to controls, 22q11DS patients showed reduced neural activation during task performance in the intraparietal sulcus (IPS) and superior frontal sulcus (SFS). In addition, the typical increases in neural activity within spatial WM-relevant regions with greater memory load were not observed in 22q11DS. We further investigated whether neural dysfunction during WM was associated with behavioral WM performance, assessed via the University of Maryland letter-number sequencing (LNS) task, and positive psychotic symptoms, assessed via the Structured Interview for Prodromal Syndromes (SIPS), in 22q11DS patients. WM load activity within IPS and SFS was positively correlated with LNS task performance; moreover, WM load activity within IPS was inversely correlated with the severity of unusual thought content and delusional ideas, indicating that decreased recruitment of working memory-associated neural circuitry is associated with more severe positive symptoms. These results suggest that 22q11DS patients show reduced neural recruitment of brain regions critical for spatial WM function, which may be related to characteristic behavioral manifestations of the disorder

The quality of group childcare settings used by 3-4 year old children in Sure Start local programme areas and the relationship with child outcomes (Research report DFE-RR068)

"Influenced by research indicating long-term benefits of early childhood programmes for disadvantaged children, the Government of the time set up Sure Start Local Programmes (SSLPs) from 1998 to reduce child poverty and social exclusion. By 2004, 524 SSLPs targeted families with children 0-4 years of age in the 20% most deprived communities. In 2005 it was decided to develop SSLPs further by turning them into children’s centres and roll out the programme nationally, ensuring that comprehensive early education and family support services are available for every community. The National Evaluation of Sure Start has been undertaking research relevant to the development of SSLPs since 2001. This part of the study focuses on 150 SSLP areas from the first four rounds of SSLPs, which are all in deprived areas." - Page iii

Narrative writing, reading and cognitive processes in middle childhood: what are the links?

This study investigated the relationship between measures of reading and writing, and explored whether cognitive measures known to be related to reading ability were also associated with writing performance in middle childhood. Sixty-Four children, aged between 8 years 9 months and 11 years 9 months, took part in a battery of writing, reading, and cognitive ability tasks. Reading fluency emerged as having a strong relationship to written language performance, after controlling for age and verbal reasoning. While children with reading difficulties were weak at spelling accuracy, they were otherwise found to produce written compositions of similar quality to typical readers. Boys produced less written text than girls, but did not demonstrate weaker written language abilities. Collectively the results demonstrate that writing skills can be separated into transcription and composition processes, and highlight the need for further research on the relationship between reading fluency and children’s writing

The Effects of Private Self-Consciousness and Perspective Taking on Satisfaction in Close Relationships.

131 heterosexual student couples, aged 17–32 yrs, 30 of whom were married or engaged answered questions concerning themselves and their relationships. It was predicted that individual differences in private self-consciousness would be positively related to relationship satisfaction because of the greater self-disclosure resulting from that heightened self-attention. It was further predicted that individual differences in perspective taking would foster relationship satisfaction, independent of any influence of self-disclosure. Both expectations were confirmed. Scores on the private self-consciousness scale were predictive of reported self-disclosure, and self-disclosure was predictive of satisfaction in the relationship. Once the influence of self-disclosure was removed, no effect of self-consciousness on satisfaction remained. In contrast, after disclosure was controlled, perspective-taking scores were significantly related to satisfaction and were in fact unrelated to disclosure at all. Findings indicate that 2 personality characteristics having to do with habitual attention to behavioral tendencies, emotions, and motivations significantly enhance the quality of close heterosexual relationships in different ways

The Emotional Self-Efficacy Scale: Adaptation and Validation for Young Adolescents

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents’ ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill