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One hundred seventy-four college students and a subset of their mothers and fathers provided ratings of college students' emotional and behavioral functioning. College students and their mothers and fathers demonstrated variable levels of correspondence in their ratings of college students' internalizing and externalizing behavior problems. Similar findings were noted with t-test comparisons, with college students rating themselves as experiencing significantly higher levels of behavior problems than did their mothers and fathers. Further, college students' ratings of their mothers' and fathers' parenting and their perceptions of their parents predicted significantly their ratings of their own behavior problems. Although mothers' communication reciprocity and perceptions of their college students served as significant predictors of mothers' ratings, a different pattern of results occurred with paternal variables. Overall, these findings further the understanding of correspondence and predictors of cross-informant ratings of college students' emotional and behavioral functioning.

This study examined the relationships among the childhood discipline styles experienced by 116 female college students, their perceptions of their parents, and their current functioning. Results of this study indicated that female college students' report of childhood discipline, their perceptions of their parents, and their outcomes were related uniquely when examining responses for mothers and fathers. Further, regression analyses suggested that negative perceptions of mothers may mediate the relationship between maternal psychologically assaultive discipline and female college students' depression and self-esteem and mediate partially the relationship between maternal psychologically and physically assaultive discipline and female college students' anxiety. In contrast, fathers' use of psychologically assaultive discipline and female college students' positive and negative perceptions of their fathers predicted depression, whereas only their perceptions predicted anxiety and self-esteem. These results suggested the importance of examining discipline and perceptions of parents when examining the functioning of late adolescents and emerging adults.

The intellectual disability (ID) in Down syndrome (DS) is thought to result from a variety of developmental deficits such as alterations in neural progenitor division, neurogenesis, gliogenesis, cortical architecture, and reduced cortical volume. However, the molecular processes underlying these neurodevelopmental changes are still elusive, preventing an understanding of the mechanistic basis of ID in DS. In this study, we used a pair of isogenic (trisomic and euploid) induced pluripotent stem cell (iPSC) lines to generate cortical spheroids (CS) that model the impact of trisomy 21 on brain development. Cortical spheroids contain neurons, astrocytes, and oligodendrocytes and they are widely used to approximate early neurodevelopment. Using single cell RNA sequencing (scRNA-seq), we uncovered cell type-specific transcriptomic changes in the trisomic CS. In particular, we found that excitatory neuron populations were most affected and that a specific population of cells with a transcriptomic profile resembling layer IV cortical neurons displayed the most profound divergence in developmental trajectory between trisomic and euploid genotypes. We also identified candidate genes potentially driving the developmental asynchrony between trisomic and euploid excitatory neurons. Direct comparison between the current isogenic CS scRNA-seq data and previously published datasets revealed several recurring differentially expressed genes between DS and control samples. Altogether, our study highlights the power and importance of cell type-specific analyses within a defined genetic background, coupled with broader examination of mixed samples, to comprehensively evaluate cellular phenotypes in the context of DS. [ABSTRACT FROM AUTHOR]

College students and a subsample of their mothers and fathers participated in a study examining their retrospective reports of childhood emotional and behavioral problems experienced by college students. College students and their mothers and fathers exhibited moderate correspondence in their recollection of internalizing and externalizing problems that college students experienced during their childhood. In contrast, college students tended to endorse significantly greater levels of both internalizing and externalizing problems relative to their mothers and fathers. Current psychological symptoms predicted the greater endorsement of childhood internalizing and externalizing problems by college students and the greater endorsement of college students' childhood internalizing problems by their mothers. Further, college students' current perceptions of their parents predicted their endorsement of childhood internalizing problems, and college students' current masculinity and femininity predicted their endorsement of childhood externalizing problems. Results of this study emphasized the importance of noting factors that may be related to retrospective reports. Keywords: childhood problems; retrospective reports; informants