Interactive coordination was observed in laboratory play interactions of pairs of 29 clinically depressed and 14 nondepressed mothers and their 13–29-month-old children (M = 18.9 months). Nondepressed mothers and their children displayed more interactive coordination than depressed-mother dyads (p < .001). Depressed mothers were less likely to repair interrupted interactions, and their toddlers were less likely to maintain interactions than nondepressed controls. Toddlers matched their nondepressed but not their depressed mothers' negative behavior rates. Results suggested that early interventions focus on training mothers to attend to, maintain, and repair mother–child interactions to more closely approximate normal levels of interactive coordination.

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Further research is needed to develop measures of pregnancy intendedness that accurately reflect the needs and priorities of women. Research that addresses male perspectives and influence is of particular importance.

Thirty-eight therapists who completed a 2-year continuing education program evaluated the effect of that program on how they conducted therapy and on themselves as individuals. The program differed from most continuing education offerings both in its ongoing nature and its emphasis on an interactive and dynamic use of material rather than on a purely didactic presentation. Participants described changes that they felt improved the quality of the therapeutic alliance, increased their ability to work effectively with difficult patients, and increased their self-awareness. This evaluation of the experience of a mature (over 10 years in operation) program is significant at a point when American Psychological Association (APA) is considering a broader conceptualization of continuing education models. These results also illustrate the importance of thoroughly evaluating the effect of continuing education. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Subjects were asked to look for occurrences of words from a target list while reading a passage for comprehension. Number of target words in memory (one, two, or four) was combined factorially with number of occurrences of target words in text (zero, one, two, or four) in a within-subjects design. In Experiment I (n = 12), subjects searched for the specific words in the target list, and in Experiment II (n = 12), for any close associate of words in the target list. In both experiments, reading speed was affected only by the number of words in the target list. Neither variable had any effect on comprehension.The results indicate that central memory load limits reading speed, but scanning and decoding processes are so automated that they are unaffected by tallying operations.The tasks of visual scanning and memory search exemplified in experiments by Neisser (1967, Ch. 5) and Sternberg (1969) resemble in some ways the process of reading in literate adults. As an example of a study along this line, Neisser and Beller (1965) asked subjects to scan a list for a meaningful word (i.e., Monday) or for words falling in conceptual classes (such as states of the Union, proper names, or annuals). They found that the rate of search for all words in a closed conceptual class was slower than for a single word-subjects searched through a list at a rate of .07 seconds/word when instructed to look for Monday, and .11 seconds/word when looking for the name of any of the states. Rate of search for animals (an open conceptual class) was even slower, about .18 seconds/word.In reading, a subject can use context to predict particular words or classes of words which are likely to occur. To the extent that a skilled reader makes such predictions, rapid scanning for the "target" words should be possible, thereby facilitating speed of reading. Visual search studies typically have used lists of letters or single words as stimulus materials, and hence the