Lisa Sethre-Hofstad | Concordia College (original) (raw)

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Papers by Lisa Sethre-Hofstad

Research paper thumbnail of Visual and Verbal Short-Term Memory Deficits in Childhood Leukemia Survivors After Intrathecal Chemotheraphy

Journal of Pediatric Psychology, 1997

Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherap... more Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherapy, using the Wide Range Assessment of Memory and Learning (WRAML), compared to controls without cancer, matched as closely as possible in age, SES, and gender. Mild, but consistent, deficits were found in both visual-spatial and verbal single-trial memory tasks. In multitrial learning, only visual-spatial tasks resulted in deficient scores, while verbal learning was within the normal range. IQ results indicated scores 10-20 points lower in the ALL group. Memory results are related to deficits in strategic planning and attentional distractiveness. The WRAML may be a useful clinical tool to evaluate differential memory deficits in children with ALL.

Research paper thumbnail of Development of emotion regulation: Investigation of laboratory paradigms and physiological responses

Infant Behavior & Development, Apr 1, 1996

Research paper thumbnail of Emotion regulation/cortisol interrelationships in infancy

Infant Behavior & Development, Apr 1, 1996

Research paper thumbnail of Bridges of Miscommunication: Perceptions of Politeness in Emails from Students to Professors

Research paper thumbnail of Emotion regulation/cortisol interrelationships in infancy

Infant Behavior and Development, 1996

Research paper thumbnail of Developmental Perspectives on Morningness-Eveningness and Social Interactions

Human Development, 1999

Developmental perspectives on sleep/wake rhythmicity have been neglected in research, yet evidenc... more Developmental perspectives on sleep/wake rhythmicity have been neglected in research, yet evidence from chronobiological sources, infant sleep data, and adult light treatment studies suggest continuities in individual differences in internal synchronization to light-dark cycles. Developmental systems suggest maintenance through strong contextual constraints, perturbed only by unusual alterations in social demands and light exposure, such as shift work. Retrospective data from university students, employing the Morningness-Eveningness Questionnaire (MEQ), supported predicted continuity of sleep/wake patterns and associated states of alertness and fatigue as a function of time of day as well as relations with different patterns of social interactions with parents over daily routines in childhood and adolescence. Eveningness is related to greater difficulty meeting familial and social demands for morning performance than Morningness.

Research paper thumbnail of Development of emotion regulation: Investigation of laboratory paradigms and physiological responses

Infant Behavior and Development, 1996

Research paper thumbnail of Intentionally designed thinking and experience spaces: What we learned at summer camp

Learning Environments Research, 2013

ABSTRACT How do young people experience camp, and how might that experience help us expand our un... more ABSTRACT How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.

Research paper thumbnail of Intentionally designed thinking and experience spaces: What we learned at summer camp

Learning Environments Research, 2013

ABSTRACT How do young people experience camp, and how might that experience help us expand our un... more ABSTRACT How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.

Research paper thumbnail of Visual and Verbal Short-Term Memory Deficits in Childhood Leukemia Survivors After Intrathecal Chemotheraphy

Journal of Pediatric Psychology, 1997

Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherap... more Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherapy, using the Wide Range Assessment of Memory and Learning (WRAML), compared to controls without cancer, matched as closely as possible in age, SES, and gender. Mild, but consistent, deficits were found in both visual-spatial and verbal single-trial memory tasks. In multitrial learning, only visual-spatial tasks resulted in deficient scores, while verbal learning was within the normal range. IQ results indicated scores 10-20 points lower in the ALL group. Memory results are related to deficits in strategic planning and attentional distractiveness. The WRAML may be a useful clinical tool to evaluate differential memory deficits in children with ALL.

Research paper thumbnail of Attunement of maternal and child adrenocortical response to child challenge

Psychoneuroendocrinology, Jan 1, 2002

Although a great deal is known about physiological responding to stress in nonhuman animals, and ... more Although a great deal is known about physiological responding to stress in nonhuman animals, and also about individual differences in behavioral attunement in humans, physiological attunement between human mothers and their children has never been studied. The current study examined attunement in adrenocortical response between mother and child in the context of the child's exposure to a novel and potentially challenging task. Children ranging in age from two to four years of age walked on a balance beam for the first time while mothers watched on a monitor from the next room. Saliva samples were collected from both mothers and children before and 30 minutes following the beam walk. Individual differences in behavioral attunement were assessed from a videotaped mother-child teaching task, and coded for maternal sensitivity. We expected that mothers rated as highly sensitive would show better physiological attunement with their children's adrenocortical response to the balance beam walk than less sensitive mothers. We did not expect that all children would show a cortisol elevation in response to the task. Rather, we were interested in the degree to which mothers "matched" children's adrenocortical fluctuations, regardless of elevations or decreases in cortisol. Results supported the hypothesis. In the highly sensitive group, mothers' and children's adrenocortical responses to the child beam walk were significantly correlated, and in the less sensitive group the responses were not significantly related. Findings suggest that physiological attunement may co-occur with behavioral sensitivity in normal mother-child relationships. 

Research paper thumbnail of Visual and Verbal Short-Term Memory Deficits in Childhood Leukemia Survivors After Intrathecal Chemotheraphy

Journal of Pediatric Psychology, 1997

Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherap... more Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherapy, using the Wide Range Assessment of Memory and Learning (WRAML), compared to controls without cancer, matched as closely as possible in age, SES, and gender. Mild, but consistent, deficits were found in both visual-spatial and verbal single-trial memory tasks. In multitrial learning, only visual-spatial tasks resulted in deficient scores, while verbal learning was within the normal range. IQ results indicated scores 10-20 points lower in the ALL group. Memory results are related to deficits in strategic planning and attentional distractiveness. The WRAML may be a useful clinical tool to evaluate differential memory deficits in children with ALL.

Research paper thumbnail of Development of emotion regulation: Investigation of laboratory paradigms and physiological responses

Infant Behavior & Development, Apr 1, 1996

Research paper thumbnail of Emotion regulation/cortisol interrelationships in infancy

Infant Behavior & Development, Apr 1, 1996

Research paper thumbnail of Bridges of Miscommunication: Perceptions of Politeness in Emails from Students to Professors

Research paper thumbnail of Emotion regulation/cortisol interrelationships in infancy

Infant Behavior and Development, 1996

Research paper thumbnail of Developmental Perspectives on Morningness-Eveningness and Social Interactions

Human Development, 1999

Developmental perspectives on sleep/wake rhythmicity have been neglected in research, yet evidenc... more Developmental perspectives on sleep/wake rhythmicity have been neglected in research, yet evidence from chronobiological sources, infant sleep data, and adult light treatment studies suggest continuities in individual differences in internal synchronization to light-dark cycles. Developmental systems suggest maintenance through strong contextual constraints, perturbed only by unusual alterations in social demands and light exposure, such as shift work. Retrospective data from university students, employing the Morningness-Eveningness Questionnaire (MEQ), supported predicted continuity of sleep/wake patterns and associated states of alertness and fatigue as a function of time of day as well as relations with different patterns of social interactions with parents over daily routines in childhood and adolescence. Eveningness is related to greater difficulty meeting familial and social demands for morning performance than Morningness.

Research paper thumbnail of Development of emotion regulation: Investigation of laboratory paradigms and physiological responses

Infant Behavior and Development, 1996

Research paper thumbnail of Intentionally designed thinking and experience spaces: What we learned at summer camp

Learning Environments Research, 2013

ABSTRACT How do young people experience camp, and how might that experience help us expand our un... more ABSTRACT How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.

Research paper thumbnail of Intentionally designed thinking and experience spaces: What we learned at summer camp

Learning Environments Research, 2013

ABSTRACT How do young people experience camp, and how might that experience help us expand our un... more ABSTRACT How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.

Research paper thumbnail of Visual and Verbal Short-Term Memory Deficits in Childhood Leukemia Survivors After Intrathecal Chemotheraphy

Journal of Pediatric Psychology, 1997

Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherap... more Assessed survivors of childhood lymphoblastic leukemia (ALL) treated with intrathecal chemotherapy, using the Wide Range Assessment of Memory and Learning (WRAML), compared to controls without cancer, matched as closely as possible in age, SES, and gender. Mild, but consistent, deficits were found in both visual-spatial and verbal single-trial memory tasks. In multitrial learning, only visual-spatial tasks resulted in deficient scores, while verbal learning was within the normal range. IQ results indicated scores 10-20 points lower in the ALL group. Memory results are related to deficits in strategic planning and attentional distractiveness. The WRAML may be a useful clinical tool to evaluate differential memory deficits in children with ALL.

Research paper thumbnail of Attunement of maternal and child adrenocortical response to child challenge

Psychoneuroendocrinology, Jan 1, 2002

Although a great deal is known about physiological responding to stress in nonhuman animals, and ... more Although a great deal is known about physiological responding to stress in nonhuman animals, and also about individual differences in behavioral attunement in humans, physiological attunement between human mothers and their children has never been studied. The current study examined attunement in adrenocortical response between mother and child in the context of the child's exposure to a novel and potentially challenging task. Children ranging in age from two to four years of age walked on a balance beam for the first time while mothers watched on a monitor from the next room. Saliva samples were collected from both mothers and children before and 30 minutes following the beam walk. Individual differences in behavioral attunement were assessed from a videotaped mother-child teaching task, and coded for maternal sensitivity. We expected that mothers rated as highly sensitive would show better physiological attunement with their children's adrenocortical response to the balance beam walk than less sensitive mothers. We did not expect that all children would show a cortisol elevation in response to the task. Rather, we were interested in the degree to which mothers "matched" children's adrenocortical fluctuations, regardless of elevations or decreases in cortisol. Results supported the hypothesis. In the highly sensitive group, mothers' and children's adrenocortical responses to the child beam walk were significantly correlated, and in the less sensitive group the responses were not significantly related. Findings suggest that physiological attunement may co-occur with behavioral sensitivity in normal mother-child relationships. 