Two experiments on oral reading of single words compared naming performance in pure blocks of nonwords or exception words with performance in blocks of randomly mixed nonwords and exception words. Ss named exception words faster and made fewer regularization errors when they were not also prepared for nonwords. These data suggest Ss inhibit or ignore the computation of assembled phonology when only exception words are expected. Ss named nonwords faster, but no more accurately, when low-frequency exception words were not also anticipated. Thus, Ss' readiness to execute assembled phonology appears to be adjusted in relation to the likely time course of retrieval of learned pronunciations, when the latter must be attended to. This evidence for strategic dissociation between sublexical and lexical translation is discussed in relation to current models.

This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young children's executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general positive characteristics of family interactions.

We determined the efficacy of postexposure prophylaxis (PEP) and treatment of ill index cases with oseltamivir, in an attempt to prevent influenza transmission in households, in a study conducted in 277 households with 298 index cases (62% with laboratory-confirmed influenza) and 812 contacts aged > or =1 year. Contacts were randomized by household to receive treatment (5 days; n=402), if illness developed, or PEP for 10 days (n=410), and the number of households with at least 1 contact developing laboratory-confirmed influenza was measured. PEP provided a protective efficacy of 58.5% (95% confidence interval [CI], 15.6%-79.6%; P=.0114) for households against proven influenza and 68.0% (95% CI, 34.9%-84.2%; P=.0017) for individual contacts, compared with treatment of index cases alone. No oseltamivir-resistant variants were detected in treated index cases or contacts. PEP of household contacts of those with influenza reduces the secondary spread of influenza in families when the initial household case is treated.

It is widely recognised that impaired social relations are characteristic of school-aged children with behavioural disorders, and predict a poor long-term outcome (Parker & Asher, 1987). However, little is known about the early antecedents of social impairment in behaviourally disturbed children. The aim of the present study was to explore three areas of potential dysfunction in younger children: theory of mind, emotion understanding, and executive function. Forty preschoolers, rated by their parents on the Strengths and Difficulties Questionnaire (Goodman, 1994) as "hard to manage" (H2M) were compared with a control group on a set of: (1) theory of mind tasks (including an emotion prediction task involving either a nice or a nasty surprise); (2) emotion understanding stories (that required affective perspective-taking skills as well as situational understanding); and (3) simple executive function tasks (adapted for preschoolers, and tapping inhibitory control, attentional set-shifting, and working memory). Small but significant group differences were found in all three cognitive domains. In particular, hard-to-manage preschoolers showed poor understanding of emotion and executive control, poor prediction or recall of a false belief, and better understanding of the belief-dependency of emotion in the context of a trick than a treat. Moreover, executive function was associated with performance on the theory of mind tasks for the hard-to-manage group alone, suggesting both direct and indirect links between executive dysfunction and disruptive behaviour.