Self-presentation and gender on MySpace

Within the cultural context of MySpace, this study explores the ways emerging adults experience social networking. Through focus group methodology, the role of virtual peer interaction in the development of personal, social, and gender identities was investigated. Findings suggest that college students utilize MySpace for identity exploration, engaging in social comparison and expressing idealized aspects of the selves they wish to become. The public nature of self and relationship displays introduce feedback mechanisms by which emerging adults can legitimize images as associated with the self. Also, male–female differences in self-presentation parallel, and possibly intensify, gender norms offline. Our study suggests that social networking sites provide valuable opportunities for emerging adults to realize possible selves; however, increased pressure for female sexual objectification and intensified social comparison may also negatively impact identity development. A balanced view, presenting both opportunities and drawbacks, should be encouraged in policies regarding youth participation in social networking sites.     

The adolescent brain

Adolescence is a developmental period characterized by suboptimal decisions and actions that give rise to an increased incidence of unintentional injuries and violence, alcohol and drug abuse, unintended pregnancy and sexually transmitted diseases. Traditional neurobiological and cognitive explanations for adolescent behavior have failed to account for the nonlinear changes in behavior observed during adolescence, relative to childhood and adulthood. This review provides a biologically plausible conceptualization of the neural mechanisms underlying these nonlinear changes in behavior, as a heightened responsiveness to incentives while impulse control is still relatively immature during this period. Recent human imaging and animal studies provide a biological basis for this view, suggesting differential development of limbic reward systems relative to top-down control systems during adolescence relative to childhood and adulthood. This developmental pattern may be exacerbated in those adolescents with a predisposition toward risk-taking, increasing the risk for poor outcomes.     

From residential care to school: peer relationships at school of minors in residential care

In this study, peer relationships of minors in residential care in a school context are analysed, both from the perspective of the peers and the teachers. Using a sociometric test and an evaluation protocol for teachers in 50 classrooms, a sample of 60 minors in care is compared to a normative sample of 843 minors. The results show that minors in residential care have a higher rate of rejection by their classmates in academic activities, but not for leisure ones. Furthermore, in comparison with the normative sample, they are more frequently described with negative adjectives. There is a high level of agreement between the peer evaluation and that of the teachers in the most visible aspects in the classroom. The implications of these results for the improvement of the adjustment of this group are discussed.     

Bilateral associations of low-level unilateral performance: an unremarked aspect of limb control

The experimenters examine upper limb movement discrimination performance in an arm-raising task for bilateral associations of low-level unilateral performance. On a cue from the experimenter, young adults (n = 23) with no history of shoulder injury raised either their left arm, right arm, or both together in a forward flexion movement until their hand or hands contacted an unseen, adjustable, overhead stop. The participant then judged which of the 5 possible stop positions, in the 12-20 degrees range forward of true vertical, the participant had contacted on the particular trial. Results showed that for the 16 participants whose best performance was in 1 of the unimanual conditions discrimination scores in the bilateral condition were equivalent to those of their worse-performing limb. For the 7 participants whose best discrimination performance was obtained on bimanual arm-raising, scores for the 2 unimanual conditions were equivalently low. Therefore, when a single limb that can perform well operates in conjunction with a limb performing at a lower level, the consequence is lowering the bimanual movement discrimination performance.     

Social environment and reproduction in female European rabbits (Oryctolagus cuniculus): benefits of the presence of litter sisters

The authors investigated in an observational study the consequences of the presence of litter sisters on the social interactions and on reproductive performance of young female European rabbits (Oryctolagus cuniculus) from a population living under seminatural conditions. In early winter, when all young females were settled in a social group, they were characterized by the presence or absence of litter sisters in their groups. Females with litter sisters in their groups displayed significantly more positive social interaction with females of their social group compared to females without sisters, whereas this difference was mainly due to the high frequency of positive social interactions among the respective sisters. Such differences between the females of both categories were already apparent during the animals' juvenile phase, before the females integrated into a particular group: females which later had litter sisters in their group showed more positive social behavior than females which later no longer had litter sisters. During their first breeding season, females with litter sisters present generally started to breed earlier by an average of 14 days. A more favorable social environment might have possibly facilitated the earlier onset of breeding in females with present litter sisters by attenuating the negative consequences of stress.     

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

Emotional abuse of students by teachers is a topic infrequently discussed in the child abuse literature. In some classrooms, it can be a daily occurrence. This article defines emotional abuse and discusses the types of classroom behaviors teachers may demonstrate that are emotionally abusive to students. The role of school‐based counselors in the prevention and treatment of emotional abuse is discussed.     

Socioeconomic Differences in Psychosocial Factors Contributing to Coronary Heart Disease: A Review

Psychosocial factors have been shown to play an important role in the aetiology of coronary heart disease (CHD). A strong association between CHD and socioeconomic status (lower-level education, poor financial situation) has also been well established. Socioeconomic differences may thus also have an effect on psychosocial risk factors associated with CHD, and socioeconomic disadvantage may negatively affect the later prognosis and quality of life of cardiac patients. The aim of this study was to review the available evidence on socioeconomic differences in psychosocial factors which specifically contribute to CHD. A computer-aided search of the Medline and PsycINFO databases resulted in 301 articles in English published between 1994 and 2007. A comprehensive screening process identified 12 empirical studies which described the socioeconomic differences in CHD risk factors. A review of these studies showed that socioeconomic status (educational grade, occupation or income) was adversely associated with psychosocial factors linked to CHD. This association was evident in the case of hostility and depression. Available studies also showed a similar trend with respect to social support, perception of health and lack of optimism. Less consistent were the results related to anger and perceived stress levels. Socioeconomic disadvantage seems to be an important element influencing the psychosocial factors related to CHD, thus, a more comprehensive clarification of associations between these factors might be useful. More studies are needed, focused not only on well-known risk factors such as depression and hostility, but also on some lesser known psychosocial factors such as Type D and vital exhaustion and their role in CHD.     

On the Relationships between Sum Score Based Estimation and Joint Maximum Likelihood Estimation

This paper analyzes the sum score based (SSB) formulation of the Rasch model, where items and sum scores of persons are considered as factors in a logit model. After reviewing the evolution leading to the equality between their maximum likelihood estimates, the SSB model is then discussed from the point of view of pseudo-likelihood and of misspecified models. This is then employed to provide new insights into the origin of the known inconsistency of the difficulty parameter estimates in the Rasch model. The main results consist of exact relationships between the estimated standard errors for both models; and, for the ability parameters, an upper bound for the estimated standard errors of the Rasch model in terms of those for the SSB model, which are more easily available. The authors acknowledge partial financial support from the FONDECYT Project No. 1060722 from the Chilean Government, and the BIL05/03 grant to P. De Boeck, E. Lesaffre and G. Molenberghs (Flanders) for a collaboration with G. del Pino, E. San Martín, F. Quintana and J. Manzi (Chile).     

Study on the relations between temperament,aggression, and anger in children

The present work analyzes the relationships between the dimensions of temperament and the exteriorized emotions of aggression and anger. Temperament was assessed by mothers using the Dimensions of Temperament Survey‐Revised, while aggression and anger were self‐reported by the children using the Scale of physical and Verbal Aggression and the State–Trait Anger Expression Inventory for Children. The sample studied was made up of 293 children (49.83% boys; 50.17% girls) with a mean age of 11.13 years. The results showed that temperamental difficulties give rise to exteriorized emotions, especially anger. Predictive values of temperament on aggression and anger ranged from 1% to 7% of explained variance. Aggr. Behav. 32:207–215, 2006. © 2006 Wiley‐Liss, Inc.     

Contextual control in teaching numbers to a child with intellectual disability

The aim of this work was to teach the discrimination of "equal" and "different" in numbers. The experiment was carried out a seven-year-old child with intellectual disability. The problem was analysed from the contextual control perspective. The learning procedure consisted of explicitly teaching a second-order conditional discrimination, and transfer to a novel second-order conditional discrimination was tested. In this study, the boy learned that, in presence of X1 (equal), he had to select the comparison B1 (the number one), given the sample A1 (the word one) and B2 (the number two), given A2 (the word two). He also he learned that, in the presence of X2 (different), he had to select the comparison B2 (the number two), given the sample A1 (the word one) and B1 (the number one), given A2 (the word two). We subsequently presented the contextual stimuli with two new numbers: three and four. The results showed the occurrence of learning transfer without explicit training in the new numbers.