Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural african american early adolescents

Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social prominence and social skills. Conversely, popular aggressive youths were more likely to be disliked by peers even though they were perceived by peers as socially prominent and socially skilled and were identified by teachers as highly involved in extracurricular activities. Both popular and unpopular aggressive youths tended to associate with others who had similar levels of peer-perceived popularity.     

The development and psychometric evaluation of a new measure of dissociative activities

The psychometric properties of a new measure of dissociative behaviors, the Scale of Dissociative Activities (SODAS), were evaluated. Undergraduates (n = 533) completed the SODAS, 2 other established self-report measures of dissociative behaviors, and a measure of socially desirable responding. A randomly selected subset of participants (n = 100) also participated in an additional reliability and validity follow-up study. The SODAS was found to be internally consistent (a =.95) and temporally stable (r =.77) over an average 38-day interval. The validity of the SODAS was established by a moderately low negative correlation with social desirability, high correlations with other self-report measures of dissociation, and moderate to high correlations with samples of dissociative activities assessed in naturalistic environments with experience sampling methodology. Overall, the SODAS compared favorably to other existing self-report measures of dissociative behaviors. Directions for future research on the SODAS are discussed.     

Cognitive deficits related to major organ failure: The potential role of neuropsychological testing

Until recently, little attention has been paid to the possibility of cognitive deficits in patients with disease or failure of major organs such as the liver, kidney, or heart. However, there is a growing awareness that major organ failure often has neuropsychological sequelae. These sequelae may at times be quite subtle and not detectable under gross. examination. Nevertheless, even subtle deficits may have a major impact on adherence to medical regimens, psychosocial adjustment, and quality of life of patients. Neuropsychological assessment has a potentially valuable role to play both in research and in clinical work. It can be useful in adding to our knowledge of the cognitive effects of various types, severity and duration of major organ disease, as well as sequelae associated with treatment. It also is a potentially valuable clinical tool for identifying cognitive deficits that will affect the quality of life and probability of survival for organ failure patients.     

A Set Theory with Support for Partial Functions

Partial functions can be easily represented in set theory as certain sets of ordered pairs. However, classical set theory provides no special machinery for reasoning about partial functions. For instance, there is no direct way of handling the application of a function to an argument outside its domain as in partial logic. There is also no utilization of lambda-notation and sorts or types as in type theory. This paper introduces a version of von-Neumann-Bernays-Gödel set theory for reasoning about sets, proper classes, and partial functions represented as classes of ordered pairs. The underlying logic of the system is a partial first-order logic, so class-valued terms may be nondenoting. Functions can be specified using lambda-notation, and reasoning about the application of functions to arguments is facilitated using sorts similar to those employed in the logic of the IMPS Interactive Mathematical Proof System. The set theory is intended to serve as a foundation for mechanized mathematics systems.     

A comparison of stimulus set size on tact training for children with autism spectrum disorder

Previous studies on skill acquisition have taught targets in stimulus sets composed of different numbers of stimuli. Although the rationale for selection of a stimulus set size is not clear, the number of target stimuli trained within a set is a treatment decision for which there is limited empirical support. The current investigation compared the efficiency of tact training in 4 stimulus set sizes, each of which included 12 stimuli grouped into (a) 4 sets of 3 stimuli, (b) 3 sets of 4 stimuli, (c) 2 sets of 6 stimuli, and (d) 1 set of 12 stimuli. Results of all 4 participants with autism spectrum disorder show tact training with larger (i.e., 6 and 12) stimulus set sizes was more efficient than training with smaller (i.e., 3 and 4) stimulus set sizes.     

An exploration of the interrater agreement of visual analysis with and without context

Visual analysis is integral to the analysis of single-case experimental design (SCED) data. Previous studies have shown that many factors may influence the interrater agreement (IRA) of visual analysis. One factor that has received little direct attention is the impact of contextual information. In the current study, authors of recently published SCED studies were asked to make judgments regarding functional relations based on published datasets that met criteria for design quality. Respondents were randomly assigned to view graphs with or without contextual information and the degree of interrater agreement was compared. Results revealed that contextual information had no impact on IRA for decisions of a functional relation. IRA was high across both groups for 6 of the 7 datasets examined. Implications and recommendations based on these results are discussed.     

Children's understanding of habitual behaviour

Research into the development of Theory of Mind (ToM) has shown how children from a very early age infer other people's goals. However, human behaviour is sometimes driven not by plans to achieve goals, but by habits, which are formed over long periods of reinforcement. Habitual and goal‐directed behaviours are often aligned with one another but can diverge when the optimal behavioural policy changes without being directly reinforced (thus specifically hobbling the habitual learning strategy). Unlike the flexibility of goal‐directed behaviour, rigid habits can cause agents to persist in behaviour that is no longer adaptive. In the current study, all children predict agents will tend to behave consistently with their goals, but between the ages of 5 and 10, children showed an increasing understanding of how habits can cause agents to persistently take suboptimal actions. These findings stand out from the typical way the development of social reasoning is examined, which instead focuses on children's increasing appreciation of how others' beliefs or expectations affect how they will act in service of their goals. The current findings show that children also learn that under certain circumstances, people's actions are suboptimal despite potentially ‘knowing better.’     

Bullies and victims in rural African American youth: behavioral characteristics and social network placement

Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as aggressive, hyperactive, and manipulative. Bullies and victims were both sociometrically rejected, but while victims were on the margin of the social network, bullies were integrated in their groups. Bullies' associations were heterogeneous: they belonged to both aggressive and non-aggressive and popular and unpopular groups. They also were highly likely to be leaders of their groups.     

Short-term predictive effects of the looming cognitive style on anxiety disorder symptoms under restrictive methodological conditions

The looming cognitive style (LCS), an overarching cognitive vulnerability for anxiety syndromes, pertains to a tendency to construct dynamic expectations (mental scenarios, images) of negative events as progressively increasing in danger and rapidly escalating in risk. This study tested the hypothesis that the LCS has functions as a cognitive antecedent and moderator for even short-term changes over a brief time interval in anxiety syndromes (worry, obsessive-compulsive disorder (OCD) symptoms, social anxiety, general anxiety) under restrictive methodological conditions. These included: (a) a one-week interval during which very little changes in anxiety were observed, and (b) controlling for participants' depression and intolerance of uncertainty. As hypothesized by our model, the looming cognitive style predicted short-term changes in worry and OCD symptoms over the week interval, and tended to predict changes in social (audience) anxiety. This style also functioned as a moderator and predicted changes in OCD symptoms among participants already high on this anxiety outcome. Intolerance of uncertainty predicted changes in social (audience) anxiety but not changes in OCD symptoms or worry. These findings support the looming vulnerability theory of anxiety, and encourage further attention into the possible role of the LCS as a cognitive antecedent and moderator of changes in a spectrum of anxiety syndromes.     

Aggression and school social dynamics: The good, the bad, and the ordinary

A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social dynamics of aggression in school is underscored. Future research and intervention implications are also discussed. The need for examining the role of school social dynamics in conducting social skills interventions, functional behavioral assessments, and the development of positive behavioral support plans is emphasized.