Childhood peer rejection,aggression, withdrawal,and perceived competence as predictors of self-reported behavior problems in preadolescence

Childhood peer rejection, aggression, withdrawal, and perceived competence were compared as predictors of self-reported behavior problems. Peer sociometric status (Coie, Dodge, and Coppotelli, 1982), teacher ratings of behavior problems (Lorion, Cowen, & Caldwell, 1975), and perceived competence ratings (Harter, 1982) were obtained for 613 second-through fourth-grade children. Two years later, these students completed a modified version of the Youth Self-Report form (Achenbach & Edelbrock, 1987). Rejected children and neglected girls were more likely to have a self-reported nonspecific negative outcome than others. Neglected girls were at heightened risk for depression. A varied set of predictors obtained from different informants emerged for each sex for each of the specific self-reported outcomes of depression, unpopularity, delinquency, aggression, and self-destructive/identity problems. Results are discussed in terms of future directions for longitudinal research on the consequences of poor peer relationships in childhood.This research was supported in part by a grant from the W. Alton Jones Foundation and in part from Cooperative Agreement (G0087C3033) between the U.S. Department of Education, Office of Special Education and Rehabilitative Services, and the University of Virginia. However, the opinions expressed herein do not necessarily represent the opinions of the funding agencies. Portions of this paper were presented at the First Annual Meeting of the Society for Research in Child and Adolescent Psychopathology, Miami, Florida. The authors would like to thank Robert Terry, Ruth Axman, Pamela Griesler, Melissa DeRosier, Nancy Vaden, Charlene Eickholt, Amy Young, Emily Burhans, Eric Johnson, Renee Lorio, and Karen Welke for their assistance in conducting this research project.     

Thirteen Years: An Editor's Valedictory

The essay that follows is in two parts. The first is a valediction; the second attempts to use some recent events at the Journal as a text for discussion of the current state of the field of family therapy.     

Fixed-interval punishment of running in hamsters

Four hamsters received brief electric shocks contingent upon running in a wheel. The fixed interval between shocks was varied systematically from 0 to 60 sec. Time spent running was directly related to the length of the fixed interval, while running speed remained roughly constant. Running depended on the fixed interval between shocks in the same way as bar-pressing maintained by food reinforcement, despite the fact that running was not established with nor maintained by explicit reinforcement.     

An Intersectional Approach to the Glass Ceiling: Gender,Race and Share of Middle and Senior Management in U.S. Workplaces

A robust body of research examines factors affecting the likelihood that women experience increasing barriers to promotion in workplaces. However, limited research examines how racialized and gendered processes may intersect and work differently for racially and gender marginalized workers. Specifically, the processes relating to a worker’s ability to reach middle-level management positions (e.g., those managers who oversee a small group of employees) and senior-level management positions (e.g., CEOs and other executive positions) may vary based on workers’ race and gender. Using 2015 EEO-1 data collected by the U.S. Equal Opportunity Employment Commission (EEOC), we examine how the characteristics of a workplace affect Black men, Black women, White men, and White women’s share of middle- and senior-level management. We find Black women and Black men are strikingly under-represented in both middle and senior management in private-sector workplaces. Our results demonstrate that access to middle- and senior-management varies by the characteristics of the workplace and workers’ race and gender. Overall, our findings point to an important implication: Greater oversight of workplaces, including by the EEOC, is associated with marginalized race/gender groups having higher shares of management.

     

Lateralization of the Approach Movement and the Prehension Movement in Infants from 4 to 7 Months

The aim of the study was to analyse lateralized preferences during reaching and grasping in infants relative to changes in manual actions from 4 to 7 months of age. Reaching and grasping movements with visual fixation were studied with objects placed in one of three places on a table: to the left, to the right and in the midline of the infant. Although the two lateralized objects were approached and grasped with ipsilateral hand, movements towards the object in the midline were most often performed with a preferential hand. There was preferential use of the left hand for reaching around the fourth month, then a preferential use of the right hand for grasping from the sixth month. The shape of the left hand during reaching movements terminated in the vicinity of the object. The slower the speed, the closer the hand came to the object. The onset of the prehension was associated with a preferential use of the right hand, which performed grasping, more finely than the left hand. Thus, manual specialization is already present in early infancy: the left hand appears to be dedicated to spatial calibration and the right hand to the task of prehension.     

Efficacy and social validity of procedures for improving conversational skills of college students with autism

Better conversational skills correspond to a higher quality of life for adults diagnosed with autism spectrum disorder (ASD). In this study, we taught vocal–verbal responses discriminated by compound arrangements of concealed conversation partner mands to two college students with ASD. Participants learned to engage in self-questioning about their conversation partner's behavior and to reinforce three concealed mands for termination of an aversive conversation scenario. We assessed generalization to conversation probes with trained confederates and to interactions with untrained conversational partners (e.g., peers, professors). Finally, we collected peer ratings of the social validity of changes in conversational behavior as well as participants' ratings of study goals, procedures, and outcomes.     

Narrative access and production in preschoolers' false belief reasoning

False belief tests seem to show the apparent acquisition at around age 4 of an ability to understand the representational status of mind. In this article, preschoolers' performance on a false belief task was manipulated in terms of their grasp of its narrative base. Five experiments are reported in which 3-year-olds were helped to become familiar with the events that comprise the false belief procedure by going through a picture book version of the task, before being asked to judge the protagonist's mental state. In Experiment 1, children who had failed a traditional task succeeded if they narrated the book version back to the experimenter, particularly if they were fluent in their story recall. Experiment 2 showed that this success occurred either if the child recited the story or if she or he was taken through each page twice in succession. Experiment 3 combined the most effective procedures with a younger group of children (mean age 3;3) and revealed 95% success as long as they could recall the prerequisite events. Experiments 4 and 5 probed possible limiting conditions for success by inserting an extra episode in the story and changing the format of the test question. The results suggest that the structure of 3-year-olds' event memories is central to their poor performance in the traditional false belief task—a clear grasp of the false belief “narrative” is necessary for successful performance. When they are given the opportunity to link discrete events into a coherent narrative, they have no problem demonstrating an understanding of others' minds—being able to recount the narrative is sufficient for successful performance.     

Improvement of learning by mesencephalic reticular stimulation during postlearning paradoxical sleep

Evidences have been given which suggest that a newly formed memory trace is processed during paradoxical sleep (PS) following learning. The present experiments were aimed at testing the hypothesis that during postlearning PS the new memory trace is in a similar state as immediately after acquisition. For this purpose, a mild electrical stimulation of the mesencephalic reticular formation (MRF)--known to enhance retention performance when delivered just after learning--was administered during postlearning PS phases. Wistar rats were trained to run in a six-unit spatial discrimination maze for food reward. After each daily trial, extradural cortical electrodes (ECoG) activity was monitored polygraphically for 4 h. Half of the animals received nonawakening MRF stimulations during the first six phases of PS. Control rats received no stimulation. The learning results showed a marked improvement in performance, in terms of error number reduction, in the stimulated group. Results of a second experiment confirmed the facilitative effect of MRF stimulations given during postlearning PS. Moreover, they emphasized the specific role of PS, by showing that the same stimulations were ineffective when delivered, at the same time intervals after training, during six periods of waking or six periods of slow-wave sleep. These results lend support to the idea of a reactivation of the new memory trace during PS. They suggest that dynamic processes, similar to those immediately following acquisition or exposure to a reactivating treatment (i.e., a reminder), take place during postlearning PS.