Behavior Problems in Young Children With or At Risk for Developmental Delay

We examined the prevalence of behavior problems and their relationship to child, parent, and family factors in 76 children with or at risk for developmental delay. Parents reported that 42% of the children had behavior problems. Child Behavior Checklist (CBC) scores revealed that 25% of the sample scored above the borderline cutoff. Although the total, externalizing, and internalizing mean CBC scores did not differ from the normative group (same-aged peers without developmental delay), each of the syndrome subscales was significantly higher in the study group. The Reiss Scales for Children's Dual Diagnosis revealed that, as compared to older children (4 years) with developmental delay, the study sample scored significantly lower on the total score and 8 of the 10 subscales. Increased CBC total scores were significantly related to dependency and management of the child, birth weight, gestational length, paternal illness, maternal depression, perceived personal burden of care, maternal escape-avoidance coping strategy, family disharmony, and financial stress. CBC total scores were significantly negatively correlated with being of a multiple birth, paternal education, maternal employment, two-parent family, family social support, and family income. Multiple regression analyses revealed that an empirically-derived combination of child, parent, and family variables accounted for 31% of the variance in CBC total scores. Our findings suggest that 2-year old children with or at-risk for developmental delay may already be showing signs of increased risk of behavior problems relative to peers without developmental delay. We identified several child, parent, and family variables that may help to pinpoint children at increased riskxs for psychopathology.     

Careers guidance and social mobility in UK higher education: practitioner perspectives

This paper reveals findings from a small-scale research project which explored how university careers advisers experience their role in guiding clients within a labour market where barriers to social mobility prevail. The research discovers that advisers' daily work gives them a depth of insight into social mobility. The professional turbulence in which advisers operate and the evolution of their role from in-depth work to a focus on breadth is chronicled. University environments vary with regard to the scope advisers have to impact lives, but a strong set of values anchors them. Recommendations are made with regard to how high quality careers information, advice and guidance can support social mobility for traditionally disadvantaged students into the labour market.     

Positivity and the Construction of Life Satisfaction Judgments: Global Happiness is not the Sum of its Parts

The present study investigated how reports of satisfaction with specific versus global domains can be used to assess a disposition towards positivity in subjective well-being reports. College students from 41 societies (N = 7167) completed measures of life satisfaction and ratings of global and specific aspects of their lives. For example, participants rated satisfaction with their education (global) and satisfaction with their professors, textbooks, and lectures (specific). It was hypothesized that global measures would more strongly reflect individual differences in dispositional positivity, that is, a propensity to evaluate aspects of life in general as good. At both the individual and national levels, positivity predicted life satisfaction beyond objective measures. Also, positivity was associated with norms about ideal life satisfaction such that countries and individuals who highly valued positive emotions were more likely to display positivity. The difference between more global versus more concrete measures of satisfaction can be used as an indirect and subtle measure of positivity.     

Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.     

UNIVERSITY STUDENTS FROM SINGLE-SEX AND COEDUCATIONAL HIGH SCHOOLS: DIFFERENCES IN MAJORS AND ATTITUDES AT A CATHOLIC UNIVERSITY

We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.     

The Role of Ideal Affect in the Experience and Memory of Emotions

According to Affect Valuation Theory (Tsai et al. Journal of Personality and Social Psychology, 54, 1031–1039), culture influences how people want to feel (ideal affect). Integrating Affect Valuation Theory with the Time-sequential Framework of Subjective Well-being (Kim-Prieto et al. Journal of Happiness Studies, 6, 261–300), we proposed that cultural norms influence the memory, but not the experience, of emotion. The present study examined the role of ideal affect in relation to experience sampling and retrospective reports of emotion. Ideal affect correlated with retrospective reports but not experience sampling reports. Extraversion and neuroticism were more strongly related to experience sampling reports than to ideal levels of emotion. Results suggest that retrospective reports of emotion involve a dynamic process that incorporates cultural information into the reconstruction whereas on-line emotions are more constrained by temperament.

Social Information Processing Skills in Children with Histories of Heavy Prenatal Alcohol Exposure

Based on caregiver report, children with prenatal alcohol exposure have difficulty with social functioning, but little is known about their social cognition. The current study assessed the social information processing patterns of school-age children with heavy prenatal alcohol exposure using a paradigm based on Crick and Dodge’s reformulated six-stage model. Fifty-two children (aged 7–11) with and without heavy prenatal alcohol exposure were tested using a structured interview measure of social information processing involving 18 videotaped vignettes of children in group entry and provocation situations. Alcohol-exposed children displayed maladaptive processing patterns on the goal, response generation, and response evaluation steps in group entry situations, and encoding, attribution, response evaluation, and enactment steps during provocation situations. Children with heavy prenatal alcohol exposure also had difficulty on the Test of Problem Solving, and performance correlated with social information processing measures. Such difficulties may lead to problems in social functioning and warrant early intervention.     

Integrating The Diverse Definitions of Happiness: A Time-Sequential Framework of Subjective Well-Being

The field of subjective well-being (SWB) is primarily concerned with people's evaluation of their lives; however, it includes a wide range of concepts, from momentary moods to global life satisfaction judgments. We propose a framework that integrates these diverse constructs. Our sequential temporal framework of subjective well-being describes experiences of well-being from the events and circumstances that cause evaluative reactions, through the emotional reactions to these events, to recall of these reactions, and finally to global judgments of well-being based on the previous stages. The hypothesized processes that translate the various steps in the sequence into one another are described, and supporting evidence is reviewed. We outline the implications of our framework for understanding subjective well-being, and discuss the research that is needed to further explore the proposed framework.     

Tarski's Hidden Assumption

It is clear that Tarski's T‐scheme, ‘T”p” if and only if p’, does not hold universally. It is not expected to hold, for instance, with ambiguous sentences, or with indexical sentences. Making explicit the circumstances where it does hold, however, is not just logical housekeeping: it turns out to have more radical consequences for the whole approach to Semantics associated with Tarski than has previously been envisaged.