Psychosocial outcomes of urban African American adolescents born to teenage mothers

This is a study of psychosocial outcomes of adolescents born to teenage mothers. Adolescents' problem behaviors, psychological well-being, social support, school variables, and sexual behaviors are compared across three groups—those born to mothers 17 or younger, mothers 18–19 years old, and mothers 20 or older. Analyses from two samples of African American adolescents from Maryland (n = 205) and Michigan (n = 570) are reported. The results from both samples indicate that mother's age at birth is unrelated to adolescents' psychosocial outcomes. These two studies add to the limited number of analyses that examine adolescent outcomes for children of teen mothers. The results suggest that efforts to understand social structural determinants of healthy and problematic adolescent development may be more informative than examining the effects of mother's age. They also suggest that teen pregnancy prevention programs may be more effective if they are part of a larger prevention strategy that incorporates social structural change efforts and not only a focus on individual level change.     

Social and environmental factors influence the suppression of pup-directed aggression and development of paternal behavior in captive meadow voles (Microtus pennsylvanicus)

During summer, female meadow voles (Microtus pennsylvanicus) maintain territories and males do not engage in paternal care. As day length shortens, territories dissolve and males nest with females and young. Because paternal behavior has never been studied in free-living meadow voles during colder months or in the laboratory under short photoperiods, the authors examined whether males housed in short day (SD) lengths exhibited more frequent or better quality paternal behavior than males housed in long day (LD) lengths. Sexually and parentally inexperienced (naive) SD males exhibited proportionally more and qualitatively better paternal care than naive LD males. SD males were more responsive than LD males to classic social cues associated with prepartum aggression inhibition and paternal onset. SD sires also displayed qualitatively better paternal behavior than LD sires. These data suggest that meadow vole paternal state is regulated by specific social and environmental cues that may contain reliable information about ecological conditions that favor paternal care.     

One extreme or the other or perhaps the golden mean? Issues of spatial resolution in face processing

The findings of some of the key studies that have examined the contribution of different bands of spatial information, specified in terms of cycles per face, to face recognition, and identification are reviewed. Based on findings from studies of low-, high-, and band-pass filtering, it is concluded that neither low facial scales nor high facial scales are optimal. Instead, a center range of facial scales, approximately 8-16 cycles per face, appears to make the greatest contribution to the recognition process. A study of identification of band-pass filtered faces is reported that reinforces the view derived from the literature. This indicated that a band with a harmonic mean of 11.1 cycles per face provided the most efficient recognition, with speed and accuracy declining at lower and higher bands.     

A Qualitative Investigation of Practicing Psychologists' Attitudes Toward Research-Informed Practice: Implications for Dissemination Strategies

This article presents the results of a qualitative analysis of interviews with 25 psychologists in independent practice, investigating everyday treatment decisions and attitudes about treatment outcome research and empirically supported treatments (ESTs). Clinicians noted positive aspects about treatment outcome research, such as being interested in what works. However, they had misgivings about the application of controlled research findings to their practices, were skeptical about using manualized protocols, and expressed concern that nonpsychologists would use EST lists to dictate practice. Clinicians reported practicing in an eclectic framework, and many reported including cognitive-behavioral elements in their practice. To improve their practice, they reported valuing clinical experience, peer networks, practitioner-oriented books, and continuing education when it was not too basic. Time and financial barriers concerned nearly all participants. Clinicians suggested they might be interested in ESTs if they could integrate them into their current frameworks, and if resources for learning ESTs were improved.     

Personality and relationship quality during the transition from high school to early adulthood

The post-high school transition period is believed to be associated with considerable changes in social networks, yet longitudinal studies documenting these changes are scarce. To address this gap, the current research explored 3 relevant issues. First, changes in participants' relationship characteristics during the transition from high school were examined. Second, the roles of personality traits as antecedents of these changes were studied. Third, the association between change in relationship characteristics and personality during the transition was explored. A sample of over 2,000 German emerging adults, surveyed before leaving school and then 2 years after the transition from high school, was assessed on personality traits and a multidimensional assessment of the quality of their relationships. Findings indicated that participants experienced mostly positive changes in relationship quality during the transition from high school and that antecedent personality at school was an important predictor of the nature of this change. Finally, change in relationship quality was found to be associated with personality change during the post-school transition. Findings indicated that personality traits may influence transition success and that change in relationships during this transition may influence personality development. The implications of the research for post-school transition success are discussed.     

Real three-dimensional objects: effects on mental rotation

The current experiment investigated real three-dimensional (3D) objects with regard to performance on a mental rotation task and whether the appearance of sex differences may be mediated by experiences with spatially related activities. 40 men and 40 women were presented with alternating timed trials consisting of real-3D objects or two-dimensional illustrations of 3D objects. Sex differences in spatially related activities did not significantly influence the finding that men outperformed women on mental rotation of either stimulus type. However, on measures related to spatial activities, self-reported proficiency using maps correlated positively with performance only on trials with illustrations whereas self-reported proficiency using GPS correlated negatively with performance regardless of stimulus dimensionality. Findings may be interpreted as suggesting that rotating real-3D objects utilizes distinct but overlapping spatial skills compared to rotating two-dimensional representations of 3D objects, and real-3D objects can enhance mental rotation performance.