Social class and the experience of work-family conflict during the transition to adulthood

The challenges of juggling work and family responsibilities are well known, but there has been little attention to the distinctive work and family experiences of young adults. This chapter explores how class affects young adults' exposure to work-family conflicts and the strategies they use to manage their work and family responsibilities. Using data from a recent cohort of young adults, we find class and gender variations in work and family roles and work-family conflict. Early family formation, coupled with poor working conditions, lead those with lower educational attainments to experience more years of family-to-work interference. In contrast, young adults with more education have more work-to-family interference, and this is especially true for college-educated women.     

Identifying topic sentencehood

Four experiments were conducted to assess two models of topic sentencehood identification: the derived model and the free model. According to the derived model, topic sentences are identified in the context of the paragraph and in terms of how well each sentence in the paragraph captures the paragraph's theme. In contrast, according to the free model, topic sentences can be identified on the basis of sentential features without reference to other sentences in the paragraph (i.e., without context). The results of the experiments suggest that human raters can identify topic sentences both with and without the context of the other sentences in the paragraph. Another goal of this study was to develop computational measures that approximated each of these models. When computational versions were assessed, the results for the free model were promising; however, the derived model results were poor. These results collectively imply that humans' identification of topic sentences in context may rely more heavily on sentential features than on the relationships between sentences in a paragraph.     

The development of academic competence among adolescents who bully and who are bullied

Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied.     

Social likeability,conformity, and body talk: Does fat talk have a normative rival in female body image conversations?

Fat talk, dialogues among women involving negative body-focused discussions, was studied as a function of conformity and social likeability through the use of four vignettes depicting young women in conversation. Using a 2 (body presentation style of the group: negative or positive) × 2 (body presentation style of the target, Jenny: negative or positive) factorial design, 215 college women (92.1% non-Hispanic Caucasian) read one of four vignettes in a classroom setting and made ratings on a social likeability scale. Participants’ personal ratings of Jenny's likeability were higher when she spoke positively about her body, whereas they expected the other group members in the vignette to like Jenny more when she conformed to the group's body presentation style. This study is the first to support two competing norms for women's body image—the existing norm to fat talk versus a newly documented norm that some women like others who express body acceptance.     

Appeal of organizational values is in the eye of the beholder: The moderating role of employee identity

This study examined the effects of organizational values on employee attachment. Factor analytic results across two studies indicated that organizational values cluster into interdependent and independent factors. In Study 2, organizational values data were collected from supervisors, and identity and attachment data were collected from subordinates. As predicted, relationships involving interdependent and dependent values were contingent on employee identity. Specifically, interdependent organizational values predicted turnover cognition and organizational commitment for employees who reported strong collective identities. Independent organizational values, on the other hand, predicted the commitment of employees with strong individual identities. Implications of these results and directions for future research are discussed.     

Incremental Validity of Coping-oriented Marijuana Use Motives in the Prediction of Affect-based Psychological Vulnerability

The present investigation examined whether coping-oriented motives to use marijuana, as measured by the Marijuana Motives Measure (MMM; Simons et al. in J. Couns. Psychol. 45:265–273, 1998), were uniquely related to affect-based psychological vulnerability factors among marijuana users. Participants were 131 adult current marijuana users (72 women, M _age = 20.14, SD = 3.37 years). As hypothesized, after controlling for gender, cigarettes smoked per day, past 30-day marijuana use, total years of marijuana use, and alcohol consumption, coping motives were significantly and incrementally related to negative affect-based psychological vulnerability factors. No other marijuana use motives demonstrated a similar type of relationship to the dependent variables, providing a high degree of explanatory specificity. These data suggest that coping-oriented motives to use marijuana may be an important explanatory construct in better understanding marijuana and psychological vulnerability relations.     

The effect of placement instability on adopted children's inhibitory control abilities and oppositional behavior

This study assessed relations among placement instability, inhibitory control, and caregiver-rated child behavior. The sample included 33 adopted children who had experienced placement instability, 42 adopted children who had experienced 1 stable placement, and 27 children never placed in foster care. Five- and 6-year-old children completed the day-night task, which requires children to inhibit a prepotent response, and a control task that presents similar memory demands but does not require inhibition (C. L. Gerstadt, Y. J. Hong, & A. Diamond, 1994). Adopted children who had experienced placement instability performed worse on the inhibition task than did both other groups of children, when the authors controlled for age, verbal intelligence (as measured with the Wechsler Preschool and Primary Scale of Intelligence--Revised; D. Wechsler, 1989; or the Peabody Picture Vocabulary Test--Third Edition; L. M. Dunn & L. M. Dunn, 1997), and control task performance (p<.01). Children who had experienced placement instability were also rated on the Child Behavior Checklist as more oppositional than other children (p<.01; T. M. Achenbach & L. A. Rescorla, 2000). Inhibitory control did not mediate the association between placement instability and oppositional behavior (p>.05). These results suggest that placement instability may adversely affect the social-emotional development of adopted children.     

Early syntactic productivity: evidence from dative shift

The abstractness of children's early syntactic representations has been questioned in the recent acquisition literature. While some research has suggested that children's knowledge of basic constructions such as the transitive is robust and abstract at a very young age, other work has proposed that young children only have constructions that are specific to individual lexical items. The present paper seeks to resolve this discrepancy by examining children's abstract knowledge of the English dative alternation via a production study. The studies ask whether young children who hear a sentence like I pilked the cup to Petey know that the same meaning can be expressed with the sentence I pilked Petey the cup. This generalization is well-attested in the language that children hear and represents a strong test-case for determining the nature of children's early syntactic representations. The results indicate that three-year-old children have productive knowledge of the English dative alternation, but that their performance can be influenced by small changes in the nature of the task. A preference for the prepositional dative form is also found and the possible reasons for this preference are discussed.     

Psycho-educational evaluations for university students in one clinic

The number of university students requesting services based on the Americans with Disabilities Act for learning disabilities and ADHD-related difficulties has increased, although there are limited reports in the literature describing these evaluations. The current study describes a sample of 140 individuals (59% women) who presented for psycho-educational evaluation at the university psychology clinic. The students were individually administered self-report, cognitive, academic, and attention measures as indicated, and diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Difficulties with mathematics, attention, and reading concerns were the most frequent presenting complaints. 46 students met criteria for one or more learning disorders and 20 students met criteria for a diagnosis of ADHD. Test scores are summarized and findings compared with the literature.