Peer Influence in Children and Adolescents: Crossing the Bridge from Developmental to Intervention Science

Considerable evidence supports the hypothesis that peer relationships influence the growth of problem behavior in youth. Developmental research consistently documents the high levels of covariation between peer and youth deviance, even controlling for selection effects. Ironically, the most common public interventions for deviant youth involve segregation from mainstream peers and aggregation into settings with other deviant youth. Developmental research on peer influence suggests that desired positive effects of group interventions in education, mental health, juvenile justice, and community programming may be offset by deviant peer influences in these settings. Given the public health policy issues raised by these findings, there is a need to better understand the conditions under which these peer contagion effects are most pronounced with respect to intervention foci and context, the childs developmental level, and specific strategies for managing youth behavior in groups.     

Deficient Behavioral Inhibition and Anomalous Selective Attention in a Community Sample of Adolescents with Psychopathic Traits and Low-Anxiety Traits

Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare’s (1991) Psychopathy Checklist and the Welsh (1956) anxiety scale, researchers have identified a relatively specific form of a response modulation deficit in low-anxious, Caucasian psychopaths. Preliminary evidence suggests that the Antisocial Process Screening Device (APSD; Frick & Hare, 2001) may be used to identify children with a similar vulnerability. Using a representative community sample of 308 16-year-olds from the Child Development Project (Dodge, Bates, & Pettit, 1990), we tested and corroborated the hypotheses that participants with relatively low anxiety and high APSD scores would display poorer passive avoidance learning and less interference on a spatially separated, picture-word Stroop task than controls. Consistent with hypotheses, the expected group differences in picture-word Stroop interference were found with male and female participants, whereas predicted differences in passive avoidance were specific to male participants. To the extent that response modulation deficits contributing to poor socialization among psychopathic adult offenders also characterize a subgroup of adolescents with mild conduct problems, clarification of the developmental processes that moderate the expression of this vulnerability could inform early interventions.     

The effects of focal and global attentional systems on spatial biases

The background page on which a stimulus is presented can influence the allocation of attention to that stimulus. The purpose of this study was to learn if there are hemispheric asymmetries in how background distraction affects attentional processing. Asymmetries were investigated by having right eye dominant subjects perform line bisections and manipulating the side of background distraction (right versus left), the eye of regard (right versus left), and the type of attention allocated (focal versus global). Overall subjects bisected lines to the left of center (pseudoneglect) and when viewing with the right eye (versus left) deviated more to the left. Subjects had more background distraction when viewing symbol than solid lines. Although overall, bias did not differ with the side of background distraction or the line being on one side or the other, when subjects viewed symbol, but not solid lines, this leftward bias was increased when the line was displaced to the right, thereby increasing the size of the left sided background. These findings suggest that when engaging the left hemisphere by using focused attention and placing the line on the right side, there is more distraction than when the right hemisphere is engaged.     

Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education: A Study of Gender Differences

In present study we investigated possible gender differences in how 357 secondary-school students valued the importance of masculine and feminine characteristics within sport and physical education and how their ratings of values were related to their participation in gendered sport. The results indicated that boys rated appearance strength, sports competence, endurance strength, and masculinity as significantly more important than did girls. Girls rated appearance good looking face, appearance slender, and femininity as significantly more important than did boys. Further, more boys participated in traditionally masculine sports, whereas girls to a greater extent participated in traditionally feminine sports. A discriminant function analysis separated the masculine sport group from the feminine sport group, which suggests that higher scores on the masculine function were indicative of lower value on appearance slender and flexibility, accompanied by higher value on appearance strength and masculinity. For the feminine sport group, this pattern was the opposite.     

Variations in working memory capacity predict individual differences in general learning abilities among genetically diverse mice

Up to 50% of an individuals' performance across a wide variety of distinct cognitive tests can be accounted for by a single factor (i.e., "general intelligence"). Despite its ubiquity, the processes or mechanisms regulating this factor are a matter of considerable debate. Although it has been hypothesized that working memory may impact cognitive performance across various domains, tests have been inconclusive due to the difficulty in isolating working memory from its overlapping operations, such as verbal ability. We address this problem using genetically diverse mice, which exhibit a trait analogous to general intelligence. The general cognitive abilities of CD-1 mice were found to covary with individuals' working memory capacity, but not with variations in long-term retention. These results provide evidence that independent of verbal abilities, variations in working memory are associated with general cognitive abilities, and further, suggest a conservation across species of mechanisms and/or processes that regulate cognitive abilities.     

Emergence,Drop-Back And Reductionism in Living Systems Theory

Millers Living Systems Theory (LST) is known to be very comprehensive. It comprises eight nested hierarchical levels. It also includes twenty critical subsystems. While Millers approach has been analyzed and applied in great detail, some problematic features remain, requiring further explication. One of these is the relationship between reduction and emergence in LST. There are at least four relevant possibilities. One is that LST exhibits neither clear reductionism nor emergence, but is essentially neutral in this regard. Another is that the apparent comprehensiveness of LST is illusory, as the approach remains vulnerable to reduction that could ultimately reduce it to a shadow of its present self. The charge of reductionism has been made by critics leading Miller to defend this theory vehemently as nonreductionist in nature. A third possibility is that LST is not reductionist, but is in fact an emergent theory. Miller makes this claim quite strongly. A fourth possibility, and in some ways the most analytically problematic, is that LST exhibits evidence of both reductionism and emergence simultaneously. Some critics might see this fourth situation as evidence of a troubling paradox or anomaly that must be resolved before further progress can be made in the explication and application of LST. The purpose of the paper is to remove this apparent anomaly. The paper removes this anomaly by differentiating between new-variable emergence and transformational emergence. No concrete evidence is found to contradict Milers claim of emergence in LST, and thus no true anomaly exists.     

Culture-based perceptions of academic achievement among low-income elementary students

This study examined the influence of culture on students' perceptions of academic success. Students read scenarios depicting hypothetical classmates achieving success through the cultural themes of individualism, competition, communalism, or verve. Students reported their social endorsement for the hypothetical classmates. A 2x4 repeated measures analysis, examining the effects of cultural group and cultural theme on students' endorsement, revealed an interaction between the two variables. African American students were significantly more accepting of communal and vervistic high-achieving peers than European American students. European American students endorsed individualistic and competitive high achievers significantly more than African American students. These and other findings suggest that the value students attach to academic success should not be understood in the absence of cultural considerations.     

Emerging neurotechnologies for lie-detection: promises and perils

Detection of deception and confirmation of truth telling with conventional polygraphy raised a host of technical and ethical issues. Recently, newer methods of recording electromagnetic signals from the brain show promise in permitting the detection of deception or truth telling. Some are even being promoted as more accurate than conventional polygraphy. While the new technologies raise issues of personal privacy, acceptable forensic application, and other social issues, the focus of this paper is the technical limitations of the developing technology. Those limitations include the measurement validity of the new technologies, which remains largely unknown. Another set of questions pertains to the psychological paradigms used to model or constrain the target behavior. Finally, there is little standardization in the field, and the vulnerability of the techniques to countermeasures is unknown. Premature application of these technologies outside of research settings should be resisted, and the social conversation about the appropriate parameters of its civil, forensic, and security use should begin.     

Perceptions of Non-College-Bound,Vocationally Oriented High School Graduates

In-depth structured interviews of 309 high school graduates judged to be non-college-bound explored perceptions of their (a) educational experiences, (b) vocational experiences, (c) self-concepts, and (d) family relationships. Interview data were compiled two years after high school graduation from subjects residing in urban, “rurban,” and rural environments in four mid-central states. Content analysis of written reports of subjects perceptions resulted in four major conclusions: (a) employment-bound, non-college-oriented students perceive the school, the counselors, and other personnel within the school as favoring the college-bound student; (b) counselors were not perceived as being helpful in assisting employment-bound youth to satisfactory vocational decisions; (c) subjects were unable to articulate meaningful concepts of self; and (d) generally, they did not perceive parents as being at all helpful in resolving personal, educational, and vocational problems.