The remediation of elementary students' low social status through a teacher-centered consultation program

This study compared the effects of four classroom-based indirect teacher consultation methods (T₁…T₄) on students' low sociometric status (SMS) in 72 third-, fourth-, and fifth-grade classes. T₁ determined whether teachers could improve the targeted students' SMS without receiving any ameliorative assistance, except for the low SMS students' names. In T₂ the names of the low status students were forwarded to their teachers with a behavior change booklet containing remedial suggestions. T₃ was identical to T₂ except that the teachers were also given a booklet listing the social and academic factors that contribute to, and sustain, low SMS. T₄ served as the control group; the teachers were not given the students' names or any intervention strategies. T₂ and T₃ were comparable in improving SMS, and both were significantly more effective than T₁ and T₄ in enhancing the targeted students' low social standing. Giving the teachers in T₁ the names of the students without offering intervention strategies diminished SMS. Changes in SMS for the students in T₂ and T₃ improved approximately one standard deviation.     

Supplemental group discussions in memory training for older adults

Memory training was compared in adults aged 60-80. Groups 1 and 2 studied a self-instructional memory training manual; Group 2 also attended supplementary group discussions of typical problems of later life, related coping methods, and the techniques in the self-instructional manuals. Group 3 was a wait-list control group. Memory performance on 2 word lists significantly improved in the supplemental discussion group but not in the group that only studied the self-instructional manual. Enhanced performances were maintained at a 1-month follow-up. Bibliotherapy alone may be inferior to treatment involving a group component, although the mechanisms of such enhancement remain unexplored with respect to memory training. Neither treated group improved their digit span or recall of names and a brief prose passage; teaching older adults the strategies of chunking and use of imagery may not be beneficial.     

Introducing the super consumer

The purpose of this study is to propose a new perspective on classifying or segmenting consumers by describing a minority of them who are uniquely motivated by high levels of status seeking, brand identification, and materialism. We term this segment of individuals “super consumers.” The data came from an online survey of 351 adult US consumers. A cluster analysis using these three variables as criteria produced a two‐cluster solution. Comparing mean scores between these two groups of consumers on measures of market mavenism, shopping frequency, amount of spending, age, and gender showed that the super consumers were significantly more likely to be market mavens, to shop more frequently, and to spend more than the other consumers were. The super consumers were younger in age as well, but there were no gender differences between the two groups. Copyright © 2015 John Wiley & Sons, Ltd.     

Uneasy lies the head that wears the crown: the link between guilt proneness and leadership

We propose that guilt proneness is a critical characteristic of leaders and find support for this hypothesis across 3 studies. Participants in the first study rated a set of guilt-prone behaviors as more indicative of leadership potential than a set of less guilt-prone behaviors. In a follow-up study, guilt-prone participants in a leaderless group task engaged in more leadership behaviors than did less guilt-prone participants. In a third, and final, study, we move to the field and analyze 360° feedback from a group of young managers working in a range of industries. The results indicate that highly guilt-prone individuals were rated as more capable leaders than less guilt-prone individuals and that a sense of responsibility for others underlies the positive relationship between guilt proneness and leadership evaluations.     

Use of electronic games by young children and fundamental movement skills?

This study investigated associations between pre-school children's time spent playing electronic games and their fundamental movement skills. In 2009, 53 children had physical activity (Actigraph accelerometer counts per minute), parent proxy-report of child's time in interactive and non-interactive electronic games (min./week), and movement skill (Test of Gross Motor Development-2) assessed. Hierarchical linear regression, adjusting for age (range = 3-6 years), sex (Step 1), and physical activity (cpm; M=687, SD=175.42; Step 2), examined the relationship between time in (a) non-interactive and (b) interactive electronic games and locomotor and object control skill. More than half (59%, n=31) of the children were female. Adjusted time in interactive game use was associated with object control but not locomotor skill. Adjusted time in non-interactive game use had no association with object control or locomotor skill. Greater time spent playing interactive electronic games is associated with higher object control skill proficiency in these young children. Longitudinal and experimental research is required to determine if playing these games improves object control skills or if children with greater object control skill proficiency prefer and play these games.