Correlates and predictors of hyperactivity and aggression: A longitudinal study of parent-referred problem preschoolers

Forty-six parent-referred problem 3-year-olds and 22 comparison children were assessed with parent report and observational measures; 54 were followed up at age 4, and 53 were followed again at age 6. Lower social class and greater family stress were associated with higher symptom ratings at initial referral and age 6 follow-up. Negative and directive maternal behavior and negative and noncompliant child behavior observed in the lab at age 3 were associated with higher maternal ratings of child aggression and hyperactivity; these observed behaviors continued to be highly predictive of maternal ratings of persistent problems at ages 4 and 6. A laboratory index of inattention and overactivity at intake also predicted hyperactivity ratings at age 6. These findings suggest that externalizing problems identified in early childhood are likely to persist when they are associated with more family disruption and a negative mother-child relationship.This research was supported by Grant No. MH 32735 from the National Institute of Mental Health to Dr. Campbell. We are indebted to the children and families who have participated so enthusiastically in this study over the past 5 years. The help of Deborah Baldwin, Patricia Cluss, and Diane Gluck is gratefully acknowledged. Many additional people participated in various phases of this study as independent observers and data coders. Their contributions are also recognized.     

University Student Attitudes Toward Arabs: Intervention Implications

This study assessed the attitudes of college students toward Arabs. Attitudes were significantly more negative in situations involving an Arab individual than in identical situations involving a neutrally identified person.     

An inexpensive automated system for the measurement of rotational behavior in small animals

A reliable, low-cost automated system for the quantification of rotational behavior from up to 10 subjects simultaneously is described. The system resolves quarter and full turns to the left and right, and can relay data to another computer for statistical analysis. The system is easily constructed from simple and inexpensive components, including the computer, that total less than $1,000 and can be used with a variety of different test chambers.     

The effects of classwide peer tutoring on correct cardiopulmonary resuscitation performance by physical education majors

Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.     

Peer interactions of dysphoric adolescents

The present study sought to extend our knowledge of dysphoric adolescents' dyadic peer interactions. Thirty female dyads (ages 13–17) were videotaped interacting during both a structured and an unstructured task. Fourteen of the dyads were each comprised of a dysphoric girl and a nondysphoric girl; the remaining dyads were comprised of two nondysphoric girls. Girls were considered dysphoric if they scored 10 or higher on the Beck Depression Inventory. Dysphoric subjects evaluated their performances more negatively than nondysphoric subjects and rated their partners more negatively overall. The partners of the dysphoric girls were viewed by raters as less positive and less happy. They saw the dysphoric teens as making more critical comments and evaluated them more negatively overall. There was also a tendency for these girls to reject their dysphoric partners and to become more passive during the unstructured task. The findings indicate that dysphoric adolescent girls evoke negative reactions from peers and negatively influence their peers' behavior. These negative reactions from others may lead to further difficulties in negotiating the developmental tasks of adolescence.     

Agricultural research networks in sub-Saharan Africa: An analysis of the situation and its consequences

The purpose of this article is to compare the theory and reality of agricultural research networks in sub-Saharan Africa. Networking is a mode of organization that generally suits the new environmental conditions. The analysis of the agricultural research network environment in sub-Saharan Africa shows that when institutional networks started to proliferate, human and institutional conditions were not yet ripe. This explained some of the problems. Nowadays, conditions have improved. Despite all difficulties, networks have contributed to creating a scientific community, have participated in apportioning and even harmonizing research activities, and have made it possible to maintain research activities in countries going through a crisis. Marie de Lattre-Gasquet is a researcher from the Centre de coopération internationale en recherche agronomique pour le développement (CIRAD), in France. Within the external relations directorate of CIRAD, she has been responsible for the relationships between CIRAD and international organizations. She has also actively participated in the preparation of CIRAD’s long-term strategy. She worked for the International Service for National Agricultural Research (ISNAR) in The Netherlands from 1983 to 1985. She holds a Master in International Management (AGSIM, Thunderbird Campus) and a Doctorate in Economy (Université de Paris X). He is mostly working on the agricultural research networks in sub-Saharan Africa. He holds a diploma from the Institut National d’Agronomie—Paris Grignon.     

Reactions to Feedback in Goal Choice and Goal Change Processes1

Two laboratory studies were conducted to test the effects of reactions to feedback on propensity to change an initial self-selected performance goal. In Study 1, the performance of 228 subjects on a word search task was manipulated by varying puzzle difficulty. In Study 2, two-dimensional goals (i.e., time and quantity) were first assigned and then chosen by 75 subjects. In Study 1, satisfaction with performance and self-efficacy predicted goal change beyond the effects of past performance. Subjects lower in both satisfaction and self-efficacy tended to lower initial goals, whereas those higher in either or both variables tended to raise them. In a post-hoc analysis, goal-performance discrepancies and motivational force interacted to explain satisfaction with performance for subjects experiencing negative feedback. This result was replicated in Study 2 for self-selected quantity goals. In Study 2, satisfaction with performance explained goal choice beyond the effects of past performance for initial time goals and final quantity goals. Trade-offs in the selection of dual goals occurred, with subjects selecting a difficult goal on one dimension and an easy goal on the other. Suggestions for future research and practice on self-regulation of goals and performance are provided.