Predicting school adjustment from motor abilities in kindergarten

The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy‐one five‐year‐old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual–motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd.     

Do maternal stress and home environment mediate the relation between early income‐to‐need and 54‐months attentional abilities?

Using Ecological Systems Theory and stage sequential modelling procedures for detecting mediation, this study examined how early developmental contexts impact preschoolers' performances on a measure of sustained attention and impulse control. Data from 1273 European‐American and African‐American participants in the NICHD Study of Early Child Care were used to identify the potential mediators of the relation between early household income‐to‐need (INR) and 54‐month impulsivity and inattention. Exploratory analyses were also conducted to determine whether the relationships between early income, home environment, parenting stress, and the outcome variables differ for African‐American versus European‐American‐American children. We found modest support for the study hypothesis that 36‐month home environment quality mediated the INR/attention relationship. INR accounted for more home environment score variance and home environment accounted for more Impulsivity score variance for African‐American children. Home environments were related to inattention in the European‐American, but not African‐American, group. Copyright © 2007 John Wiley & Sons, Ltd.     

Women's Caregiving Careers and Retirement Financial Insecurity

Providing the essential care for children and aged relatives has immediate and long‐term financial consequences for women, particularly financial insecurity in retirement. Women's caregiving careers are examined in relationship to the impact on retirement. The need for career and retirement education and counseling aimed at women who assume caregiving roles is addressed.     

Environmental influences on reading‐related outcomes: an adoption study

Evidence from intervention studies, quantitative genetic and molecular genetic studies suggests that genetic, and to a lesser extent, shared environmental influences are important to the development of reading and related cognitive skills. The Northeast‐Northwest Collaborative Adoption Projects (N2CAP) is a sample of 241 adoptive families, containing 354 children and their adoptive parents. Negative parent outcome × child age interactions significantly predicted child outcomes, suggesting that shared environmental influences related to parent–offspring resemblance, although modest, are most salient in younger children. Additional analyses suggested that identified measures of the family environment largely accounted for these parent–offspring correlations. Copyright © 2007 John Wiley & Sons, Ltd.     

Fathers' parenting hassles and coping: associations with emotional expressiveness and their sons' socioemotional competence

The present study examined fathers' daily parenting hassles and coping strategies to (a) determine their association with fathers' emotional expressiveness and (b) predict their sons' development of socioemotional competence. Fathers of 148 preschool‐aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness; mothers also reported on fathers' emotional expressiveness; and teachers reported on boys' socioemotional competence. Parenting hassles were associated with less rational, more emotional, and more avoidance coping as well as negative emotional expressiveness. More emotional and less rational coping responses were related to more negative expressiveness, whereas more rational, more emotional, and less coping were related to more positive expressiveness. Fathers' negative expressiveness was predictive of their sons being rated as more aggressive and disruptive by their teachers. In addition, fathers' parenting hassles and coping both predicted teacher ratings of their sons' aggressiveness. Implications of the findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

Improving performance expectancies in stereotypic domains: task relevance and the reduction of stereotype threat

The experiments presented here extend previous research on reducing stereotype threat, along with examining the mediating role of performance expectancies. Women who generated shared academic characteristics between men and women predicted higher scores for themselves on a math test compared to the baseline and those who generated shared non‐academic characteristics or shared physical characteristics. No effects were found for male participants' performance expectancies on an English test. Extending the relevance of these findings for stereotype threat research, women completing a math test, who first completed the shared academic characteristics task, both expressed higher performance expectancies and greater accuracy in math performance than participants in all other conditions. A partially mediating role of performance expectancies in relation to task and math performance was also found. Copyright © 2006 John Wiley & Sons, Ltd.     

Familiarity impacts person perception

We investigated the effects of familiarity on person perception. We predicted that familiarity would increase non‐analytic processing, reducing attention to and the impact of individuating information, and increasing the impact of category labels on judgments about a target person. In two studies participants read either incriminating or exculpatory individuating information about a defendant in a criminal case and made judgments of guilt. In Study 1, participants were subliminally exposed to the defendant's photo, another matched photo, or no photo before seeing the evidence. Participants familiar with the defendant's photo both processed and used the individuating information less. In Study 2, participants were subtly made familiar or not with the incriminating and exculpatory information itself, and the defendant was described either as a priest or as a skinhead. Familiarity with the information reduced attention to its content and also tended to increase reliance on category information in guilt judgments. Copyright © 2006 John Wiley & Sons, Ltd.     

The effect of linguistic abstraction on interpersonal distance

It is well known that people describe positive behaviors of others close to them (e.g., in‐group member, friend) in abstract terms, but with concrete terms in the case of people who they are not close to (e.g., out‐group member, enemy). In contrast, negative behaviors of people who we are close to are described in concrete terms, but in abstract terms for people who are distant. However, the communicative impact of such subtle differences in language use on a receiver who is also the actor of the behavior being described has never been addressed. We hypothesized and found that a positive abstract message compared to a positive concrete message leads to perceived proximity to the sender, while a negative abstract message compared to a negative concrete message leads to perceived distance. The implications of this study, which is the first to show the communicative impact of biased language use, are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

The Developmental Perspective in Integral Counseling

The process of making meaning is a core determinant of human experience. Understanding this process, developmentally, is a vital part of integral counseling. In this article, the authors introduce the concept of ego development stages as increasingly complex and flexible systems of meaning making. An understanding of ego development stages can help counselors to assist clients in a way that recognizes that people not only come in different “types” but also differ significantly in the level of their meaning‐making capacity.