The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility

Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post training. IY training resulted in increases in teachers' positive and reductions in teachers' negative behavior relative to training as usual, in decreased peer negative behavior toward target children, and in decreased negative behavior of target children high on conduct problems. The impact of IY training on the behavior of target children was mediated by changes in peers' behavior with no direct effects of teacher behavior and differential effects for high and low conduct problem children. Teacher training focused on altering the whole classroom environment may be an effective strategy, even for children with significant conduct problems.     

Role models in self-esteem of college women

This study examined the relationship between self-esteem and the existence of role models among a sample of 36 female college students. Participants completed a questionnaire which included demographic questions, the Self-esteem Inventory, and questions concerning use of childhood and contemporary role models. Independent t-test results indicated that participants who reported having current role models had higher self-esteem scores than participants who did not, suggesting that role models may contribute to higher self-esteem in college-age women. No significant differences in self-esteem were by sex of the role model.     

Effects of conflict resolution training integrated into a high school social studies curriculum

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.     

Rigidity of thought and behavior: 100 years of research

Rigidity is one of the oldest psychological constructs, with systematic research dating back to the late 19th century. The authors review this research in an attempt to clarify the construct of rigidity and to investigate its correlates. Rigidity is described as a multidimensional construct encompassing the tendency to form and perseverate in the use of mental and behavioral sets. A series of meta-analyses was performed based on three measures of behavioral rigidity: the Einstellung Water-Jar Task, the Wisconsin Card Sorting Task, and the motor-cognitive dimension of the Test of Behavioral Rigidity. The results indicated that rigidity is curvilinearly related to age, positively related to authoritarianism (particularly under stressful situations), and negatively related to intelligence; that men are more rigid than women; that obsessive-compulsiveness is positively related to rigidity; and that schizophrenics are more rigid than nonschizophrenic siblings and normal controls. Unresolved issues and gaps in the research are discussed.     

Post-light potentiation at type B to A photoreceptor connections in Hermissenda

We investigated whether the long (approximately 30-s) or short (approximately 3-s) light stimuli that have been used during behavioral training would induce post-light potentiation (PLP) at the type B to A photoreceptor connections of the isolated nervous system of Hermissenda. We found that a single approximately 30-s light step induced PLP at these connections relative to both pre-light baseline and seawater control preparations, as did a series of nine short (approximately 3-s) light steps. In addition, a 30-s step of depolarization-elicited type B cell activity induced potentiation comparable to that induced by a approximately 30-s light step, indicating that light-elicited type B cell activity contributes to the induction of PLP. By contrast, even though a series of short (3-s) light steps induced potentiation, short steps of depolarization-evoked type B cell activity did not. Hence, light-evoked processes other than type B cell depolarization or activity (e.g., perhaps intracellular Ca2+ release) also contribute to the induction of PLP. Further results suggest that these other light-evoked processes interact nonadditively with type B cell activity to generate PLP. Some but not all instances of synaptic potentiation were accompanied by various changes in parameters of type B cell action potentials and afterhyperpolarizing potentials, suggesting diverse underlying mechanisms, including increases in neurotransmitter release. Given that the type A cells have been proposed to polysynaptically excite the motor neurons that drive phototaxis, a light-evoked potentiation of synaptic strength at the inhibitory type B to A photoreceptor connections may play a mechanistic role in light-elicited nonassociative learning.     

Women in danger: intimate partner violence experienced by women who qualify and do not qualify for a protective order.

Not all women who apply qualify for a civil protective order. This study compares the type and severity of violence reported by women who qualified with that experienced by women who did not qualify. Ninety women seeking a protective order against a male intimate were interviewed. Findings indicated that 28% of women applying for a protective order did not qualify primarily because of cohabitation requirements or childbearing status. Actual and threatened violence was measured with the 46-item Severity of Violence Against Women Scale. A 17-item questionnaire measured stalking behavior. Levels of reported violence for the preceding 3 months were measured for the two groups. The symbolic threat behavior only of throwing, smashing, or breaking an object was significantly higher for qualifying women. The physical abuse behavior only of being pushed, shoved, or pulled was significantly higher. None of the stalking behaviors were significantly different. Data are urgently needed that document the barriers to abused women receiving protective orders, the relevancy of qualifying criteria, and the effectiveness of protective orders issued.     

A transcranial Doppler sonography study of shoot/don’t-shoot responding

The purpose of this study was to examine the relationship between changes in cerebral blood-flow velocity and performance on a speeded shoot/don’t-shoot task. Brain activity as indicated by cerebral blood-flow velocity (hemovelocity) was recorded using the transcranial Doppler ultrasonography. A shoot/don’t-shoot decisionmaking task presented participants with threat/nonthreat stimuli in the form of bull’s-eye images of various colors. Participants were required to shoot threat targets using a laser-modified handgun. Results support a vigilance decrement in both the performance measures and hemovelocity. Performance, as measured by reaction time, number of hits, and marksmanship, decreased across the length of the vigil. Hemovelocity slowed across the left and right hemispheres as the task progressed, and hemovelocity was slower in the right hemisphere than in the left hemisphere.     

Rates of Specific Antecedent Instructional Practices and Differences Between Title I and non-Title I Schools

The use of effective instructional strategies is clearly emphasized in current educational reform, especially in the area of reading. The purposes of this study were to investigate the rates at which specific instructional practices (i.e., attention signals, prior knowledge supports, previews, instructor modeling, student modeling, organizational prompts) were utilized during literacy time in elementary schools, determine if there were relationships among the instructional variables, and explore if teachers in Title I schools and teachers in non-Title I schools differed in their use of specific practices. Participants included teachers and students from 35 classrooms who were each observed for 5 hours, resulting in a total of 175 observation hours. The Setting Factors Assessment Tool (SFAT) was used to measure the antecedent instructional variables. Main results included that teachers in non-Title I classrooms used significantly more prior knowledge references than teachers in Title I schools; the effect size for this finding was large. Several correlations among the instructional variables were significant. The article concludes with a discussion of the main findings, implications for future research and the limitations of this study.