Relationships among accumulated lifetime life events,prosocial skills,and behavior problems in elementary school children

Relationships among life events, prosocial skills, and behavior problems for 91 first through fourth grade children were examined. The data were based on mothers' reports of their children's lifetime life events, current prosocial skills, and current behavior problems. Higher prosocial skills scores significantly predicted lower Externalizing behavior problem scores. Higher weighted life events scores significantly predicted higher Internalizing behavior problem scores. The weighted life event scores×prosocial skills scores interaction did not significantly predict either Externalizing or Internalizing behavior problem scores. The more parsimonious main effects conceptualization suggests that life events and prosocial skills are orthogonal in young, elementary school children.     

Challenges to the Career Development of Urban Racial and Ethnic Minority Youth: Implications for Vocational Intervention

Urban racial and ethnic minority youth experience a variety of internal and external challenges to their career development. This article discusses several potential barriers to successful career attainment experienced by racial and ethnic minority youth and identifies a series of recommendations that vocational counselors may wish to consider in addressing the career development needs of this population.     

Automated Measurement of Mouse Freezing Behavior and its Use for Quantitative Trait Locus Analysis of Contextual Fear Conditioning in (BALB/cJ × C57BL/6J)F2 Mice

The most commonly measured mouse behavior in fear conditioning tests is freezing. A technical limitation, particularly for genetic studies, is the method of direct observation used for quantifying this response, with the potential for bias or inconsistencies. We report the use of a computerized method based on latency between photobeam interruption measures as a reliable scoring criterion in mice. The different computer measures obtained during contextual fear conditioning tests showed high correlations with hand-scored freezing; r values ranged from 0.87 to 0.94. Previously reported strain differences between C57BL/6J and DBA/2J in context-dependent fear conditioning were also detected by the computer-based system. In addition, the use of computer-scored freezing of 199 (BALB/cJ×C57BL/6J)F₂ mice enabled us to detect a suggestive gender-dependent chromosomal locus for contextual fear conditioning on distal chromosome 8 by QTL analysis. Automation of freeze scoring would significantly increase efficiency and reliability of this learning and memory test.     

Augmenting Computer-Interactive Self-Assessment with and Without Feedback

The Psychological Record - Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students...     

Between adolescents and aging grandparents: Midlife concerns of adults in the “Sandwich generation”

This study examined whether the midlife transition of men and women in the “sandwich generation” was related to their 15- to 19-year-old adolescent's psychosocial development and their relationships with their own aging parents (i.e., the grandparents). One hundred eighty-six (186) respondents representing adolescents, mothers, and fathers from 62 families completed questionnaires that assessed adolescents' psychological autonomy and involvement in adult-type roles, adults' midlife transition and marital quality, and adults' relationships with their aging parents. Analyses conducted by domain revealed that women reported greater concerns with midlife issues when their adolescents demonstrated fewer signs of psychological autonomy and involvement in adult-type roles whereas men reported more intense midlife concerns when they experienced more strain in their relations with their own parents. When adolescent, grandparent, and marital factors were considered conjointly, the results indicated that women's level of midlife concerns was still related to their adolescents' development, but men's level of concerns was most strongly related to their satisfaction with the quality of their marriages. The discussion focuses on adult women's and men's experience of the midlife transition in relation to adolescents' development, parents' relationships with aging grandparents, and marital quality.     

Cross-Cultural Testing of Three Social Cognitive Theories: An Application to Condom Use1

The aim of this study was to test the cross-cultural validity of Fishbein and Ajzen's theory of reasoned action, Ajzen's theory of planned behavior, and Triandis' theory of interpersonal behavior and to apply them to understanding the intention to use a condom with a new partner in three ethnocultural communities: Latin American, English-speaking Caribbean, and South Asian. All respondents were recruited from multiple ethnocultural-venues using predetermined sampling frames and quotas for each community. The results indicated that the three theories have cross-cultural validity, but the theories of Ajzen and Triandis performed better than the theory of Fishbein and Ajzen. It is recommended that role beliefs and moral norm (personal normative belief) be added to Ajzen's model to maximize its predictive and explanatory ability.     

Scales,diagnoses, and child psychopathology: II. Comparing the CBCL and the DISC against external validators

Using a multimethod multistage screening procedure, the authors interviewed 201 parents and their children with the Diagnostic Interview Schedule for Children (DISC 2.1). In addition, parents completed the Child Behavior Checklist (CBCL) and other survey measures, while their children completed self-report scales. Receiver operating characteristic (ROC) analyses were done to determine optimal cutpoints on the CBCL, referenced to DISC diagnostic caseness. DISC diagnoses, DISC stem symptoms, CBCL scores, and CBCL ROC-cutpoints were compared against external validators, in order to determine the comparative advantages of each approach for assessing child psychopathology. Overall findings suggest that the controversies about best assessment strategies may be artificial: When both assessment approaches are compared using similar methods, they are reasonably comparable. However, highly specific diagnostic categories may show fewer relationships with external validators and may therefore need more systematic validational studies.The opinions and assertions contained in this paper are the private views of the authors and are not to be construed as official or as reflecting the views of the Department of Health and Human Services, the National Institute of Mental Health, the Walter Reed Army Institute of Research, or the Department of the Army.     

The relationship among sex-role stereotyping,sex-role preference,and the sex difference in spatial visualization

At an early age, children attain concepts of sex-appropriate activities, behaviors, attitudes, and goals, i.e., sex-role stereotypes. These conceptual stereotypes seem to assign a less favorable role to females. Thus it seems plausible that their acceptance (by both sexes) might be at least partly responsible for the performance differences that begin to arise in adolescence and adulthood. In view of the importance of early adolescence as a transitional period during which sex-role requirements are augmented and intellectual sex differences emerge, 105 11-year-olds and 102 14-year-olds were selected as subjects. Their spatial abilities, sex-role concepts, and sex-role preferences were assessed. Stereotyping sex roles (in general) was not associated with spatial performance; stereotyping sex roles that included information regarding subjects' views about intellectual competence was related to performance. The sex difference in spatial ability that emerged at age 14 was among subjects with own-sex preferences only; there were no sex differences among subjects who preferred to be boys.This article is based upon a doctoral dissertation presented to the Department of Psychology of Columbia University. The author would like to express her thanks to her advisers, Phillip Shaver and Deanna Kuhn; to her committee members, Robert Krauss, Norma Graham, Patrick Lee, and Wayne Proudfoot; to Carol Jacklin and Ruth Wylie for their advice and support; and to Flora Churnin, Douglas Churnin, and Carl Nash for their invaluable assistance during all phases of this study.     

Behavioral treatment of obesity: a two-year follow-up

Data obtained from a two-year follow-up of 10 obese women treated via behavioral methods is presented. Failure to obtain lasting results was noted, and reasons for this failure suggested. Implications of these data for investigators in the area of obesity were discussed.A review of the recent literature indicates a number of studies with encouraging results obtained via the behavioral treatment of obesity (Hall and Hall, unpublished). However, long-term follow-up data are generally lacking. This lack of long-term data is especially troublesome in the area of obesity. With regard to traditional treatment methods, such as drugs, psychotherapy, and nutritional counseling, it has generally been noted that those overweight individuals who complete a course of treatment, and who lose weight, regain the weight lost (Stunkard and McClaren-Hume, 1958) Within the literature on the behavioral treatment of obesity, only one study (Stuart, 1967) has provided weight data for as long as 1 year after initiation of treatment Stuart's data indicated a gradual loss of weight over the year. However, these data did not reflect S's ability to control weight following termination of treatment, for during the year, follow-up sessions were scheduled monthly, and thus, therapist contact was available.The present paper, in an attempt to fill the need for long-term follow-up data, presents data obtained 2 years after the termination of a behavioral treatment program. None of the Ss had been in contact with the therapist since the termination of the study 2 years earlier.     

COMPARISON OF MODELLING AND REINFORCEMENT PROCEDURES IN INCREASING QUESTION-ASKING OF MILDLY RETARDED CHILDREN1

Questioning is an important skill, particularly for retarded children with deficits in accumulated information. Recent strategies for modifying a variety of verbal behaviors have included both token reinforcement systems and modelling procedures. However, the relative effectiveness (i.e., the rate of behavior change) of certain reinforcement procedures, especially with low base-rate behavior (used alone) have recently been questioned. The present study, using an ABAB design, compared the effect of a Token reinforcement system, a Trainer-Model procedure, and a combination of the two procedures on increasing the rate of question-asking. Each condition was in effect for six sessions. Groups of four mildly retarded children (mean age: 10.1 yr) were prompted to ask questions about large photographs, and each of their questions was immediately answered. For the Model group, the Trainer modelled four questions for each subject for each photograph. For the Token group, each question earned the subject a point, which was exchangeable after the session for various items (e.g., candy, ice cream) from a “store”. For the Modelling plus Token group, the procedures were combined. The Model and the Control groups were yoked to receive the same amount of candy as the Token and the Model plus Token groups for behaviors other than question-asking (i.e., being polite). The results indicated that during Baseline conditions, performance across groups was comparable and that the performance of the Control group did not change across time. The Model procedure had only minimal effects on the rate of question-asking, while both the Model plus Token and the Token groups showed significant performance increments. The only significant difference between the Model plus Token and the Token groups was a faster rate of increase early in the first Training condition for the Model plus Token group. This difference, and the low level of performance change for the Model group, was interpreted as suggesting a facilitory effect of modelling procedures on reinforcement contingencies. The discrepancy between previous findings showing relatively minimal changes following reinforcement of low base-rate responses and the present results were discussed in terms of various procedural differences. Educational implications of the present results were also discussed.