The interaction of cognitive styles and classroom environment in determining first-graders' behavior

This study investigates the importance of two “person” variables, reflection impulsivity and divergent thinking, and one “situation” variable, the classroom climate of first-grade classrooms, for the classroom adaptation of first-graders. Three types of classrooms differing in classroom climate were selected: open, intermediate, and traditional. Subjects were the children (n = 189) in these classrooms. Classroom adaptation variables included self concept, school attendance, and teacher ratings of classroom behavior, overall academic rank, and personal preference. Both main effect and interactional relationships between “person” and “situation” variables and classroom adaptation were hypothesized. Classroom environment was found to affect degree of classroom disturbance manifested by the children with students in open classrooms exhibiting most and students in the intermediate classrooms exhibiting least. Boys in the open classrooms had higher achievement anxiety and lower teacher preference ratings than boys in traditional or intermediate classrooms. Reflective children obtained higher ratings as self-reliant learners and, for boys, reflection was related to low classroom disturbance and high achievement anxiety. Interactional relationships between classroom environment and reflection-impulsivity were also found for boys. Divergent thinking was not related to classroom adjustment for boys. Girls high in divergent thinking were higher in school involvement and achievement anxiety and more preferred by teachers.     

Toward a framework for defining and resolving ethical issues in the protection of communities involved in primary prevention projects

Ethical issues flow from and are embedded in contexts of practice. Contexts of practice refer to the diverse social settings where interventions occur. Primary prevention activities require new professional roles in these diverse social settings. These new roles engage the professional in new activities, which in turn allow new ethical issues to arise. This article takes an ecological perspective on ethical issues arising from the enactment of new preventive roles intended to affect groups or communities. Within this perspective, the concepts of context and culture take on special conceptual significance. Four ecological assumptions about preventive interventions intended to affect groups or communities are offered as a means of framing ethical issues in such interventions. Finally, several approaches to developing ecological knowledge about the contexts of practice are presented as ways of furthering our ability to conceptualize and cope with ethical issues in preventive interventions intended to affect groups or communities.     

Multilevel Community-Based Culturally Situated Interventions and Community Impact: An Ecological Perspective

The purpose of this paper is to apply an ecological perspective to the conduct of multilevel community-based culturally-situated interventions. After a discussion of the emerging consensus about the value of approaching such interventions ecologically, the paper outlines a series of questions stimulated by an ecological perspective that can guide further theory development in conducting multilevel interventions. These questions all derive from the importance of assessing the local community ecology where the intervention occurs. The paper concludes with a series of topics which, taken together, provide a roadmap for further conceptual development of multilevel interventions as vehicles for long-range community impact.     

"What if…": The Use of Conceptual Simulations in Scientific Reasoning

The term conceptual simulation refers to a type of everyday reasoning strategy commonly called "what if" reasoning. It has been suggested in a number of contexts that this type of reasoning plays an important role in scientific discovery; however, little direct evidence exists to support this claim. This article proposes that conceptual simulation is likely to be used in situations of informational uncertainty, and may be used to help scientists resolve that uncertainty. We conducted two studies to investigate the relationship between conceptual simulation and informational uncertainty. Study 1 was an in vivo study of expert scientists; the results suggest that scientists do use conceptual simulation in situations of informational uncertainty, and that they use conceptual simulation to make inferences from their data using the analogical reasoning process of alignment by similarity detection. Study 2 experimentally manipulated experts' level of uncertainty and provides further support for the hypothesis that conceptual simulation is more likely to be used in situations of informational uncertainty. Finally, we discuss the relationship between conceptual simulation and other types of reasoning using qualitative mental models.     

Paradigms and the research report: Making what actually happens a heuristic for theory

Conclusion The contention is that in providing an account of the intervention process beyond the usual parameters of reporting, Weinstein and her colleagues have helped bring to the fore issues in the conduct and reporting of intervention research which are anomalous to most current theories and accounts. Taken seriously, the issues openly discussed could provide a useful step toward reducing the discrepancy between how we carry out interventions and how we say we carry out interventions. Through attempts to incorporate these issues into theory, we increase the verisimilitude of our ideas and develop a more differentiated filter for our community work. If, as Cronbach asserts, social science is cumulative, not in possessing ever-more refined answers about fixed questions, but in possessing an ever-richer repertoire of questions (1986, p. 91), accounts such as those provided by Weinstein and her colleagues can indeed serve as a heuristic for theory by telling it like it was.     

Summary Comments: Multi-Level Community Based Culturally Situated Interventions

In this critical summary the editors summarize main themes that cut across special issue papers including challenges in introducing interventions into communities theorized as dynamic systems, strengths and problems presented by multilevel interventions in single communities, the value of community based culturally situated preventive interventions, and some solutions to evaluation of interventions in complex social settings.     

Context matters: the benefits and costs of expressing positive emotion among survivors of childhood sexual abuse

Positive emotions promote adjustment to aversive life events. However, evolutionary theory and empirical research on trauma disclosure suggest that in the context of stigmatized events, expressing positive emotions might incur social costs. To test this thesis, the authors coded genuine (Duchenne) smiling and laughter and also non-Duchenne smiling from videotapes of late-adolescent and young adult women, approximately half with documented histories of childhood sexual abuse (CSA), as they described the most distressing event of their lives. Consistent with previous studies, genuine positive emotional expression was generally associated with better social adjustment two years later. However, as anticipated, CSA survivors who expressed positive emotion in the context of describing a past CSA experience had poorer long-term social adjustment, whereas CSA survivors who expressed positive emotion while describing a nonabuse experience had improved social adjustment. These findings suggest that the benefits of positive emotional expression may often be context specific.