The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

The present study tested whether a close relationship with the teacher would reduce, or a conflictual relationship would amplify, links between peer victimization and school maladjustment. Data on 352 3rd- and 4th-grade children (166 boys; 186 girls) were collected over a two-year period. Teachers provided data on their relationships with students and students’ academic performance. Children completed measures assessing peer victimization and school liking. Latent growth curve analyses revealed that at high levels of peer victimization declines in school liking were reduced when student shared a close, low conflict, relationship with their teacher. Furthermore, a combination of peer victimization and poor teacher-child relationship quality predicted trajectories of sustained, low academic performance. These findings highlight the benefits of a close relationship with the teacher for victimized children and the cumulative impact stress within peer- and teacher-relationships can have on students.     

Feminism and Evolutionary Psychology: Moving Forward

The Special Issue on feminism and evolutionary psychology published by Sex Roles (Smith and Konik 2011) has elicited responses that advance understanding of the debate between evolutionary psychology and feminist perspectives concerning the origins of similarities and differences in the behavior of women and men (Smith and Konik 2013). The further challenges to evolutionary psychology mounted in these responses suggest that the Special Issue has intensified the debate more that it has resolved it. Moving forward requires that feminist psychologists not only add to the considerable body of empirical evidence that challenges evolutionary psychology but also produce alternative evolutionary theories that transcend the nature-nurture controversy that underlies the current debate. To this end, we refer readers to our biosocial constructionist theory in which culture and biology are intertwined in both distal evolutionary processes that shaped human psychology and proximal mechanisms that underlie differences and similarities in male and female behavior (Wood and Eagly 2012).     

Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE)

The successful adoption of technology is becoming increasingly important to functional independence. The present article reports findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE) on the use of technology among community-dwelling adults. The sample included 1,204 individuals ranging in age from 18-91 years. All participants completed a battery that included measures of demographic characteristics, self-rated health, experience with technology, attitudes toward computers, and component cognitive abilities. Findings indicate that the older adults were less likely than younger adults to use technology in general, computers, and the World Wide Web. The results also indicate that computer anxiety, fluid intelligence, and crystallized intelligence were important predictors of the use of technology. The relationship between age and adoption of technology was mediated by cognitive abilities, computer self-efficacy, and computer anxiety. These findings are discussed in terms of training strategies to promote technology adoption.     

Promoting response variability and stimulus generalization in martial arts training

The effects of reinforcement and extinction on response variability and stimulus generalization in the punching and kicking techniques of 2 martial arts students were evaluated across drill and sparring conditions. During both conditions, the students were asked to demonstrate different techniques in response to an instructor's punching attack. During baseline, the students received no feedback on their responses in either condition. During the intervention phase, the students received differential reinforcement in the form of instructor feedback for each different punching or kicking technique they performed during a session of the drill condition, but no reinforcement was provided for techniques in the sparring condition. Results showed that both students increased the number of different techniques they performed when reinforcement and extinction procedures were conducted during the drill condition, and that this increase in response variability generalized to the sparring condition.     

A posteriori information effects on culpability judgments from a cross-cultural perspective

A posteriori information about the moral attributes of the victim of a crime can affect an observer's judgment on the culpability of the actor of the crime so that negative moral attributes of the victim will lead to a lower judgment of culpability. The authors found this effect of a posteriori information among 118 American and 123 Chinese participants, but the underlying mechanisms were different between the two cultural groups. The Americans considered the psychological state of the actor during the crime, whereas the Chinese considered the morality of the actor during the crime. The authors discussed these results in light of the respondents' implicit theories of morality.     

"The W and M are mixing me up": use of a visual code in verbal short-term memory tasks

When normal participants are presented with written verbal short-term memory tasks (e.g., remembering a set of letters for immediate spoken recall) there is evidence to suggest that the information is re-coded into phonological form. This paper presents a single case study of MJK whose reading follows the pattern of phonological dyslexia. In short-term memory tasks MJK does not phonologically re-code written materials but, it is argued, uses a visual code. There are three main lines of evidence for this, (a) MJK tends to substitute visually similar items for one another, (b) her performance is better with visual than auditory stimuli, and (c) she is able to remember numbers (e.g., 8) better than written words (e.g., eight). Investigation of short-term memory in others with phonological dyslexia is warranted.     

Concept mediation in trilingual translation: Evidence from response time and repetition priming patterns

Translation responses to individual words were elicited from 48 English-Spanish-French trilinguals, who translated in six directions at study and two directions at test. Patterns of translation response times and error rates at study reflected the relative proficiency of the trilinguals in comprehension and production of their three languages. At test, repeated items were translated more quickly than new items, with the strongest priming effects occurring for identical repetitions. Repetition priming was also substantial when only the stimulus language or only the response language matched from study to test, implying that repeated comprehension and production processes contribute to priming in translation. Patterns of response times and repetition priming indicate that translation in all directions involved conceptual access. Additive patterns in response time asymmetries and repetition priming were consistent with the treatment of word comprehension and production processes of translation as independent.     

Initial behavior outcomes for the peacebuilders universal school-based violence prevention program

PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-rated social competence for students in Grades K-2, in childself-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related toevaluating large-scale prevention trials are discussed.     

The natural history of problem gambling from age 18 to 29

Aggregate-level prevalences and individual-level developmental trajectories of untreated problem gambling were examined in an 11-year, 4-wave longitudinal study spanning the adolescent through young adult years. The past-year prevalences, 3-4 year incidences, and lifetime prevalences of problem gambling from adolescence through young adulthood were relatively stable at 2%-3%, 1%-2%, and 3%-5%, respectively. Despite the stability of the prevalences at the aggregate level, problem gambling appeared to be more transitory and episodic than enduring and chronic at the individual level. The present study is consistent with the limited evidence available on the natural history of problem gambling in the community in suggesting that natural recovery may be the rule rather than the exception.