Sexist attitudes and beliefs during adolescence: A longitudinal study of gender differences

The aim of this study was to examine changes in sexist attitudes and beliefs in a group of Spanish adolescents over a period of three consecutive years, with specific attention being paid to gender differences. Participants were 279 students (mean age at first assessment of 12.10 years) who, in each of the three years, completed the Ambivalent Sexism Inventory and the Questionnaire on Attitudes towards Diversity and Violence. Longitudinal analysis showed that hostile sexism did not vary over time, whereas scores on benevolent sexism and on sexist beliefs and justification of violence all fell between the ages of 12 and 14, there being an equivalent decrease in boys and girls. Boys scored significantly higher than girls on hostile sexism, as well as on sexist beliefs. These results illustrate how sexist attitudes and beliefs change during adolescence and provide further confirmation that these variables show gender differences from an early age.     

Psychometric properties of the Conners-3 and Conners Early Childhood Indexes in a Spanish school population

Ba#ckground/Obje#ctive: To examine the psychometric properties of the Conners 3 ADHD Index (Conners 3 AI) and the Conners Early Children Global Index (Conners ECGI) parents’ form (PF) and teachers’ form (TF) in Spanish schoolers. Method: Two-phase cross-sectional study. In the first phase, information was gathered from teachers (n = 1,796) and parents (n = 882) of 4-5 and 10-11 year-old children. In the second phase (n = 196), children at risk of ADHD and controls were individually assessed. Results: The results confirmed the two-factor structure of the Conners 3 ADHD Index, which contains hyperactive-impulsive and inattentive symptoms, and the two-factor structure of the Conners ECGI PF, consisting of emotional lability and restless-impulsive symptoms. In contrast with the original version, the Conners ECGI TF presented an additional inattentive factor. Moderate-to-high rates of evidence of convergent validity with Child Behavior Checklist and Kiddie-Schedule for Affective Disorders & Schizophrenia, and evidence of external validity (academic achievement) were found. Scores were significantly higher in boys than in girls, for both indexes. Raw scores corresponding to clinical T-scores were higher than the original version. Conclusions: The Conners indexes may be considered reliable and valid instruments for detecting ADHD symptoms in Spanish populations.     

运用比较治疗学的方法促进SSNHL治疗决策的最优化

突发性感音神经性聋（SSNHL,突聋）为耳鼻咽喉科常见疾病,治疗方法诸多,各种治疗方案的疗效也众说纷纭。本文通过利用检索国内报道的相关文献,对文献突聋中突聋的治疗方法进行归纳总结,并运用比较治疗学的研究方法进行分析比较,旨在寻求最有效的治疗方案突聋,促进突聋治疗决策的最优化。     

Building capability throughout a change effort: leading the transformation of a police agency to community policing

This case describes a change effort to move a police agency to become a community policing organization. The community policing effort was seen as a means to make a transformational change to become a learning organization with the goal of improving the delivery of police services. The case describes the steps taken to meet the new vision of community policing as well as the steps taken to deal with the challenges or realities of trying to make change happen. The lens for this case is the leadership role across the stages of change (exploration, planning, implementation, monitoring and institutionalization) in building capacity within the organization to sustain the change effort. The capacity building focused on incorporating systems thinking into the mindset of the members of the organization, breaking down the command and control mindset by building a new norm around high involvement of committed teams, and developing skill sets to support continuous learning and improvement in order to align organizational systems. A key lesson learned is that effective leaders do not just prepare an organization prior to a change effort. They must have the patience to constantly build the capacity for change among organizational members throughout the various stages of the change effort.     

Genetic and environmental influences on the Verbal-Perceptual-Image Rotation (VPR) model of the structure of mental abilities in the Minnesota study of twins reared apart

In previous papers [Johnson, W., & Bouchard Jr., T. J. (2005a). Constructive Replication of the Visual-Perceptual-Image Rotation (VPR) Model in Thurstone's (1941) Battery of 60 Tests of Mental Ability. Intelligence, 33, 417–430.] [Johnson, W., & Bouchard Jr., T. J. (2005b). The Structure of Human Intelligence: It's Verbal, perceptual, and image rotation (VPR), not Fluid and Crystallized. Intelligence, 33, 393–416.] we have proposed the Verbal, perceptual, and image rotation (VPR) model of the structure of mental abilities. The VPR model is hierarchical, with a g factor that contributes strongly to broad verbal, perceptual, and image rotation abilities, which in turn contribute to 8 more specialized abilities. The verbal and perceptual abilities, though separable, are highly correlated, as are the perceptual and mental rotation abilities. The verbal and mental rotation abilities are much less correlated. In this study we used the twin sample in the Minnesota Study of Twins Reared Apart to estimate the genetic and environmental influences and the correlations among them at each order of the VPR model. Genetic influences accounted for 67–79% of the variance throughout the model, with the exception of the second-stratum Content Memory factor, which showed 33% genetic influence. These influences could not be attributed to assessed similarity of rearing environment. Genetic correlations closely mirrored the phenotypic correlations. Together, these findings substantiate the theory that the entire structure of mental abilities is strongly influenced by genes.     

Socioeconomic status and school grades: Placing their association in broader context in a sample of biological and adoptive families

SES has long interested researchers investigating school achievement. Its effects are often addressed by studying predictors of achievement in economically disadvantaged samples living primarily in biological families, confounding genetic and environmental influences. Little is known about SES's purely environmental effects. We measured them in 617 adoptive and biological families, adjusting for sample restriction of SES range. Controlling for gender, parenting, parental expectations for educational attainment (PEEA), IQ, engagement in school, and genetic and shared environmental influences on sibling pairs, SES still made a small but significant nonshared environmental contribution to school grades. IQ, PEEA, and SES had collinear associations with school grades, as did engagement and parenting. The associations of IQ and engagement with school grades were largely independent of each other. The link between PEEA and IQ was stronger in adoptive than biological offspring. We discuss the implications of these findings.     

学习不良儿童元记忆监测与控制的发展

采用2×3×2的混合设计,在自定步调和对项目逐项评定的学习条件下,对小学四~六年级学习不良儿童的元记忆监测与时间分配策略进行了实验研究。结果表明：在对学习材料难度的有效区分上,学习不良儿童与对照组儿童间无差异,不论学习不良组还是对照组,四年级儿童均不能对实验中配对学习材料难度性质做出明确区分,五、六年级儿童能够很好的区分学习材料难度;在学习判断水平上,五、六年级学习不良儿童均低于对照组儿童,四年级两组之间无差异;从对不同难度学习材料的时间分配来看,四年级学习不良儿童与对照组儿童分配在不同难度材料上的学习时间均无显著差别。五、六年级对照组儿童能够根据学习材料的不同难度分配不同学习时间,而且学习时间分配与难度判断之间存在显著相关。五、六年级学习不良儿童能在一定程度上根据学习材料的不同难度分配不同的学习时间,但这种时间分配与难度判断之间相关未达到显著水平,提示他们尚不能在有效元记忆监测基础上对不同难度学习材料进行合理的时间分配     

项目功能差异在跨文化人格问卷分析中的应用

利用IRT的等级模型调查了中日两组被试关于SHIBA简易人格量表中“环境敏感性”的项目功能差异(DIF)的现状。研究发现：（1）量表中DIF的项目比例大(3/4);（2）DIF与项目内容、阈值有关而与区分度大小关系不大;（3）DIF项目间的日方特征曲线较之中方有较强的整合性。该研究利用DIF研究结果对跨文化的人格比较作了新尝试。最后提出了关于深化DIF研究的新课题     

日记式追踪研究高校教师职业枯竭的产生原因及内部关系

该研究针对职业枯竭研究领域存在争议的两大理论问题——产生机制与内部过程,使用日记研究方法对重点高校教师进行了追踪调查。得到以下结果:1)在枯竭的成因部分:压力感、付出-回报的不平衡对耗竭存在显著正向的预测作用,且不平衡还是压力感与耗竭之间的部分中介变量。此外,二者还可完全通过耗竭作用于讥诮维度。自足资源对耗竭和讥诮均无显著影响,它只对职业效能有显著的正向预测作用,且是职业效能的唯一前因变量。2)在枯竭三维度的内部关系部分:耗竭与讥诮存在显著的正向联系,且解释风格在其中起到调节作用,即越将负性事件归因于外部环境或他人,耗竭对讥诮的正向预期作用就越强。而职业效能维度显示出与耗竭及讥诮相分离的态势,与后二者均无显著的相关关系。