Universal Prevention Exposure as a Moderator of the Community Context: Findings from the PROSPER Project

This study examined how participation in a universal family skills‐building program may interact with community risks and resources to produce youth outcomes. Prior research has noted community‐level variability in risk and protective factors, but thus far no study has examined the role that participation on a community‐wide intervention may play in moderating the effects of community risks or resources. The study included 14 communities (seven in Iowa, seven in Pennsylvania) that implemented a family focused evidence‐based program as part of the PROSPER project. Community level variables included both risk factors (percent of low income families, the availability of alcohol and tobacco, norms regarding adolescent substance use, incidence of drug‐related crimes) and community resources (proactive school leadership, availability of youth‐serving organizations, and student involvement in youth activities). The proximal youth and family outcomes included youth perceptions of their parents’ management skills, parent–child activities, and family cohesion. Results indicated that the Strengthening Families Program:10–14 may have moderated the impact of the community risks and resources on community‐level youth outcomes; risk levels meaningfully associated with community‐level change in program participants, though these results varied somewhat by outcome. Generally, higher levels of resources also meaningfully associated with more positive change after participating in the family‐focused intervention. These results suggest that the effect of some evidence‐based programs may be even stronger in some communities than others; more research in this area is needed.     

得失情境下的图形框架对跨期选择倾向的影响

为分离言语表述的干扰,实验采用简单选择任务,通过2(图形框架)×2(跨期选择)×2(得失情境)被试内实验设计探讨得失情境下图形框架对个体跨期选择的影响。结果发现:(1)在突出时间条件下,被试更倾向于选择小而即时的选项,而在突出金额条件下,被试选择小而即时和大而延时的概率没有差异;(2)收益情境中,个体更多地选择大而延时的选项,而在损失情境中,个体选择即时损失的概率更高。结果表明,跨期选择中个体的决策偏好会随着得失情境及决策选项描述方式的变化而变化。     

Predicting educational achievement from genomic measures and socioeconomic status

The two best predictors of children's educational achievement available from birth are parents’ socioeconomic status (SES) and, recently, children's inherited DNA differences that can be aggregated in genome‐wide polygenic scores (GPS). Here, we chart for the first time the developmental interplay between these two predictors of educational achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of educational achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict educational achievement in the first grade but they also account for systematic changes in achievement across the school years. At the end of compulsory education at age 16, GPS and SES, respectively, predict 14% and 23% of the variance of educational achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with educational achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution.     

An alternative test for multisample sphericity

A test for multisample sphericity based on the efficient scores criterion is obtained as an alternative to the likelihood ratio test developed by Mendoza.     

GENERALIZATION OF STUDENT QUESTION ASKING FROM SPECIAL CLASS TO REGULAR CLASS SETTINGS

This study investigated the use of videotaped exemplars taken from a regular education mathematics class to teach generalization of question asking. Three mildly handicapped fourth-grade students who asked few questions in the regular education class served as subjects. Measures of the frequency of question asking and percentage of accuracy on assignments were obtained in the regular class. Treatment included showing the videotapes to the subjects, structuring opportunities for rehearsing question asking, and providing feedback. The results showed training procedures implemented in the learning resource room were effective in increasing the level of participants' question asking and in improving their scores on assignments in the regular mathematics class.     

Rat gestation during space flight: Outcomes for dams and their offspring born after return to earth

Sprague-Dawley rats were studied to learn whether gestation in the near-zero gravity, high radiation environment of space impacts selected mammalian postnatal events. Ten rats spent days nine to twenty of pregnancy aboard the space shuttle orbiterAtlantis (STS-66). Their movement, was studied shortly after return to Earth; subsequently, several of their offspring were cross-fostered and examined through postnatal day 81 (P81) for whole body growth and somatic motor development. Values for the flight animals were compared to ground-based control groups. Relative to controls, the pregnant flight rats showed a marked paucity of locomotion during the first few hours after returning to Earth. There was greater likelihood of perinatal morbidity for the offspring of flight dams when compared to the control groups. Whole body weight of surviving offspring, averaged for each group separately, showed typical sigmoidal growth curves when plotted against postnatal age. The flight group for our study had a larger ratio of female to male pups, and that was sufficient to account for the lower average daily weight gained by the flight animals when compared to the control groups. Walking was universally achieved by P13 and preceded eye opening which was complete in all pups by P17. Thus, both of these developmental horizons were attained on schedule in the flight as well as the control rats. Characteristic changes were observed in hind limb step length and gait width as the pups grew. These patterns occurred at the same time in each group of rats. Therefore, prenatal space flight from days nine to twenty of gestation did not interfere with the establishment of normal patterns for hind paw placement during walking.     

THE EFFECTS OF CONTINGENT AND NONCONTINGENT REWARDS ON THE I.Q. SCORES OF CHILDREN OF ABOVE-AVERAGE INTELLIGENCE1

This study investigated the effects of candy reinforcement on I.Q. test scores in first and second graders of above-average intelligence. Thirty-six subjects were randomly assigned to one of three groups and either given candy contingent on correct responses, noncontingently, or not given candy. After measuring all subjects on Form L of the revised Stanford Binet, each subject in the contingent group was given an M & M immediately following each correct answer on Form M, while a yoked-comparison subject received the same number of M & M's before responding to a question and therefore without regard to correctness of answers. It was expected that both types of candy administration would produce higher I.Q. change scores than the no-candy control group, but there were no statistically significant differences among the three treatments. The differences between the first and second test scores were 4.17 (contingent), 4.67 (noncontingent), and 1.00 (no reinforcement). Reasons for this failure to replicate previous findings were discussed.     

ANOVA and ANCOVA of pre- and post-test,ordinal data

With random assignment to treatments and standard assumptions, either a one-way ANOVA of post-test scores or a two-way, repeated measures ANOVA of pre- and post-test scores provides a legitimate test of the equal treatment effect null hypothesis for latent variable . In an ANCOVA for pre- and post-test variablesX andY which are ordinal measures of and , respectively, random assignment and standard assumptions ensure the legitimacy of inferences about the equality of treatment effects on latent variable . Sample estimates of adjustedY treatment means are ordinal estimators of adjusted post-test means on latent variable .     

Adults' estimates of pre-school children's verbal and motor abilities compared with those children's scores on an individual developmental test

Forty-seven mothers estimated their pre-school children's development on a psychometrically constructed multidomain mothers' inventory. Similar data were obtained for the same children from 13 pre-school teachers. The mothers' and pre-school teachers' estimates were compared to the children's scores on McCarthy Scales of Children's Abilities (MSCA). The mothers' inventory responses yielded convergent–divergent correlations with the MSCA results; in two domains out of seven, their standardized estimations were significantly lower than standardized MSCA scores, and in no case higher. Teachers' estimates deviated more than mothers' estimates from MSCA verbal and motor development scores, though in the latter case the difference between teachers and mothers were less marked. Both mothers' and teachers' difference scores (i.e. deviation of their estimates from MSCA scores) were highly correlated with the respective MSCA scores. However, when the difference scores are adjusted for shared error variance, the correlations shrink and are in most cases non-significant.