青少年早期身体攻击与关系攻击的异质性共发模式、稳定性及其与同伴关系的联系

采用整群抽样法选取1967名青少年被试（平均年龄13.22±0.36岁,男生1018人）进行三年追踪,运用个体定向方法考察青少年早期身体攻击和关系攻击的异质性共发模式及其稳定性、与同伴关系间联系。结果发现三时间点均存在5个身体—关系攻击共发模式组：高身体—关系攻击组、中等身体—关系攻击组、中下身体且低关系攻击组、低身体且中下关系攻击组、低身体—关系攻击组,表明两类攻击总体上表现出水平一致或类似的共发模式,且具跨年龄一致性。各共发模式身份表现出有差异的跨时间稳定性,低攻击组稳定性最高,其次是高攻击组、中等攻击组,低身体且中下关系攻击组转变概率最高。高攻击组同伴拒绝水平最高、同伴接纳最低,低攻击组反之,其他组同伴拒绝水平均显著高于低攻击组,为两类攻击亚组共发模式提供了效度证据。     

From Primary Goods to Capability

While being generally appreciative of John Rawls’ theory of justice, this paper aims to describe and compare the two metrics of justice—primary goods and capability, and through critiques and responses between Amartya Sen and John Rawls, I argue that the capability metric is a better project than the social primary goods metric insofar as it can provide a more practical path for rethinking the concept of social justice, as well as a better approach in resolving fundamental social justice issues in China.     

青少年的同伴选择与同伴影响：基于学业投入与学业成就的纵向社会网络分析

以756名中学生为研究对象,对学业投入、学业成就、同伴团体进行追踪测量,探讨青少年同伴团体的学业投入及学业成就是否存在同伴选择与同伴影响效应。结果表明：（1）在1年的追踪时间中,青少年学业投入的发展呈下降趋势,初始水平与下降速度负相关,学业成就的发展呈上升趋势,初始水平与上升速度无显著相关;（2）学业投入与学业成就存在同伴选择效应,青少年倾向选择与自己学业投入及学业成就相似的个体构建同伴团体;（3）青少年的学业投入及学业成就与同伴逐渐趋近相似,即同伴影响效应显著。     

A multisource exploration of the friendship patterns of children with and without learning disabilities

Friendship patterns of 117 children with learning disabilities (LD) and 115 children without LD in Grades 4–8 were examined. In comparison with children without LD, boys with LD had fewer mutual friends, children with LD had more friends with learning problems and more younger friends, and children with LD in Grades 4–6 had less stable relationships. With regard to friendship quality, children with LD reported higher levels of conflict, lower levels of validation, and more problems with relationship repair than did children without LD. The findings were discussed in terms of factors that have been found to enhance friendship such as proximity and similarity, and the social skills difficulties that have been associated with learning disabilities.     

Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder

Examined patterns of friendship participation, stability, and quality among previously unfamiliar, ethnically diverse girls with attention-deficit/hyperactivity disorder (ADHD; n = 140) and comparison (n = 88) girls, aged 6–12 years, who attended 5-week naturalistic summer camps. Each girl completed sociometric nominations during Weeks 1, 3, and 5 of the camps; friendships were indexed by examining patterns of reciprocal nominations. At each assessment point, girls with ADHD had fewer mutual friends and were more likely to have no friends. Girls with Combined-type ADHD exhibited difficulties maintaining friendships from the beginning to middle of camp, whereas girls with Inattentive-type ADHD demonstrated poor friendship stability from the middle to end of camp. In general, girls with ADHD had higher levels of negative relationship features—including conflict and relational aggression—than did comparison girls, but levels of positive relationship features did not differ across subgroups. Friendship status predicted positive and negative peer regard, controlling for Verbal IQ and diagnostic status. Overall, although girls with ADHD were able to make friends to some extent, they differed from comparison girls in terms of the likelihood of doing so, the ability to maintain the friendships that they did form, and the levels of negative features found in their friendships.     

The Use of Multitrait–Multimethod Data for Detecting Nonlinear Relationships: The Case of Psychological Climate and Job Satisfaction

Previous monomethod research has found mixed support for nonlinear effects between certain job characteristics (e.g., job autonomy, job complexity) and outcome variables (e.g., job performance). We hypothesized that these weak nonlinear findings may be due to the prevalence of monomethod research that can lead to a lack of complete measurement and/or introduce common methods variance, either of which may mask the true shape of relationships. Using hierarchical regression analyses and a multitrait–multimethod (MTMM) research design, we found strikingly different results between monomethod and MTMM data when considering the relationships between three psychological climate variables and job satisfaction. While the monomethod results mirrored earlier inconclusive findings, the MTMM data indicated that nonlinear equations explained significantly more of the relationship between all three climate dimensions and job satisfaction. These results suggest that the use of MTMM data allows one to more effectively test for nonlinear effects. Furthermore, these nonlinear results suggest that the format of employee questionnaires should probably change from asking how much an employee has of certain constructs to asking does the employee want more or less of these constructs.     

The relevance of Rawls' principle of justice for research on cognitively impaired patients

An ethical conflict arises when we must performresearch in the interest of future patients,but that this may occasionally injure theinterests of today's patients.In the case of cognitively impaired persons, thequestion arises whether it is compatible withhumane healthcare not only to treat, but alsoto use these patients for research purposes.Some bioethicists and theologians haveformulated a general duty of solidarity, alsopertaining to cognitively impaired persons, as ajustification for research on these persons. Ifone examines this thesis from the theory ofjustice according to John Rawls, it is revealedthat such a duty of solidarity cannotnecessarily be extrapolated from Rawls'conception of justice. This is at least true ofRawls' difference principle, because accordingto the difference principle only those measuresare justifiable which serve the interest of therespective least well off. Those measures whichwould engender additional injury for the leastwell off could not be balanced by any utilityaccording to Rawls.However, John Rawls' difference principleis subordinate to the first principle,which is that each person has an equalright to the most extensive basic libertycompatible with the same liberty for others.These primary goods are determined by thefreedom and integrity of the person.This integrity of decisionally impaired personswould be in danger if one would abstain fromresearch and thus forego the increase inknowledge related to their disease. Thus onecould conclude, at least from Rawls' firstprinciple, that society must take on a duty toguarantee the degrees of freedom forcognitively impaired persons and thus alsosupport the efforts for their healing.     

The Roles of Ethnicity and School Context in Predicting Children's Victimization by Peers

This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.     

Ethical Issues in Gestational Surrogacy

The introduction of contraceptive technologies hasresulted in the separation of sex and procreation. Theintroduction of new reproductive technologies (mainlyIVF and embryo transfer) has led not only to theseparation of procreation and sex, but also to there-definition of the terms mother and family.For the purpose of this essay, I will distinguishbetween:1. the genetic mother – the donor of the egg;2. the gestational mother – she who bears and gives birth to the baby;3. the social mother – the woman who raises the child.This essay will deal only with the form of gestationalsurrogacy in which the genetic parents intend to bethe social parents, and the surrogate mother has nogenetic relationship to the child she bears anddelivers. I will raise questions regarding medicalethical aspects of surrogacy and the obligation(s) ofthe physician(s) to the parties involved. I will arguethat the gestational surrogate is “a womb to rent,”that there is great similarity between gestationalcommercial surrogacy and organ transplant marketing.Furthermore, despite claims to freedom of choice andfree marketing, I will claim that gestationalsurrogacy is a form of prostitution and slavery,exploitation of the poor and needy by those who arebetter off. The right to be a parent, although notconstitutional, is intuitive and deeply rooted.However, the issue remains whether this rightoverrules all other rights, and at what price to theparties involved. I will finally raise the followingprovocative question to society: In the interim periodbetween today's limited technology and tomorrow'sextra-corporeal gestation technology (ectogenesis),should utilizing females in PVS (persistent vehetativestate) for gestational surrogacy be sociallyacceptable/permissible – provided they have leftpermission in writing?     

Trajectories of Peer-Nominated Aggression: Risk Status,Predictors and Outcomes

Developmental trajectories of peer-nominated aggression, risk factors at baseline, and outcomes were studied. Peer nominations of aggression were obtained annually from grades 1 to 3. Three developmental trajectories were identified: an early-onset/increasers trajectory with high levels of peer-nominated aggression at elementary school entry and increasing levels throughout follow-up; a moderate-persistent trajectory of aggression in which children were characterized by moderate levels of physical aggression at baseline; and a third trajectory with stable low levels of aggression. Children following the early-onset/increasers trajectory showed physical forms of aggression at baseline. Male gender and comorbid attention deficit/hyperactivity problems, oppositional defiant problems and poor prosocial behavior plus negative life events predicted which children would follow the early-onset/increasers trajectory of aggression. The outcomes associated with the early-onset/increaser children suggest high risk for chronically high levels of aggressive behavior.