Trajectories of Parenting Processes and Adolescent Substance Use: Reciprocal Effects

Drawing on transactional theories of child development, we assessed bidirectional links between trajectories of adolescent substance use and parenting processes from early through mid adolescence. Hierarchical generalized models estimated trajectories for 3,317 adolescents from the National Longitudinal Survey of Youth 1997, exploring both between- and within-individual effects. Between individuals, adolescents reporting more regular family activities and greater father and mother knowledge of friends and teachers experienced lower levels of substance use through mid adolescence. Similarly, adolescents with more frequent substance use reported lower family activities, father knowledge, and mother knowledge, though these differences dissipated over time. More conservative within-individual differences indicated a prospective protective effect of family activities, with increases in adolescent participation in family activities predicting later declines in substance use. Results support the central importance of engagement in regular family activities, and suggest the need for further exploration of transactional processes between parents and children in the development of risk behaviors.     

Preliminary evidence of diurnal rhythms in everyday behaviors associated with positive affect

The authors used the Electronically Activated Recorder (EAR) to track within-day variability in everyday behaviors associated with positive and negative affect across two samples. The EAR is a portable audio recorder that periodically samples snippets of ambient sounds from participants’ momentary environments. The recorded sounds are then coded for different behaviors. The study tested whether previous findings regarding diurnal patterns in self-reported mood extend to naturalistically observed behavior. Across both samples, behavior associated with positive affect (i.e., socializing, laughing, and singing) varied according to a sinusoidal 24-h rhythm centered around participants’ average waketime while behavior associated with negative affect (i.e., arguing and sighing) did not. Further, there was preliminary evidence that personality traits can moderate these rhythms (e.g., their amplitude).     

The role of overt and covert self-rules in establishing a daily living skill in adults with mild developmental disabilities

The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked.     

Creativity Research Overlooks the Study of Resilience among Young Children: A Bibliometric Network Review

Creativity researchers are increasingly interested in understanding when, how, and for whom creativity can be beneficial. Previous reviews have demonstrated that creativity research largely ignores the study of its impact on factors that promote health, and well-being among populations of adults. It is unclear, in fact, whether this gap in research also extends to creativity research among young children. This paper addresses this issue. Early childhood is a crucial stage for the cognitive development of young children who remain highly sensitive to stress, and adversity. It is therefore essential to identify and promote factors that are beneficial to early childhood resilience, thereby contributing to documenting more of the effects of creative activities on positive outcomes. This paper presents a review with a bibliometric analysis of 1000 randomly selected articles from the Web of Science, without bias towards any specific peer-reviewed journal. The analysis of 454 included articles shows that approximately 80% of the included studies focus on creativity as an outcome (replicating previous findings with a larger sample), with only 3.78% investigating creative activities as predictors among young children. In this small percentage, most of the studies addressed creative activities in young children related to resilience outcomes.     

An in-Vivo Daily Self-Report Approach to the Assessment of Outcomes of Two Psychotherapies for Women With Posttraumatic Stress Disorder

Emotion regulation and interpersonal psychotherapies that do not require trauma memory processing have been shown to be effective in treating posttraumatic stress disorder (PTSD). This study used a novel method to assess in vivo outcomes in a randomized clinical trial with women (N = 147; ages 18–54; 61% of color; 94% low income) with full (79%) or partial (21%) PTSD. Participants were assigned to affect regulation or interpersonal therapy, or wait-list, and completed daily self-reports for 2 to 4 weeks at baseline and up to 30 days at posttest. Mixed model regression analyses tested pre-post change on five factor analytically derived aggregated daily self-report scores. Emotion regulation-focused therapy was associated with reduced PTSD symptoms, dysregulation, and negative affect, and improvement in adaptive self-regulation and positive affect. Interpersonal-focused therapy was associated with reduced PTSD symptoms and dysregulation. Although both therapies were associated with reduced PTSD symptoms, whether this was due to nonspecific factors rather than the treatments per se could not be determined. Daily self-report data warrant further investigation in psychotherapy research with disorders such as PTSD, in order to assess affective and interpersonal dysregulation and adaptive regulation as they occur in daily life.     

复杂陈述性知识学习过程中学习活动对学习成绩影响研究

研究以16名学习者为被试,采用言语数据分析的方法,研究了复杂陈述性知识的学习过程,得出(1)学生的学习成绩受学习过程中深层次建构活动的影响:深层次建构活动越多,学生的学习成绩越好.浅层次建构活动对学生的学习成绩影响不大;(2)学生的学习成绩受学习过程中自我监控活动的影响:自我监控活动越多,学生产生的深层次建构活动就越多.     

体验活动对冲动性购买行为的影响:情感反应视角

冲动性购买在商场和超市的零售中占有相当的比例,本研究以旅游者和旅游购物为实证研究对象,在323份调查问卷的基础上,采用方差分析和回归分析的方法探讨了体验活动对冲动性购买行为的影响及其情感反应机制。结果表明：在激发消费者冲动性购买行为方面,顾客参与的效果最好,其次是顾客学习,再次是顾客娱乐;顾客参与会导致更多的快乐的情感反应,而快乐的情感反应对冲动性购买意愿的影响最为显著;顾客学习会导致更多的支配的情感反应,而支配的情感反应对冲动性购买意愿的影响较为显著。     

Prospective Relations Between Organized Activity Participation and Psychopathology During Adolescence

This longitudinal study examined psychopathology as a predictor and outcome of organized activity involvement during high school among 198 adolescents who varied in risk for psychopathology as a function of their mother's depression history. Higher levels of internalizing and externalizing symptoms in eighth grade significantly predicted lower levels of involvement in academic clubs during high school, over and above risk and SES. Tobacco use prior to high school predicted lower levels of involvement overall and in academic clubs and performance arts. Controlling for psychopathology prior to high school, higher levels of activity involvement were associated with lower levels of externalizing symptoms, less tobacco use, and fewer diagnoses of behavior disorders and substance abuse in 12th grade. The positive association between risk and adolescent psychopathology was not buffered by adolescent activity involvement. Overall, these findings suggest that involvement in organized activities may contribute to lower levels of externalizing psychopathology during high school even when controlling for prior psychopathology.     

Science, Values and the Human Dimensions

The presented paper substantiates the principle that values are an immanent component of science and any rational cognitive activity. This principle belongs to the European cultural tradition starting from the book of Genesis of the Old Testament, the values of certainty in the antique Greek philosophy and Francis Bacon's coincidence of knowledge and power. Values in science form complicated structures inconnection with different types of knowledge including “the knowledge that”, empirical evidence, various types of generalizations or rules, methods, directions, algorithms, “the knowledge how”, “the knowledge why” or other types of knowledge. Since the assignments of different types of values are the products of a decision-making, it is useful to distinguish many types of decision-making, especially semantic decision-making, information decision-making and decision-making with distinctly pragmatic dimensions. The values assignable to scientific activities and their results also include their social recognition, respect and prestige granted to knowledge and bearers of knowledge by society and social groups or communities. Knowledge generation and the rational and justified application of the achieved and acceptable impacts are also connected with decision-making procedures, values and criteria of social acceptance. This revised version was published online in August 2006 with corrections to the Cover Date.