bluuebunny/crossref_metadata_2025 huggingface dataset:
Hispanic Mental Health Research: A Case for Cultural Psychiatry
Authors: Fabrega Horacio
Published: March 2007

Contemporary research involving Hispanic mental health is critically e-xamined. Selected problem areas that span a spectrum covering folk/traditional conceptualizations of mental illness, standardized concepts and methods employed in epidemiology, approaches to psychiatric diagnosis in biomedical settings, and more basic epistemological assumptions involving psychiatric nosology and theory receive systematic attention. The idea is developed that a dominating and exclusive "establishment psychiatry " stipulates concepts and methods of mental health research, thereby setting priorities and legitimating distinctive modes ofpractice and reimbursement for treatment. The need to challenge and broaden establishment psychiatry's paradigms and biases with insights and knowledge drawn from culturally sensitive Hispanic facts in contemporary mental health paradigms pertaining to psychiatric theory and practice is seen to contribute to a truly representative cultural psychiatry. These and related issues are analyzed using a framework that centers on mental health research but includes ideas from social medicine, political economy, and social evolution.
Barriers to Condom Use in Primary and Nonprimary Relationships among Hispanic STD Clinic Patients
Authors: Doval Alexi San , Duran Richard , O'Donnell Lydia , O'Donnell Carl R.
Published: March 2007

Educational programs to reduce AIDS and other STDs must provide participants with strategiesfor adopting safer sex practices that are both genderand culture-appropriate. These strategies include consistent condom use. We surveyed a random sample of Hispanic men and women seeking services at a public STD clinic in New York City (n = 283) and examined differences in patterns of attitudes, normative beliefs, and practices related to condom use with primary and nonprimary sex partners. Both men and women report that they are more likely to use condoms in nonprimary than primary relationships and that they perceivefewer barriers to doing so. In contrast, issues related to trust and social acceptability are more salient in primary relationships. Interventions to promote condom use among Hispanics must acknowledge the different psychosocial influences on condom use in different relationships and carefully target the specific attitudinal and behavioral changes desired.
Understanding Latino Political Participation: Exploring the Evidence from the Latino National Political Survey
Authors: Hero Rodney E. , Campbell Anne G.
Published: March 2007

This article examines Latino political participation in several forms of nonvoting political activities (attending rallies, volunteeringfora party or candidate, contributing money, signing petitions, contacting officials, and attending public meetings). Latino groups are compared with non-Latinos and with each other, and the impact of the sociodemographic characteristics is also considered. Thefindings are complex, but they do not provide much support for the view that Latinos (as such) are systemically less likely to participate. Latinos'participation patterns regarding a number of otherforms are, on the whole, not much different from those of non-Latinos. For some forms, such as attending rallies, Latinos are more likely to participate. Mexican Americans and Puerto Ricans commonly participate at levels equal to or higher than Cubans in these nonvoting activities.
Dios y el Norte: The Perceptions of Wives of Documented and Undocumented Mexican Immigrants to the United States
Authors: de Snyder V. Nelly Salgado , de Jesus Diaz-Perez Ma. , Acevedo Andrea , Natera Lucia X.
Published: March 2007

The purpose of this study was to assess attitudes toward the United States andAmericans, toward Mexico and Mexicans, and knowledge about Proposition 187 in Mexican women married to documented and undocumented immigrant workers in California. The data presented here correspond to the baseline of a longitudinal study currently in process. Participants were a sample of 24 women living permanently in this community and married to documented (n = 11) and undocumented (n = 13) temporary immigrants, who at the time of data collection were all working in the United States. Results indicate more favorable attitudes toward Mexico and Mexicans than toward the United States and Americans. Respondents acknowledged the opportunities that the United States provides for their husbands, but they also placed high value on the traditions, customs, and morals of the Mexican culture.
The Determinants of Hispanic Remittances: An Exploration Using U.S. Census Data
Authors: Perez-Lopez Jorge , Diaz-Briquets Sergio
Published: March 2007

This article explores whether a data set on demographic and economic characteristics of Hispanic-origin persons in the United States from the 1990 U.S. Population Census can inform the discussion on the detenninants of remittances from this population to selected Latin American and Caribbean countries. Parts I and 2 of the article discuss available data on remittances flows to selected Latin American countries and on the characteristics of persons of Hispanic onigin in the United States, respectively. Part 3 reviews the literature on the determinants of remittances. Part 4 discusses demographic and economic characteristics of migrants from Costa Rica, Guatemala, Honduras, El Salvador, the Dominican Republic, and Mexico residing in the United States in 1990. Part 5 uses graphic and simple statistical techniques to test some hypotheses regarding remittances-sending behavior The explorations confirmed several propositionsfrom the literature regarding the determinants of remittances, particularly the importance of household, family, or personal income.
Retrospective Accounts of Language and Learning Processes
Authors: STERNGLASS MARILYN S. , PUGH SHARON LYNN
Published: March 2007

A group of graduate students in English and language education were given a series of instructor-designed and self-designed reading and writing tasks. They wrote formal papers in response to these tasks and kept retrospective journals describing their reading and writing strategies. The study looks at the nature of introspective accounts and the usefulness of such accounts in studies of the composing process. Several writing tasks are described and analyzed, and three brief case studies are presented. The study concludes that retrospective journal accounts are a rich source of information because they permit consideration of the complex context within which composing occurs.
Social Cognition and Writing
Authors: PICHÉ GENE L. , ROEN DUANE
Published: March 2007

This study examines the relationship between two measures of individual differences in social cognition and the quality of eleventh grade students' persuasive writing. Subjects completed Crockett's Role Category Questionnaire, and wrote a persuasive letter in response to the problem, “Smoking and the School Nurse.” Letters were submitted to judges for impressionistic and attributional ratings. A content-analytic measure was applied to these 40 papers to yield a measure of the number and quality of persuasive strategies employed. Finally, the same papers were submitted to a second panel, who rated them for overall persuasiveness and appropriateness of tone. Results indicated a significant relationship between interpersonal cognitive complexity and abstractness and quality of writing, persuasiveness, appropriateness of tone, and level of persuasive strategy employed.
Writing Viewed by Disenfranchised Groups
Authors: BOICE ROBERT , KELLY KELLY A.
Published: March 2007

Matched-pair samples (N= 174) of women and men faculty at doctoral-level universities and at traditionally women's colleges responded to a questionnaire in ways indicating (a) that at universities or colleges, women equal their male colleagues' time investments in writing and males' rates of publishing journal articles; (b) that at women's colleges, men and women devoted about half as much time to writing, devote about twice as much time to teaching, and publish articles at half the rate of their university counterparts; (c) and that, in either setting, women experience more discomfort about pressures to publish, feel more adversely affected by harsh reviewers, and report less confidence with their writing than do men, especially men at universities.
Metadiscourse in Persuasive Writing
Authors: CRISMORE AVON , MARKKANEN RAIJA , STEFFENSEN MARGARET S.
Published: March 2007

Metadiscourse refers to writers' discourse about their discourse—their directions for how readers should read, react to, and evaluate what they have written about the subject matter. In this study the authors divided metadiscourse into textual metadiscourse (text markers and interpretive markers) and interpersonal metadiscourse (hedges, certainty markers, attributors, attitude markers, and commentary). The purpose was to investigate cultural and gender variations in the use of metadiscourse in the United States and Finland by asking whether U.S. and Finnish writers use the same amounts and types and whether gender makes any difference. The analyses revealed that students in both countries used all categories and subcategories, but that there were some cultural and gender differences in the amounts and types used. Finnish students and male students used more metadiscourse than U.S. students and female students. Students in both countries used much more interpersonal than textual metadiscourse with Finnish males using the most and U.S. males the least. The study provides partial evidence for the universality of metadiscourse and suggests the need for more cross-cultural studies of its use and/or more attention to it in teaching composition.
Legitimacy, Authority, and Community in Electronic Support Groups
Authors: GALEGHER JOLENE , SPROULL LEE , KIESLER SARA
Published: March 2007

In electronic support groups, people use Internet-based electronic text communication to discuss personal problems or disorders with others who share common circumstances. Although their discussions exist only in the electronic medium, these groups can be viewed usefully as discourse communities. The authors draw on what is known about two other popular sources of help—face-to-face self-help groups and self-help books—to frame the rhetorical challenges faced by members of electronic support groups. The authors then compare the discourse of electronic support groups with that of electronic hobby groups to demonstrate that the two sets differ in terms of the rhetorical behavior of their participants. The authors analyze messages to determine how members establish legitimacy and authority in their texts and how message exchange gives rise to group identity and a sense of community. Our observations indicate that although some discourse characteristics and some rhetorical features are common to all the electronic groups we studied, others are unique to the special requirements of electronic support groups.
Are Our Courses Working?
Authors: CHENOWETH N. ANN , HAYES JOHN R. , GRIPP PAUL , LITTLETON ELIZA BETH , STEINBERG ERWIN R. , VAN EVERY DAVID A.
Published: March 2007

This article describes an assessment carried out in collaboration with the administrators of a large freshman English course. The assessment team worked with instructors to identify course goals and to design tasks that the instructors felt would fairly assess the extent to which the students achieved the goals. Students who did and did not take the course were both pre- and posttested on five central goals: critical reading, argument identification, differentiation of summary and paraphrase, understanding of key terms used in the course, and practical strategies for writing academic papers. Results of the assessment failed to indicate any substantial improvement on any of the five course goals for students who took the course. These results contrasted with positive outcomes obtained by the same assessment team with introductory history and statistics courses. The article concludes with reflections on why instructors may fail to recognize that their courses are not working.
Differential Participation Patterns of Adults of Low and High Educational Attainment
Authors: Douglah Mohammad
Published: March 2007

This study investigated the influence of selected positional and psychological factors on the adult education participation of adults of low educational attainment (less than 12 years of school ing) and high educational attainment (more than 12 years of schooling). Analysis of data from a survey conducted in Columbia County, Wisconsin, showed that participation among adults of low education (N = 274) was significantly related to age, employment status, income, family status, and withdrawing tendencies. Only the personality trait of social skills was significantly related to participation among adults of high education (N = 128). It was concluded that participation within high and low educational levels cannot be accounted for by a common set of factors. The existence of two broad motivational orientations towards par ticipation in adult education was suggested.
Adult Education as a Field of Study and Its Implications for the Preparation of Adult Educators
Authors: Douglah Mohammad A. , Moss Gwenna M.
Published: March 2007

This article attempts to clarify and stimulate discussion on some of the issues involved in the development of adult education and in the role of graduate programs in contributing to that develop ment. It is suggested that there is at present some confusion regarding the objectives of graduate study, and that this may be partially attributed to a failure to delineate the professional roles for which students are being prepared. As a basis for such a delineation the authors draw the distinction between adult edu cation as a field of study and adult education as a profession. From the interrelationships between the two facets, a model is developed for classifying the various roles in the profession. Identifying the specific competencies required for each role and determining the educational experiences which will develop these competencies are seen as the next steps prerequisite to the development of both the field of study and the profession.
Use of Videotape for Teaching in-Plant Graduate Engineering Courses
Authors: Neidt Charles O. , Baldwin Lionel V.
Published: March 2007

To assist in meeting the continuing education needs of employed engineers, Colorado State University has inaugurated a program wherein engineers in remote plant sites enroll for graduate credit in courses taught via video tape. The video tapes involved are courier-delivered recordings of campus classes prepared on the previous day. Comparison of achievement data for 192 on-campus students and 432 industry students reflected no significant differ ences in achievement between the two groups. Attitudes toward the course declined more for the off-campus than the on-campus students. Pronounced differences among reactions to instructors were noted with a tendency for instructors to receive higher ratings as the year progressed. In general, the videotape technique was considered effective for the purpose intended and the program is being expanded.
Literature Review: Participation of the Poor in the War On Poverty
Authors: Chertow Doris
Published: March 2007

This paper integrates ideas from representative literature on the anti-poverty war launched by the U. S. Office of Economic Opportunity in 1964. It focuses on the mandates of community action and "maximum feasible participation" as contributing to possible adult education of the poor for improved social and civic competence.

The conceptual controversy concerning the nature of poverty is touched upon, as is the evolution of community action theory. Arguments about the efficacy of resident participation, including examples, are analyzed. Models of anti-poverty strategy and social change are surveyed.

The reviewer concludes that the literature demonstrates posi tive aspects of participation as civic education, even if subject to what James Riedel calls "a limited area subject to conditions and terms set by the larger public."
Professional Obsolescence: Implications for Continuing Professional Education
Authors: Lindsay Carl A. , Morrison James L. , Kelley E. James
Published: March 2007

This paper describes and illustrates the utility of the Content- Based Group-Assessment Model for developing programs of con tinuing professional education. The model provides a generalized and systematic procedure for assessing the educational needs of a defined group of practitioners and for translating the identified needs into knowledge areas which can form the basis for develop ing continuing education programs. A recent study of physical educators is used to demonstrate the potential utility of the model in developing curricular programs for that group of professionals.
Implications of Geropsychological Research for the Instruction of Older Adults
Authors: Okun Morris A.
Published: March 2007

After summarizing the findings of laboratory experimental geropsychological research pertinent to the instruction of older adults, this review focused on delineating the explicit implications of the research for adult education. Thirty-six implications were culled from the literature and categorized under ten instructional variables. In addition, the relevance of these implications for managing the functions of instruction enumerated by Gagne was demonstrated. Additional research was advocated that (1) ascer tains the impact of organizational aids on the learning of textual material; (2) explicates age functions by systematic intervention research; (3) examines tasks/situations in which older adults per form as well as or better than young adults; and (4) tests hypo theses derived from laboratory work in real-life situations.
Publication Activity of Selected Professors of Adult Education
Authors: Long Huey B.
Published: March 2007

This article reports the results of a study designed to deter mine the rate of publication of professors of adult education, publication trends, kinds of publications, and selected author char acteristics. Eighty-one of the 155 eligible members of the 1972 Commission of Professors of Adult Education participated in the study by providing publications lists. The participating professors produced 2,098 publications between 1950 and 1973. They repre sent approximately 800 work years since date of graduation. Adult Education and Adult Leadership are identified as very important publication outlets for professors of adult education. Professors, however, write for a large number of different periodi cals. Respondents reported publishing in 338 different journals that ranged across a wide variety of disciplines and professional areas. Certain professors appear to publish consistently with great frequency, while others report a more erratic publication history. Publication activity by professors participating in this study can be characterized as varied. Variety marks the publication modes as well as the kinds of journals in which professors of adult education publish.
Philosophical Perspectives On Adult Education: a Critical Review of the Literature
Authors: Merriam Sharan
Published: March 2007

This review surveys the literature on the philosophy of adult education. Among the major writers included are Broudy, Ber gevin, Knowles, Lawson, Freire and Lindeman. Their positions are analyzed in terms of (1) the aims and objectives of adult edu cation, (2) the teacher, the learner, and the instructional process and (3) the content of adult education. Because many of the writers hold very different assumptions about the basic nature of adult education, the survey revealed little agreement on such fundamental issues as adult education's role in promoting social change, teacher-centered instruction and the legitimate sources of educational content. Neglected in the philosophical writing on adult education are the issues of the professionalism of the field and the ways in which adult education differs from other aspects of education. Particularly unfortunate is the current lack of atten tion given to disciplined philosophical inquiry on major issues and problems in adult education.
Systems Theory as a Framework for Analysis of the Politics of Adult Education
Authors: Stewart David W.
Published: March 2007

Is systems theory, as developed by political scientist David Easton, functional in enabling the researcher to study and systematically analyze the intermediate-level political system represented by the Cooperative Extension Service interactions at the federal level? Based on an empirical analysis of the process for development of Extension's Fiscal Year 1979 federal appropriation, the conclusion is that systems theory does function well for structuring this type of research. With its eight basic analytical concepts, the theory provides appropriate units of analysis. With its focus on system, as contrasted to focus only on observable events, the theory enabled the researcher to identify some basic dysfunctions in the total structure under study.
Perspective Transformation and Adult Development
Authors: Tennant Mark C.
Published: March 2007

The way Mezirow (1991a) links the concept of perspective transformation to the process of adult development illustrates a pervasive tension in his work. On the one hand, Mezirow has been credited with highlighting the social dimension of adult learning and education; on the other hand, his theory has been criticised for lacking a social critique: he theorises the individual side of the individual-social dialectic at the expense of the social side. These criticisms, however flawed, do have some sub-stance when applied to Mezirow's views of how adult development relates to perspective transformation. Specifically, Mezirow does not sufficiently explore the social origins of the life course, which leads him to consider examples of normative psychological development as instances of perspective transformation. Perspective transformation is best conceived as a developmental shift (a new world view) rather than simply developmental progress in a taken-for-granted world.
Discriminative Justice and Responsibility In Postmodernist Adult Education
Authors: Bagnall Richard G.
Published: March 2007

The nature and import of discrimination in adult education are examined from a postmodern perspective. That perspective is self-consciously informed by an understanding of the interpretative nature of human perception; the contextualization and fragmentation of belief, meaning, and being; and the de-differentiated and generalized nature of contemporary communication. Postmodernism problematizes important modernist beliefs, especially the distinction between discriminative perception and action, the individualistic focus of discriminative criteria, the distinction between discriminatively relevant and nonrelevant criteria, the principle of partiality, and the location of discriminative responsibility. It denies any necessary relationship between discrimination and both conservatism and injustice. Postmodernist discrimination indicates the value of situational sensitivity as a principle and a goal constraining adult education practice. Situational sensitivity constitutes a responsiveness to the particularities of lived events. It encompasses the concepts of critical self-awareness, tolerance and humility, knowledge diversity, and the negotiation of discriminative realities.
Making Needs: Toward a Historical Sociology of Needs in Adult and Continuing Education
Authors: Davidson Howard S.
Published: March 2007

This paper examines the productive processes by which educators define needs as educational needs. These processes are called needs-making activities. Existing critiques of needs-meeting activity analyze the ideological and political functions of the technical discourse on that activity. Drawing on constructionist theory, this essay examines how needs-making activity is performed through communicative interactions, and how it is affected by changing structural forces operating upon and within organizations where educators work.
The Politics of Culture and the Struggle to Get an Education
Authors: Sparks Barbara
Published: March 2007

Many adults who attempt to reach their basic educational goals through the formal adult education system fail to find programs that meet their needs. Based on in-depth interviews with Chicano/as in the Southwest, this report examines the impact of and the extent to which historical and contemporary structural constraints impede their efforts. It concludes that adult education practice at all levels must be restructured to become more inclusive and supportive of nondominant groups that look to adult education for assistance in reaching their academic goals.
A Model of Executive Women's Learning and Development
Authors: Bierema Laura L.
Published: March 2007

Case study analysis was used to investigate executive women's learning and development in corporate culture. Eleven executives were interviewed. A model of their development is proposed, detailing learning tactics, negotiation strategies, and transition characteristics over the course of their career development.
Self-Assessment at Work: Outcomes of Adult Learners' Reflections on Practice
Authors: Marienau Catherine
Published: March 2007

This qualitative study examined the outcomes of engaging in self-assessment as perceived by students in an experience-based graduate program. Self-assessment is one of the elements of experiential learning that provided the framework for this study. Fifty students in three groups participated in an iterative process of focus group interviews and follow-up surveys over 12 months. An additional 30 students generated data upon graduation. Fifteen themes representing specific out-comes of self-assessment emerged from an inductive analysis of the data within and across groups. The findings indicated that self-assessment serves as a powerful instrument for experiential learning, strengthens commitment to competent performance in the workplace, enhances higher order skills for functioning in the workplace, and fosters self-agency and authority. The findings were interpreted within frameworks concerning experiential learning, workplace performance, and personal development. Self-assessment was found to offer profound benefits to participants and to earn an integral place in the curriculum.
A Revision of the Extended Version of the Objective Measure of Ego Identity Status: An Identity Instrument for Use with Late Adolescents
Authors: Bennion Layne D. , Adams Gerald R.
Published: March 2007

Previous work with the Extended Objective Measure of Ego Identity Status (EOM-EIS) has improved the assessment ability of the instrument. However, the interpersonal items were less consistent in ego identity classification than the ideological items. The interpersonal items were revised and, using a sample of 106 college students, tested to establish reliability and validity. The results from the revised EOM-EIS interpersonal and original ideological items were compared with scores on identity, intimacy, selfacceptance, authoritarian and social desirability scales. Convergent, discriminate, concurrent, and predictive validity and internal consistency (reliability) analyses demonstrate the interpersonal and ideological items can adequately measure identity status during late adolescence.
Familial Factors in Delinquency: A Developmental Perspective
Authors: Steinberg Laurence
Published: March 2007

This paper presents a developmental perspective on the role of the family-and, in particular, the role of parental neglect-in the onset of juvenile delinquency. It is argued that the family's role in delinquency is best understood when distinctions are made among preadolescent onset, early adolescent onset, and middle adolescent onset delinquents, because the antecedent and concurrent conditions that produce delinquency are quite different across the three groups. Specifically, it is suggested that a lack of parental monitoring is associated with middle adolescent onset delinquency, an excess of parental permissiveness with early adolescent onset delinquency, and early disruption in the parent-child relationship with preadolescent onset delinquency. The implications of these propositions for theory, research, and practice in the area of delinquency prevention are discussed.
Vlidity and Utility of WAIS-R and WISC-R Short Forms with Adolescents Recovering from Closed Head Injury
Authors: Slater Elisa J. , VanWagoner Steven L.
Published: March 2007

The WISC-R and WAIS-R are frequently used to assess intellectual functioning of adolescents who have sustained closed head injuries (CHI). The purpose of this study was to determine if a select-subtest (Two of Four Subtest) or select-item short form could be used with this population to accurately determine level of intellectual ability. The WISC-R/WAIS-R was administered to sixty-one adolescents who had recently sustained a CHI. Protocols were then rescored according to short form guidelines. There were no differences between Full Scale IQ (FSIQ) scores obtained from the full and abbreviated administrations and the majority of cases were classified correctly according to the Wechsler classification scheme. However, significant differences emerged between subtest scores derived from the full and short form approach. The use of abbreviated administrations as a screening device was supported. Profile analysis based upon the selected item short form or the use of these measures for diagnostic or treatment purposes is not justified.
Desegregation Experiences of Minority Students
Authors: Miller Randi L.
Published: March 2007

Few studies have explored the adolescent subculture of minority students in desegregated schools. While it is well known that desegregated schools are not integrated environments, the question whether some schools foster more positive desegregation experiences than others remains largely unanswered. This study of minority students participating in a voluntary busing program, Project Concern, examines whether bused minority adolescents are assimilated into their White high schools. Data were collected using nonparticipant observation at five schools and through structured interviews with 69 Project Concern students. Thefindingsfirst identify a number of coping strategies used by minority students and then show that desegregation has different effectsfor students at each schooL Students bused to some communities reported more positive desegregation experiences than did students bused to others. This finding contradicts one prevailing assumption of desegregation, that busing to White schools necessarily fosters positive race relations.
Adolescent Males' Pregnancy Resolution Preferences and Family Formation Intentions
Authors: Marsiglio William
Published: March 2007

This study focuses primarily on adolescent Black males and examines the subcultural interpretation of racial patterns related to pregnancy resolution and family formation issues for young males. Toward this end, this research assesses the extent to which parental education is related to young Black males'preferences, beliefs, and intentions, and attempts to determine whether parental education influences Blacks' views in a similar manner and to the same extent as it does for Whites. Analyses were based on survey data from 298 Black and White male high school students in a metropolitan midwestern city and were in formed by Fishbein and Ajzen's social psychological model. Respondents were asked to provide responses to a vignette in which they were responsible for an unplanned pregnancy within the context of a serious relationship. Results suggest that Blacks have views similar to Whites on average; but, when parental education is controlled, Blacks are relatively homogeneous in their views whereas Whites are not. The findings tentatively suggest, however, that Blacks from family backgrounds represented by low parental education may be more inclined to prefer an arrangement that has them live with their child than would Blacks from better-educated family backgrounds. The policy implications of these findings are discussed.
Gender Differences in Factors Related to Parenting Style: A Study of High Performing Science Students
Authors: Hein Carol , Lewko John H.
Published: March 2007

This study examined parenting styles within the families of high performing science students and explored gender differences in the factors associated with an authoritative parenting style. Participants in the study were 363 students who competed in the Canada-Wide Science Fair, 1992. Results showed that the authoritative parenting style was predominant among participants and that few students were from families with permissive, authoritarian, or inconsistent parenting styles. Discriminant analysis indicated that the factors associated with authoritative parenting differedfor male andfemale participants. A greater number offamily-related variables emergedforfemales, whereas more motivational and science outcome variables emerged for males. Results also showed the positive effects of authoritative parenting because adolescents from this type offamily showed higher levels offamily cohesion, interaction, and encouragement as well as higher levels of achievement motivation and higher scores on a science outcome measure.
Reasoning about Intergroup Relations among Hispanic and Euro-American Adolescents
Authors: Phinney Jean S. , Cobb Nancy J.
Published: March 2007

One hundred and twentyHispanicandEuro-American (Anglo) 5th, 8th, and 11th graders were individually interviewed to determine their judgments and reasoning in response to a dilemma in which a student from one ethnic group (Hispanic or Anglo) wished to join an exclusive club of the other ethnic group. Three-quarters of the participants made judgments to include the student, but a small number judged to exclude or switched judgments from include to exclude. Reasons used to support inclusion focused on individual welfare, social principles, and fairness. Reasons supporting exclusion stressed rules, the right to choose one 'sfriends, and cultural barriers. Ethnicity, grade, and gender were unrelated to judgments but were related to types of reasons given. Anglo students referred more to rights and rules, and Hispanics to cultural barriers. Older participants more often cited social principles.
Family System Dynamics, Gender, and Psychosocial Maturity in Late Adolescence
Authors: Bomar Judith A. , Sabatelli Ronald M.
Published: March 2007

The tolerance for individuality, intimacy, and interpersonal differences within the family's relational system were assessed as indicators of family system differentiation. These indicators of differentiation within the parent/adolescent and marital relationships were examined, through adolescent reports, aspredictors ofpsychosocial maturity in a sample of late adolescents. The research also examined gender of adolescent and gender ofparent as independent and interactive moderators of developmental maturity. The hypothesis, that adolescents who perceived high levels of differentiation within the parent/adolescent and marital relationships would report higher levels ofpsychosocial maturity than would adolescents who perceive those relationships as less differentiated, was confirmed. In addition, interactions of gender and family system were found in which, most notably, the lowestpsychosocial maturity scores were reportedformalesfromfamilies characterized by less differentiated manrital subsystems and a problematic mother/son relationship.
The Relation Between Parenting and Adolescent Depression
Authors: Garber Judy , Robinson Nancy S. , Valentiner David
Published: March 2007

Relations between three components of parenting and young adolescent's depressive symptoms were studied in a sample of240 mothers and children (Mean child age = 11. 87, SD = .57). Mothers were selected for having a range of psychopathology (77% had a history of mood disorders). Mothers and children each completed the Children's Rating of Parental Behavior Inventory (CRPBI), which yields three parenting dimensions: acceptance/rejection, autonomy/psychological control, and firm/lax control. Mothers and children also completed a questionnaire and an interview about the child's depressive symptoms during the previous 2 weeks. Three composite parenting scores were created by combining mothers' and children's ratings on each CRPBI subscale, and a composite depression score was based on the children 's, mothers', and clinicians 'ratings of the child's depressive symptoms. Maternal acceptance showed a significant negative relation to depressive symptoms, and maternal psychological control was positively associated with depressive symptoms. These relations were mediated partially through the child's perceived self-worth.
Ego and Moral Development in University Contexts
Authors: Levine Charles G. , Pakvis Patricia , Higgins-D’Alessandro Ann
Published: March 2007

The Value Consistency Thesis (VCT) proposed and empirically tested by Levine, Jakubowski, and Côté predicts associations between ego and moral functioning by identifying humanistic value orientations common to dimensions of both domains. With hypotheses based on Erikson’s notion of institutionalized moratorium, the present 2-year longitudinal study of 58 undergraduate students investigates the VCT as a function of participation within humanistic and technological university faculties. The findings replicate the initial test of the VCT and indicate that both ego and moral development and the ability to coordinate these developmental domains are gains more likely for students enrolled in humanistic faculties.
School-Related Stress, School Support, and Somatic Complaints
Authors: Torsheim Torbjorn , Wold Bente
Published: March 2007

This study examines the relationship between school-related stress, social support from teachers and classmates, and somatic complaints in the general population of Norwegian adolescents. The study was undertaken as part of the World Health Organization’s survey “Health Behaviour in School-Aged Children” (HBSC). A representative sample of 4,952 Norwegian 11- to 15-year-olds completed self-report measures on school-related stress, social support from teacher and classmates, and the HBSC symptom checklist. Multivariate logistic regression analysis revealed that students with high levels of school-related stress had a higher odds ratio (OR) for weekly headache (4.1), abdominal pain (3.9), backache (4.8), dizziness (5.4), and coexisting somatic complaints(6.1). For social support, the associations were weaker but students with low classmate support had a consistently higher OR for weekly symptoms. Interaction terms of school-related stress and social support did not reach significance. Findings suggest that adolescents’ frequency of somatic complaints partly may reflect their adaptation to ordinary school demands.
Political Violence, Family Relations, and Palestinian Youth Functioning
Authors: Barber Brian K.
Published: March 2007

This study investigated the associations among involvement in political violence, family relations, and several measures of adolescent social and psychological functioning in a sample of 7,000 Palestinian families from the West Bank and the Gaza Strip. Structural equation analysis of youth self-reported survey data revealed that experience in the intifada (as children) predicted increases in antisocial behavior (males and females) and depression (females) 1 to 2 years after the end of the intifada (when adolescents), but was not related to family values, educational values, academic performance, or aggression. Intifada experience was related to increases in parental use of psychological control and conflict with daughters, but was unrelated to parental support, parental monitoring, or conflict with sons. The discussion centers on the role of cultural forces and the psychological meaning of nationalistic conflict in the resilience of children and families to political violence.
EEG Power Density during Nap Sleep: Reflection of an Hourglass Measuring the Duration of Prior Wakefulness
Authors: Dijk Derk Jan , Beersma Domien G. M. , Daan Serge
Published: March 2007

The relation between the duration of prior wakefulness and EEG power density during sleep in humans was assessed by means of a study of naps. The duration of prior wakefulness was varied from 2 to 20 hr by scheduling naps at 1000 hr, 1200 hr, 1400 hr, 1600 hr, 1800 hr, 2000 hr, and 0400 hr. In contrast to sleep latencies, which exhibited a minimum in the afternoon, EEG power densities in the delta and theta frequencies were a monotonic function of the duration of prior wakefulness. The data support the hypothesis that EEG power density during non-rapid eye movement sleep is only determined by the prior history of sleep and wakefulness and is not determined by clock-like mechanisms.
Masking of Circadian Activity Rhythms in Canaries by Light and Dark
Authors: Aschoff Jürgen , von Goetz Christiana
Published: March 2007

Canaries ( Serinus canaria) were kept singly in cages placed in an artificially illu minated, soundproof cabinet. Perch-hopping activity was recorded by means of a computer system. In three series of experiments, the activity rhythms of the birds were entrained to 24 hr by light-dark (LD) cycles with 4, 12, or 20 hr of light (L), respectively. The intensity of illumination was 10 lux in L and 0.25 lux in darkness (D). Under LD 4:20 and 12:12, the intensity of D was increased daily at the same zeitgeber time to 1 lux for 1 hr (L pulse) during about 8 consecutive days. This sequence was followed by 8 days without L pulses before giving another series of L pulses at a different zeitgeber time. Under LD 20:4, the intensity of L was decreased to 1 lux for 1 hr (D pulse). The activity of all birds was more or less increased by the L pulses (positive masking) and decreased by the D pulses (negative masking). The level of masking activity during the L and D pulses depended on the circadian phase at which the pulses were administered. Positive masking by L pulses was minimal about 5 hr after the beginning of D, and increased steadily thereafter. Negative masking by D pulses was maximal at the beginning and the end of L, and minimal during the middle.
Different Mechanisms of Phase Delays and Phase Advances of the Circadian Rhythm in Rat Pineal N-Acetyltransferase Activity
Authors: Illnerová Helena , Vaněčk Jiří , Hoffmann Klaus
Published: March 2007

The circadian rhythm in rat pineal N-acetyltransferase (NAT) activity, which drives the rhythm in melatonin production, is controlled by a pacemaker located in the su prachiasmatic nucleus of the hypothalamus. As the NAT rhythm has two well-defined phase markers—namely, the time of the evening activity rise and of the morning decline—it is suitable for studies of the entrainment of the pacemaker by environmental light. Phase delays of the NAT rhythm proceed more rapidly than phase advances. One day after a brief light pulse applied before midnight, or after a delay in evening lights-off, or a delay of a light-dark (LD) cycle, phase delays of the evening NAT rise result in almost corresponding delays of the morning NAT decline. Consequently, the NAT rhythm is phase-shifted, but its pattern does not change. One day after a brief light pulse applied past midnight, or after bringing forward morning lights-on, or after an advance of an LD cycle, the morning NAT decline is phase- advanced, but the evening rise is not phase-advanced at all or may even be phase-delayed. Consequently, the phase relationship between the evening NAT activity onset and the mom ing offset may be compressed considerably, and it may take several transient cycles before phase advances of the morning NAT decline are followed by corresponding advances of the evening NAT rise. Due to the phase-delaying effect of evening light on the NAT rise and to the phase-advancing effect of morning light on the NAT decline, the phase relationship be tween the NAT rise and the decline is compressed on long days and decompressed on short days.
Amplitude Model for the Effects of Mutations and Temperature on Period and Phase Resetting of the Neurospora Circadian Oscillator
Authors: Lakin-Thomas Patricia L. , Brody Stuart , Coté Gary G.
Published: March 2007

This paper analyzes published and unpublished data on phase resetting of the circadian oscillator in the fungus Neurospora crassa and demonstrates a correlation between period and resetting behavior in several mutants with altered periods: As the period increases, the apparent sensitivity to resetting by light and by cycloheximide decreases. Sensitivity to resetting by temperature pulses may also decrease. We suggest that these mutations affect the amplitude of the oscillator and that a change in amplitude is responsible for the observed changes in both period and resetting by several stimuli. As a secondary hypothesis, we propose that temperature compensation of period in Neurospora can be explained by changes in amplitude: As temperature increases, the compensation mechanism may increase the amplitude of the oscillator to maintain a constant period. A number of testable predictions arising from these two hypotheses are discussed.

To demonstrate these hypotheses, a mathematical model of a time-delay oscillator is presented in which both period and amplitude can be increased by a change in a single parameter. The model exhibits the predicted resetting behavior: With a standard perturbation, a smaller amplitude produces type 0 resetting and a larger amplitude produces type 1 resetting. Correlations between period, amplitude, and resetting can also be demonstrated in other types of oscillators. Examples of correlated changes in period and resetting behavior in Drosophila and hamsters raise the possibility that amplitude changes are a general phenomenon in circadian oscillators.
Maternal Entrainment of tau Mutant Hamsters
Authors: Viswanathan N. , Davis Fred C.
Published: March 2007

Maternal entrainment of the circadian wheel-running activity rhythm was examined in Syrian hamsters heterozygous for a single gene mutation ( tau) that affects the free-running period of circadian rhythms. Heterozygous tau pups were bom to and raised by wild-type mothers under constant dim light. The pups' wheel-running activity was recorded after weaning on postnatal day 18 or 24. Pups weaned on day 18 had an average free-running period of 21.70 hr, demonstrating that the tau phenotype was fully expressed at this age. Using the activity onset of the postnatal free-running rhythms as a phase reference, we estimated the phase relationships between the pups and their mothers on days 18 and 24. In contrast to results with wild-type pups, the activity rhythms of tau pups were not in phase with the rhythms of their wild-type mothers; that is, activity onsets of mothers and pups did not coincide. The pups did, however, show synchrony among themselves, indicating that they had been exposed to a synchronizing signal sometime during development. It is likely that this synchronizing signal was provided by the mothers, since pups from different litters showed phase relationships similar to those of their mothers. Thus the mothers provided a signal that was sufficient to cause entrainment, despite the 2-hr difference in free-running period between the mothers and pups. Although the pups' activity rhythms appeared to have been entrained by the mothers, they were clearly free-running by postnatal day 18. The mechanism for entrainment is lost during the course of development, despite continued interaction between the mothers and pups.