The Stability of Social Groups in Childhood and Adolescence: The Role of the Classroom Social Environment.

This study provides a developmental analysis of childhood and adolescent social relationships within the school context. The social groups of 220 fourth graders and 475 seventh graders were tracked over a one year interval. The initial results indicated that approximately 30% of the social groups were identified as stable in that they maintained at least 50% of their membership over the one year interval. However, the stability in group affiliations was a function of the stability of the composition of the classroom. When schools did not promote classrooms as a unit, only 6.8% of social groups were stable, as compared to 55% of groups being stable when the school did promote classrooms as a unit. This school effect in group stability was demonstrated by a high correlation (rs = .97) between classroom stability and group stability. Even in unstable classrooms, individuals were more likely to maintain affiliations when group members were assigned to the same classroom. This work suggests that stable environments promote stable relationships, which in turn, may promote greater continuity in the organization of behavioral patterns.     

The Proportion of Gaming Revenue Derived from Problem Gamblers: Examining the Issues in a Canadian Context

The legitimacy of government-sponsored gambling and its continued expansion depends in part on the impact that gambling has on society and the extent to which gambling revenue is derived from vulnerable individuals. The purpose of the present article is to try to establish a valid estimate of the proportion of gaming revenue derived from problem gamblers in Canada. Using recent secondary data collected in eight Canadian provinces, we estimate this proportion to be 23.1%, compared to a problem gambling prevalence rate of 4.2%. This estimate must be seen as tentative, however, as self-reported expenditures are 2.1 times higher than actual provincial gaming revenues.     

Differential effects of parental control on preschool-age adjustment depending on child effortful control

This study examined whether parental control differentially predicted children's effortful control and adjustment depending on children's levels of executive control and delay ability. Using longitudinal data, the study included 241 preschool-age children and their mothers. Fifty-seven percent of the sample was lower income and included 64% White, 10% Latino/Hispanic, 9% Black, 3% Asian-American, 2% Native or American Indian, and 12% multiple racial/ethnic backgrounds. Interactions between aspects of parental and child control at 3-years-old were tested as predictors of mother-reported child effortful control at 4.5 years and teacher-reported adjustment at 5.5 years. Children's early levels of executive control and delay ability moderated the relations of some forms of parental control with child outcomes, although several hypothesized interactions were nonsignificant. Low parental autonomy respect predicted higher externalizing for children initially high in executive control but predicted lower externalizing for children initially low in executive control. Conversely, high autonomy respect predicted higher impulsivity for children low in delay ability but higher social competence for children high in delay ability. Finally, low maternal negative control predicted higher internalizing for children low in delay ability, whereas it predicted higher internalizing for children high in delay ability. These findings suggest that in some cases the type and degree of parental control should match a child's level of effortful control to support their social, emotional, and behavioral adjustment optimally.     

Experimental Cournot oligopoly and inequity aversion

This paper explores the role of inequity aversion as an explanation for observed behavior in experimental Cournot oligopolies. We show that inequity aversion can change the nature of the strategic interaction: quantities are strategic substitutes for sufficiently asymmetric output levels but strategic complements otherwise. We find that inequity aversion can explain why: (i) some experiments result in higher than Cournot–Nash production levels while others result in lower, (ii) collusion often occurs with only two players whereas with three or more players market outcomes are very close to Cournot–Nash, and (iii) players often achieve equal profits in asymmetric Cournot oligopoly.     

Auditing biochemical research data: A case study

There is little documentation in the literature of how to conduct a data audit of laboratory research. The purpose of such an audit is to verify the extent to which the published data agree with the corresponding laboratory notebook data and whether the data thus examined appear to be sufficient to justify the published conclusions. A case study is presented, which demonstrates a step by step approach towards conducting a data audit of a published research study.     

Hearing the voices of abused older women

This paper focuses on a qualitative research process that gathered responses from 64 older women aged fifty and older on their experience of violence and abuse. What older women said about abuse in their lives supports the use of a feminist framework as well as the age based analysis of the elder abuse field. Some respondents spoke of abuse from childhood into their later years. Some spoke of partners witnessing or experiencing abuse as children. Some women express concern about possible abuse by their adult children of their own children. Abused older women like younger women need a safe environment, emotional support, advocacy, information, and peer support. While it is important to consider the perspectives and knowledge of service providers when developing policy and practice on abuse of older women, it is critical to ask the women survivors of abuse or neglect what they believe would benefit them, and others in similar situations.     

The Role of Evaluator-Victim Relationships in Children's Evaluations of Peer Provocation

Second-, third-, fifth-, and sixth- grade children evaluated two hypothetical target peers in three provocation scenarios which differed as to the intent of a provocative act (Ambiguous, Accidental, Hostile). In addition to age and gender, evaluator-victim relationship was manipulated with children portrayed as being in a best friend, an acquaintance, or an enemy relationship with the victim, while the agent of the provocation was an unfamiliar peer. Evaluations were assessed in terms of attributions of aggressor's intentions, behavior response of the victim, evaluator's liking for victim, and evaluator's affect. Results indicated that older children evaluated aggressor's intentions and victim's behavior response more negatively than did younger children. Further, attributions of aggressor's intent significantly predicted the victim's subsequent behavioral response. Evaluator's affect was reported to be more negative when evaluating hostile provocation compared to accidental or ambiguous provocation and evaluators in acquaintance and enemy relationships with the victim reported liking the victim more after the provocation than before it occurred. Results are discussed in terms of the social relational and social situational influences on children's evaluations of peer interactions and the need to integrate these contextual factors in children's person perception research.     

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.