Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model

This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acceptance (favoring girls) and for initiating affectively neutral interactions (boys had higher rates), and the sex by sample interaction also was significant for initiating interactions (i.e., effect significant only in the Portuguese sample). In CFAs, the hypothesized structure of SC fits the data and was invariant across sample and age within sample in both measurement and structural tests. The model was invariant at the measurement level for sex within sample tests, but not at the structural level. The results replicate and extend understandings of SC reported in the original study.     

The Effects of Participation Rate on the Internal Reliability of Peer Nomination Measures

Although low participation rates have historically been considered problematic in peer nomination research, some researchers have recently argued that small proportions of participants can, in fact, provide adequate sociometric data. The current study used a classical measurement perspective to investigate the internal reliability (Cronbach's α) of peer nomination measures of acceptance, popularity, friendship, prosocial behavior, and overt aggression. Data from 642 participants attending 10 schools were resampled at different participation rates ranging from 5 percent to 100 percent of the original samples. Results indicated that (1) the association between participation rate and Cronbach's α was curvilinear across schools and variables; (2) collecting more data for a given variable (by using unlimited vs. limited nominations, or two vs. one items) was significantly related to higher internal reliability; and (3) certain variables (overt aggression, popularity) were more reliable than others (acceptance, friendship). Implications for future research were discussed.     

Open Review of Science Publications

Publication of scientific research in print is traditionally peer reviewed anonymously prior to publication, which is a time-tested process but has serious limitations. The advent of the Internet permits postpublication open review online after minimal review by the editors or the author-selected reviewers, which can be quick, that permits the authors to revise the content. Most meritorious articles published online may be selected for publication in print as annual or biennial collections.     

Shy but Getting By? An Examination of the Complex Links Among Shyness,Coping, and Socioemotional Functioning in Childhood

The purpose of the current study was to test a conceptual model of the mediated and moderated associations among shyness, coping strategies, and socioemotional functioning in middle childhood. Participants were 358 children (177 boys) aged 9–13 years (M = 10.16 years, SD =.95). Children completed self‐report assessments of shyness, coping style in response to a social stressor, internalizing problems, and peer difficulties. Among the results, shyness was positively associated with internalizing symptoms and negatively related to perceptions of peer difficulties. However, both of these associations were partially mediated by internalizing coping styles. Moreover, problem‐solving coping moderated these mediated pathways: among children who reported higher levels of problem‐solving coping, the associations between internalizing coping and outcomes were attenuated. Several gender differences also emerged, suggesting that problem‐solving coping may be particularly useful for shy boys. Results are discussed in terms of the complex but potentially critical role of coping in shy children's socioemotional functioning.     

Relations among Sadness Regulation,Peer Acceptance,and Social Functioning in Early Adolescence: The Role of Gender

Using a multi‐informant approach, this study examined emotion regulation within the social context of White and Black adolescent peer groups by assessing two aspects of sadness expression management (i.e., inhibition, disinhibition) and their linkages to peer acceptance and social functioning as a function of gender and ethnicity. Seventh‐ and eighth‐grade adolescents (N = 155, 52 percent female, 54.8 percent Black) completed self‐reports and peer nominations of sadness management and sociometric ratings of peer acceptance. Parents rated their child's social competence and social problems. Results revealed specific patterns of sadness regulation across informants that were associated with social functioning and varied by gender, but not ethnicity. Boys were more likely than girls to minimize sadness displays; boys who violated this pattern had lower peer acceptance and higher parent‐rated social problems. In contrast, although girls were rated as displaying overt sadness more frequently than boys, this was unrelated to peer acceptance.     

Follow the leader! The peer effect in aid supply decisions

This study assesses the existence of imitative behaviour among donors in terms of their aid supply. The urgency in addressing this subject is motivated by an increasing degree of aid volatility and unpredictability which may be linked to this imitative behaviour. Our results highlight that while any connection among donor peers is a potential channel for the transmission of aid volatility, the extent of such volatility decreases significantly in the presence of established imitative behaviour. This result suggests that the promotion of donor imitative behaviour would contribute to containing the current and growing trend of volatility in aid supply.     

Preschoolers' Bistrategic Resource Control,Reconciliation, and Peer Regard

Bistrategic resource control entails using both coercive and prosocial strategies in competition for resources. The present study sought to clarify whether bistrategic involves more than simply using both strategies some of the time. Examining 88 preschoolers' coercion and prosociality over an entire school year, results showed that coercive resource control was used most frequently at the start of the school year, presumably to access resources and establish social dominance. Rates of prosocial resource control increased over the school year, and socially dominant preschoolers showed higher rates compared with peers, presumably to maintain resource control while keeping peers as allies. Socially dominant preschoolers also used reconciliation more often than peers, resulting in higher rates of affiliation between former competitors and more positive peer regard from fall to spring. Findings are discussed in terms of resource control theory and the importance of situating social behaviors within the behavioral and relationship context in which they are embedded.     

Prospect Theory and Limit Lines

Risk acceptance criteria in the form of limit lines are investigated in the context of prospect theory. This theory departs from utility theory in several respects, an important one being the use of weights other than probabilities in the evaluation of the expected impact of uncertain outcomes. Hypothetical functions reflecting certain attitudes toward consequences and rare events are developed and combined to produce several limit lines.     

论楚辞对汉赋的影响

汉赋“受命于诗人 ,拓宇于《楚辞》。”汉大赋铺张扬厉、结构宏大、语言华丽、句式工整 ,这种审美情趣和特点直接受楚辞的影响 ,故有“楚艳汉侈”之说 ;抒情赋以《楚辞》为模仿对象 ,具有抒情述志 ,注重音韵节奏而篇幅不长等特点 ,它直接脱胎于《离骚》、《九章》。一方面是因为统治者需要歌功颂德 ,文人以辞赋创作作为进仕的手段 ;另一方面文人生活的困顿与挫折 ,诸多悲剧性的人生遭际 ,需要以辞赋写志抒情 ,楚辞也始终在赋家创作中起影响作用。以司马相如《天子游猎赋》为代表的以描写皇宫帝苑和帝王巡狩游宴为主要内容的汉大赋得楚辞之形 ,以贾谊《吊屈原赋》为代表的以抒写个人情志为主的抒情赋得楚辞之神 ,二者对楚辞各取所需而面目各异