Glen E. Ray

Relating Aggressive and Victimization Behaviors to Children's Sociometric Status and Friendships

The present study examined peer nominations of pupils in Grades 3-6 (9-12-year-olds) for aggressive and victimization behaviors in relation to peer group sociometric status (popular, average, rejected) and number of mutual friends (reciprocal nominations). Rejected children, relative to other children, were perceived as higher both in aggression and in being victimized (both physically and verbally) and had the smallest number of mutual friends. In addition, the mutual friends of rejected status boys were perceived as higher in being victimized than were the friends of other children. Neither level of aggression nor level of victimization predicted number of mutual friendships. However, significant positive correlations for both aggressive and victimization behaviors were revealed between popular and average status children and their mutual friends, and these congruences were not found between rejected status children and their mutual friends. This research highlights the complexity and importance of evaluating the form and function of social behaviors within multiple levels of childrens peer social relationships.

Children's evaluations of provocation between peers

The present study examined childrens evaluations of potentially conflictual situations between peers. Eight-and 11-year-olds evaluated two hypothetical target children in three scenarios which differed as to the intent of a provocative act (Accidental, Ambiguous, Hostile). In addition to grade and sex, relationship between targets was manipulated as a between-subjects variable with targets portrayed as either Best Friends Acquaintances, or Enemies. Children evaluated targets in terms of attributions of intentions, behavior response, affective state of targets, and mutual liking between targets. Results indicated that aggressors intentions and victims behavior response were evaluated as positive for the Accidental scenario and as negative for the Hostile scenario regardless of target relationship. When aggressors intentions were unclear (e.g., Ambiguous), interactions between Best Friends and interactions between Acquaintances were evaluated as positive while interactions between Enemies were perceived as negative. Further, while all children predicted a negative response by the victim during the Hostile situation, younger children predicted the victims response would be less negative than did older children. Children reported Best Friends and Acquaintances as liking each other more before the provocation situation started than after it occurred while liking between Enemies remained unchanged, thus indicating a belief that provocations may hurt a positive or neutral relationship. Targets were perceived to be in negative affective states during the Accidental and Ambiguous scenarios and the aggressor was perceived to be in a neutral affective state during the Hostile scenario. Results are discussed in terms of previous research on response to provocation and implications for research on childrens peer conflicts.

Preschool children's comprehension of aSesame Street video tape: The effects of repeated viewing and previewing instructions

Twenty male and 20 female 4-year-olds viewed a 19-minute Sesame Street video tape once a week for three weeks to determine whether comprehension of the plot of the video tape would improve if the children were given ample time to process the tape, and if they participated in one of two previewing instruction conditions. Findings indicated that repeated viewing of the tape was the most important factor in childrens ability to comprehend the plot. Previewing instructions and gender did not influence plot comprehension. It is suggested that repeated viewing allowed the children to process the formal features of the tape and use them to construct a framework within which to interpret the plot of the show. Additional findings are discussed in terms of childrens script representation and how such representation is acquired.

Cognitive Load, Schema Acquisition, and Procedural Adaptation in Nonisomorphic Analogical Transfer.

Cognitive load theory was explored in three conditions among 96 3rd graders in nonisomorphic transfer. In one condition, both goal attainment and problem-space exploration were emphasized on each acquisition trial. In a 2nd condition, problem-space exploration was emphasized, whereas goal attainment was not. In a 3rd condition, goal attainment was emphasized, but the problem space was explored only until an error occurred on each trial. All children solved 2 analogues of the missionaries/cannibals problem and transferred to an analogue of the jealous husbands problem. Children in the 2nd condition made fewer errors and required less time than the other groups on the 1st move in transfer, which is taken to reflect the quality of the base attained during acquisition. On later moves, children in Conditions 1 and 2 outperformed those in Condition 3. Thus, children in the first two conditions were better able to adjust the base to the target.

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 aggressors intentions, behavior response of the victim, evaluators liking for victim, and evaluators affect. Results indicated that older children evaluated aggressors intentions and victims behavior response more negatively than did younger children. Further, attributions of aggressors intent significantly predicted the victims subsequent behavioral response. Evaluators 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 childrens evaluations of peer interactions and the need to integrate these contextual factors in childrens person perception research.

Does wechsler intelligence scale administration and scoring proficiency improve during assessment training

Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.

Complementary and alternative medicine use among people with asthma and health-related quality of life

Abstract Objective: This study investigated the relationship between complementary and alternative medicine (CAM) use and self-reported health-related quality of life among people with asthma. Method: Data from the 2010 Behavioral Risk Factor Surveillance System (BRFSS) survey and the 2010 Asthma Callback Survey (ACBS) were used. Survey respondents were men and women with asthma who were 18–99 years of age who responded to both surveys. Results: CAM use was associated with an increase in the number of days of poor mental health (OR = 1.02, 95% CI 1.02, 1.03) and poor physical health (OR = 1.02, 95% CI 1.01, 1.02). The odds ratios are adjusted for covariates such as asthma severity, age, sex, race/ethnicity, income, and educational attainment. CAM users report more days of poor mental health (7.2 versus 4.6) and poor physical health (9.6 versus 6.5) compared with those not using CAM therapies. Conclusions: Contrary to the hypotheses, CAM use is associated with poorer health-related quality of life. Implications for research and practice are discussed in detail.

Peer Relationships Among Institutionalized Juvenile Boys.

This study examined peer relationships (sociometric status and friendship) of institutionalized juvenile males ages 12 to 18. Results replicated previous studies using “normal” nondelinquent samples demonstrating that sociometrically popular status juveniles were evaluated higher on sociability and leadership than were average- or rejected-status juveniles. Furthermore, rejected-status juveniles were evaluated as being more aggressive and more actively isolated than were popular- or average-status juveniles. Investigating the relationship between friendship networks (perceived and reciprocated) and social status revealed no differences. However, differences in relationship quality as a function of sociometric status emerged with rejected-status juveniles evaluating their best-friend relationship as being more caring, intimate, exclusive, and less conflict ridden than popular or average-status juveniles’ evaluations of their best-friend relationships. Findings replicate and extend previous research investigating children’s peer relationships. Implications for future research into the juvenile’s understanding of peer relationships are discussed.

Classroom friends and very best friends: a short-term longitudinal analysis of relationship quality.

ABSTRACT Second-, third-, fifth-, and sixth-grade children evaluated relationship qualities of a self-nominated friend and a self-nominated very best friend over a 6-month school year period. Results demonstrated that 76% of the friend relationships and 50% of the very best friend relationships were maintained over the course of the study. Children in maintained friendships evaluated their relationships more positively and also reported having larger friendship networks in general compared with children whose friendships did not endure over time. Thus those with unstable relationships are having difficulty initiating new friendships as well. For very best friends, positive relationship qualities (e.g., caring) did not change over time for children in maintained relationships, while positive relationship qualities decreased over time for children in nonmaintained relationships. Further, no differences emerged between children in maintained and nonmaintained very best friendships on perceptions of negative relationship qualities (e.g., conflict).

College Student Evaluations of Parent–Child Disciplinary Situations

This study examined the influence(s) of the type of physical discipline administered and the type of child misbehavior on college student’s evaluations of parent–child disciplinary situations. Participants evaluated vignettes describing a child’s behavioral transgression and the subsequent parental disciplinary response. Evaluations were assessed in terms of the abusiveness, effectiveness, and appropriateness of the discipline. As predicted, evaluations varied as a function of both the type of physical discipline and the type of behavioral transgression. For example, parent–child interactions were evaluated as being more abusive when the severity of the discipline exceeded the severity of the transgression. Gender differences emerged with women evaluating mild discipline as being just as appropriate as moderate discipline while men evaluated mild discipline as being less appropriate than moderate discipline. Further, men evaluated moderate and severe discipline as being more effective than mild discipline. Results are discussed in terms of how the current research extends previous work in this area. Implications and areas for future research also are discussed.