Prior Sexual Victimization and Disclosure of Campus Sexual Violence Among College Students

Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts.     

Equitable Written Assessments for English Language Learners: How Scaffolding Helps

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.     

"Birds of a Feather…": Behavioral Concordances and Preferential Personal Attraction in Children

The purpose of this study was to assess the extent to which preferential personal attraction was associated with behavioral similarity among newly acquinted children. Participants included 69 focal children, selected from a sample of 236 7-year-old children who met, for the first time, in same-sex quartets ( n = 59) for a free-play session. Within each of these quartets, a "discriminating child" was identified; this child expressed a clear preference for one of his or her playmates over one other of her or his quartet playmates. Preference was determined sociometrically after the children became acquainted during free play. The results indicated that "discriminating" children were more behaviorally similar to preferred playmates than to nonpreferred playmates both in terms of cognitive play style and social participation. Implications of the findings are discussed in terms of the relation to the acquaintanceship process.     

The effects of sex of speaker and listener on recall from a medical audiotape

Two studies are reported that examine the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape on multiple sclerosis. Previous research in other contexts has suggested that males might be more effective speakers than females, that males might be more effective listeners than females, and that there might be an interaction between the sex of the speaker and the sex of the listener so that male listeners might recall more from male speakers and female listeners might recall more from female ones.
Despite considerable differences between the two reported studies, the results from both were very similar. Both produced no evidence to support any of the above suggestions.     

A study of the "inversion of intensity" between newborn and preschool-age behavior.

To test the inversion of intensity interpretation based on negative relations between newborn and preschool intensity behaviors (Bell, Weller, & Waldrop 1971), 106 normal children were examined at the neonatal and preschool periods. Data analyses were carried out in 2 parts: Part I was an attempt to reconstruct the same measures of intensity Bell et al. used at both periods, and Part II was a broader factor analytic analysis using all measures conceptually related to intensity in the neonatal and preschool periods. In Part I, several correlations were in the direction consistent with inversion, but only 1 of 20 correlations reached significance. In Part II, several significant correlations between intensity behavior at newborn and preschool periods were obtained, indicating intense newborn behavior to be related to low levels of socially negative behaviors. Interpretations of intensity behaviors at both periods and their longitudinal relations are discussed.