Hostile attribution of intent and aggressive behavior: a meta-analysis

A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.     

LONG-TERM INHIBITION OF Na~ /H~ EXCHANGE ATTENUATES CARDIAC REMODELING AFTER MYOCARDIAL INFARCTION IN RATS

ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅＮａ /Ｈ ｅｘｃｈａｎｇｅｒ (ＮＨＥ)ｉｓａｐＨ ｒｅｇｕｌａｔｏｒｙｐｒｏｔｅｉｎｐｒｅｓｅｎｔｉｎｔｈｅｐｌａｓｍａｍｅｍ ｂｒａｎｃｅｏｆｃａｒｄｉｏｍｙｏｃｙｔｅｓａｎｄｏｔｈｅｒｃｅｌｌｔｙｐｅｓ.ＡｌｔｈｏｕｇｈｓｅｖｅｒａｌｉｓｏｆｏｒｍｓｏｆＮＨＥｈａｖｅｂｅｅｎｄｅ ｃｒｉｂｅｄ,ｔｈｅｐｒｅｄｏｍｉｎａｎｔｉｓｏｆｏｒｍｉｎｔｈｅｈｅａｒｔｉｓｔｈｅｕｂｉｑｕｉｔｏｕｓＮＨＥ 1 ,ｗｈｉｃｈｕｎｄｅｒｃｅｎｔａｉｎｐｈｙｓｉｏｌｏｇｉｃａｌｃｏｎｄｉｔｉ…     

Using Content Analysis to Compare a U.S. Urban Teacher Residency to a Finnish Teacher Education Program

In the United States, how to provide a high-quality education to all students has been a focal discussion, especially in urban settings. One potential solution that has emerged to confront this issue involves urban teacher residency (UTR) programs that provide innovations concerning the recruitment, preparation, and retention of teachers in high-need urban schools. In this study, we conducted a content analysis and compared steering documents of a UTR program in California with materials from a teacher-training program in Finland. Despite differences in both the legislative and local contexts under which the two programs operate, we found many similarities in both the steering documents and course offerings of these two teacher-training programs. For example, both promote aspects of social justice and are research-based. Furthermore, both offer a variety of types of courses, such as those emphasizing the pedagogical bases of education and research studies in education.

     

假如给我三天光明

我们大多数人把生活认为是理所当然的.我们知道,某一天我们一定会死,但通常我们把那天想象在遥远的将来.     

To give or not to give: children's and adolescents' sharing and moral negotiations in economic decision situations

This study interconnects developmental psychology of fair and moral behavior with economic game theory. One hundred eighty-nine 9- to 17-year-old students shared a sum of money as individuals and groups with another anonymous group (dictator game). Individual allocations did not differ by age but did by gender and were predicted by participants' preferences for fair allocations. Group decision making followed a majority process. Level of moral reasoning did not predict individual offers, but group members with a higher moral reasoning ability were more influential during group negotiations and in influencing group outcomes. The youngest participants justified offers more frequently by referring to simple distribution principles. Older participants employed more complex reasons to justify deviations from allocation principles.     

Immersion,Reflection, Failure: Teaching Graduate Students to Teach Writing Online

ABSTRACT

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure.     

Possible selves of older adults entering a life plan community

This study examined the possible selves, goals, and perceptions of “time left” of older adults soon after they entered a life plan community as independent living residents. There has been little research regarding the effect of this life transition on older adults’ self-concept, hopes, and fears. Eighteen residents participated in one-hour personal interviews about their reasons for moving, their possible selves, goals, and perception of time left. Time left was measured in two ways: residents were asked to estimate the number of years they had left and were also asked to mark, on a novel visual analogue measure, how “limited” or “expanded” their time left felt to them. Residents were found to have an average of 6.18 possible selves in total, with more hoped-for possible selves (m = 4.39) than feared possible selves (m = 1.78). The majority of the goals were maintenance goals, followed by self-improvement goals and then avoidance goals. Residents estimated that they would live for 11.64 more years, and the majority reported that this felt like “a lot of time.” Based on their responses to the novel visual analogue measure of time left, two-thirds of the participants reported that their time left felt “expanded” rather than “limited.” Consistent with predictions based on socioemotional selectivity theory, participants with longer subjective life expectancies reported more self-improvement goals and more hoped-for selves. Participants identified more possible selves than documented in previous studies, including almost twice as many hoped-for possible selves.