Maternal Expectations for Toddlers' Reactions to Novelty: Relations of Maternal Internalizing Symptoms and Parenting Dimensions to Expectations and Accuracy of Expectations

OBJECTIVE: Although maternal internalizing symptoms and parenting dimensions have been linked to reports and perceptions of children's behavior, it remains relatively unknown whether these characteristics relate to expectations or the accuracy of expectations for toddlers' responses to novel situations. DESIGN: A community sample of 117 mother-toddler dyads participated in a laboratory visit and questionnaire completion. At the laboratory, mothers were interviewed about their expectations for their toddlers' behaviors in a variety of novel tasks; toddlers then participated in these activities, and trained coders scored their behaviors. Mothers completed questionnaires assessing demographics, depressive and worry symptoms, and parenting dimensions. RESULTS: Mothers who reported more worry expected their toddlers to display more fearful behavior during the laboratory tasks, but worry did not moderate how accurately maternal expectations predicted toddlers' observed behavior. When also reporting a low level of authoritative-responsive parenting, maternal depressive symptoms moderated the association between maternal expectations and observed toddler behavior, such that, as depressive symptoms increased, maternal expectations related less strongly to toddler behavior. CONCLUSIONS: When mothers were asked about their expectations for their toddlers' behavior in the same novel situations from which experimenters observe this behavior, symptoms and parenting had minimal effect on the accuracy of mothers' expectations. When in the context of low authoritative-responsive parenting, however, depressive symptoms related to less accurate predictions of their toddlers' fearful behavior.     

Race salience and essentialist thinking in racial stereotype development

The authors explored the emergence and antecedents of racial stereotyping in 89 children ages 3-10 years. Children completed a number of matching and sorting tasks, including a measure designed to assess their knowledge and application of both positive and negative in-group and out-group stereotypes. Results indicate that children start to apply stereotypes to the out-group starting around 6 years of age. Controlling for a number of factors, 2 predictors contributed significantly toward uniquely explaining the use of these stereotypes: race salience (i.e., seeing and organizing by race) and essentialist thinking (i.e., believing that race cannot change). These results provide insight into how and when real-world interventions aimed at altering the acquisition of racial stereotypes may be implemented.     

Ideas on the Margins: Professional Counseling and Ideological Insularity

Efforts to professionalize counseling practice have yielded extraordinary benefits to counselors. However, professionalization has also caused counselors to adopt strict definitions of their education, practices, and ethics. In order to combat the ideological insularity brought on by professionalization, several marginalized ideas are considered. The implications of these ideas and ways to overcome ideological insularity are discussed.     

Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials

How can researchers in K–12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students’ understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen''s d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K–12 settings while limiting the scope and budget of their work.     

Distribution channel management in e-government: Addressing federal information policy issues

Part of the promise of electronic government (e-government) is its ability to transform the delivery of information services and products from government to users. E-government allows federal agencies to supplement and even supplant private sector roles intermediating between government agencies and users, creating unintended consequences in terms of policy, theory, and practice. The problem is called “channel conflict” in the marketing literature, and the typical response is called distribution channel management (DCM). After reviewing the literatures of e-government, information policy, and DCM, the paper explores differing DCM philosophies of two federal agencies: the Internal Revenue Service and the U.S. Census Bureau. An examination of these two DCM programs provides insights on how federal agencies may be able to manage their various channels for e-government offerings despite tensions in the current legal and policy context. The paper concludes by using DCM literature to help frame options for dealing with these tensions.     

Sequence-dependent rotation axis changes in tennis

The purpose of this study was to evaluate the role of rotation axes during a tennis serve. A motion capture system was used to evaluate the contribution of the potential axes of rotation (minimum inertia axis, shoulder-centre of mass axis and the shoulder-elbow axis) during the four discrete tennis serve phases (loading, cocking, acceleration and follow through). Ten ranked athletes (International Tennis Number 1–3) repeatedly performed a flat service aiming at a target on the other side of the net. The four serve phases are distinct and thus, each movement phase seems to be organised around specific rotation axes. The results showed that the limbs’ rotational axis does not necessarily coincide with the minimum inertia axis across the cocking phase of the tennis serve. Even though individual serving strategies were exposed, all participants showed an effect due to the cocking phase and changed the rotation axis during the task. Taken together, the results showed that despite inter-individual differences, nine out of 10 participants changed the rotation axis towards the minimum inertia and/or the mass axis in an endeavour to maximise external rotation of the shoulder to optimally prepare for the acceleration phase.     

Visions to Guide Performance: A Typology of Multiple Future Organizational Images

Organizational performance is highly influenced by how employees envision the future. To date, many scholars have emphasized the importance of an overarching future vision that unites all stakeholders, while acknowledging the presence of divergent perspectives among members. This variety in perspectives may be further complicated in organizations undergoing great stress and where the leadership has not defined and promoted a future vision to guide the content of the images of its members. Little study has explored the various types of future organizational images that exist or the nature of those images. We explore these concerns via a case study of an airline in the midst of a dramatic fight for survival. The findings both confirm the existence of multiple views for the company's future and delineate their general characteristics through a typology of imagery. We conclude with a language to use to differentiate those images for future research and offer practical implications for managing multiple future organizational images to mobilize energy and enhance performance in a more unified direction.     

Early kindergarten identification of academically not-ready children by use of human figure drawing developmental score

The Koppitz Human Figure Drawing (HFD) Test was examined for use in early identification of academically not-ready kindergarten children. HFD developmental scores of a group of children who later “passed” the Metroplitan Readiness Test (stanine score ≥4), as required for admission to the first-grade classroom, were compared with the HFD scores of a group of children who later “failed” the Metropolitan Readiness Test (stanine score ≤3). Evaluation of the test data showed that the optimum HFD score cut-off point for prediction of nonreadiness was ≤3; 42% of the nonready and 90% of the ready children, as defined by the Metropolitan Readiness Test (MTR) score criterion, were correctly identified. An overall hit rate of 75% was obtained on the experimental population. The work indicates that HFD developmental scores are useful for early identification of the academically not-ready kindergarten child.