Comparison of Hualapai school children to national norms on measures of receptive vocabulary and verbal ability

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.     

Protein and amino acids for athletes

The main determinants of an athlete's protein needs are their training regime and habitual nutrient intake. Most athletes ingest sufficient protein in their habitual diet. Additional protein will confer only a minimal, albeit arguably important, additional advantage. Given sufficient energy intake, lean body mass can be maintained within a wide range of protein intakes. Since there is limited evidence for harmful effects of a high protein intake and there is a metabolic rationale for the efficacy of an increase in protein, if muscle hypertrophy is the goal, a higher protein intake within the context of an athlete's overall dietary requirements may be beneficial. However, there are few convincing outcome data to indicate that the ingestion of a high amount of protein (2-3 g x kg(-1) BW x day(-1), where BW = body weight) is necessary. Current literature suggests that it may be too simplistic to rely on recommendations of a particular amount of protein per day. Acute studies suggest that for any given amount of protein, the metabolic response is dependent on other factors, including the timing of ingestion in relation to exercise and/or other nutrients, the composition of ingested amino acids and the type of protein.     

Who is schooled in developing countries? The roles of income,parental schooling,sex, residence and family size

This paper explores schooling determinants in Nicaragua. Results include: (1) schooling is determined simultaneously with number of children, although simultaneous estimates do not indicate sharp ‘quantity-quality’ trade-offs. (2) Rural boys receive less schooling than rural girls, possibly because of higher opportunity costs for boys in agricultural work. (3) Family background is quite important, suggesting limited intergenerational mobility. (4) Income has permanent and transitory effects. However, women's full income does not seem particularly important. (5) Parental schooling partially represents taste and genetic effects. Thus the interpretation of schooling as representing only efficiency is misleading and may lead to important distortions in the allocation of resources and ambiguous private welfare effects.     

Rural underpinnings for resiliency and linkages (rural): A safe schools/healthy students project

Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003.     

Emotion and cognition: an intricately bound developmental process

Regulatory aspects of development can best be understood by research that conceptualizes relations between cognition and emotion. The neural mechanisms associated with regulatory processes may be the same as those associated with higher order cognitive processes. Thus, from a developmental cognitive neuroscience perspective, emotion and cognition are dynamically linked and work together to process information and execute action. This article highlights the authors' recent efforts at integrating emotion regulation and cognitive processing during the first year of life by focusing on the methodological criteria outlined by Cole, Martin, and Dennis (this issue), and it discusses the idea that emotion and cognition are an intricately bound developmental process.     

Evaluation of a brief intervention for educating school children in awareness of physical and sexual abuse

The development and evaluation of procedures for imparting information to children regarding inappropriate treatment by adults is a challenging task that warrants increased methodological sophistication. The present study was conducted to evaluate proximal changes in fourth and fifth graders' knowledge and attitudes of physical and sexual abuse following brief skits and focal discussion in the classroom. The study used a control group of children that did not receive the intervention, which permitted a more accurate understanding of the program's effectiveness. Relative to controls, children who received the program showed an overall increase in knowledge of correct actions to take in the event of potential or actual abuse. Limitations of the study, as well as suggestions for broadening the scope and impact of child abuse prevention programs for children are discussed in relation to these findings.     

Child neglect: developmental issues and outcomes

OBJECTIVE: This article highlights the manner in which child neglect, the most common form of maltreatment, affects children's development. METHOD: The review is organized according to three developmental periods (i.e., infancy/preschool, school-aged and younger adolescents, and older adolescents and adults) and major developmental processes (cognitive, social-emotional, and behavioral). Although the focus is on specific and unique effects of various forms of child neglect, particular attention is paid to studies that allow comparisons of neglect and abuse that clarify their similarities and differences. RESULTS: Past as well as very recent findings converge on the conclusion that child neglect can have severe, deleterious short- and long-term effects on children's cognitive, socio-emotional, and behavioral development. Consistent with attachment and related theories, neglect occurring early in life is particularly detrimental to subsequent development. Moreover, neglect is associated with effects that are, in many areas, unique from physical abuse, especially throughout childhood and early adolescence. Relative to physically abused children, neglected children have more severe cognitive and academic deficits, social withdrawal and limited peer interactions, and internalizing (as opposed to externalizing) problems. CONCLUSIONS: The current review offers further support for the long-standing conclusion that child neglect poses a significant challenge to children's development and well-being. Limitations with regard to the state of the knowledge are discussed and directions for future research are outlined.     

Using ProQuest Statistics as an Aid in Collection Development

This workshop provided an overview of using UMI's ProQuest statistics to measure journal use at Loyola University in New Orleans. The workshop demonstrated steps involved in gathering statistics and converting them to spreadsheets and it discussed how the resulting information can be used to assist collection development decisions.