Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach

Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275 four-year-old children from private day schools and Head Start were directly assessed and observed in these areas, and preschool and kindergarten teachers provided information on social and academic aspects of their school success. Three groups of children were identified: SEL Risk, SEL Competent-Social/Expressive, and SEL Competent-Restrained. Group members differed on demographic dimensions of gender and center type, and groups differed in meaningful ways on school success indices, pointing to needed prevention/intervention programming. In particular, the SEL Risk group could benefit from emotion-focused programming, and the long-term developmental trajectory of the SEL Competent-Restrained group requires study.     

Practical Communication Methods

Television Graphics from Pencil to Pixel by Douglas Merritt (New York: Van Nostrand, 1987—$31.95, ISBN 0-442-26469-0)

Footage 89: North American Film and Video Sources (Prelinger Associates, 430 West 14th St., Room 403, New York, NY 10014— $95.00, paper, ISBN 0-927347-01-6)

Modern Radio Production by Lewis O'Donnell, Philip Benoit, and Carl Hausman (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-11622-1)

Stereo Sound for Television by Francis Rumsey (Stoneham, MA: Focal Press, 1989—$24.95, paper, ISBN 0-240-51288-X)

Directing Television and Film by Alan Armer (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-11616-7)

The Use of Microphones by Alec Nisbett (1989, ISBN 0-240-51291-X, 184 pp)

Continuity in Film and Video by Avril Rowlands (1989, ISBN 0-240-51290-1, 161 pp.)

Basic TV Technology by Robert Hartwig (1990, ISBN 0-240-80051-6, 156 pp.)

The Copy Workshop Workbook by Bruce Bendinger (Copy Workshop, 2144 North Hudson, Chicago 60614—$35.00, paper, ISBN 0-9621415-0-X)

Elements of Newspaper Design by Steven E. Ames (New York: Praeger, 1989—$75.00/$19.95, ISBN 0-275-92330-4 hard, 0-275-92464-5 soft)

The Publicity Process edited by Christine Friesleben Goff (Ames: Iowa State University Press, 1989—$19.95, paper, ISBN 0-8138-1316-6)

The Self-Publishing Manual: How to Write, Print and Sell Your Own Book by Dan Poynter (Para Publishing, P.O. Box 4232, Santa Barbara, CA 93140—$19.95, paper, ISBN 0-915516-66-7)     

William Maclay

This study investigates the role of self‐disclosure and reciprocity in simulated interactions between friends and acquaintances. Subjects made evaluations and attributions of a second speaker when he reciprocated or failed to reciprocate intimacy levels of an acquaintance or a friend. Results indicate that evaluations of communicative competence are related to reciprocity, while evaluations of personality traits are not. Evaluations of predictability and attributions of trust are related to the speaker's level of intimacy. Attributions of typical disclosure behavior are affected by both the relationship and the speaker's level of intimacy. These results indicate that norms regulating self‐disclosure per se may be more salient than the general norm of reciprocity.     

Whole-body control of anticipated and unanticipated sidestep manoeuvres in female and male team sport athletes

ABSTRACT

The purpose of this study was to investigate the influence of sex and planning time on spatial and temporal aspects of the whole-body centre of mass (CoM) mechanics during sidestepping performance. Seventeen female and 17 male collegiate team sport athletes completed seven anticipated and seven unanticipated sidestep trials during which three-dimensional CoM data were recorded. Female athletes had a reduced ability to reorient their CoM towards the desired direction of travel (lower medio-lateral and anterior-posterior CoM velocity) than their male counterparts, with reduced medial (closer to stance foot) and increased posterior positioning of CoM relative to the stance foot (p < 0.05). When planning time was limited, female and male athletes performed sidestepping with CoM further from the stance foot (more medial) and more anterior than in the anticipated condition (p < 0.05) at reduced medio-lateral velocities. Sex and condition control strategy differences were evident both in the preparatory phase and the stance phase. The current research draws attention to the foreseen benefits of training athletes, with particular emphasis on females, to direct CoM towards the desired direction of travel in the preparatory and stance phases within temporally constrained situations for improved performance.     

Causal attributions of students and student-proctors for performance on a university examination

Undergraduate psychology students rated the importance of several causes of examination outcomes both prior to and after taking a course exam. Similar attributions were made by advanced psychology students who served as course proctors. Students rated proctor characteristics as more important and their own characteristics as less important determinants of exam outcomes, particularly successful outcomes. Results suggested that positivity biases rather than egotism biases are operative in actual classroom settings. Further, contrary to expectancyconfirmation theory, student and proctor preexamination confidence was not strongly related to postexamination attributions.