Measuring Exposure to Media with Antisocial and Prosocial Content: An Extended Version of the Content-based Media Exposure Scale (C-ME2)

The present research developed a measure for exposure to both antisocial and prosocial media content by revising and extending a previous Content-based Media Exposure Scale (C-ME). The validity and reliability of the C-ME2 was tested in two independent samples (N = 678), among young adults (Study 1) and adolescents (Study 2). Results of Confirmatory Factor Analyses showed good fit, in both studies, for both antisocial and prosocial dimensions of media content, and for both males and females. Furthermore, the C-ME2 explains unique variance beyond previous measures of violent and general media exposure. Evidence is presented of reliability, discriminant and predictive validity of the C-ME2, measuring both frequency and exposure to specific content of media. The C-ME2 covers all media platforms, is easy to use in all research designs, and allows for standardization and systematic comparisons across studies.     

Do Infants Use Their Own Images to Locate Objects Reflected in a Mirror?

The ability of infants to locate a toy from a mirror reflection was investigated in 3 experiments. In the first, it was found that a minority of 22-month-old infants turned to locate the toy that was the source of the reflection, and that localization of the toy occurred regardless of whether the infants' own image was visible in the mirror. The results of 2 further experiments indicated that younger infants aged 14 and 18 months rarely use mirror information to locate a toy. When they do so, they also turn whether or not images of themselves are visible. It is concluded that tasks involving the localization of objects or events from mirror images are not direct indices of self-recognition. Rather, they indicate the skill of infants in using the mirror as a perceptual tool.     

The future of applied child development research and public policy

After reviewing a brief general history of applied child development research, this paper suggests that in the future we should study questions that society needs to answer as well as questions that might contribute to theory, and that our research methods need to be adjusted to match these types of questions. Further, academics are urged to broaden their audience from a nearly exclusive focus on other academics to a focus on the three ps--practitioners, policymakers, and the public--and to recognize that scholarship is packaged differently for these audiences. Finally, it is suggested that applied child development research should market as well as sell, partner with nonacademic groups, disseminate results more vigorously, and focus efforts on local as well as national issues.     

R&D Funding Sources and University Technology Transfer: What Is Stimulating Universities to Be More Entrepreneurial?

In recent years, universities have become increasingly entrepreneurial as evidenced by their rapid escalation into technology transfer, the process by which university-developed technologies are commercialized. Stimulated in part by a favorable policy environment for patenting and licensing as well as increased competition for limited resources, university commercially oriented activities are nevertheless risky and controversial. Yet, it is unlikely this trend will be reversed, and hence research to inform its responsible practice is needed. This study investigates the effect of core R&D resources on university licensing to small and large companies, two important but distinct forms of licensing activity. Implications of the findings for policy and practice are offered.