Adolescent caregiving success as a predictor of social functioning from ages 13 to 33

Adolescent success providing satisfying support in response to a close friend's call in a caregiving task was examined as a potentially fundamental developmental competence likely to predict future social functioning, adult caregiving security, and physical health. Adolescents (86 males, 98 females; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other) were followed from ages 13 to 33 (1998–2021) using multiple methods and reporters. Early caregiving success was found to predict greater self- and partner-reported caregiving security, lower negativity in adult relationships, and higher adult vagal tone. Results are interpreted as advancing our understanding beyond simply recognizing that adolescent friendships have long-term import, to now identifying specific capacities within friendships that are linked to longer-term outcomes.     

Schedule-induced polydipsia contrast in the rat

Schedule-induced polydipsia was studied using a behavioral contrast paradigm. Food pellets were delivered to food-deprived rats on a response-independent FT 1-min schedule. Licking on a tube produced water on a MULT FR 10 FR 10, MULT FR 10 EXT, or MIXED FR 10 EXT for three rats (Experiment 1) and on a MULT VI VI, MULT VI EXT, or MIXED VI EXT schedule for three other rats (Experiment 2). On the FR schedules, rats could drink more water by increasing lick rates, but on the VI schedules the amount of drinking was fixed by the schedule parameters and was relatively unaffected by lick rates. Relative to MULT FR FR, positive polydipsia contrast was clearly demonstrated on MULT and MIXED FR EXT; but relative to MULT VI VI, contrast was not demonstrated on MULT and MIXED VI EXT. These data suggest that polydipsia contrast occurs only if increased licking permits increased drinking.     

A Review and Meta-Analysis Examining the Relationship of Music Content with Sex,Race, Priming,and Attitudes

This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed.     

Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.