对C++中继承的二义性之探讨

讨论了Ｃ＋＋中的继承关系,阐述了类型的重要性,着重探讨继承所产的二义性问题。     

Social class, child age, and parental socialization values.

Upper-, middle-, and lower-class parents were asked to explain a proverb which had both "growth" and "stability" interpretations to their 11- and 16-yr-old sons. The growth interpretation was overwhelmingly endorsed by most parents. With 16-yr-olds, lower-middle-class parents continued to endorse the growth interpretation; most upper-class parents endorsed the stability interpretation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Protecting Children from Domestic Violence: Strategies for Community Intervention.

Reviews the book Protecting children from domestic violence: Strategies for community intervention, edited by Peter J. Jaffe, Linda L. Baker, and Alison J. Cunningham (see record 2005-04430-000). The book emerged from the International Conference on Children Exposed to Domestic Violence that was held in London, Ontario in 2001. It begins with an excellent chapter by Jeffrey Edleson synthesizing the literature on the impact of exposure to domestic violence on children. Edleson's chapter is followed by two papers examining emerging assessments and treatment programs. The second section of the book addresses current thinking about individual and group intervention approaches. The third section of the book examines broader system level responses, including public awareness and school-based campaigns, as well as responses by the courts and police. This is a well-organized collection of papers that provides a good overview of the state of knowledge and innovative practice in an emerging field of practice. Protecting Children from Domestic Violence provides practitioners, policy makers, and researchers with an excellent overview of current knowledge and practices in working with children exposed to domestic violence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mock Jurors' Perceptions of Child Witnesses: The Impact of Judicial Warning.

The present study examined the impact of a judicial warning, witness age, and the method of testimony presentation on mock jurors' perceptions of credibility of witnesses and accused, and on guilty verdicts. The participants were 435 undergraduate university students who listened to an audio-taped summary of a theft trial followed by abbreviated instructions to the jury. Witness age was 7, 10, or 23, the jury warning was either present or absent when witnesses were children, and the testimony by the prosecution eyewitness and accused were either presented or summarized. For the taped testimony conditions, the mock witnesses and the accused read a fact pattern describing the events in the case and were audiotaped as they answered a series of questions, which constituted direct and cross-examination. The testimony of the 7-year-old child, compared to the 10-year-old, was associated with lower cognitive competence and higher suggestibility, but also with higher accuracy of recall (lower mistaken recollection) and lower credibility of accused. The pattern of results for appraisal of the older child was more similar to that of an adult witness. The young adult was judged to be less trustworthy than children of either age. While the presence of a warning had no impact on guilty verdicts when a 7-year-old was a witness, there were fewer guilty verdicts when a witness was 10 years old. Participants also made fewer guilty verdicts when a young adult's testimony, compared to conditions involving child witnesses, was presented, but not when it was summarized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of Resilience in Maltreated and Nonmaltreated Latino Children.

To date, few studies have sought to investigate the effects of child maltreatment and processes influencing maladaptation and resilience in Latino children. In the current investigation, multiple aspects of functioning, personal resources, and relationship features were examined in school-age maltreated and nonmaltreated Latino children. Maltreated Latino children were found to have fewer areas of resilient functioning. Ego-resiliency and ego-control, as personal resources, and the ability to form a positive relationship with an adult figure outside of the immediate family predicted resilience. However, certain aspects of interpersonal functioning were differentially related to resilience for maltreated and nonmaltreated Latino children. These findings have implications for understanding how resilience can be promoted in maltreated and nonmaltreated Latino children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers' Affect in the Homework Context: The Importance of Staying Positive.

This research investigated mothers' affect in the context of children's homework. Mothers (N=109) of children 8 to 12 years old were interviewed daily about their affect while interacting with children, their assistance with children's homework, and children's behavior while completing homework. At this time and 6 months later, children's motivational and emotional functioning was assessed. Although mothers' negative affect was lower than their positive affect, it was elevated on days their assistance with homework was high. This was accounted for by mothers' perceptions of children as helpless on days they provided heightened assistance. Mothers' positive affect in the homework context buffered children's motivational and emotional functioning against mothers' negative affect as well as children's helplessness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-Related Disagreements, Verbal Aggression, and Children's Internalizing and Externalizing Behavior Problems.

Dual-income parents (N = 122 couples) with an oldest child 18-60 months of age completed the Child-Rearing Disagreements Scale (E. N. Jouriles et al., 1991), the Child Behavior Checklist (T. M. Achenbach & L. A. Rescorla, 2000), and the Verbal Aggression subscale of the Conflicts and Problem-Solving Scale (P. K. Kerig, 1996). Replicating the results of E. N. Jouriles et al. (1991) and extending these findings to daughters and fathers, the authors found links between child-related disagreements and parental ratings of child behavior problems in this low-risk sample. There were no links between fathers' reports of verbal aggression and child behavior problems. Among mothers, however, use of verbal aggression mediated the link between child-related disagreements and ratings of sons' internalizing problems. Verbal aggression did not moderate the link between child-related disagreements and child behavior problems for either mothers or for fathers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The acculturation gap-distress hypothesis among high-risk Mexican American families.

The authors tested the acculturation gap-distress hypothesis by examining whether parent-adolescent acculturation gaps were associated with greater conflict and youth conduct problems among 260 high-risk Mexican American families. The authors operationalized acculturation gaps in 2 ways: parent-youth mismatches in acculturation style, and parent-youth discrepancies in acculturation toward both mainstream and heritage cultures. Acculturation gaps were common, but results of hierarchical regression analyses indicated that parent-youth discrepancies in acculturation toward mainstream and heritage cultures were not related to increased conflict or youth conduct problems. Conduct problems were no higher in families in which the adolescent was more aligned with mainstream culture than the parent. Unexpectedly, the authors found more youth conduct problems in families in which the youth was more aligned with traditional culture than the parent. The results call into question the assumption that the more rapid acculturation of adolescents to American culture inevitably leads to distress in minority families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissociation and Internal Models of Protection: Psychotherapy With Child Abuse Survivors.

This article presents strategies for treating child abuse survivors based on a theory of interpersonal protection that integrates research in attachment, developmental psychopathology, trauma, dissociation, and experiential psychotherapy. The theory proposes that abused children do not form internal working models of an effective protector, with the result that they have difficulty defending themselves against interpersonal aggression and internal self-criticism; thus, a core psychotherapy task is to help survivors develop adequate representations of protection. The article provides case examples and describes interventions targeting the client-therapist relationship, other client relationships, client self-criticism, and traumatic memories. The author discusses dissociation as an intervention marker; client verbal and nonverbal feedback to therapist interventions; subselves and internal roles; the "inner critic"; guided imagery, role-plays, and dramatic enactment methods; and directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)