Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

大力发展新型墙体材料促进经济可持续发展

在国家宏观政策的引导和浙江省委、省政府的领导下,经过社会各界10多年的共同努力,全省墙材革新工作取得显著成效.在政策制定、机构建设、产品开发、示范应用及开拓进取方面都取得突破性进展,取得了很好的社会效益和经济效益,为浙江经济社会可持续发展作出了应有的贡献.     

PARTNERS IN EXCELLENCE Metrics and Productivity Programs

For many companies, productivity improvements are the watchwords of the 1990s. IS organizations are having to demonstrate increased productivity on an annual basis. For the end-user computing (EUC) department, this requirement often comes in addition to the request to quantify the services it provides, presenting the EUC manager with the proverbial nightmare of juggling two number-one priorities. Which should receive the highest attention? The savvy manager recognizes that the correct answer is both.     

Fibrinolytic variables and cardiovascular prognosis in patients with stable angina pectoris treated with verapamil or metoprolol. Results from the Angina Prognosis study in Stockholm

BACKGROUND: Disturbed fibrinolytic function may influence the progression of coronary atherosclerosis and contribute to thrombotic cardiovascular (CV) events. METHODS AND RESULTS: In the Angina Prognosis Study in Stockholm (APSIS), patients with stable angina pectoris were studied prospectively during double-blind treatment with metoprolol or verapamil. Various measures of fibrinolytic function were studied in 631 (of 809) patients. During a median follow-up time of 3.2 years (2132 patient-years), 32 patients suffered a CV death, 21 had a nonfatal myocardial infarction (MI), and 77 underwent revascularization. Plasma levels of tissue plasminogen activator (TPA) activity and antigen (ag), plasminogen activator inhibitor (PAI-1) activity at test, and TPA responses to exercise were determined at baseline and after 1 month's treatment and were related to subsequent fatal and nonfatal CV events. Univariate Cox regression analysis revealed that elevated levels of TPA-ag at rest (P < .05), high PAI-1 activity (P < .05), and low TPA-ag responses to exercise (P < .05) were associated with increased risk of subsequent CV death. After adjustment for baseline risk factors, TPA-ag independently predicted CV death or MI. In addition, PAI-1 activity independently predicted CV death or MI in male patients. Verapamil treatment was associated with a 10% decrease of TPA-ag levels and metoprolol treatment with a 2% increase (P < .001 for treatment difference). CONCLUSIONS: Plasma TPA-ag levels at rest, and among male patients PAI-1 activity as well, independently predict subsequent CV death or MI in patients with stable angina pectoris.     

Emotional and behavioral responses to aversive interpersonal behaviors.

In a conceptual replication of A. Biglan et al (see record 1989-39898-001), 288 Ss rated their emotional and behavioral responses to aggressive, distressed, and neutral behaviors. The stimulus behaviors occurred in the context of casual relationships and were portrayed by male and female actors. Consistent with Biglan et al, it was found that aggressive behaviors evoked angry emotions and negative behavioral responses; distressed behaviors evoked both angry and concerned emotions and supportive behavioral responses. However, in contrast to the original results, evidence was also found of negative (primarily avoidant) behavioral responses to distressed behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Normality and impairment following profound early institutional deprivation: A longitudinal follow-up into early adolescence.

Longitudinal analyses on normal versus impaired functioning across 7 domains were conducted in children who had experienced profound institutional deprivation up to the age of 42 months and were adopted from Romania into U.K. families. Comparisons were made with noninstitutionalized children adopted from Romania and with nondeprived within-U.K. adoptees placed before the age of 6 months. Specifically, the validity of the assessment, the degree of continuity and change in levels of functioning from 6 to 11 years, and the factors in the pre- and postadoption environment accounting for heterogeneity in outcome were examined. Pervasive impairment was significantly raised in children experiencing institutional deprivation for ≥6 months of life, with a minority within this group showing no impairment. There was no additional significant effect of duration of deprivation beyond the 6-month cutoff, and few other predictors explained outcome. The pattern of normality/impairment was mainly established by 6 years of age, with considerable continuity at the individual level between 6 and 11 years. The findings are discussed in terms of the possibility of a sensitive period for development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer responses to a team's weakest link: A test and extension of LePine and Van Dyne's model.

This article reports research intended to assess and extend a recent theory of peer responses to low-performing team members (J. A. LePine & L. Van Dyne, 2001a). An instrument that assesses 4 types of peer responses to low performers (compensating for, training, motivating, and rejecting) was developed and then cross-validated in a subsequent study. Results of the study supported the validity of the peer responses measure and were generally consistent with the attributional theory of peer responses. Low-performer characteristics influenced the peer responses. These effects were mediated in part by peer attributions, affect, and cognitions, which explained variance in the peer responses over and above the variance explained by respondents' personality characteristics (i.e., The Big Five). (PsycINFO Database Record (c) 2010 APA, all rights reserved)