Children's attributions of intentions to an invisible agent.

Children ages 3-9 years were informed that an invisible agent (Princess Alice) would help them play a forced-choice game by "telling them, somehow, when they chose the wrong box," whereas a matched control group of children were not given this supernatural prime. On 2 unexpected event trials, an experimenter triggered a simulated unexpected event (i.e., a light turning on/off; a picture falling), and children's behavioral response to these events (i.e., moving their hand to the opposite box) was coded. Results showed a significant Age Group × Experimental Condition interaction; the only children to reliably alter their behavior in response to the unexpected events were the oldest children (M = 7 years 4 months), who were primed with the invisible agent concept. For children's posttest verbal explanations, also, only these children saw the unexpected events as being referential and declarative (e.g., "Princess Alice did it because I chose the wrong box"). Together, these data suggest that children may not regularly begin to see communicative signs as embedded in unexpected events until they are around 7 years of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traumatic brain injury and memory: The role of hippocampal atrophy.

In traumatically brain-injured (TBI) patients (n?=?83), memory performance was examined on the Warrington Recognition Memory Test, Rey-Osterrieth Complex Figure, and the Logical Memory and Visual Reproduction subtests of the Wechsler Memory Scale-Revised in relationship to time postinjury and structural changes based on MRI volumetry, including hippocampus volume. Significant trauma-induced changes were observed, including hippocampal atrophy. Structure-function relationships generally became significant only after 90 days postinjury. Memory tended to relate more to the degree of hippocampal atrophy, particularly left hippocampus, than to nonspecific indicators such as the temporal horns or the ventricle-to-brain ratio. A stronger relationship with left versus right hippocampus was evident for measures of verbal and supposedly nonverbal memory. These results are discussed with regard to the role the hippocampus may play in a neural system of memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A qualitative assessment methodology for road safety policy strategies

This paper proposes a qualitative assessment methodology that is comprised of a cluster analysis and an autoregression analysis that assess the effects of various road safety strategies implemented in Hong Kong over the last 10 years. The cluster analysis is first used to group over a hundred road safety projects and programs into a smaller set of meaningful road safety policy strategy clusters. These strategies, together with the trend factor, seasonal pattern, car crashworthiness and meteorological data are then used in the autoregression analysis to relate to the fatality and casualty rates of drivers, passengers, motorcyclists, and pedestrians. This method allows the evaluation of the overall effects of the road safety strategies, and the effects and relative significance of each individual strategy. The evaluation method is described, and the main findings of the study are discussed.     

Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims.

Two studies were conducted to investigate cross-informant measures of children's peer victimization. In Study 1, self- and peer reports of victimization were compared for 197 children from Kindergarten (M age = 5.73) to Grade 4. Before Grade 2, peer reports were less reliable than self-reports and were poor estimators of relational adjustment. In Study 2, single- versus multiple-informant (self, peer, teacher, parent) victimization measures were compared for 392 children across grades 2 (M age = 8.73) to 4. Results indicated that (a) data from the four informants were reliable and increasingly concordant over time, (b) no single-informant measure proved to be the best predictor of relational adjustment, and (c) a multi-informant composite measure yielded better estimates of relational adjustment than any single informant measure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subject Choice and Occupational Aspirations among Pupils at Girls' Schools

Various studies have found that British girls' curriculum subject preferences and future aspirations have changed and diversified in recent years. Other work has suggested that girls educated in single-sex schools might have a different (perhaps less gender-stereotypical) experience of education in comparison with their contemporaries at co-educational schools. This article draws on a study of the preferences of girls in English single-sex schools to explore these issues of subject choice and occupational aspiration further. It is argued that, like girls in mixed-sex secondary schools, single-sex schoolgirls' subject preferences have become more diverse and less gender-stereotypical than was the case twenty years ago. But where single-sex schoolgirls might have been expected to rate maths and science more highly than their counterparts in mixed-sex schools, the reverse was the case. Our findings support the argument that girls are now significantly more academically focused and ambitious for their future occupations than they were twenty years ago. However, we argue that a gender dichotomy remains evident in the types of future occupation chosen by girls.