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A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Anti-bullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers.

We propose a neural dynamic model that specifies how low-level visual processes can be integrated with higher level cognition to achieve flexible spatial language behaviors. This model uses real-word visual input that is linked to relational spatial descriptions through a neural mechanism for reference frame transformations. We demonstrate that the system can extract spatial relations from visual scenes, select items based on relational spatial descriptions, and perform reference object selection in a single unified architecture. We further show that the performance of the system is consistent with behavioral data in humans by simulating results from 2 independent empirical studies, 1 spatial term rating task and 1 study of reference object selection behavior. The architecture we present thereby achieves a high degree of task flexibility under realistic stimulus conditions. At the same time, it also provides a detailed neural grounding for complex behavioral and cognitive processes. (Contains 10 figures, 2 tables, and 5 footnotes.)

This study examines the relationship between educators' locus of control and job stress using samples from the US and Zimbabwe. Multiple regression analyses are used to identify significant relationships in the US sample between teachers' external locus of control and the severity of the job stress that they experience, coupled with the perceived degree of organisational support received. However, this relationship between the locus of control and stress indices could not be identified for the Zimbabwean sample. Significant differences between the two samples were noted in terms of educators' perceptions of the frequency of poor organisational support, with the Zimbabwean teachers reporting greater dissatisfaction. To explain these differences, a qualitative approach was utilised to illuminate the contextual stressors that educators face in Zimbabwe. The implications for teacher preparation measures are discussed.

Research based on the Category Adjustment model concluded that the spatial distribution of target locations does not influence location estimation responses [Huttenlocher, J., Hedges, L., Corrigan, B., & Crawford, L. E. (2004). Spatial categories and the estimation of location. "Cognition, 93", 75-97]. This conflicts with earlier results showing that location estimation is biased relative to the spatial distribution of targets [Spencer, J. P., & Hund, A. M. (2002). Prototypes and particulars: Geometric and experience-dependent spatial categories. "Journal of Experimental Psychology: General, 131", 16-37]. Here, we resolve this controversy by using a task based on Huttenlocher et al. (Experiment 4) with minor modifications to enhance our ability to detect experience-dependent effects. Results after the first block of trials replicate the pattern reported in Huttenlocher et al. After additional experience, however, participants showed biases that significantly shifted according to the target distributions. These results are consistent with the Dynamic Field Theory, an alternative theory of spatial cognition that integrates long-term memory traces across trials relative to the perceived structure of the task space. (Contains 2 tables and 4 figures.)

Used prospective data to examine the relationship between the family environment and child and adolescent achievement and to determine genetic and environmental contributions to this relationship. Data from 2,108 sibling full- and half-sibling pairs from the National Longitudinal Survey of Youth suggest that genetic factors explain about one-quarter of the correlation between family environment and achievement. (SLD)

Widely recognized by graduate educators is that faculty positions within school psychology programs routinely go unfilled each year. Examining the factors influencing the job satisfaction of school psychology trainers may inform how to attract and, just as importantly, retain individuals in such positions. In this exploratory study, we investigated the extent to which workplace bullying is related to the job satisfaction of school psychology faculty members. We surveyed school psychology trainers (N = 243) to assess the prevalence of being bullied at work and their job satisfaction. Results revealed that victimization through bullying accounted for 9% of the variance in faculty member job satisfaction. Of the subtypes of bullying studied, only verbal bullying significantly contributed to job satisfaction. In the discussion, we focus upon the implications of these findings for school psychology trainer shortages. [ABSTRACT FROM AUTHOR]

Past success and failure shapes the future decisions of an organization. Recent research shows that experience with previous strategic alliances is an important determinant for new alliances. However, the benefits [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.jml.2004.12.002 Byline: Prahlad Gupta, John Lipinski, Brandon Abbs, Po-Han Lin Abstract: A growing body of research has emphasized the linkage between performance in immediate serial recall of lists, nonword repetition, and word learning. Recently, it has been reported that primacy and recency effects are obtained in repetition of individual syllables within nonwords (Gupta, in press). Five experiments examined whether such within-nonword primacy and recency effects are attributable to common sequencing mechanisms that are shared with immediate list recall. Experiments 1 and 2 indicated that the primacy and recency effects are not simply due to greater morphological salience at the beginnings/endings of nonwords, and that the serial position effects generalize to different stimuli and across a variety of stimulus lengths. Experiment 3 indicated that the primacy and recency effects are similar to those obtained in list recall. Experiments 4 and 5 examined alternative hypotheses for the observed serial position effects, concluding that the alternative hypotheses fail to account for the obtained pattern of results. These results provide support for the common sequencing mechanisms hypothesis. The implications of these results are discussed in terms of the relationship between list recall and nonword repetition, and in terms of broader issues in word learning. Author Affiliation: Department of Psychology ,University of Iowa, Iowa City, IA 52242, USA Article Note: (footnote) [star] We thank Gary Dell for helpful comments on this work, and Matthew Brown, Sara Even, Naveen Khetarpal, James Malicki, Byron Murphy, Sarah Oakley, Millisa Reynolds, Ellen Samuel, Kathleen Schnitker, Sierra Spies, and Linda Wood for assistance in conducting and transcribing experiments.

Given the persistent national shortage of school psychologists, as well as their job retention concerns, likely related to burnout, it is necessary to examine any factors that negatively impact school psychologists' job satisfaction. In this sample of 94 Pennsylvania school psychologists, the experience of being bullied at work was associated with diminished job satisfaction. Specifically, the independent variables of being bullying at work predicted 18.2% of the variance in job satisfaction in this sample, with verbal and indirect bullying the only types of bullying that contributed a significant amount of the variance. This study indicates that this issue should be closely monitored by management and addressed promptly. [ABSTRACT FROM AUTHOR]

A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Antibullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers. [ABSTRACT FROM AUTHOR]

One of the greatest challenges facing any business manager or owner is breaking bad news (BBN). This is especially true for managers and owners of small business as they are likely to have contact with a greater variety of personnel, more contact with customers, and less ability to delegate such tasks. Research in the management literature has been limited on this topic. As such, we went to an alternative field of research, BBN in the medical field, and recommend a strategy that small business practitioners can adopt to tackle this challenging task. This is a particularly difficult issue for student consulting projects such as those encountered in the Small Business Institute (SBI) Program where not all outcomes are what the client would like to hear. [ABSTRACT FROM AUTHOR]