The Rhetoric and Reality of Gap Closing: When the "Have-Nots" Gain but the "Haves" Gain Even More

Developmental effects of digitally contextualized reading on preschooler's creative thinking: A quasi-experimental study

It has been argued that preschool years are an important period for fostering creative thinking skills. Digital technologies are increasingly used in class activities to enhance creativity. However, few studies have experimentally explored how digital technologies can create multisensory reading activities to promote creative thinking in preschoolers. This study introduced digitally contextualized reading, which transforms picture-based reading into an emotionally immersive video reading experience. Unlike traditional methods, this approach emphasizes multisensory immersion and interactive engagement. To examine its impact on creative thinking, a quasi-experimental study was conducted with 251 children aged three to six in China (Intervention group N = 137) over six months, using pre- and post-tests. Results of independent t-tests, ANCOVA, and a two-way ANOVA showed that digitally contextualized reading significantly improved the fluency, elaboration, originality, and abstractness of creative thinking as measured by Torrance Tests of Creative Thinking. These findings highlight the viable role of digital technologies in fostering creative thinking, and its potential to enrich educational practices and advance young learners' creative abilities.

The development of attitudes toward science and technology: a longitudinal analysis of Generation X

Research on public attitudes toward science and technology policy has relied on surveys taken at single points in time. These surveys fail to indicate how these attitudes develop or change. In this study, we use data from the Longitudinal Study of American Life that has followed a national sample of Generation X for 33 years-from middle school to midlife. We demonstrate that the critical period for the formation of attitudes toward science and technology is the 15-18 years after high school-college, work, family, and career. The attitudes formed in this period remain stable for most individuals during midlife. This work provides an important perspective for scientists, engineers, and the leadership of the scientific community in their efforts to foster positive attitudes toward science and technology and to understand the roots of concerns and reservations about science.

Latinos' diminished returns of educational attainment on reducing food insecurity: the role of ethnic disparities in family structure and employment

Background

Higher education is widely recognized as a strategy to mitigate food insecurity. However, marginalized and racialized groups, especially Latinos, often do not experience the same economic and health benefits from their educational achievements as non-Latino Whites, highlighting a pattern of diminished returns within these communities.

Aims

This study aims to explore the disparities in how educational attainment influences marital status and employment, and subsequently, food insecurity among Latino and non-Latino adults.

Methods

Utilizing data from the 2022 National Health Interview Survey (NHIS), which encompassed 27,648 adults from both Latino and non-Latino backgrounds, this research applied a structural equation model to examine the relationship between educational attainment, ethnicity, and food insecurity. The study specifically focused on the mediating roles of marital status and employment.

Results

Findings reveal significant interactions between education and ethnicity affecting marital status and employment, both of which serve as protective factors against food insecurity. These results indicate that higher levels of unemployment and lower marriage rates may disproportionately escalate food insecurity among Latinos, irrespective of educational attainment.

Conclusion

The study highlights profound societal and environmental obstacles that prevent Latinos from leveraging educational achievements to improve their marital and employment statuses, and thereby, their food security. Addressing these disparities demands targeted interventions directed at Latino communities to bridge gaps in employment and marriage rates stemming from educational disparities. A holistic strategy that transcends mere access to education is essential to dismantle the societal barriers that undermine the educational dividends for Latino communities.

Exploring sex differences: insights into gene expression, neuroanatomy, neurochemistry, cognition, and pathology

Increased knowledge about sex differences is important for development of individualized treatments against many diseases as well as understanding behavioral and pathological differences. This review summarizes sex chromosome effects on gene expression, epigenetics, and hormones in relation to the brain. We explore neuroanatomy, neurochemistry, cognition, and brain pathology aiming to explain the current state of the art. While some domains exhibit strong differences, others reveal subtle differences whose overall significance warrants clarification. We hope that the current review increases awareness and serves as a basis for the planning of future studies that consider both sexes equally regarding similarities and differences.

Talent denied: Equity and excellence gaps in STEMM

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

Gardening in Childcare Centers: A Randomized Controlled Trial Examining the Effects of a Garden Intervention on Physical Activity among Children Aged 3-5 Years in North Carolina

This study examined the effects of a childcare gardening intervention on children's physical activity (PA). Eligible childcare centers were randomly assigned to: (1) garden intervention (n = 5; year 1); (2) waitlist control (n = 5; control year 1, intervention year 2); or (3) control (n = 5; year 2 only) groups. Across the two-year study, PA was measured for 3 days at four data collection periods using Actigraph GT3X+ accelerometers. The intervention comprised 6 raised fruit and vegetable garden beds and a gardening guide with age-appropriate learning activities. The sample included a total of 321 3-5-year-olds enrolled in childcare centers in Wake County, North Carolina, with n = 293 possessing PA data for at least one time point. The analyses employed repeated measures linear mixed models (SAS v 9.4 PROC MIXED), accounting for clustering of the children within the center and relevant covariates (e.g., cohort, weather, outside days, accelerometer wear). A significant intervention effect was found for MVPA (p < 0.0001) and SED minutes (p = 0.0004), with children at intervention centers acquiring approximately 6 min more MVPA and 14 min less sedentary time each day. The effects were moderated by sex and age, with a stronger impact for boys and the youngest children. The results suggest that childcare gardening has potential as a PA intervention.

What Was Not Said and What to Do About It

The Woo et al. review (this issue) provides a foundation for considering the larger goals of higher education. We step back to consider the broader goals and ideals of higher education. Fundamentally, we want to admit a diverse set of students into graduate school and then produce the most accomplished scientists, artists, leaders, and innovators. In a world with inequality in preparation and finite resources, these ideals end up in tension without any easy resolution. The inability to provide opportunities and develop talent across all groups up to early adulthood is the fundamental problem we face. It is tempting to ignore it. We would be delighted if test and grade differences could be easily dismissed. Instead, we know that a great deal of potential is being wasted, and this waste represents a terrible loss for individuals, communities, and society. We believe that the greatest change will come from better and expanded investment in expanded gifted-and-talented programs, increasing the flow of underrepresented students into these programs, greatly improved assessment of psychosocial skills and talents at all levels, and career counseling and mentoring that begins early and continues through higher education.

The role of supervisor support for dealing with customer verbal aggression. Differences between ethnic minority and ethnic majority workers

Customer verbal aggression is a core social stressor among retail workers which impairs wellbeing via emotional dissonance. This study examined two moderators—supervisor support and ethnic minority status—in this well-established relationship. In addition, it tested a moderated moderated mediation model to explore whether the moderation effects of supervisor support on the indirect relationship between customer verbal aggression and wellbeing (measured as positive affect) via emotional dissonance vary between ethnic minority and ethnic majority workers. Retail workers of one retail chain ( N = 603) completed our paper-pencil survey at two measurement points. Path modeling showed that emotional dissonance mediates between customer verbal aggression and positive affect. Taken alone, neither supervisor support nor ethnic minority status moderated this relationship. However, their combination had a significant moderating effect; supervisor support moderated the indirect effect of customer verbal aggression on positive affect through emotional dissonance only among ethnic minority workers. Surprisingly, supervisor support amplified this mediation. We discuss our findings by considering the role of supervisor support and the status of ethnic minority workers.

Immigration Status, Socioeconomic Status, and Self-Rated Health in Europe

The literature has established a protective effect of socioeconomic status (SES) indicators on health. However, at least in the US, these SES indicators tend to generate fewer health gains for marginalized groups including immigrants. As this literature mainly originated in the US, it is necessary to study whether these indicators similarly correlate with the health of foreign-born and native-born individuals in Europe. The current study was based on the Marginalization-related Diminished Returns (MDRs) theory and compared the effects of three SES indicators, namely parental education, own education and income, on self-rated health (SRH) of immigrant and native-born individuals. We used data from the European Social Survey 2020 (ESS 2020). Participants included 14,213 individuals who identified as either native-born (n = 9052) or foreign-born (n = 508). Education, income, and parental education were the independent variables. Self-rated health (SRH) was the outcome. Age and sex were covariates. Linear regression and logistic regression were used for data analysis. Overall, high education, income, and parental education were associated with lower odds of poor SRH. We documented a statistical interaction between immigration status and parental education, indicating a weaker inverse association between parental education and poor SRH for foreign-born than native-born individuals. The links between some but not all SES indicators vary across foreign-born and native-born individuals in Europe. Host countries seem to undervalue the parental educational attainment of foreign-born families. Future research should explore the role of time, period, cohort and country of origin as well as host country and associated policies in equalizing returns of SES indicators on the health of population subgroups. The results are important given that most studies on MDRs are developed in the US, and less is known about Europe. The results are also very important given the growing anti-immigrant sentiment and nationalist movements in Europe and the rest of the world.

The role of attention control in complex real-world tasks

Working memory capacity is an important psychological construct, and many real-world phenomena are strongly associated with individual differences in working memory functioning. Although working memory and attention are intertwined, several studies have recently shown that individual differences in the general ability to control attention is more strongly predictive of human behavior than working memory capacity. In this review, we argue that researchers would therefore generally be better suited to studying the role of attention control rather than memory-based abilities in explaining real-world behavior and performance in humans. The review begins with a discussion of relevant literature on the nature and measurement of both working memory capacity and attention control, including recent developments in the study of individual differences of attention control. We then selectively review existing literature on the role of both working memory and attention in various applied settings and explain, in each case, why a switch in emphasis to attention control is warranted. Topics covered include psychological testing, cognitive training, education, sports, police decision-making, human factors, and disorders within clinical psychology. The review concludes with general recommendations and best practices for researchers interested in conducting studies of individual differences in attention control.

Walking the talk on multi-level interventions: The power of parsimony

There is strong consensus regarding the need for multi-level interventions (MLIs) to address today's complex health problems. Several longstanding social ecological frameworks are commonly referred to in guiding MLI development. The specificity and comprehensiveness of these frameworks unwittingly suggest that the totality of included influences are important in all health contexts. Not surprisingly, when viewed as requiring intervention at all levels of influence, MLIs are often considered to be infeasible due to sizeable cost and logistical barriers. Thus, efforts to develop and evaluate MLIs have been extremely limited, and comparatively few examples are found in the health literature. We argue that operational frameworks to identify which levels matter in which contexts - henceforth, referred to as parsimony - could accelerate the field towards broader use of MLIs. We suggest a hypothetical operational framework informed by complexity theory and pragmatic approaches that could enable us to conceptualize, design and evaluate MLIs to consider where reflexive and recursive process mechanisms that cross levels should be targeted by MLI. The approach also emphasizes sustainability of MLIs. Without developing parsimony-based operational frameworks to move us forward, we fear that little will change, and we will simply continue to talk, without proceeding to the walk.

Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems

Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.

Beyond Neighborhood Socioeconomic Status: Exploring the Role of Neighborhood Resources for Preschool Classroom Quality and Early Childhood Development

The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors' offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 children situated in preschool neighborhoods across nine United States cities, the present study aimed to (1) describe the relation between neighborhood SES and resources among our sample neighborhoods and (2) explore whether neighborhood SES and resources may be (a) independently and (b) jointly associated with young children's gains in language/literacy and executive function skills via differences in preschool classroom process quality. Our results suggested that neighborhoods were heterogeneous in both SES and resources, thereby indicating a diverse range of resource availability among lower SES neighborhoods. Moreover, we found that both neighborhood SES and resources were individually associated with benefits to children's development through levels of classroom process quality and that these associations were magnified in communities that were particularly high in both SES and resources. These findings point to potential policy levers at both neighborhood and classroom levels to support children's development.

Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns

BACKGROUND

Recent studies have shown that parental educational attainment is associated with a larger superior temporal cortical surface area associated with higher reading ability in children. Simultaneously, the marginalization-related diminished returns (MDRs) framework suggests that, due to structural racism and social stratification, returns of parental education are smaller for black and other racial/ethnic minority children compared to their white counterparts.

PURPOSE

This study used a large national sample of 9-10-year-old American children to investigate associations between parental educational attainment, the right and left superior temporal cortical surface area, and reading ability across diverse racial/ethnic groups.

METHODS

This was a cross-sectional analysis that included 10,817 9-10-year-old children from the Adolescent Brain Cognitive Development (ABCD) study. Parental educational attainment was treated as a five-level categorical variable. Children's right and left superior temporal cortical surface area and reading ability were continuous variables. Race/ethnicity was the moderator. To adjust for the nested nature of the ABCD data, mixed-effects regression models were used to test the associations between parental education, superior temporal cortical surface area, and reading ability overall and by race/ethnicity.

RESULTS

Overall, high parental educational attainment was associated with greater superior temporal cortical surface area and reading ability in children. In the pooled sample, we found statistically significant interactions between race/ethnicity and parental educational attainment on children's right and left superior temporal cortical surface area, suggesting that high parental educational attainment has a smaller boosting effect on children's superior temporal cortical surface area for black than white children. We also found a significant interaction between race and the left superior temporal surface area on reading ability, indicating weaker associations for Alaskan Natives, Native Hawaiians, and Pacific Islanders (AIAN/NHPI) than white children. We also found interactions between race and parental educational attainment on reading ability, indicating more potent effects for black children than white children.

CONCLUSION

While parental educational attainment may improve children's superior temporal cortical surface area, promoting reading ability, this effect may be unequal across racial/ethnic groups. To minimize the racial/ethnic gap in children's brain development and school achievement, we need to address societal barriers that diminish parental educational attainment's marginal returns for middle-class minority families. Social and public policies need to go beyond equal access and address structural and societal barriers that hinder middle-class families of color and their children. Future research should test how racism, social stratification, segregation, and discrimination, which shape the daily lives of non-white individuals, take a toll on children's brains and academic development.

"Reports of My Death Were Greatly Exaggerated": Behavior Genetics in the Postgenomic Era

Behavior genetics studies how genetic differences among people contribute to differences in their psychology and behavior. Here, I describe how the conclusions and methods of behavior genetics have evolved in the postgenomic era in which the human genome can be directly measured. First, I revisit the first law of behavioral genetics stating that everything is heritable, and I describe results from large-scale meta-analyses of twin data and new methods for estimating heritability using measured DNA. Second, I describe new methods in statistical genetics, including genome-wide association studies and polygenic score analyses. Third, I describe the next generation of work on gene × environment interaction, with a particular focus on how genetic influences vary across sociopolitical contexts and exogenous environments. Genomic technology has ushered in a golden age of new tools to address enduring questions about how genes and environments combine to create unique human lives.

Using genetics for social science

Social science genetics is concerned with understanding whether, how and why genetic differences between human beings are linked to differences in behaviours and socioeconomic outcomes. Our review discusses the goals, methods, challenges and implications of this research endeavour. We survey how the recent developments in genetics are beginning to provide social scientists with a powerful new toolbox they can use to better understand environmental effects, and we illustrate this with several substantive examples. Furthermore, we examine how medical research can benefit from genetic insights into social-scientific outcomes and vice versa. Finally, we discuss the ethical challenges of this work and clarify several common misunderstandings and misinterpretations of genetic research on individual differences.

What Village? Opportunities and Supports for Parental Involvement Outside of the Family Context

Parental involvement research and practice has disproportionately focused on the characteristics of families that promote family-school partnerships. This study focuses instead on school and community characteristics that may elicit or support parental involvement for all families, but especially those from racial/ethnic minority groups. Using the Early Childhood Longitudinal Study-Kindergarten Cohort 2011 enhanced with data from the American Community Survey and the IRS, multilevel models reveal that educational organizations in the community are associated with higher levels of school-based parental involvement behaviors. This association varies across diverse racial/ethnic groups, such that the link between human service organizations and parental involvement is stronger for Latina/o families than for White and Black families.

Race/ethnicity, human capital, and the selection of young children into early childhood education

Mexican-origin families face complex ethnic and immigration-based barriers to enrollment in early childhood education programs. As such, reducing barriers to enrollment for this population requires a better understanding of how Mexican-origin families work with, against, or around both general and group-specific constraints on educational opportunities. Using the Early Childhood Longitudinal Study-Birth Cohort, this study tailored broad social theory to the experience of Mexican-origin families to examine associations between human capital considerations and early childhood education enrollment within this population. Results supported the hypothesis that human capital considerations would be associated with early childhood care and education and provide limited evidence for the expectation that this link would be stronger for Mexican-origin families.

Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children

We tested the role of teacher-child closeness in moderating the associations between early childhood adversity, measured as a cumulative risk index, and child outcomes during the kindergarten year. Using the ECLSK:11, a national dataset of kindergarteners in the 2010-11 academic year, we examined three dimensions of executive function (cognitive flexibility, inhibitory control, working memory), as well as early reading and math scores, as key skills that facilitate the transition to school. Cumulative risk was negatively associated with all outcomes, and teacher-child closeness was positively associated with all outcomes. Teacher-child closeness moderated the relation between cumulative risk and working memory and cumulative risk and reading scores in a protective manner, but not cognitive flexibility, inhibitory control, or math scores. Implications for research in early childhood adversity and education are discussed.

Smoking policies in the home have less influence on cigarettes per day and nicotine dependence level among African American than White smokers: A cross-sectional analysis

BACKGROUND

African American smokers suffer disproportionately from tobacco-related disease caused, in part, by lower rates of smoking cessation. We examined whether smoke-free home policies and delay discounting were differentially associated with cigarettes smoked per day (CPD) and nicotine dependence (ND) among African Americans and Whites.

METHODS

Secondary data analysis was conducted using data from 65 African American (n = 40) and White (n = 25) smokers who completed measures of CPD, ND, tobacco craving, stress, depression, home smoking policy, and delay discounting.

RESULTS

A significant interaction was found between race and home smoking policy on CPD (B = -11.21, p = 0.002) and ND (B = -3.42, p = 0.004). Smoke-free policies in the home were associated with fewer CPD and lower ND levels among Whites, but not among African Americans. Whites who allowed smoking in their homes had significantly greater mean CPD and higher mean ND than their counterparts who did not allow smoking in the home. Among African American smokers, there were no differences in CPD and ND among those who allowed smoking in their home versus those who did not.

CONCLUSIONS

The findings extend the scientific literature by suggesting that a malleable environmental factor (home smoking policy) commonly associated with cessation among Whites does not have the same influence on cessation among African American.

New Directions in Talent Development Research: A Developmental Systems Perspective

Talent development constitutes an important phenomenon of human development; yet it is rarely considered a mainstream topic in the field of child and adolescent development. Conversely, in the field of gifted and talented studies, various talent development (TD) models developed in the past have had minimal interaction with the literature on child and adolescent development, despite the urgent need for TD models and theories that focus on developmental processes rather than individual traits. In this article, I first identify reasons why talent development has been overlooked, and why existing TD models were not able to pick up the slack. I then introduce developmental systems approaches as a new trend in research, and explain how it reinstates the topic of talent development in developmental research, and by so doing enriches our understanding of human development. I then explore the viability of talent development research and theoretical development being guided by the developmental systems framework. Finally, I identify potential contributions of talent development research to the field of child and adolescent development. My overarching argument is that a relational developmental systems approach to talent development provides a new window for the field to explore the nature and development of human potential.

Comparing in person and internet methods to recruit low-SES populations for tobacco control policy research

Tobacco use and the associated consequences are much more prevalent among low-SES populations in the U.S. However, tobacco-based research often does not include these harder-to-reach populations. This paper compares the effectiveness and drawbacks of three methods of recruiting low-SES adult smokers in the Northeast. From a 5-year, [funding blinded] grant about impacts of graphic warning labels on tobacco products, three separate means of recruiting low-SES adult smokers emerged: 1) in person in the field with a mobile lab vehicle, 2) in person in the field with tablet computers, and 3) online via Amazon Mechanical Turk (MTurk). We compared each of these methods in terms of the resulting participant demographics and the "pros" and "cons" of each approach including quality control, logistics, cost, and engagement. Field-based methods (with a mobile lab or in person with a tablet) yielded a greater proportion of disadvantaged participants who could be biochemically verified as current smokers-45% of the field-based sample had an annual income of <$10,000 compared to 16% of the MTurk sample; 40-45% of the field-based sample did not complete high school compared to 2.6% of the MTurk sample. MTurk-based recruitment was substantially less expensive to operate (1/14th the cost of field-based methods) was faster, and involved less logistical coordination, though was unable to provide immediate biochemical verification of current smoking status. Both MTurk and field-based methods provide access to low-SES participants-the difference is the proportion and the degree of disadvantage. For research and interventions where either inclusion considerations or external validity with low-SES populations is critical, especially the most disadvantaged, our research supports the use of field-based methods. It also highlights the importance of adequate funding and time to enable the recruitment and participation of these harder-to-reach populations.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 (N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words (d_RM = 2.26) and text comprehension (d_RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Outrageous fortune or destiny? Family influences on status achievement in the early life course

Psychologists using quantitative studies of the trait intelligence have established with much confidence that the impact of genes on intelligence increases with age, while the environmental effect of the family of origin declines. We examined the conjecture that a similar trend of increasing effect of genes/declining family environmental effect characterizes other status-related outcomes when arranged in typical age-graded sequence over adolescence and early adulthood. We used DeFries-Fulker (1985) (DF) analysis with longitudinal data on 1,576 pairs of variously-related young adult siblings (MZ twins; DZ twins; full siblings; half siblings; cousins; and nonrelated siblings; mean age 28) to estimate univariate quantitative genetic decompositions for fifteen status-related outcomes roughly ordered along the early life course: Verbal IQ, High school GPA, College plans, High school graduation, Some college, College graduation, Graduate school, Educational attainment, Occupational education, Occupational wages, Personal earnings, Household income, Household assets, Home ownership, and Subjective social status, with and without covariate controls for Age, Female gender, and Race/ethnicity (black, Hispanic, other; reference white). Results for successive outcomes did not support the conjecture of increasing heritability with maturity. Rather, the impacts of both the genes and the family environment tended to decline over the life course, resulting in a downward trend in family influences from all sources. There was some evidence of a recrudescence in relative influence of the family environment for outcomes related to the household that are often shared with a spouse, such as home ownership, suggesting a role of assortative mating in status reproduction. Other findings and limitations of the study are discussed.

Opinions towards physical activity interventions using Facebook or text messaging: Focus group interviews with vocational school-aged adolescents

Feasible and effective interventions to promote physical activity among vocational school-aged adolescents are strongly needed. Text messaging and Facebook are feasible and acceptable delivery modes for PA interventions among youth. However, little is known about the opinion of vocational school-aged adolescents regarding behavioural change techniques that can be applied through Facebook or text messaging. Therefore, our aim was to gain insight into the opinions of vocational school-aged adolescents towards the use of different behaviour change techniques and towards Facebook/text messaging as a delivery mode for PA interventions. Six focus groups were conducted with 41 adolescents from the first grade (12-14 years) of secondary vocational schools in Flanders (Belgium). In total 41 adolescents participated and completed a questionnaire about their text messaging and Facebook use prior to group discussions. Focus group discussions were audio-recorded and analysed using a thematic analysis method in Nvivo. Participants thought that different behaviour change techniques (e.g., providing feedback, goal setting, self-monitoring, social comparison) could be integrated in a PA intervention using text messaging and Facebook and were enthusiastic about participating in such an intervention. They indicated that text messages are an easy way to receive information about PA, and that a group page on Facebook is ideal to share information with others. Participants deemed it very important that the group page on Facebook would only include peers with whom they also share an offline connection. Furthermore, adolescents stressed the importance of having autonomy (e.g., to determine their personal activity goals, to self-monitor their behaviour) and of being active together with friends. This qualitative study revealed that the use of Facebook and text messaging is promising as a delivery method for PA interventions among vocational school-aged adolescents. The adolescents were keen to participate in an intervention that integrates behaviour change techniques using text messaging or Facebook.

An Analysis of the Features of Words That Influence Vocabulary Difficulty

The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students’ vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word’s appearance in written English and age of acquisition predicted students’ performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.

Precision targeting for more equitable distribution of health professionals in rural China

A strong health workforce is widely recognized as a prerequisite for health care and a crucial determinant of health system performance. The number of health professionals in China increased following the 2009 health system reform, which, in part, aimed to address the shortage and unequal distribution of health professionals. We examined whether the distribution of health professionals was more equitable following the reform and whether the reform had targeted impacts in terms of the quantity of health professionals. We interacted economic (poor and non-poor counties) and geographic (eastern, central and western regions) dimensions to more precisely target vulnerable areas, focussing on the quantity and distribution of health professionals in rural China. We used a county-level longitudinal dataset from the National Health and Family Planning Commission consisting of 1978 counties in all 31 provinces in rural China, with measurements taken every other year from 2008 to 2014. The distribution of health professionals was summarized using descriptive and interaction analyses. We found a constant improvement in the number of health professionals per 1000 population co-existing with a worsening of the distribution across rural China following the health system reform. Most of the non-poor counties improved faster compared with poor counties across all geographic regions, especially in the western and eastern regions. The growth of the number of health professionals per 1000 population was greatest and fastest in western-non-poor counties and least and slowest in eastern-poor counties. As an example of the 'Central Region Downfall' phenomenon, the central counties (both poor and non-poor) performed poorly in terms of the quantity and distribution of health professionals. Based on an analysis of multiple dimensions, targeted and differential measures should be taken to reduce inequalities, and the central region should not be ignored in efforts to improve the distribution of health professionals in rural China.

Smoking Cessation Programs for Lesbian, Gay, Bisexual, Transgender, and Intersex People: A Content-Based Systematic Review

Introduction

Tobacco use among lesbian, gay, bisexual, and transgender (LGBT) people is double the general population. Limited evidence suggests high smoking rates among intersex people. Lesbian, gay, bisexual, transgender, and intersex (LGBTI) people are a priority population in Australian health policy, particularly mental health and aging. Despite associations between smoking and noncommunicable diseases relevant to aging and mental health, LGBTI-targeted smoking cessation interventions in Australia have been limited to people living with HIV. Applying existing interventions to marginalized populations without modification and evaluation may fail and exacerbate inequities.

Aims

To assess outcomes and characterize the populations served, cultural modifications, and behavior change techniques (BCTs) of interventions to reduce LGBTI smoking.

Methods

We searched MEDLINE, six additional databases, and contacted authors to retrieve published and unpublished program evaluations.

Results

We retrieved 19 studies (3663 participants). None used control groups. Overall quit rate was 61.0% at the end of interventions and stabilized at 38.6% at 3-6 months. All studies included gay men, 13 included lesbians, 13 "LGBT," 12 bisexual people, five transgender people, and none included intersex people. Transgender people comprised 3% of participants. Of programs open to women, 27.8% of participants were women. Cultural modifications were used by 17 (89.5%) studies, commonly meeting in LGBT spaces, discussing social justice, and discussing LGBT-specific triggers. Common BCTs included providing normative information, boosting motivation/self-efficacy, relapse prevention, social support, action planning, and discussing consequences.

Conclusions

Quit rates were high; using control groups would improve evaluation. Existing programs may fail to reach groups other than gay men.

Implications

This review examines the evidence for LGBTI-targeted smoking cessation interventions. Populations within LGBTI are not proportionally represented in smoking cessation research, and no study addressed intersex smoking. Overall, LGBT-targeted interventions appear to be effective, and simply having an LGBT-specific group may be more effective than groups for the general population. More rigorous research is necessary to draw firm conclusions. Our study space analysis provides suggestions for areas of more targeted research on mechanisms underlying these complex interventions' success.

Unequal Gain of Equal Resources across Racial Groups

The health effects of economic resources (eg, education, employment, and living place) and psychological assets (eg, self-efficacy, perceived control over life, anger control, and emotions) are well-known. This article summarizes the results of a growing body of evidence documenting Blacks' diminished return, defined as a systematically smaller health gain from economic resources and psychological assets for Blacks in comparison to Whites. Due to structural barriers that Blacks face in their daily lives, the very same resources and assets generate smaller health gain for Blacks compared to Whites. Even in the presence of equal access to resources and assets, such unequal health gain constantly generates a racial health gap between Blacks and Whites in the United States. In this paper, a number of public policies are recommended based on these findings. First and foremost, public policies should not merely focus on equalizing access to resources and assets, but also reduce the societal and structural barriers that hinder Blacks. Policy solutions should aim to reduce various manifestations of structural racism including but not limited to differential pay, residential segregation, lower quality of education, and crime in Black and urban communities. As income was not found to follow the same pattern demonstrated for other resources and assets (ie, income generated similar decline in risk of mortality for Whites and Blacks), policies that enforce equal income and increase minimum wage for marginalized populations are essential. Improving quality of education of youth and employability of young adults will enable Blacks to compete for high paying jobs. Policies that reduce racism and discrimination in the labor market are also needed. Without such policies, it will be very difficult, if not impossible, to eliminate the sustained racial health gap in the United States.

Whites but Not Blacks Gain Life Expectancy from Social Contacts

Background. Recent research suggests that the health gain from economic resources and psychological assets may be systematically larger for Whites than Blacks. Aim. This study aimed to assess whether the life expectancy gain associated with social contacts over a long follow up differs for Blacks and Whites. Methods. Data came from the Americans’ Changing Lives (ACL) Study, 1986–2011. The sample was a nationally representative sample of American adults 25 and older, who were followed for up to 25 years (n = 3361). Outcome was all-cause mortality. The main predictor was social contacts defined as number of regular visits with friends, relatives, and neighbors. Baseline demographics (age and gender), socioeconomic status (education, income, and employment), health behaviors (smoking and drinking), and health (chronic medical conditions, obesity, and depressive symptoms) were controlled. Race was the focal moderator. Cox proportional hazard models were used in the pooled sample and based on race. Results. More social contacts predicted higher life expectancy in the pooled sample. A significant interaction was found between race and social contacts, suggesting that the protective effect of more social contacts is smaller for Blacks than Whites. In stratified models, more social contacts predicted an increased life expectancy for Whites but not Blacks. Conclusion. Social contacts increase life expectancy for White but not Black Americans. This study introduces social contacts as another social resource that differentially affects health of Whites and Blacks.

Children's exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development

Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children's exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout.

Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target "trifecta" skills - ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts.

Anxiety sensitivity and working memory capacity: Risk factors and targets for health behavior promotion

Understanding the nature and influence of specific risk profiles is increasingly important for health behavior promotion. The purpose of this article is to document the value of two factors-anxiety sensitivity (AS) and working memory capacity (WMC)-for enhancing risk for the initiation and/or maintenance of a range of negative health behaviors. AS is a distress-related risk factor that potentiates avoidance/coping motivations for negative health behaviors. Stress provides the conditions for negative somatic and affective states, and AS amplifies the aversiveness of these experiences and correspondingly hinders adaptive functioning. In contrast, low WMC is hypothesized to exert its effect by decreasing the capacity to filter out current temptations, attenuating a focus on longer-term goals and impairing the application of relevant coping skills at times of stress. In this review, we provide conceptual models for the separate roles of high AS and low WMC in negative health behaviors, review the influence of these factors on specific health behavior exemplars (eating behaviors/obesity, physical activity, smoking, alcohol use, and sleep promotion), provide preliminary evidence for their value as independent treatment targets for health-behavior promotion, and encourage specific research directions in relation to these variables.

Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential

For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially talented learners, who can reason by using well-structured visual images. They are often underidentified and neglected in standardized tests and school systems that emphasize verbal and mathematical skills. Although all advanced learners deserve to have their talents developed to the fullest, a policy focus on the financially disadvantaged and spatially talented would be an actionable and effective strategy to quickly level the playing field. Because spatial reasoning is less correlated with socioeconomic status than are math and verbal reasoning in the population, identifying spatial talent will also identify more students from low-income and disadvantaged backgrounds. A policy focus on helping and challenging such disadvantaged students would contribute to fulfilling their talent and increasing their well-being; it also would increase demographic and intellectual diversity among the ranks of the highest achievers and benefit society. The current K-12 federal educational allocation to advanced learners is currently near zero. Research suggests a small early investment in advanced learners would pay off in intellectual and technological innovations, as well as GDP.

Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men

Audits of tenure-track hiring reveal faculty prefer to hire female applicants over males. However, audit data do not control for applicant quality, allowing some to argue women are hired at higher rates because they are more qualified. To test this, Williams and Ceci (2015) conducted an experiment demonstrating a preference for hiring women over identically-qualified men. While their findings are consistent with audits, they raise the specter that faculty may prefer women over even more-qualified men, a claim made recently. We evaluated this claim in the present study: 158 faculty ranked two men and one woman for a tenure-track-assistant professorship, and 94 faculty ranked two women and one man. In the former condition, the female applicant was slightly weaker than her two male competitors, although still strong; in the other condition the male applicant was slightly weaker than his two female competitors, although still strong. Faculty of both genders and in all fields preferred the more-qualified men over the slightly-less-qualified women, and they also preferred the stronger women over the slightly-less-qualified man. This suggests that preference for women among identically-qualified applicants found in experimental studies and in audits does not extend to women whose credentials are even slightly weaker than male counterparts. Thus these data give no support to the twin claims that weaker males are chosen over stronger females or weaker females are hired over stronger males.

Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise

This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth. Along with mathematical gifts, high levels of spatial ability, investigative interests, and theoretical values form a particularly promising aptitude complex indicative of potential for developing scientific expertise and of sustained commitment to scientific pursuits. Special educational opportunities, however, can markedly enhance the development of talent. Moreover, extraordinary scientific accomplishments require extraordinary commitment both in and outside of school. The theory of work adjustment (TWA) is useful in conceptualizing talent identification and development and bridging interconnections among educational, counseling, and industrial psychology. The lens of TWA can clarify how some sex differences emerge in educational settings and the world of work. For example, in the SMPY cohorts, although more mathematically precocious males than females entered math-science careers, this does not necessarily imply a loss of talent because the women secured similar proportions of advanced degrees and high-level careers in areas more correspondent with the multidimensionality of their ability-preference pattern (e.g., administration, law, medicine, and the social sciences). By their mid-30s, the men and women appeared to be happy with their life choices and viewed themselves as equally successful (and objective measures support these subjective impressions). Given the ever-increasing importance of quantitative and scientific reasoning skills in modern cultures, when mathematically gifted individuals choose to pursue careers outside engineering and the physical sciences, it should be seen as a contribution to society, not a loss of talent.

Children's Elicitation of Changes in Parenting during the Early Childhood Years

Using a subsample of the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; n = 1,550), this study identified parents who engaged in more developmentally problematic parenting-in the form of low investment, above average television watching, and use of spanking-when their children were very young (M = 24.41 months, SD = 1.23) but changed their parenting in more positive directions over time. Latent profile analysis and other techniques revealed that parents who demonstrated less optimal parenting behaviors when their children were 2 years old were more likely to be African American, from lower socioeconomic backgrounds, and experiencing greater depressive symptoms. Approximately half of such parents, however, made positive changes in their parenting practices, with 5% in the profile characterized by high investment and low use of spanking by the time that their children were in elementary school. These positive changes in parenting behavior were more likely to occur among parents whose children were already demonstrating early reading skills and less problem behavior. These potential "child effects", suggesting that children elicited improvements in parenting, were more pronounced among higher income families but did not vary according to parents' educational attainment. Findings from this study have important implications for intervention programs, suggesting that children's academic and behavioral skills can be leveraged as one means of facilitating positive parenting.

Encouraging Debate on the Uniform Guidelines and the Disparate Impact Theory of Discrimination

This response summarizes commentaries on the M. A. McDaniel, S. Kepes, and G. C. Banks (2011) article, which argued that the Uniform Guidelines on Employee Selection Procedures are a detriment to the field of personnel selection. Several themes were present in the commentaries. No compelling arguments were presented to dispute the assertion that mean racial differences in job-related attributes will be with us for a long time. However, compelling arguments were made that the disparate impact theory of discrimination is a more central issue for personnel selection than the Uniform Guidelines. Similarly, arguments were presented that the assessment of adverse impact is problematic and that expert witness testimony needs improvement. Areas in need of further investigation were also identified. Finally, the role of the Society of Industrial and Organizational Psychology (SIOP) in guiding regulatory, legislative, and court actions was considered.

The Uniform Guidelines Are a Detriment to the Field of Personnel Selection

The primary federal regulation concerning employment testing has not been revised in over 3 decades. The regulation is substantially inconsistent with scientific knowledge and professional guidelines and practice. We summarize these inconsistencies and outline the problems faced by U.S. employers in complying with the regulations. We describe challenges associated with changing federal regulations and invite commentary as to how such changes can be implemented. We conclude that professional organizations, such as the Society for Industrial and Organizational Psychology (SIOP), should be much more active in promoting science-based federal regulation of employment practices.