ABSTRACT
Responses by marine top predators to environmental variability have previously been almost impossible to observe directly. By using animal-mounted instruments simultaneously recording movements, diving behavior, and in situ oceanographic properties, we studied the behavioral and physiological responses of southern elephant seals to spatial environmental variability throughout their circumpolar range. Improved body condition of seals in the Atlantic sector was associated with Circumpolar Deep Water upwelling regions within the Antarctic Circumpolar Current, whereas High-Salinity Shelf Waters or temperature/salinity gradients under winter pack ice were important in the Indian and Pacific sectors. Energetic consequences of these variations could help explain recently observed population trends, showing the usefulness of this approach in examining the sensitivity of top predators to global and regional-scale climate variability.
Subject(s)
Predatory Behavior/physiology , Animal Migration , Animals , Caniformia/physiology , Ecology , Oceanography , Population Dynamics , SeasonsABSTRACT
Seven hundred seventy-two male and female adolescents (between the ages of 12 and 15) participated in a study concerning the identification and socioemotional situation of various subgroups of gifted students (N=94). In this article only the results concerning general, social, and academic selfconcepts of gifted adolescents are reported. A distinction is made between four groups: two groups of gifted achievers (one with high (N=22) and another with below average creativity questionnaire scores (N=45), a group of gifted underachievers (N =27), and a control group (N=74). The multiple and hierarchical model of self-concept by Shavelson et al.serves as a framework for our approach. The most striking differences are found between gifted achievers and gifted underachievers. The latter demonstrate very low academic self-concept and high test anxiety scores, an external locus of control, and low scores on school well-being and motivation. A positive self-concept in all areas seems to be the driving force for achievements, which are in accordance with high potential intellectual aptitudes. Similar results were reported by Feldhusen.
ABSTRACT
A model for viewing adolescent psychosocial development is outlined. The model assumes that basic changes in adolescents' biological, cognitive, and social capacities reciprocally interact with the social settings of the family, peer group, and school/work to influence transformations in six areas of psychosocial development (attachment, friendship, sexuality, achievement, autonomy, and identity). The model is then used as a framework for reviewing literature regarding gifted adolescents' psychosocial adjustment. On the whole, the literature provides a positive view of the psychosocial adjustment of gifted adolescents. While adjustment problems seem to exist in certain areas (e.g., friendship), unequivocal conclusions cannot be drawn because of methodological limitations and the narrow scope of existing research.
