Self-reported cognitive function mediates the relationship between employment status and cognitive functioning in persons with multiple sclerosis.

BACKGROUND: Cognitive impairment (CI) is common in people with MS (PwMS). Evidence is lacking for the self-reported CI's mediation effect on employment status and objective cognitive performance. Self-reported CI was found to be unreliable and seemed to be more associated with depression rather than formal cognitive performance. We hypothesized that the link between subjective and objective assessments of cognitive functions, mood, and employment status may be more complex in PwMS than previously reported. OBJECTIVE: The aims of this study are the following: (Romero-Pinel et al., 2022) to determine whether employment status could affect performance in cognitive function testing and (Rao et al., 1991) whether their relationship may be mediated by self-reported CI; and (Deluca et al., 2013) to determine whether self-reported depression interacts with self-reported CI in influencing performance in various cognitive domains in PwMS. METHODOLOGY: A retrospective study was performed involving PwMS who completed the self-report Multiple Sclerosis Neuropsychological Questionnaire (MSNQ), Hospital Anxiety and Depression Scale-depression scale (HADS-D), Minimal Assessment of Cognitive Function in MS (MACFIMS) and had data regarding employment status. Included PwMS were classified as employed or unemployed. A structural equation modeling (SEM) approach was taken due to the advantage of examining multiple cognitive outcomes simultaneously while accounting for shared associations. First, a latent factor of memory and executive functioning modeled the error-free associations between both factors and a processing speed task (SDMT). Next, the model tested for the indirect effect of self-reported cognition (MSNQ) on employment status differences in each outcome (memory, speed, and executive functioning). Finally, we tested interactions between MSNQ and HADS-D on each of the outcomes. RESULTS: We included 590 PwMS: 72.5% female, mean age 44.2 years (SD = 10.5), mean disease duration 8.6 years (SD 9.0). The majority (n = 455, 77.1%) had relapsing MS; 357 (60.5%) were employed. About half (n = 301, 51%) did not report CI on the MSNQ; of those, 213 (70.8%) were employed. The mean MSNQ for employed PwMS was 24.5 (SD = 10.7) and 29.8 (SD = 11.2) for unemployed PwMS. Employed PwMS had significantly better memory (ß = .16, p < .05), executive functioning (ß = .25, p < .05), and processing speed (ß = .22, p < .05). MSNQ partially indirectly mediated the effect of employment status on memory (Δß = .03, p < .05) and executive functioning (Δß = .03, p < .05) and processing speed (Δß = .04, p < .05), indicating that self-report CI partially explains the influence of employment status on these cognitive domains. The association between MSNQ with both memory and executive functioning was moderated by depression, meaning that in PwMS with high HADS-D scores, MSNQ was more strongly related to worse memory and executive functioning. The final model was an acceptable fit to the data (χ2(87) = 465.07, p < .05; CFI = .90, RMSEA = .08, 90% CI [.06, .09], SRMR = .05) explaining 41.20%, 38.50% and 33.40% of the variability in memory, executive functioning, and processing speed, respectively. CONCLUSION: Self-reported CI partially explains the associations between employment status and objective cognitive assessment in PwMS. Depression may moderate the relationship between self-reported cognitive assessment and objective cognitive performance. Thus, employment status and mood may guide the interpretation of self-reported CI.

Photobiomodulation therapy combined with static magnetic field is better than placebo in patients with fibromyalgia: a randomized placebo-controlled trial.

BACKGROUND: Fibromyalgia is a syndrome characterized by generalized chronic pain and tenderness in specific areas. Photobiomodulation therapy (PBMT) using low-level laser therapy and/or light emitting diode therapy is an electrophysical agent that can be used alone or together with a static magnetic field (PBMT-sMF) to promote analgesia in several health conditions. Little evidence exists regarding the effects of using PBMT and PBMT-sMF in patients with fibromyalgia; this evidence is conflicting. AIM: We aimed to investigate the effects of using PBMT-sMF versus a placebo on reduction of the degree-of-pain rating, impact of fibromyalgia, pain intensity, and satisfaction with treatment in patients with fibromyalgia. DESIGN: A prospectively registered, monocentric, randomized placebo-controlled trial, with blinding of patients, therapists, and assessors, was performed. SETTING: The study was conducted at the Laboratory of Phototherapy and Innovative Technologies in Health (LaPIT) in Brazil, between March and October 2020. POPULATION: Ninety female patients with fibromyalgia were randomized to undergo either PBMT-sMF (N.=45) or placebo (N.=45) treatment. METHODS: Patients from both groups received nine treatment sessions, three times a week, for 3 weeks. Clinical outcomes were collected at baseline, the end of treatment, and at the follow-up appointment 4 weeks post-treatment. The primary outcome was the degree-of-pain rating, measured by the reduction of the tender point count. RESULTS: A decrease in the degree-of-pain rating was observed in patients allocated to the PBMT-sMF group, decreasing the number of tender points when compared to placebo group at the end of treatment (P<0.0001) and at the follow-up assessment (P<0.0001). Patients did not report any adverse events. CONCLUSIONS: PBMT-sMF is superior to placebo, supporting its use in patients with fibromyalgia. CLINICAL REHABILITATION IMPACT: PBMT-sMF might be considered an important adjuvant to the treatment regimens of patients with fibromyalgia.

Change over time in interactions between unfamiliar toddlers.

The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The frequency of games increased over time, while the frequency of conflict and contingency sequences decreased. The length of games increased over time while the length of conflicts and contingency sequences were stable. Age and language ability predicted changes in frequency and length of the different types of sequences. Thus, toddlers engage in less structured interactions when they first meet; their interactions become increasingly more organized and positive as the relationship evolves.

Positive and negative actions early in the relationship predict later interactions among toddlers.

Very little is known about the role of early interactions in the development of peer relationships among toddlers. The present study examined whether behaviors early in the formation of toddler relationships predict interactions later in their relationships. Twenty-eight unfamiliar 20- and 30-month-old toddlers from a predominately European background met separately with each of two other toddlers for 18 playdates. Both positive and negative behaviors at the beginning of the relationship predicted a higher frequency of games later in the relationship. Positive behaviors at the beginning of the relationship predicted fewer conflicts later in the relationship. Negative behaviors at the beginning predicted more conflicts later in the relationship. These findings suggest that toddlers' behaviors, when they initially meet, underlie the pathway in which their relationship develops.

Contextual variations in associations between measures of aggression and withdrawal and functioning with peers: A replication study.

Data from 790 older school-age (Mage = 10.2 years, SD = 1.2 years) girls (N = 427) and boys from Barranquilla, Colombia (N = 449) and Montréal, Canada (N = 331) were used to replicate findings reported by Valdivia et al. (2005). This prior study revealed contextual variations in the association between two measures of social behavior, specifically aggression and withdrawal, and two measures of effective functioning with peers, specifically sociometric preference and friendship. The Montréal participants were primarily from families with European backgrounds. The ethnicity of the participants from Barranquilla can be described as Latinx/Caribbean. Multilevel analyses provided evidence of replication of place differences only for the associations between measures of aggression and sociometric preference. Stronger negative associations were observed between (a) measures of aggression and sociometric preference, (b) measures of withdrawal and sociometric preference, and (c) withdrawal and friendship in peer groups that were high in collectivism. These findings are interpreted as largely replicating the deep structure of the findings from the Valdivia et al. study. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Indirect effects of HPA axis dysregulation in the association between peer victimization and depressed affect during early adolescence.

OBJECTIVE: Previous research has identified a link between peer victimization and depressive symptoms during adolescence. The goal of the current study is to examine the possible indirect effects of HPA axis dysregulation in the link between adolescent peer victimization and depressive symptoms. METHOD: A total of 113 boys (n = 61) and girls (n = 52) participants from grade 5 (M age = 10.31 years) and grade 6 (M age = 11.33 years) who were predominantly European-Canadian completed self-report measures of peer victimization and depressed affect as well as, measures of salivary cortisol and self-reports of negative experiences collected in conjunction with one another five times per day over the course of four school days. RESULTS: Multi-level structural equation modeling found that peer victimization was indirectly associated with depressive symptoms via blunted cortisol reactivity (i.e. increases in cortisol in response to a negative event) but only at high rates of chronic peer victimization. CONCLUSION: The findings suggest that future studies should focus on HPA axis dysregulation for better understand the development, as well as the stability of depression over time and that interventions targeting peer victimization may want to put a special focus on those who are chronically experiencing peer victimization over time.

Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors.

Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.

Bullying Victimization and Friendship as Influences on Sleep Difficulty among Brazilian Adolescents.

Bullying victimization is associated with poor health-related outcomes, including sleeping problems. The present study aimed to investigate the impact of bullying victimization on sleep difficulty, and the moderating effect of the number of close friends on this association, also exploring differences across genders. The study was based on a nationally-representative survey on adolescent health conducted in Brazilian schools, involving a total of 109,104 participants, enrolled at the 9th year in 2012. The measures used in the analysis included socio-demographic characteristics, bullying victimization, sleep difficulty, and number of close friends. In the multilevel models, reporting more peer victimization was associated with more sleep difficulties (b = .18, t = 50.17, p < .05), with girls reporting more sleep difficulties in association with peer victimization than boys. Reporting having more friends was inversely linked to sleep difficulties (b = -.08, t = -15.26, p < .05), and the association between peer victimization and sleep difficulties was significantly buffered by the number of friends. Moreover, in a three way interaction, there was a marginally significant difference in the effect of friends on the link between victimization and sleep difficulties between boys and girls (b = .02, t = 1.86, p = .06), with the buffering effect of friendships being negligible among girls as opposed to boys. The results indicate a significant association between bullying victimization and sleep difficulties, which seems to be more pronounced among girls, also suggesting that the number of close friends may buffer this association, mainly for boys.

Reducing mental illness stigma: What types of images are most effective?

Public stigma against mental illness is a barrier to treatment and recovery. Research into the design of anti-stigma messages has focused heavily on text; there is limited information on what types of images are most persuasive in eliciting anti-stigma outcomes. This is important to study because the type of image used to depict an illness can influence how the illness is perceived, which in turn can affect how people with the illness are treated. Through an online experiment with 162 American adults, this study investigated whether mental illness narratives about depression illustrated with photographs are more effective than those illustrated with cartoons at reducing stigma. It was found that the illustrated narratives, whether with photo or cartoon, produced more anti-stigma effects than the text-only narrative (control). Further, the photographic narrative was more effective than the cartoon narrative in eliciting closeness to the story protagonist and willingness to donate to mental health services. The study's findings indicate that images should be used in anti-stigma messages on depression; further, regarding image type, photographs should be considered over cartoons as they are more effective in eliciting certain anti-stigma outcomes.Implications for PracticeThis study suggests that images have strong anti-stigma effects and that photographs are sometimes more persuasive than cartoons. These findings can inform best-practice guidelines for designing anti-stigma messages, created and disseminated by organisations such as the United States' National Alliance on Mental Illness and Mental Health America. Images in these messages should be selected carefully as they can influence how people with mental illness are perceived and treated.

Self-Continuity Moderates the Association Between Sexual-Minority Status Based Discrimination and Depressive Symptoms.

Self-continuity, or how an individual understands their sense of self as persisting from past to present and present to future, is an important aspect of the self-concept that is linked to mental health outcomes. This self-concept construct may be particularly pertinent for sexual minority populations, as living in a heterosexist environment may prove detrimental for the development of self-continuity. The current study examined self-continuity among sexual minority and heterosexual community college and university students (N = 292). Compared to their heterosexual peers, sexual minority participants reported lower levels of self-continuity. Self-continuity moderated the associations between victimization due to gender nonconformity and victimization due to sexual minority status and depressive symptoms, such that higher levels of self-continuity were protective among individuals who were experiencing higher levels of victimization due to gender nonconformity or sexual minority status. Findings will be discussed in terms of their implications for identity development among emerging adults.

AoA effects in reading aloud and lexical decision: Locating the (semantic) locus in terms of the number of backward semantic associations.

In the present study, we analyse data from the English Lexicon Project to assess the extent to which age of acquisition (AoA) effects on word processing stem from the number of semantic associations tied to a word. We show that the backward number of associates (bNoA; that is, the log transformed number of words that produce the target word in free association) is an important predictor of both lexical decision and reading aloud performance, and reduces the typical AoA effect as represented by subject ratings in both tasks. Although the AoA effect is reduced, it remains a significant predictor of performance above and beyond bNoA. We conclude that the semantic locus of AoA effects can be found in the number of backward connections to the word, and that the independent AoA effect is due to network plasticity. We discuss how computational models currently explain AoA effects, and how bNoA may affect their processing.

Severe Social Withdrawal: Cultural Variation in Past Hikikomori Experiences of University Students in Nigeria, Singapore, and the United States.

Hikikomori (social withdrawal that lasts six months or longer) is a growing problem among Japanese adolescents and young adults, with recent estimates that approximately 1% of Japanese youths will suffer from an episode of hikikomori in their lifetimes. What remains unclear is whether hikikomori is a culture-bound syndrome or a condition impacting youths around the globe. Hence, the self-reported prevalence and psychosocial correlates of past experiences with hikikomori were examined in cross-sectional samples of university students from Singapore (n = 147), Nigeria (n = 151), and the United States (n = 301). Following tests of measurement invariance, comparisons showed that past experiences with hikikomori were related to elevated levels of current loneliness and depressive symptoms in each sample. However, analyses also revealed evidence of cultural variation in both the prevalence and the psychosocial correlates associated with past experiences of hikikomori, which taken together, provide preliminary evidence that the culture-bound characterization of hikikomori may not be appropriate.

A Dynamic Examination of the Associations between Shyness, Psychological Difficulties, and Stressful Life Events during Early Adolescence.

Although numerous studies have established linkages between shyness and later psychological difficulties, most extant research did not examine variation in shyness over time in relation to variation in psychological difficulties over time or possible environmental factors of influence outside of the school context. The current study used multi-level modelling to simultaneously examine time-invariant and time-variant associations between shyness, the psychological difficulties of depressive symptoms and loneliness, and stressful life events at four waves across 1 year in a community sample of 271 young adolescents (51% boys; Mage = 11.83 years at W1). Results revealed significant time-variant and time-invariant effects when loneliness was examined as a predictor of shyness. In addition, a significant interaction effect indicated that shyness decreased over time for those young adolescents who experienced few stressful life events, highlighting an understudied moderator of risk. Overall, findings have important implications for understanding the psychological concomitants of shyness as well as etiological models of shyness.

Psychosocial assessment of the family in the clinical setting.

Children develop in the context of the family. Family functioning prominently shapes the psychosocial adaptation and mental health of the child. Several family psychosocial risk factors have been shown to increase the risk of behavioral problems in children. Early identification of families with psychosocial profiles associated with a higher risk of having children with behavioral problems may be valuable for targeting these children for prevention and early intervention services. METHODS: We developed the Family Health Questionnaire (FHQ) for the purpose of evaluating families' psychosocial risk profiles in the primary care setting. The questionnaire included 10 formative indicators that have been shown to influence children's behavioral health. We aimed to establish a correlation between the family risk factors on the FHQ and child behavioral health. In addition, we examined the properties of the questionnaire as a screening tool for use in primary care. Families of 313 of children 4-6 years of age presenting for well child examinations at two primary care clinics completed both the FHQ and the Pediatric Symptom Checklist 17 (PSC-17), a validated screening instrument for pediatric behavioral problems. RESULTS: We found that the FHQ was positively and significantly correlated with the PSC score (r = .50, p < .05). CONCLUSIONS: The FHQ may be a valuable screening tool for identifying families with psychosocial risk profiles associated with increased risk of childhood behavioral problems.

Cognitive processes that indirectly affect olfactory dysfunction in Parkinson's disease.

INTRODUCTION: Accurate early diagnosis of Parkinson's disease is hampered by its long prodromal period and the variable manifestations of its motor symptoms. While olfactory dysfunction can occur before motor-symptom onset and serve as a non-disease-specific diagnostic aid, its underlying causes are incompletely understood. METHODS: Correlation analyses, univariate density estimates, ANOVA and regression evaluated relationships between scores on the Montreal Cognitive Assessment and Hopkins Verbal Learning Test and those on the University of Pennsylvania Smell Identification Test in 1280 Parkinson's Progression Markers Initiative subjects placed into five diagnostic categories. Structural equation modeling identified cognitive measures having significant indirect effects on olfactory-function-test scores. RESULTS: Global cognition, verbal learning and memory, attention, delayed-recall, and visuospatial/executive function scores show weak-to-moderate, significant associations with olfactory-function-test scores. Associations are stronger in symptomatic than asymptomatic subjects having mutations in LRRK2, GBA or SNCA. Score distributions are nonuniform across diagnostic categories. Linear regression found that all cognitive measures except attention predicted olfactory-function-test scores. Three structural equation models assessing indirect effects of verbal learning/memory with either global cognition, visuospatial/executive function, or delayed-recall had a good statistical fit to the data. Only verbal learning/memory scores significantly help explain olfactory-function-test scores in all symptomatic diagnostic categories (-0.56 < b < -0.23, 0.001 < P < .005). Visuospatial/executive-function test scores help explain olfactory-function-test scores in both genetic Parkinson's disease diagnostic categories (-0.25 < b < -0.17, 0.032 < P < .033). CONCLUSION: Impaired verbal learning/memory and visuospatial/executive function contributes to lower performance on olfactory function tests in Parkinson's disease. As both of these domains impact decision-making, decision-making in turn may impact olfactory assessment in Parkinson's disease.

Depressive Symptoms Are Associated With More Negative Functional Outcomes Than Anxiety Symptoms in Persons With Multiple Sclerosis.

Depression and anxiety are common among persons with multiple sclerosis (MS), and both negatively affect functional status. However, studies rarely account for overlap in depressive and anxiety symptoms on functional outcomes among people with MS. The authors aimed to examine the differential impact of depression and anxiety, measured by the Anxiety and Depression subscales of the Hospital Anxiety and Depression Scale (HADS-A and HADS-D), on functional outcomes among people with MS. Using a retrospective chart review of 128 people with MS, the authors used exploratory structural equation modeling to examine the relation of HADS-A and HADS-D to functional outcomes, namely employment status, fatigue (with the Fatigue Severity Scale), disability (with the Expanded Disability Status Scale [EDSS]), and cognition (with the Symbol Digit Modalities Test [SDMT]). After the authors controlled for the effects of covariates, HADS-A was negatively associated with EDSS (ß=-0.22, p<0.05) and positively associated with vocation (ß=0.23, p<0.05). In contrast, HADS-D was positively correlated with fatigue (ß=0.37, p<0.05) and EDSS (ß=0.26, p<0.05) and negatively correlated with vocation (ß=-0.32, p<0.05) and SDMT (ß=-0.28, p<0.05). HADS-A and HADS-D explained 5% of the variability in employment, 14.5% in fatigue, 1.6% in EDSS, and 4.3% in SDMT, beyond the effects of the covariates. Depressive symptoms have a significant negative impact on functional outcomes among people with MS, relative to anxiety symptoms. These findings support the importance of identifying and treating depressive symptoms among people with MS.

Authoritative school climate and peer victimization among Brazilian students / Clima escolar autoritativo e vitimização entre pares em estudantes brasileiros / Clima escolar autoritativo y vitimización entre pares en estudiantes brasileños

According to the Authoritative School Climate theory, a school environment perceived with high levels of support and disciplinary structure can be a protective factor against violence. Therefore, the current study aimed to understand how support and disciplinary structure affected peer victimization among Brazilian students. Participants were 420 students from Brazil, between 7 and 14 years old (mean=10.02; S.D. = .91); 51.5% of the participants were boys. Measures were obtained from a self-report questionnaire with measures of victimization, authoritative school climate and sociodemographic data. Using multilevel modeling between individual and same-sex peer group analyses, 89.86% of the victimization variability was at the individual level. Results indicated a negative association between the student's perception of support and reports of victimization, but no gender differences as predictors of victimization. Younger students who reported lowers perceptions of support also could be more victimized.

De acordo com a teoria do Clima Escolar Autoritativo, ambientes escolares percebidos com altos níveis de suporte e estrutura disciplinar podem ser protetores contra a violência. Portanto, o objetivo desse estudo foi entender como o suporte e a estrutura disciplinar afetaram o relato da vitimização entre pares. Os participantes foram 420 estudantes, entre 7 e 14 anos (média=10,02; d.p.=0,91); 51,5% dos participantes eram meninos. As medidas foram obtidas a partir de questionário de autorrelato sobre vitimização, clima escolar autoritativo e dados sociodemográficos. Usando o modelo multinível, 89,86% da variação da vitimização foi no nível individual. Os resultados indicaram uma associação negativa entre a percepção de suporte pelo aluno e os relatos de vitimização, mas não foram encontradas diferenças entre gêneros como preditores de vitimização. Os alunos mais jovens, que relataram menor percepção de suporte, também apresentaram tendência maior para a vitimização.

De acuerdo con la teoría del clima escolar autoritativo, los ambientes escolares percibidos con altos niveles de soporte y estructura disciplinaria pueden ser protectores contra la violencia. El objetivo de este estudio fue entender cómo el soporte y la estructura disciplinar afectaron el relato de la victimización entre pares. Los participantes fueron 420 estudiantes, entre 7 y 14 años (promedio=10,02; d.e.=0,91); El 51,5% de los participantes eran niños. Medidas fueron obtenidas a partir del autorrelato sobre victimización, clima escolar autoritario y datos sociodemográficos. Con el modelo multinivel, el 89,86% de la variación de la victimización fue a nivel individual. Resultados indican asociación negativa entre lo soporte y los relatos de victimización, pero no se encontraron diferencias entre géneros como predictores de victimización. Los alumnos más jóvenes que relataron menor percepción de soporte también tienden a ser más victimizados.

I like you, do you like me? How gender, context, and aggression predict liking / Eu gosto de você, você gosta de mim? Como o gênero, o contexto e a agressão predizem o gostar

Prosocial behaviors are correlated with positive relationships and acceptance by peers while aggression is correlated with negative relationships and rejection by peers. Peer aggression is also negatively correlated with peer liking, though the relationship may differ based on gender and norms. The current study examines the relationship between the different forms of aggression (physical, verbal, relational) and peer liking. The study asked 148 students from five classrooms in Curitiba, Brazil to complete peer nominations of their classmates and nominate students who were aggressive as well as rate how muchthey liked each peer. Multilevel modeling was used to analyze the data. Overall, girls were better liked than boys, and girls tended to like boys less than boys liked girls. Physical, verbal, and relational aggression all improved the overall model, and are important to understanding the full picture. Boys who were high in relational aggression liked other relationally aggressive boys less and girls who were less relationally aggressive liked more relationally aggressive girls less. Children high in physical aggression like physically aggressive peers more and this relationship was stronger for girls. In classrooms high in overall physical aggression, however, physically aggressive girls liked their physically aggressive peers less, indicating that context plays a key role. (AU)

Os comportamentos pró-sociais estão correlacionados com relacionamentos positivos e aceitação pelos pares, enquanto a agressão está correlacionada com relacionamentos negativos e rejeição pelos pares. A agressão de colegas também é negativamente correlacionada com o gosto de colegas, embora o relacionamento possa diferir com base no gênero e nas normas. O presente estudo examina a relação entre as diferentes formas de agressão (física, verbal, relacional) e o gosto dos colegas. O estudo solicitou a 148 alunos de cinco salas de aula em Curitiba, Brasil, que concluíssem as nomeações de colegas de turma e indicassem estudantes agressivos, além de avaliarem o quanto eles gostavam de cada colega. A modelagem multinível foi usada para analisar os dados. No geral, as meninas eram mais queridas que os meninos, e as meninas tendiam a gostar menos de meninos do que os meninos. A agressão física, verbal e relacional melhorou o modelo geral e é importante para entender a imagem completa. Garotos com alta agressão relacional gostavam menos de outros garotos relacionalmente agressivos e garotas menos agressivas com relacional gostavam menos de garotas relacionalmente agressivas. As crianças com alta agressão física gostam mais de colegas fisicamente agressivos e esse relacionamento era mais forte para as meninas. Nas salas de aula com alta agressão física geral, no entanto, as meninas fisicamente agressivas gostam menos de seus colegas fisicamente agressivos, indicando que o contexto desempenha um papel fundamental.(AU)

Repeatability and reliability of exploratory behavior in proactive and reactive zebrafish, Danio rerio.

Behavioral responses to novel situations often vary and can belong to a suite of correlated behaviors. Characteristic behaviors of different personality types (e.g. stress coping styles) are generally consistent across contexts and time. Here, we compare the repeatability and reliability of exploratory behaviors between zebrafish strains selectively bred to display contrasting behavioral responses to stressors that represent the proactive-reactive axis. Specifically, we measure exploratory behavior of individual fish in an open field test over five weeks. We quantified the stationary time, average swimming speed and time spent by a fish in the center area. We found a number of strain differences for each behavioral measure. Stationary time was the most repeatable and reliable measure for assessing proactive-reactive behavioral differences. Reactive zebrafish generally showed the highest reliability and repeatability of exploratory behavior compared to proactive zebrafish and a separate wild caught strain. Given the increased interest in the evolutionary consequences and proximate mechanisms of consistent individual differences, it will be important to continue to investigate how different selective pressures may influence expression of stress coping styles and their effects on the consistency of an animal's behavior.

Self-Continuity Moderates the Association Between Peer Victimization and Depressed Affect.

Two longitudinal studies conducted with early adolescents (ages 10-13) examined the hypothesis that self-continuity, or the degree to which individuals feel that they remain the same person over time regardless of how their specific characteristics may change, would moderate the association between victimization and depressed affect. Both Study 1 (N = 141) and Study 2 (N = 100) provided evidence of the moderating role of self-continuity as a buffer on the effect of peer victimization. Study 2 confirmed that self-continuity had a moderating effect after controlling for academic performance, number of friends, self-esteem, self-concept clarity, hopelessness, and self-blame. Findings support self-continuity as being protective with regard to negative peer environments.