The daughter-guarding hypothesis posits that "parents possess adaptations with design features that function to defend their daughter's sexual reputation, preserve her mate value, and protect her from sexual victimization" (Perilloux, Fleischman, & Buss, 2008, p. 219). One way that parents may attempt to guard their daughters' sexualities is by conveying to them certain messages about sex. To explore this possibility we administered an online questionnaire that tested 8 sex-linked predictions derived from the daughter-guarding hypothesis about the content of parent-child communications about sex. Participants were undergraduates from a Northeastern U.S. Jesuit Catholic university (n ϭ 226) and young adults recruited through Facebook (n ϭ 391). As predicted, daughters were more likely than sons to recall receiving messages from their parents that (a) emphasized being discriminating in allocating sexual access; (b) emphasized abstinence; (c) encouraged them to deter, inhibit, and defend against their partners' sexual advances; (d) encouraged them to not emulate depictions of sexual activity; (e) stipulated when they were old enough to date; and (f) curtailed contact with the opposite sex. Results supported several hypothesized design features of the daughter-guarding hypothesis. Parents may be socializing children in ways that fostered ancestral reproductive success through sex-linked birds-and-the-bees talks and messages.

School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.

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use of self-regulated learning for children With adhd: research and Practice oPPortunities linda a. reddY, erik neWman, and arielle verdesco Attention-deficit/hyperactivity disorder (adhd) is a neurocognitive disorder that manifests as impairments in attention, hyperactivity, impulsivity, planning, organization, and evaluation skills across settings (douglas, 2005; reddy & hale, 2007). these neurocognitive deficits result in a heterogeneous mix of cognitive, behavioral, and social problems. most scholars assert that the core deficits in adhd are in executive functioning (ef), the cognitive abilities necessary for implementing and adapting goal-directed behavior and self-regulation (e.g., Barkley, 1997;castellanos & tannock, 2002;douglas, 2005). children with deficits in ef typically experience difficulties with planning, self-monitoring, and problem-solving skills (hale et al., 2011). other neuropsychological findings the research reported here was supported by the institute of education sciences, u.s. department of education, through grant r305a080337 and the u.s. department of education's teacher incentive fund Program through grant s374a120060 to rutgers, the state university of new Jersey. the opinions expressed are those of the authors and do not represent the views of the institute or the u.s. department of education.