In 2 experiments we assessed younger and older adults' ability to remember contextual information about an event. Each experiment examined memory for 3 different types of contextual information: (a) perceptual information (e.g., location of an item); (b) conceptual, nonemotional information (e.g., quality of an item); and (c) conceptual, emotional information (e.g., safety of an item). Consistent with a large literature on aging and source memory, younger adults outperformed older adults when the contextual information was perceptual in nature and when it was conceptual, but not emotional. Age differences in source memory were eliminated, however, when participants recalled emotional source information. These findings suggest that emotional information differentially engages older adults, possibly evoking enhanced elaborations and associations. The data are also consistent with a growing literature, suggesting that emotional processing remains stable with age (e.g., Carstensen & Turk-Charles, 1994Isaacowitz, Charles, & Carstensen, 2000). Keywords: aging, source memory, emotionPerhaps nothing so uniquely marks human experience, or pervades so many aspects of human life, as emotion. A large literature suggests that emotional processing can influence memory in dramatic ways, with individuals often showing heightened attention to and memory for emotional or affective material (e.g., words like blood or victory or images of rats or babies) relative to neutral material (e.g., words like carpet or book or images of buildings or

Gifted teenagers in middle and high school benefit from classroom environments that support their social and emotional development. Teachers of gifted adolescents may create classroom environments in which young people know it is safe to be smart and where they feel valued and respected for their intellect, creativity, and passions. By utilizing available strategies for creating such environments, teachers enhance the psychosocial well-being of gifted adolescents.

Survey research frequently involves the collection of data from multiple informants. Results, however, are usually analyzed by informant group, potentially ignoring important relationships across groups. When the same construct(s) are measured, integrative data analysis (IDA) allows pooling of data from multiple sources into one data set to examine information from multiple perspectives within the same analysis. Here, the IDA procedure is demonstrated via the examination of pooled data from student and teacher school climate surveys. This study contributes to the sparse literature regarding IDA applications in the social sciences, specifically in education. It also lays the groundwork for future educational researchers interested in the practical applications of the IDA framework to empirical data sets with complex model structures.

The purpose of this study was to conduct further investigations of the latent structure underlying the Behavioral and Emotional Screening System Teacher Rating Scale-Preschool (BESS TRS-P) by examining latent variable differences due to demographic factors of the preschool children being rated. A U.S. representative sample of teacher ratings of more than 1,200 preschoolers was used to examine the latent structure of the BESS TRS-P. A multiple indicator-multiple causes (MIMIC) model used with a bifactor model showed differences on selected latent factor means relative to a child's age and gender, but no relationship with child's race. Use of age and/or gender scoring norms may produce a more accurate estimate of a child's latent score. (PsycINFO Database Record

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