Women in quantitative fields risk being personally reduced to negative stereotypes that allege a sex-based math inability. This situational predicament, termed stereotype threat, can undermine women's performance and aspirations in all quantitative domains. Gender-stereotypic television commercials were employed in three studies to elicit the female stereotype among both men and women. Study 1 revealed that only women for whom the activated stereotype was self-relevant underperformed on a subsequent math test. Exposure to the stereotypic commercials led women taking an aptitude test in Study 2 to avoid math items in favor of verbal items. In Study 3, women who viewed the stereotypic commercials indicated less interest in educational/ vocational options in which they were susceptible to stereotype threat (i.e., quantitative domains) and more interest in fields in which they were immune to stereotype threat (i.e., verbal domains).Do you know of anything that is practiced by human beings in which the class of men doesn't excel that of women? Or shall we draw it out at length by speaking of weaving and the care of baked and boiled dishes-just those activities on which the reputation of the female sex is based and where its defeat is most ridiculous of all?-Socrates (cited in Bloom, 1968)

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Overall, these results indicate that UPPP alone in the unselected patient provides little benefit in the management of mild OSA, similar to findings for more severe OSA. Surgeons must use great care in discerning the level of obstruction in the patient with mild OSA to tailor the appropriate retropalatal and/or retrolingual procedures and thereby achieve excellent surgical outcomes.

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Multiple nonredundant procedures and samples were all consistently indicative of taxonicity in child depression.

The Conners' Teacher Rating Scale (CTRS) is among the most commonly used rating scales for the evaluation of childhood behavior disorders. This study examined the structural characteristics of the CTRS in a sample of 235 low-income, primarily African American, preschool children. Children were rated on the CTRS by an assessment research assistant, an intervention research assistant, and a classroom teacher. Multiple exploratory factor analyses converged on the same basic three-factor solution. The three factors could be labeled Hyperactivity/Impulsivity, Inattention, and Oppositional Behavior. This three-factor solution did not correspond to the published factor structure of the CTRS. Instead, it more closely paralleled consensus ratings of experts in the field of child psychology and the criteria for behavior disorders according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV; American Psychiatric Association, 1994).