Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health-related difficulties. Strengthening students' social and emotional competencies through the delivery of school-based Social and Emotional Learning (SEL) programs has been suggested as one strategy for promoting positive development and preventing negative outcomes. In particular, the delivery of developmentally appropriate and evidence-based SEL programs at the universal level of tiered supports has the potential to benefit many students. The current study presents findings from a randomized controlled trial of the Speaking to the Potential, Ability, and Resilience Inside Every Kid (SPARK) Pre-Teen Mentoring Curriculum for 357 students from two schools. Results revealed that students who received the curriculum showed significant improvements in knowledge of curriculum content and principles; communication, decision-making, and problem-solving skills; emotional regulation; and resilience compared to students in the comparison condition. Results provide initial evidence for the This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Ss made either a graphemic or a semantic decision concerning word pairs during a study phase. Pair relatedness effects were observed in behavioral measures for the semantic task only, but a physiological measure (event-related potential) showed relatedness effects for both study tasks. Relatedness at study helped subsequent memory for tests involving word generation (fragment completion and cued recall). These effects were independent of those of the level of processing on memory. The results support Graf and Mandler's (1984) two-process model of implicit and explicit remembering and demonstrate that automatically activated associations can have significant effects on both types of remembering.

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