Assessment of caries experience based on the person rather than on the tooth opens the possibility for qualitative descriptions of caries in a population, as well as for the study of specific factors associated with different caries experiences. The study of a Head Start population in adjacent fluoridated communities was divided into two parts. It was the purpose of part one of the study to determine the prevalence of specific caries patterns (presumably associated with different etiologies). Of the children, 39 percent were caries-free; 32 percent had carious lesions only in pit-and-fissure defects of molars; 6.5 percent had carious lesions in hypoplastic defects; 11 percent had facial-lingual lesions, compatible with "nursing caries"; and 11.5 percent had approximal lesions of molars; no child in the study had rampant caries. The second part compared specific lifestyle variables with specific caries patterns. Statistically significant differences or trends were found between caries-free children and those with smooth-surface lesions for mother's educational level, time spent with grandparents, mother's perceived primary reason for cavities, and mother's tendency to permit the child to eat sweets without restriction. No significant differences or trends were found for lifestyle variables between caries-free children and those having lesions associated only with tooth defects.

No abstract

This study investigated the effects of status level and status congruence on achievement and satisfaction of junior high classmates undergoing same-age peer tutoring, thereby conceptually replicating an already published experiment with college students. There were 107 same-sex pairs who were formed so that the tutor had greater (the status-congruent condition), equal, or lesser initial math competence than the tutee. Two weeks were devoted to daily tutor training and tutoring, weekly reviews, and weekly assessments of achievement and attitudes. Then, partners exchanged roles for another 2week round of such activity. Two multivariate contrast analyses clearly support and cross-validate the prediction that satisfaction and perceived achievement (and in one analysis, actual achievement) are greater on becoming the tutor than the tutee, particularly if one was initially the more competent partner.In an earlier study (Rosen, Powell, & Schubot, 1977), we proposed that the status implications of role assignments in the special kind of helping relationship known as same-age peer tutoring carry with them the potential for inviting invidious comparison and felt inequity. As a consequence, the relative performance and morale of the tutoring partners would be affected. This thesis was investigated with upper-division college undergraduates of both sexes (mainly female) enrolled in several sections of educational psychology by means of the following procedure.

The purpose of this study was to estimate the prevalence of date rape among a statewide, random sample of female high school students. A date rape item was included on the Youth Risk Behavior Survey questionnaire administered to random samples of South Dakota high school students during 1993, 1995, and 1997. The prevalence of date rape among female high school students in the three statewide samples ranged from 11.8% to 14.9%. Due to measurement limitations, these results are likely to underestimate the prevalence of date rape in the study population.