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  • Book
    edited by Steven R. Asher and John M. Gottman.
    Summary: When this book was first published in 1978, it was only recently that researchers had begun to focus on children's peer relationships and the impact of these relationships on their development. The contributors to this volume view friendship as an important context for the study of a variety of cognitive and affective processes - from the perspectives of a wide range of disciplines. The volume poses an array of fascinating theoretical questions, and offers varied methodological tools for answering them. Some contributors present and review applied research addressed to conceptualizing and ameliorating peer relationship problems, whilst others reflect applied or policy-orientated concerns in chapters on racial integration and the integration of mentally retarded children into regular classrooms. A chapter on the scientific, political and social history of the interest in children's friendships and two summary chapters add to the usefulness of the book for students. Nielsen

    Contents:
    Editorial preface
    1. The roots of current peer interaction research: a historical analysis of the 1930s Peter D. Renshaw
    Part I. Group Processes: 2. Friends, impression management and preadolescent behavior Gary Alan Fine
    3. Complementary and conflicting identities: images and interaction in an interracial school Janet Ward Schofield
    4. Recent advances in sociometry Maureen T. Hallinan
    5. Social skills and group acceptance Martha Putallaz and John M. Gottman
    6. Friendship between mentally retarded and nonretarded children Jay Gottlieb and Yona Leyser
    7. Self, social group, and social structure: surmises about the study of children's friendships Vernon L. Allen
    Part II. Social-cognitive Processes: 8. Friendship in the nursery school: social organization in a peer environment William A. Corsaro
    9. The child as a friendship philosopher Robert L. Selman
    10. Children without friends: social knowledge and social skill training Stephen R. Asher and Peter D. Renshaw
    11. Children's knowledge about social situations: from causes to consequences Nancy L. Stein and Susan R. Goldman
    12. Social-cognitive processes in children's friendships Carol S. Dweck
    Indices. Nielsen
    Print 1981
  • Article
    Barasoain I, Rojo JM, Portolés A.
    Immunopharmacology. 1979 Dec;2(1):83-92.
    The effect of indomethacin, an inhibitor of prostaglandin synthetase, on lymphocyte blast transformation induced by T- or B-cell activators has been studied. Simultaneously adding indomethacin (0.03-0.3 x 10(-6) M final concentration) and concanavalin A to mouse spleen cell cultures, led to an enhancement of 3H-thymidine uptake, whereas 30 x 10(-6) M indomethacin inhibited this uptake. The stimulation induced by indomethacin was higher when this drug was present in the cultures before the addition of the mitogen. Neither the optimal concanavalin A concentration nor the day on which the maximum of 3H-thymidine uptake occurred were altered by indomethacin. Activation of B lymphocytes induced by bacterial lipopolysaccharide was inhibited by indomethacin at all concentrations tested. However, indomethacin similarly blocked the prostaglandin synthesis as well in lipopolysaccharide- or concanavalin A-stimulated lymphocyte cultures. Indomethacin enhanced the one-way mixed lymphocyte reaction. No significant effect of indomethacin was found on cell-mediated cytotoxicity of 51Cr labeled targets. The results are discussed in terms of differential sensitivity of B and T lymphocytes to this anti-inflammatory drug.
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