Part of a large male woolly mammoth (Mammuthus primigenius) was preserved in permafrost in northern Yakutia. It was radiocarbon dated to ca. 18,50014C yr BP (ca. 22,500 cal yr BP). Dung from the lower intestine was subjected to a multiproxy array of microscopic, chemical, and molecular techniques to reconstruct the diet, the season of death, and the paleoenvironment. Pollen and plant macro-remains showed that grasses and sedges were the main food, with considerable amounts of dwarf willow twigs and a variety of herbs and mosses. Analyses of 110-bp fragments of the plastid rbcL gene amplified from DNA and of organic compounds supplemented the microscopic identifications. Fruit-bodies of dung-inhabiting Ascomycete fungi which develop after at least one week of exposure to air were found inside the intestine. Therefore the mammoth had eaten dung. It was probably mammoth dung as no bile acids were detected among the fecal biomarkers analysed. The plant assemblage and the presence of the first spring vessels of terminal tree-rings of dwarf willows indicated that the animal died in early spring. The mammoth lived in extensive cold treeless grassland vegetation interspersed with wetter, more productive meadows. The study demonstrated the paleoecological potential of several biochemical analytical techniques.

We introduce the construct of perceived containment, defined as children's beliefs about adults' capacity to impose firm limits and to prevail if there is a conflict in goals. We propose that children's containment beliefs represent an important but understudied factor in the development and maintenance of childhood aggression. Children's ratings on the Perceived Containment Questionnaire (PCQ) were inversely related to parent and teacher ratings of externalizing problems. Moreover, this relation was found to be independent of the quality of parental discipline. We also found evidence that perceived containment moderated the relation between overly harsh, inept discipline and children's externalizing behaviors: ineffective discipline was directly related to externalizing problems in children with relatively high PCQ scores but was unrelated to externalizing problems in children with relatively low PCQ scores. For the latter group of children, the affective quality of the mother–child relationship was a better predictor of problem behavior. These findings provide additional support for Kochanska's (1993) model of differential socialization and for Frick's (1998) assertions concerning meaningful subgroups of aggressive children.

The purpose of the present study was to identify clinically relevant subtypes of aggressive children based on measures of children's self-systems and significant others' perceptions of relationship quality. In a sample of aggressive second- and third-graders, a cluster analysis of these children's perceptions of support and significant others' (mother, teacher, and peers) perceptions of relationship quality revealed one subgroup in which self- and other-ratings were both below the group mean (concordant-negative), one in which both were above the sample mean (concordant-positive), and one in which they were discrepant (high child-report and low other-report). All three clusters were rated as more aggressive than controls. However, children in the discrepant group were rated as considerably more aggressive and delinquent than those in the two concordant clusters, who did not differ from each other on measures of internalizing and externalizing behaviors. Results are discussed from an attachment perspective and in terms of the clinical significance of this self–other discrepancy.

Children's ratings of competence and relationship quality wereused to examine the association between idealized or inflatedself-perceptions and level of aggression. Participants were 62aggressive and 53 nonaggressive second and third graders. Ratings ofcompetence were based on the Pictorial Scale of Perceived Competenceand Social Acceptance for Young Children; ratings of relationshipquality were drawn from the Social Support Appraisals Scale and theNetwork of Relationships Inventory. External ratings of competence andrelationship quality were obtained from mothers, teachers, andpeers. Compared to children who were nonaggressive, aggressivechildren were more likely to rate personal competence and relationshipquality in a perfect or idealized manner and to show lessdifferentiation in their ratings of competence and relationshipquality. Aggressive children's self-rated competence andrelationship quality were also inflated relative to the ratings madeby others, whereas the self-ratings of nonaggressive children tendedto be underestimates of their functioning. The tendency for aggressivechildren to idealize and to inflate ratings of competence andrelationship quality was associated with higher levels ofaggression. For aggressive children, a highly positive self-view isconstrued—not as a protective factor or measurement error— but as a defensive posture that places the child at added riskand that impedes the progress of psychosocial interventions.