journal
MENU ▼
Read by QxMD icon Read
search

Developmental Psychology

journal
https://www.readbyqxmd.com/read/28425728/parent-teacher-child-child-relationships-and-engagement-at-school-entry-mediating-interactive-and-transactional-associations-across-contexts
#1
Melissa Castle Heatly, Elizabeth Votruba-Drzal
Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear...
April 20, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28425727/longitudinal-associations-of-neighborhood-collective-efficacy-and-maternal-corporal-punishment-with-behavior-problems-in-early-childhood
#2
Julie Ma, Andrew Grogan-Kaylor
Neighborhood and parenting influences on early behavioral outcomes are strongly dependent upon a child's stage of development. However, little research has jointly considered the longitudinal associations of neighborhood and parenting processes with behavior problems in early childhood. To address this limitation, this study explores the associations of neighborhood collective efficacy and maternal corporal punishment with the longitudinal patterns of early externalizing and internalizing behavior problems...
April 20, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28414513/civic-purpose-in-late-adolescence-factors-that-prevent-decline-in-civic-engagement-after-high-school
#3
Heather Malin, Hyemin Han, Indrawati Liauw
This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again 2 years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline...
April 17, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28414512/adolescents-intergenerational-narratives-across-cultures
#4
Elaine Reese, Robyn Fivush, Natalie Merrill, Qi Wang, Helena McAnally
Adolescents' intergenerational narratives-the stories they tell about their mothers' and fathers' early experiences-are an important component of their identities (Fivush & Merrill, 2016; Merrill & Fivush, 2016). This study explored adolescents' intergenerational narratives across cultures. Adolescents aged 12 to 21 from 3 cultural groups in New Zealand (Chinese: n = 88; Māori: n = 91; European: n = 91) narrated stories about their mothers' and fathers' childhood experiences. In these narratives, New Zealand Chinese and Māori adolescents included more identity connections (statements linking their own identities to their parents' experiences) than did New Zealand European adolescents, and New Zealand Chinese adolescents' intergenerational narratives were more coherent than were New Zealand European and Māori adolescents' narratives...
April 17, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28414511/change-in-attachment-predicts-change-in-emotion-regulation-particularly-among-5-httlpr-short-allele-homozygotes
#5
Kristine Rensvik Viddal, Turid Suzanne Berg-Nielsen, Jay Belsky, Lars Wichstrøm
In view of the theory that the attachment relationship provides a foundation for the development of emotion regulation, here, we evaluated (a) whether change in attachment security from 4 to 6 years predicts change in emotion regulation from 6 to 8 years and (b) whether 5-HTTLPR moderates this relation in a Norwegian community sample (n = 678, 99.7% Caucasian). Attachment was measured with the Manchester Child Attachment Story Task, and teachers completed the Emotion Regulation Checklist. Attachment security was modestly stable, with children becoming more secure over time...
April 17, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28414510/a-longitudinal-person-centered-perspective-on-youth-social-support-relations-with-psychological-wellbeing
#6
Joseph Ciarrochi, Alexandre J S Morin, Baljinder K Sahdra, David Litalien, Philip D Parker
Past research suggests that perceived social support from parents, teachers, and peers are all positively associated with wellbeing during adolescence. However, little longitudinal research has examined the implications of distinctive combinations of social support for developing adolescents. To address this limitation, we measured multiple dimensions of social support, psychological ill-health, and wellbeing in a sample of 2034 Australian adolescents (Mage = 13.7; 49.6% male) measured in Grades 8 and 11. Latent transition analyses identified a 6-profile solution for both waves of data, and revealed substantial inequality in perceived social support...
April 17, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28414509/sleep-and-cognitive-functioning-in-childhood-ethnicity-socioeconomic-status-and-sex-as-moderators
#7
Lauren E Philbrook, J Benjamin Hinnant, Lori Elmore-Staton, Joseph A Buckhalt, Mona El-Sheikh
We examined children's sleep at age 9 as a predictor of developmental trajectories of cognitive performance from ages 9 to 11 years. The effects of sleep on cognition are not uniform and thus we tested race/ethnicity, socioeconomic status (SES), and sex as moderators of these associations. At the first assessment, 282 children aged 9.44 years (52% boys, 65% European American [EA], 35% African American [AA]) participated. Two more waves of data collection spaced 1 year apart followed. The majority of children (63%) were living at or below the poverty line...
April 17, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28406656/is-pre-k-classroom-quality-associated-with-kindergarten-and-middle-school-academic-skills
#8
Sara Anderson, Deborah Phillips
We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores...
April 13, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28406655/heterogeneity-in-externalizing-problems-at-age-3-association-with-age-15-biological-and-environmental-outcomes
#9
Kostas A Fanti, Eva Kimonis
Investigating heterogeneity in antisocial behavior early in life is essential for understanding the etiology, development, prognosis, and treatment of these problems. Data from the longitudinal National Institute of Child Health and Development (NICHD) study of Early Child Care were used to identify homogeneous groups of young antisocial children differentiated on externalizing problems, internalizing problems, and callous-unemotional (CU) traits using latent profile analysis (LPA). We examined how identified subgroups were differentiated on adolescent social, biological, cognitive, and environmental outcomes, controlling for dispositional and contextual antecedents during the first 2 years of life...
April 13, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28394144/first-selection-then-influence-developmental-differences-in-friendship-dynamics-regarding-academic-achievement
#10
Mariola Claudia Gremmen, Jan Kornelis Dijkstra, Christian Steglich, René Veenstra
This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades (i.e., language, exact, and social cluster). Data were derived from the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study, using 6 waves (N = 601; Mage = 12.66, 48.9% boys at first wave). Results showed developmental differences between the first and second year of secondary school (seventh and eighth grade)...
April 10, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28394143/she-bought-the-unicorn-from-the-pet-store-six-to-seven-year-olds-are-strongly-inclined-to-generate-natural-explanations
#11
Shaylene E Nancekivell, Ori Friedman
In two experiments (N = 64), we told 6- to 7-year-olds about improbable or impossible outcomes (Experiment 1) and about impossible outcomes concerning ordinary or magical agents (Experiment 2). In both experiments, children claimed that the outcomes were impossible and could not happen, but nonetheless generated realistic and natural explanations for the outcomes. These findings show that 6- to 7-year-olds are strongly inclined to provide natural explanations. The findings are also informative about children's judgments about whether outcomes are possible, and further suggest that asymmetries between children's predictions and explanations may stem from differences in how these 2 forms of reasoning are constrained by possibility...
April 10, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28383932/who-needs-innate-ability-to-succeed-in-math-and-literacy-academic-domain-specific-theories-of-intelligence-about-peers-versus-adults
#12
Elizabeth A Gunderson, Noora Hamdan, Nicole S Sorhagen, Alexander P D'Esterre
Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523)...
April 6, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28383931/bidirectional-influence-between-african-american-mothers-and-children-s-racial-centrality-from-elementary-through-high-school
#13
Adam J Hoffman, Beth Kurtz-Costes, Stephanie J Rowley, Elizabeth A Adams
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12. Mean levels of youths' racial centrality did not increase or decrease across the 7 years of the study...
April 6, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358541/cultural-context-shapes-essentialist-beliefs-about-religion
#14
Lisa Chalik, Sarah-Jane Leslie, Marjorie Rhodes
The present study investigates the processes by which essentialist beliefs about religious categories develop. Children (ages 5 and 10) and adults (n = 350) from 2 religious groups (Jewish and Christian), with a range of levels of religiosity, completed switched-at-birth tasks in which they were told that a baby had been born to parents of 1 religion but raised by parents of another religion. Results indicated that younger children saw religion-based categories as possible essential kinds, regardless of the child's own religious background, but that culture-specific patterns emerged across development...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358540/executive-control-goes-to-school-implications-of-preschool-executive-performance-for-observed-elementary-classroom-learning-engagement
#15
Timothy D Nelson, Jennifer Mize Nelson, Tiffany D James, Caron A C Clark, Katherine M Kidwell, Kimberly Andrews Espy
The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358539/analogical-processes-in-children-s-understanding-of-spatial-representations
#16
Lei Yuan, David Uttal, Dedre Gentner
We propose that map reading can be construed as a form of analogical mapping. We tested 2 predictions that follow from this claim: First, young children's patterns of performance in map reading tasks should parallel those found in analogical mapping tasks; and, second, children will benefit from guided alignment instructions that help them see the relational correspondences between the map and the space. In 4 experiments, 3-year-olds completed a map reading task in which they were asked to find hidden objects in a miniature room, using a corresponding map...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358538/political-efficacy-in-adolescence-development-gender-differences-and-outcome-relations
#17
A Katrin Arens, Rainer Watermann
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest in politics), was measured at 2 measurement points, once in Grade 7 and once in Grade 10...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358537/eliminating-age-differences-in-children-s-and-adults-suggestibility-and-memory-conformity-effects
#18
Henry Otgaar, Mark L Howe, Nathalie Brackmann, Daniël H J van Helvoort
We examined whether typical developmental trends in suggestion-induced false memories (i.e., age-related decrease) could be changed. Using theoretical principles from the spontaneous false memory field, we adapted 2 often-used false memory procedures: misinformation (Experiment 1) and memory conformity (Experiment 2). In Experiment 1, 7- to 9-year-old children (n = 33) and adults (n = 39) received stories containing associatively related details. They then listened to misinformation in the form of short narratives preserving the meaning of the story...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358536/negative-emotionality-and-discipline-as-long-term-predictors-of-behavioral-outcomes-in-african-american-and-european-american-children
#19
Cara Streit, Gustavo Carlo, Jean M Ispa, Francisco Palermo
The present study examined the early parenting and temperament determinants of children's antisocial and positive behaviors in a low-income, diverse ethno-racial sample. Participants were from the Early Head Start Research and Evaluation Project, which included 960 European American (initial M age = 15.00 months; 51.2% female) and 880 African American mothers and their children (initial M age = 15.10 months; 49.2% female) followed from 15 months of age to 5th grade. For European American children, findings showed direct and indirect effects (via self-regulation) of early negative emotionality on later behaviors...
March 30, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28358535/a-longitudinal-twin-study-of-general-cognitive-ability-over-four-decades
#20
Michael J Lyons, Matthew S Panizzon, Weijian Liu, Ruth McKenzie, Noah J Bluestone, Michael D Grant, Carol E Franz, Eero P Vuoksimaa, Rosemary Toomey, Kristen C Jacobson, Chandra A Reynolds, William S Kremen, Hong Xian
In this longitudinal study we examined the stability of general cognitive ability (GCA), as well as heterogeneity and genetic and environmental influences underlying individual differences in change. We investigated GCA from young adulthood through late midlife in 1,288 Vietnam Era Twin Study of Aging participants at ages ∼20, ∼56, and ∼62 years. The correlations among the 3 occasions ranged from .73 to .85, reflecting substantial stability. The heritability was significant on each of the 3 occasions and ranged from ...
March 30, 2017: Developmental Psychology
journal
journal
22614
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"