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Child Development

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https://www.readbyqxmd.com/read/28213904/longitudinal-relations-among-parenting-styles-prosocial-behaviors-and-academic-outcomes-in-u-s-mexican-adolescents
#1
Gustavo Carlo, Rebecca M B White, Cara Streit, George P Knight, Katharine H Zeiders
This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 Mage  = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors...
February 18, 2017: Child Development
https://www.readbyqxmd.com/read/28213889/social-emotional-competence-an-essential-factor-for-promoting-positive-adjustment-and-reducing-risk-in-school-children
#2
Celene E Domitrovich, Joseph A Durlak, Katharine C Staley, Roger P Weissberg
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches...
February 18, 2017: Child Development
https://www.readbyqxmd.com/read/28213887/rituals-improve-children-s-ability-to-delay-gratification
#3
Veronika Rybanska, Ryan McKay, Jonathan Jong, Harvey Whitehouse
To be accepted into social groups, individuals must internalize and reproduce appropriate group conventions, such as rituals. The copying of such rigid and socially stipulated behavioral sequences places heavy demands on executive function. Given previous research showing that challenging executive functioning improves it, it was hypothesized that engagement in ritualistic behaviors improves children's executive functioning, in turn improving their ability to delay gratification. A 3-month circle time games intervention with 210 schoolchildren (Mage  = 7...
February 18, 2017: Child Development
https://www.readbyqxmd.com/read/28198006/associations-of-early-developmental-milestones-with-adult-intelligence
#4
Trine Flensborg-Madsen, Erik L Mortensen
The study investigated whether age at attainment of 20 developmental milestones within the areas of language, walking, eating, dressing, social interaction, and toilet training was associated with adult intelligence. Mothers of 821 children of the Copenhagen Perinatal Cohort recorded 20 developmental milestones at a 3-year examination, and all children were administered the Wechsler Adult Intelligence Scale when they were 20-34 years old. Later attainment of a number of milestones was associated with lower adult IQ with the strongest associations found for those related to language and social interaction...
February 15, 2017: Child Development
https://www.readbyqxmd.com/read/28197997/children-s-use-of-memory-editing-strategies-to-reject-source-misinformation
#5
Kara N Moore, James M Lampinen, David A Gallo, Eryn J Adams, Ana J Bridges
This is the first reported study of children's use of two metacognitive strategies, recollection rejection and diagnostic monitoring, to reject misinformation. Recollection rejection involves the retrieval of details that disqualify an event, whereas diagnostic monitoring involves the failure to retrieve expected details. First (n = 56, age 7 years) and third graders (n = 52, age 9 years) witnessed a staged classroom interaction involving common and bizarre accidents, were presented with misinformation about the source of these events, and took a memory test...
February 15, 2017: Child Development
https://www.readbyqxmd.com/read/28195306/neural-oscillation-reveals-deficits-in-visuospatial-working-memory-in-children-with-developmental-coordination-disorder
#6
Chun-Hao Wang, Yu-Ting Tseng, Dang Liu, Chia-Liang Tsai
The electroencephalographic (EEG) oscillations associated with visuospatial working memory (VSWM) were examined in children with developmental coordination disorder (DCD; 10-11 years; N = 29) and typically developing (TD) children (10-11 years; N = 29). Behaviorally, DCD showed poorer VSWM than TD, which coincided with the diminished ability of DCD in modulating neural oscillations. Furthermore, prestimulus oscillatory alpha activity was correlated with VSWM performance. The results suggest that children with DCD might have a reduced ability to encode and recognize new information, and in particular have difficulty in maintaining task-relevant information, resulting in poorer VSWM...
February 14, 2017: Child Development
https://www.readbyqxmd.com/read/28195432/an-examination-of-the-sibling-training-hypothesis-for-disruptive-behavior-in-early-childhood
#7
Ella Daniel, André Plamondon, Jennifer M Jenkins
Sibling training for disruptive behavior (one sibling teaching another disruptive behavior) is examined during early childhood. We used a conservative, recently developed, statistical model to identify sibling training. Sibling training was operationalized as the cross-lagged association between earlier child behavior and later sibling behavior, and differentiated from other reasons that contribute to sibling similarity. A three-wave longitudinal study tracked 916 children (Mage  = 3.46, SD = 2.23) in 397 families using multi-informant data...
February 13, 2017: Child Development
https://www.readbyqxmd.com/read/28195431/emotion-regulation-coping-and-decision-making-three-linked-skills-for-preventing-externalizing-problems-in-adolescence
#8
Kathryn L Modecki, Melanie J Zimmer-Gembeck, Nancy Guerra
Research on executive control during the teenage years points to shortfalls in emotion regulation, coping, and decision making as three linked capabilities associated with youth's externalizing behavior problems. Evidence gleaned from a detailed review of the literature makes clear that improvement of all three capabilities is critical to help young people better navigate challenges and prevent or reduce externalizing and related problems. Moreover, interventions can successfully improve these three capabilities and have been found to produce behavioral improvements with real-world significance...
February 13, 2017: Child Development
https://www.readbyqxmd.com/read/28195420/individual-differences-in-prototypical-moral-and-conventional-judgments-and-children-s-proactive-and-reactive-aggression
#9
Marc Jambon, Judith G Smetana
This article examined links between 4- and 6-year-olds' (n = 101; Mage  = 5.12 years, SD = 0.67; 53% male) ability to distinguish moral and conventional transgressions along different criteria and teacher ratings of proactive and reactive aggression. Latent difference score modeling revealed that moral transgressions were judged more unacceptable and wrong independent of rules and authority than conventional violations, but significant variability in moral-conventional distinctions was also observed...
February 13, 2017: Child Development
https://www.readbyqxmd.com/read/28195411/family-centered-positive-behavior-support-interventions-in-early-childhood-to-prevent-obesity
#10
Justin D Smith, Sara M St George, Guillermo Prado
Positive behavior support (PBS) strategies in early childhood, which include proactively structuring environments to support and positively reinforce healthy dietary and physical activity behaviors, are critical for preventing pediatric obesity, particularly among low-income, ethnic minority children. Existing evidence-based family-centered preventive interventions effectively impact parents' use of PBS strategies. Enhancing these programs to more directly target the key mechanisms of change specific to promoting children's healthy lifestyle behaviors could serve as the foundation for the next generation of effective protocols for preventing pediatric obesity...
February 13, 2017: Child Development
https://www.readbyqxmd.com/read/28195326/processes-of-early-childhood-interventions-to-adult-well-being
#11
Arthur J Reynolds, Suh-Ruu Ou, Christina F Mondi, Momoko Hayakawa
This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention...
February 13, 2017: Child Development
https://www.readbyqxmd.com/read/28186339/hand-eye-coordination-predicts-joint-attention
#12
Chen Yu, Linda B Smith
The present article shows that infant and dyad differences in hand-eye coordination predict dyad differences in joint attention (JA). In the study reported here, 51 toddlers ranging in age from 11 to 24 months and their parents wore head-mounted eye trackers as they played with objects together. We found that physically active toddlers aligned their looking behavior with their parent and achieved a substantial proportion of time spent jointly attending to the same object. However, JA did not arise through gaze following but rather through the coordination of gaze with manual actions on objects as both infants and parents attended to their partner's object manipulations...
February 10, 2017: Child Development
https://www.readbyqxmd.com/read/28186327/the-development-of-spatial-skills-in-elementary-school-students
#13
Martha Carr, Natalia Alexeev, Lu Wang, Nicole Barned, Erin Horan, Adam Reed
Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (Mage  = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two-dimensional figures. Mathematics achievement was measured by the statewide end-of-year test and was included as a distal outcome variable...
February 10, 2017: Child Development
https://www.readbyqxmd.com/read/28181219/developmental-relations-among-motor-and-cognitive-processes-and-mathematics-skills
#14
Helyn Kim, Chelsea A K Duran, Claire E Cameron, David Grissmer
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade...
February 9, 2017: Child Development
https://www.readbyqxmd.com/read/28181215/school-tracking-and-youth-self-perceptions-implications-for-academic-and-racial-identity
#15
Kamilah Legette
School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students...
February 9, 2017: Child Development
https://www.readbyqxmd.com/read/28181213/fitting-the-message-to-the-listener-children-selectively-mention-general-and-specific-facts
#16
Carolyn Baer, Ori Friedman
In three experiments, two hundred and ninety-seven 4- to 6-year-olds were asked to describe objects to a listener, and their answers were coded for the presence of general and specific facts. In Experiments 1 and 2, the listener's knowledge of the kinds of objects was manipulated. This affected references to specific facts at all ages, but only affected references to general facts in children aged 5 and older. In Experiment 3, children's goal in communicating was either pedagogical or not. Pedagogy influenced references to general information from age 4, but not references to specific information...
February 9, 2017: Child Development
https://www.readbyqxmd.com/read/28176329/gender-differences-in-the-developmental-cascade-from-harsh-parenting-to-educational-attainment-an-evolutionary-perspective
#17
Rochelle F Hentges, Ming-Te Wang
This study utilized life history theory to test a developmental cascade model linking harsh parenting to low educational attainment. Multigroup models were examined to test for potential gender differences. The sample consisted of 1,482 adolescents followed up for 9 years starting in seventh grade (Mage  = 12.74). Results supported indirect links between harsh parenting and low educational attainment through the development of extreme peer orientations, early sexual behavior, and delinquency. Among male adolescents, harsh parenting was related to the development of an extreme peer orientation, which further led to increased delinquency, and subsequently lower educational attainment...
February 8, 2017: Child Development
https://www.readbyqxmd.com/read/28176309/achievement-emotions-and-academic-performance-longitudinal-models-of-reciprocal-effects
#18
Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W Marsh, Kou Murayama, Thomas Goetz
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status...
February 8, 2017: Child Development
https://www.readbyqxmd.com/read/28176302/child-and-parenting-outcomes-after-1%C3%A2-year-of-educare
#19
Noreen Yazejian, Donna M Bryant, Sydney Hans, Diane Horm, Lisa St Clair, Nancy File, Margaret Burchinal
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low-income families and their more economically advantaged peers through high-quality center-based programming and strong school-family partnerships. This study randomly assigned 239 children (< 19 months) from low-income families to Educare or a business-as-usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent-reported problem behaviors, and positive parent-child interactions...
February 8, 2017: Child Development
https://www.readbyqxmd.com/read/28176299/loss-of-institutional-trust-among-racial-and-ethnic-minority-adolescents-a-consequence-of-procedural-injustice-and-a-cause-of-life-span-outcomes
#20
David S Yeager, Valerie Purdie-Vaughns, Sophia Yang Hooper, Geoffrey L Cohen
This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans' subsequent discipline infractions and 4-year college enrollment...
February 8, 2017: Child Development
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