Sex differences in adolescent depression: stress exposure and reactivity models     

Hankin BL  Mermelstein R  Roesch L 《Child development》2007,78(1):279-295

Stress exposure and reactivity models were examined as explanations for why girls exhibit greater levels of depressive symptoms than boys. In a multiwave, longitudinal design, adolescents' depressive symptoms, alcohol usage, and occurrence of stressors were assessed at baseline, 6, and 12 months later (N=538; 54.5% female; ages 13-18, average 14.9). Daily stressors were coded into developmentally salient domains using a modified contextual-threat approach. Girls reported more depressive symptoms and stressors in certain contexts (e.g., interpersonal) than boys. Sex differences in depression were partially explained by girls reporting more stressors, especially peer events. The longitudinal direction of effects between depression and stressors varied depending on the stressor domain. Girls reacted more strongly to stressors in the form of depression.  相似文献   

Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering     

Marsh HW  Gerlach E  Trautwein U  Lüdtke O  Brettschneider WD 《Child development》2007,78(6):1640-1656

Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.  相似文献   

The dyadic nature of bullying and victimization: testing a dual-perspective theory   总被引：2，自引：1，他引：1  

Veenstra R  Lindenberg S  Zijlstra BJ  De Winter AF  Verhulst FC  Ormel J 《Child development》2007,78(6):1843-1854

For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship.  相似文献   

Infant joint attention, temperament, and social competence in preschool children   总被引：2，自引：0，他引：2  

Vaughan Van Hecke A  Mundy PC  Acra CF  Block JJ  Delgado CE  Parlade MV  Meyer JA  Neal AR  Pomares YB 《Child development》2007,78(1):53-69

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.  相似文献   

I like to do it, I'm able, and I know I am: longitudinal couplings between domain-specific achievement, self-concept, and interest     

Denissen JJ  Zarrett NR  Eccles JS 《Child development》2007,78(2):430-447

The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and interested in domains where they achieve well, and were interested in domains where they perceive their personal strengths. The degree of coupling was the highest between interest and SCA and the lowest between interest and achievement. For all indexes, evidence for an increase in coupling across time was found. Female gender was related to a lower level of coupling. There was evidence for a positive effect of conscientiousness on the amount of coupling.  相似文献   

The development of temporal metamemory     

Friedman WJ 《Child development》2007,78(5):1472-1491

In two studies of knowledge about the properties and processes of memory for the times of past events, 178 children from 5 through 13 years of age and 40 adults answered questions about how they would remember times on different scales, how temporal memory is affected by retention interval, and the usefulness of different methods. The adults showed quite accurate knowledge about the main properties of memory for time and the processes that underlie it. Different properties and processes were first understood at ages ranging from 8 years to 12 years or later. Knowledge of the roles of reconstruction and impressions of temporal distances appear well after children use them to remember the times of events.  相似文献   

Development of decision making in school-aged children and adolescents: evidence from heart rate and skin conductance analysis   总被引：2，自引：1，他引：1  

Crone EA  van der Molen MW 《Child development》2007,78(4):1288-1301

Age differences in decision making indicate that children fail to anticipate outcomes of their decisions. Using heart rate and skin conductance analyses, we tested whether developmental changes in decision making are associated with (a) a failure to process outcomes of decisions, or (b) a failure to anticipate future outcomes of decisions. Children aged 8-10, 12-14, and 16-18 years performed the Hungry Donkey task, a child version of the Iowa Gambling Task, while heart rate and skin conductance activity were continuously recorded. Children aged 16-18 learned to make advantageous choices over task blocks faster than the two younger age groups. Age differences were present for anticipation-related autonomic activity but not outcome-related autonomic activity. The results are interpreted vis-à-vis models of prefrontal cortex maturation.  相似文献   

Why are hyperactivity and academic achievement related?   总被引：1，自引：0，他引：1  

Saudino KJ  Plomin R 《Child development》2007,78(3):972-986

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences.  相似文献   

Doing the right thing: infants' selection of actions to imitate from observed event sequences     

Brugger A  Lariviere LA  Mumme DL  Bushnell EW 《Child development》2007,78(3):806-824

Two studies were conducted to investigate how 14- to 16-month-old infants select actions to imitate from the stream of events. In each study, an experimenter demonstrated two actions leading to an interesting effect. Aspects of the first action were manipulated and whether infants performed this action when given the objects was observed. In both studies, infants were more likely to imitate the first action when it was physically necessary to generate the effect, and in Study 2 they were also more likely to imitate the action when it was socially cued. It seems that infants' own knowledge of space and causality as well as their sensitivity to others' social signals both contribute to their tendency to imitate actions.  相似文献   

Adolescents' cognitive and emotional responses to marital hostility     

Buehler C  Lange G  Franck KL 《Child development》2007,78(3):775-789

Early adolescents' (11-14 years) responses to marital hostility were examined in a sample of 416 families. The cognitive-contextual perspective and emotional security hypothesis guided the study and 9 adolescent responses were identified. Prospective associations were examined in several structural equation models that included adolescent problems as outcomes. Self-blame and perceived threat uniquely mediated the association between Year 1 marital hostility and Year 3 adolescent externalizing problems (p<.05). Self-blame, lower constructive representations, internalization of feelings, avoidance, and emotional dysregulation uniquely mediated the association between Year 1 marital hostility and Year 3 internalizing problems. Specific cognitive and emotionally based responses are important to understanding how martial hostility affects youth and need to be considered within an integrated model.  相似文献