Developmental psychology
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Developmental psychology · Sep 2009
CommentThe intergenerational transmission of parenting: closing comments for the special section.
The 5 studies in this special section both confirm prior findings regarding the intergenerational transmission of parenting and provide important new evidence regarding the intergenerational transmission of positive parenting and the developmental mediators that seem involved in that transmission. Consistent with earlier research, the findings suggest that harsh parenting in the 1st generation (G1) predicts similar behavior in the 2nd generation (G2) primarily through the exacerbation of G2 conduct problems. ⋯ Important next steps in this area of inquiry should include the study of moderator variables that will explain discontinuities as well as continuities in G1 and G2 parenting. Also important will be research on genetic and epigenetic processes that contribute to similarities and dissimilarities in parenting across generations.
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Developmental psychology · Jan 2009
Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children.
The relationship between aerobic fitness and executive control was assessed in 38 higher- and lower-fit children (M-sub(age) = 9.4 years), grouped according to their performance on a field test of aerobic capacity. Participants performed a flanker task requiring variable amounts of executive control while event-related brain potential responses and task performance were assessed. ⋯ The data suggest that fitness is associated with better cognitive performance on an executive control task through increased cognitive control, resulting in greater allocation of attentional resources during stimulus encoding and a subsequent reduction in conflict during response selection. The findings differ from those observed in adult populations by indicating a general rather than a selective relationship between aerobic fitness and cognition.
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Developmental psychology · Sep 2008
Self-experience as a mechanism for learning about others: a training study in social cognition.
Using a gaze-following task, the authors assessed whether self-experience with the view-obstructing properties of blindfolds influenced infants' understanding of this effect in others. In Experiment 1, 12-month-olds provided with blindfold self-experience behaved as though they understood that a person wearing a blindfold cannot see. ⋯ Infants receiving trick-blindfold experience now followed a blindfolded adult's gaze significantly more than controls. The authors propose 3 mechanisms underlying infants' capacity to use self-experience as a framework for understanding the visual perception of others.
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Developmental psychology · May 2008
Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. ⋯ However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.
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Developmental psychology · Nov 2006
Comparative StudyEffects of discrete emotions on young children's ability to discern fantasy and reality.
This study examined 3- to 5-year-olds' (N = 128; 54% girls) ability to discriminate emotional fantasy and reality. Children viewed images depicting fantastic or real events that elicited several emotions, reported whether each event could occur, and rated their emotional reaction to the image. Children were also administered the Play Behavior Questionnaire and Pretend Action Tasks to assess play behaviors. ⋯ Children reported that happy fantastic events could occur significantly more often than frightening and angry fantastic events and that happy real events could occur significantly more often than frightening and angry real events. Children's emotional reactions to the images but not play behaviors were significantly related to their fantasy-reality distinctions. Implications for the relation between emotions and children's fantasy-reality distinctions are discussed.