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Objective: This study aims to evaluate the effectiveness of a parent training program in improving parenting practices, parents' feeling of self-efficacy and parents' perception of their child's behavior, implemented in a child protection service, with trained professionals from the agency acting as facilitators. Method: Thirty-five parents monitored in a child protection service for child neglecting behaviors participated either in the intervention group (n = 26) or were on the waiting list (n = 9). The program implemented (Incredible Years) lasted 16 weeks, was in a group format, and aimed: (1) to develop a harmonious parent-child relationship; (2) to support parents in learning and consistently applying effective practices; (3) to improve problem solving and communication skills within families and with teachers. A repeated measures design was used to test the program's effects on parenting practices, parents' feeling of self-efficacy, parents' perception of their child's behavior, and parents' satisfaction. Parents were tested twice, during a 19-week interval, before and after the parent training program. Results: Analyses of variance comparing Intervention and Control groups with repeated measures (pre- and post-test measures) revealed that the program has a positive impact on parenting practices (harsh discipline, physical punishment, praise/incentive, appropriate discipline and positive verbal discipline) and parents' perception of their child's behavior (frequency of behavioral problems and number of problematic behaviors). No change on clear expectations from parents, or on parents' self-efficacy was observed. Conclusion: Though the implementation of an evidence-based parent training program by professionals in a child protection service presents specific challenges, results suggest that it can contribute to improvements in parenting practices and in parents' perception of their child's behavior. (Contains 4 tables.)

This study has explored the parents' regulation strategies that were more likely to support children's self-regulation in learning situations with computers. These strategies have been analysed by means of new grids involving seven categories of behaviour: cognitive strategies relating to identification of objective, exploration of means, attention and evaluation; motivational strategies; and socio-communicative strategies such as joint attention and request. 62 7-year-old children from Quebec families were examined with their mothers and fathers. The children were asked to complete two learning tasks that involved using LOGO software to draw a picture. Results indicated that parents' regulation varied depending on their gender; a higher directivity was observed in mothers, more specifically through some specific strategies. Analysis of variance on repeated measures showed that, during the session, there was a decrease in the specification of the objective, the initiation of joint attention and of behaviour regulation in parents; and an improvement of the identification of the objective, planning and self-evaluation in children. Correlations between parental regulation and children's self-regulation strategies indicated positive links concerning strategies relating to joint attention and to motivation; and negative links concerning strategies relating to the exploration of means and evaluation. A good adjustment of the parents' regulation and the children's self-regulation correlated positively with success in the task. Methodological implications are proposed for research and psycho-educative intervention. (Contains 5 tables.)

Presents French-speaking researchers' contribution to differential developmental psychology. Traces methodological and theoretical transformations necessary for understanding individual differences within a general theory of cognitive development. Provides overview of pluralistic and multidimensional model of cognitive functioning/development emerging from French and Swiss researchers. Describes agendas of researchers studying the relationships between inter- and intraindividual differences and general cognitive development. (Author/KB)

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)

A model of school achievement that included intellectual ability, preschool behavior, and cognitive self-control was tested through structural equation modeling with 291 kindergarten children. Children who were less aggressive or more prosocial exerted better cognitive self-control over their school tasks, and cognitive self-control was positively related to school achievement at the end of the first grade. (SLD)

Emphasizes the benefits of cooperation between researchers in developing a comprehensive model of cognitive development that considers the constraints of human brain structures and the interplay of general laws of development and individual differences in developmental pathways within the context of social and cultural environments. (Author)