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Context: Adverse Childhood Experiences (ACEs) are a set of early life events associated with toxic stress and long-term health consequences. The more ACEs a person has experienced, the greater their risk of physical and mental illness later in life. It has been proposed that gun violence, an increasingly common experience for children in the United States, should be considered an ACE due to its lifelong physical and psychosocial impacts. The SaFETy Score is a set of four questions that can be used in clinical settings to predict an adolescent's risk of gun violence exposure. Objective: This study evaluated the relationship between ACEs and lifetime gun violence exposure, as well as future gun violence risk as measured by the SaFETy Score. Study Design and Analysis: Longitudinal quantitative study. Multivariate linear regression with gun violence exposure and SaFETy score as the independent variables and ACE score as the dependent variable. Setting: Four semi-urban to rural primary care practices in eastern North Carolina. Population Studied: Patients age 14-24 at participating practices. Intervention/Instrument: Surveys at baseline and six months post-baseline assessed patient demographics, SaFETy score, ACE score, violence exposure, peer influences, and parental support. Outcome Measures: ACE score, SaFETy score, and lifetime gun violence exposure Results: The majority of the patients were female (69%), non-Hispanic or Latinx (73%), and had at least a high school diploma or GED (63%). In terms of race, 45% were white and 36% were Black or African-American. The majority (58%) had an ACE Score of one to three, which indicates intermediate risk for adverse health outcomes. One-quarter (25%) had an ACE score of four or more, indicating a high level of risk. Over half (55%) reported being exposed to gun violence in their lifetime. ACE Score was associated with both lifetime gun violence exposure and SaFETy Score (p=0.001 for both). Conclusions: In this study, ACEs were correlated with both lifetime gun violence exposure and SaFETy score, suggesting that gun violence exposure is more common in rural and suburban North Carolina youth who have also experienced other childhood traumas., Presenters Anna Gilbert, BS, Elisabeth Callen, PhD, Cory Lutgen, BS, BSc, Sanjay Batish, MD, Daijah Jones, [...]

Possible age-related differences in Phonemic Fluency Test (PFT) and Semantic Fluency Test (SFT) performance were examined by using longitudinal data of healthy older adults. The performance trajectories of 81 older adults in the 2 tests were analyzed for 11 years, from 65 to 75 years of age, via individually calculated linear regression coefficients. The results indicated that the PFT and SFT performance showed an age-related decline. However, the declining slope of the SFT was steeper than that of the PFT performance. These findings correspond with those of previous cross-sectional studies and suggest a future need to examine neurobiological substrates underlying the two domains of verbal fluency abilities. KEYWORDS: aging, developmental change, longitudinal study, Phonemic Fluency Test, Semantic Fluency Test, Tests of verbal fluency tasks (VFTs) are included in nearly all neuropsychological test batteries for evaluating cognitive impairments after brain damage or diseases affecting the central nervous system. The VFT [...]

There is a growing understanding that pathological genetic variation and environmental insults during sensitive periods in brain development have long-term consequences on brain function, which range from learning disabilities to complex psychiatric disorders such as schizophrenia. Furthermore, recent experiments in animal models suggest that therapeutic interventions during sensitive periods, typically before the onset of clear neurological and behavioral symptoms, might prevent or ameliorate the development of specific pathologies. These studies suggest that understanding the dynamic nature of the pathophysiological mechanisms underlying psychiatric disorders is crucial for the development of effective therapies. In this Perspective, I explore the emerging concept of developmental windows in psychiatric disorders, their relevance for understanding disease progression and their potential for the design of new therapies. The limitations and caveats of early interventions in psychiatric disorders are also discussed in this context., Author(s): Oscar Marín (corresponding author) [1, 2] Psychiatric disorders are a major socio-economic burden, mostly because of the indirect costs incurred from social support and unemployment [1, 2]. Current treatments [...]

Developmental psychology is not only a psychology of development from childhood to old age but a psychology of human development in world history. Eighty years of cross-cultural empirical research findings [...]

An important developmental task is learning to organize experience by forming conceptual relations among entities. (For example, a lion and a snake can be linked because both are animals; a lion and a cage can be linked because the lion lives in the cage.) We propose that representational medium (i.e., pictures vs. objects) plays an important role in influencing which relations children consider. Prior work has demonstrated that pictures more readily evoke broader categories, whereas objects more readily call attention to specific individuals. We therefore predicted that pictures would encourage taxonomic and shared-property relations, whereas objects would encourage thematic and slot-filler relations. We observed 32 mother-child dyads (M child ages = 2.9 and 4.3) playing with pictures and objects, and identified utterances in which they made taxonomic, thematic, shared-property, or slot-filler links between items. The results confirmed our predictions and thus support representational medium as an important factor that influences the conceptual relations expressed during dyadic conversations., A key developmental task is learning to organize experience and relate different kinds of entities to one another. There are different ways that entities interrelate, including taxonomically (belonging to the [...]

Introduction From the point of view of Western states and media, the 'stuff' of global politics is increasingly dominated by stories of crisis, emergency, and catastrophe. So-called traumatic events of [...]

The present study analyzes the differential contribution of a familial or social focus in imaginative ideation (the personal fable and imagined audience mental constructs) to the separation--individuation process of firstborn, middleborn, and lastborn children. A total of 160 young adults were divided into 3 groups by birth order. Participants' separation--individuation process was evaluated by the Psychological Separation Inventory, and results were cross-validated by the Pathology of Separation--Individuation Inventory. The Imaginative Ideation Inventory tested the relative dominance of the familial and social environments in participants' mental constructs. The findings showed that middleborn children had attained more advanced separation and were lower in family-focused ideation and higher in nonfamilial social ideation. However, the familial and not the social ideation explained the variance in the separation process in all the groups. The findings offer new insights into the effects of birth order on separation and individuation in adolescents and young adults., The past three decades have seen growing scholarly interest in the effects of birth order on personality and development (Stewart, 2004; Stewart & Stewart, 1995). Studies have explored the relationship [...]

In his commentary, Foster (2010) made arguments at 2 levels, offering a broad critique of statistical or methodological approaches in developmental psychology in general together with critical comments that applied only to our recent article (Dogan, Stockdale, Widaman, & Conger, 2010). Certain criticisms by Foster aimed at the field as a whole appear to be justified, whereas others seem overly broad and of dubious validity. In addition, Foster ignored the full range of methodologies used by both developmental psychologists and economists to pursue the identification of causal processes. Other critical remarks by Foster were directed specifically at our article, and many of these are simply incorrect, reflecting Foster's failure to recognize the standards in developmental psychology or his failure to note specific comments or descriptions we provided in our article. Future exchanges regarding methodological innovations and priorities in developmental psychology and economics should enrich and inform one another, rather than taking the form of one field dictating to the other the correct way to pursue science. Keywords: developmental research, complexity, usefulness, causal inference DOI: 10.1037/a0021293

The relationship between complexity and usefulness can be captured by a U-shaped curve. This comment explores that relationship. Complexity may be useful for one of the main aims of developmental psychology (causal inference) but not for another (description of developmental phenomena). Currently, developmentalists conduct complex analyses that are not useful in pursuing either aim: The analyses are too complex to produce good description, and the complexity is not employed in a manner that facilitates causal inference. Further complicating matters is that the complexity is often not made explicit, as the model specification is not mathematical. In many cases the analyses involve data that are not representative of a recognizable population and/or were sampled in ways that involve the processes of interest. Complex analyses of such data often plumb the depths of usefulness. The key to better analyses is to align the complexity of analyses with the research questions of interest. In some cases, doing so will mean simplifying the analyses to produce better description. In others, it will mean reducing some forms of complexity (e.g., involving measurement) and better aligning analytical complexity with the complexity of the underlying processes. This comment concludes with 6 questions authors can ask themselves in planning their analyses to maximize the usefulness of the results. Keywords: methodology, causality DOI: 10.1037/a0020180

Causal inference is of central importance to developmental psychology. Many key questions in the field revolve around improving the lives of children and their families. These include identifying risk factors that if manipulated in some way would foster child development. Such a task inherently involves causal inference: One wants to know whether the risk factor actually causes outcomes. Random assignment is not possible in many instances, and for that reason, psychologists must rely on observational studies. Such studies identify associations, and causal interpretation of such associations requires additional assumptions. Research in developmental psychology generally has relied on various forms of linear regression, but this methodology has limitations for causal inference. Fortunately, methodological developments in various fields are providing new tools for causal inference--tools that rely on more plausible assumptions. This article describes the limitations of regression for causal inference and describes how new tools might offer better causal inference. This discussion highlights the importance of properly identifying covariates to include (and exclude) from the analysis. This discussion considers the directed acyclic graph for use in accomplishing this task. With the proper covariates having been chosen, many of the available methods rely on the assumption of 'ignorability.' The article discusses the meaning of ignorability and considers alternatives to this assumption, such as instrumental variables estimation. Finally, the article considers the use of the tools discussed in the context of a specific research question, the effect of family structure on child development. Keywords: causal inference, methodology, single-parent families DOI: 10.1037/a0020204

Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made JOLs. After a cued-recall test, retrospective item strategy reports were collected. Results revealed developmental patterns not available from previous studies (e.g., a linear age-related increase in aggregate JOL resolution across the life span). They also demonstrated the value of investigating multiple cues' influences on JOLs. Multilevel regression models showed that both relatedness and effective strategy use positively and independently influenced JOLs. Furthermore, effective strategy use was responsible for higher resolution of JOLs for unrelated items (relative to related items). The effects of relatedness and strategy use with JOLs did not interact with age. The monitoring of learning is spared by adult development despite age differences in learning itself. Keywords: learning, metacognition, strategy use, judgments of learning, aging DOI: 10.1037/a0019812

Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological--developmental and stage--environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. Keywords: immigrants, adolescence, academic trajectories, mixed methods Supplemental materials: http://dx.doi.org/10.1037/a0018201.supp DOI: 10.1037/a0018201

Children commonly observe and pitch in to ongoing activities in Indigenous communities of Mexico, according to ethnographic research. The present study examines the generality of this approach to learning by comparing its use among Mexican immigrants of two cultural backgrounds in the United States. Results showed more sustained attention to (and learning from) instruction directed to another person by 22 U.S. Mexican-heritage 6- to 1l-year-old children whose families likely have experience with Indigenous practices (and limited involvement in Western schooling), compared with 16 U.S. Mexican-heritage children whose families have extensive involvement in Western schooling (and related practices). Keywords: informal learning, observation, attention, Mexican, Indigenous DOI: 10.1037/a0018157

This article presents empirical evidence challenging the received wisdom that a nonword-reading deficit is a characteristic trait of disabled readers. On the basis of 2 large-scale empirical studies using the reading-level match design, we argue that a nonword-reading deficit is the consequence of normal developmental differences in word-specific knowledge between disabled readers and younger normal readers (both groups being matched on real-word reading). The first study shows that the nonword-reading deficit varies as a function of age and reading level and that this deficit is not typical for disabled readers. The second study demonstrates that a nonword-reading deficit crucially depends on the sensitivity of the matching word reading task to detect age-related differences in word-specific knowledge between disabled and normal readers. We clarify how these findings can be interpreted within the current framework of the phonological deficit hypothesis and discuss implications for theories of reading development. Keywords: disabled readers, nonword-reading deficit, phonological deficit, reading development, reading-level match DOI: 10.1037/a0019038

This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and thoughts of the participant and other individuals who experience an event. Developmental research suggests that the latter type of information should become particularly prevalent in later adolescence, while the former should be abundantly evident by age 8. Across 2 studies, we found evidence for strong increases in interpretive information during adolescence, but not before. These increases were evident across different types of events, and across different subtypes of interpretive content. The results are discussed in terms of their implications for the development of autobiographical memory in childhood and adolescence. Keywords: autobiographical memory, narrative, children and adolescents, age differences DOI: 10.1037/a0018897

The spirituality and religiosity of Indonesian Muslim adolescents were examined longitudinally as were the relations of spirituality and religiosity with (mal)adjustment. At Time 1 (T1), 959 seventh-grade Muslim adolescents were screened for selection of a sample; at Time 2 (T2), 183 eighth-grade adolescents participated; and at Time 3 (T3), 300 ninth-grade adolescents (164 new participants) participated. At T1, adolescents' peer likeability was assessed; at T2, adolescents' global and cognitive esteem were measured; and at T2 and T3, adolescents' (mal)adjustment, spirituality, and religiosity were assessed. Adolescents and parents rated aspects of (real)adjustment, spirituality, and religiosity. Teachers also rated adolescents' (mal)adjustment. In general, we found that T2 spirituality and religiosity were positively related to T3 adjustment and negatively related to T3 maladjustment, although in panel models, support for prediction of outcomes from spirituality and religiosity was found only for loneliness and socially appropriate behavior. In addition, there was some evidence in the models that certain aspects of (real)adjustment (self-esteem and social competence, and to a marginal degree, parent-rated internalizing problems and teacher-rated prosociality) predicted spirituality and religiosity longitudinally. Keywords: religious and spiritual development, socioemotional functioning, adolescence, social competence, adjustment DOI: 10.1037/a0018879

The current experiment examined the use of plausibility judgments by children to reject distractors presented on yes/no recognition memory tests. Participants studied two lists of word pairs that shared either a categorical or rhyme association, which constituted the global nature of the two study conditions. During the recognition memory tests, participants were presented with distractors that were either consistent or inconsistent with the global nature of the study environment. Five-year-old children did not engage in plausibility-based rejections in either the rhyme or category condition, whereas children 7 years of age and older engaged in plausibility-based rejections in the rhyme condition. However, it was not until children were 12 years old that they engaged in plausibility-based rejections in the category condition. Such data demonstrate global gist to be necessary but insufficient for children to reject recognition test items on the basis of their plausibility. Keywords: memory, gist, plausibility, source memory, novelty detection DOI: 10.1037/a0019148

Growth modeling was used to examine the developmental trajectory of infant temperamental fear with maternal fear and depressive symptoms as predictors of infant fearfulness and change in infant fear predicting toddler anxiety symptoms. In Study 1, a sample of 158 mothers reported their own depressive symptoms and fear when their children were 4 months of age and infant tearfulness at 4, 6, 8, 10, and 12 months. Maternal symptoms of depression predicted steeper increases in infant fearfulness over time (z = 2.06, p < .05), with high initial infant fear and steeper increases in fear (intercept, z = 2.32, p < .05, and slope, z = 1.88, p < .05) predicting more severe toddler anxiety symptoms. In Study 2, an independent sample of 134 mothers completed measures of maternal depression and fear when the infants were 4 months old, and standardized laboratory observations of infant fear were made at 8, 10, and 12 months. Consistent with Study 1, maternal depression accounted for change in fearfulness (z = 2.30, p < .05), with more frequent and more severe maternal symptoms leading to greater increases in infant fear and increases in fearfulness (z = 2.08, p < .05) leading to more problematic toddler anxiety. The implications and contributions of these findings are discussed in terms of methodology, fear development, and developmental psychopathology. Keywords: fearfulness, infancy, latent growth modeling, parental attributes, developmental psychopathology DOI: 10.1037/a0018898

Event-related potentials (ERPs) were recorded from 6-month-olds (N = 30) as they looked at pictures of their mother's face and a stranger's face. Negative component (Nc) and P400 component responses from the ERP portion of the study were correlated with behavioral responses of the infants during a separation from their mothers. We measured the mother-directed infant behaviors of distress and visual search for mother during separation in order to determine if they were predictive of infants' brain responses to pictures of the mother's face versus a stranger's face. These behavioral measures are important because they likely reflect the functioning of the emerging mother-child relationship and inform debates about interactions between social experience and face processing. Infant distress and visual search for mother during separation were predictive of face processing ERPs, and this relationship differed across mother and stranger face presentations. In particular, distress was associated with larger amplitude P400 and Nc responses to the mother's face, and visual search for mother was associated with longer P400 and Nc latencies to the stranger's face. Implications for the developing mother--child relationship and face processing system are discussed. Keywords: face processing, mother--child relationship, ERP DOI: 10.1037/a0018907

Structural barriers constrain marginalized youths' development of work salience and vocational expectations. Sociopolitical development (SPD), the consciousness of, and motivation to reduce, sociopolitical inequality, may facilitate the negotiation of structural constraints. A structural model of SPD's impact on work salience and vocational expectations was proposed and its generalizability tested among samples of low-socioeconomic-status African American, Latin American, and Asian American youth, with Educational Longitudinal Study data. Measurement and temporal invariance of these constructs was first established before testing the proposed model across the samples. Across the three samples, 10th-grade SPD had significant effects on 10-grade work salience and vocational expectations; 12th-grade SPD had a significant effect on 12th-grade work salience. Tenth-grade SPD had significant indirect effects on 12th-grade work salience and on 12th-grade vocational expectations for all three samples. These results suggest that SPD facilitates the agentic negotiation of constraints on the development of work salience and vocational expectations. Given the impact of adolescent career development on adult occupational attainment, SPD may also foster social mobility among youth constrained by an inequitable opportunity structure. Keywords: sociopolitical development, critical consciousness, racial-ethnic minorities, career development, low socioeconomic status DOI: 10.1037/a0017049

Two generations ago, Latino children and families were often defined as disadvantaged, even 'culturally deprived,' by psychologists, social scientists, and pediatric researchers. Since then, empirical work from several disciplines has yielded remarkable discoveries regarding the strengths of Latino families and resulting benefits for children. Theoretical advances illuminate how variation in the child's culturally bounded context or developmental niche reproduces differing socialization practices, forms of cognition, and motivated learning within everyday activities. This review sketches advances in 4 areas: detailing variation in children's local contexts and households among Latino subgroups, moving beyond Latino--White comparisons; identifying how parenting goals and practices in less acculturated, more traditional families act to reinforce social cohesion and support for children; identifying, in turn, how pressures on children and adolescents to assimilate to novel behavioral norms offer developmental risks, not only new opportunities; and seeing children's learning and motivation as situated within communities that exercise cognitive demands and social expectations, advancing particular forms of cognitive growth that are embedded within social participation and the motivated desire to become a competent member. This review places the articles that follow within such contemporary lines of work. Together they yield theoretical advances for understanding the growth of all children and adolescents, who necessarily learn and develop within bounded cultural or social-class groups. Keywords: cultural psychology, developmental theory, Latino children DOI: 10.1037/a0019412

Early research on the socialization of Latino children has posited that mothers exercise authoritarian practices, compared with lateral reasoning (authoritative) strategies emphasized by Anglo mothers. This work aimed to categorize fixed types of parenting practices tied to the mother's personality rather than to culturally hounded contexts; it often ignored the emotional warmth or harshness present in compliance attempts and relied on interview questions rather than naturalistic observation. We built from ecocultural theory to observe daily home activities in which Mexican American mothers attempted to correct their young child's behavior or encourage completion of a task (compliance attempt). We observed 24 first- or second-generation mothers and their 4-year-old children and analyzed the activity contexts and multiple forms of 1,477 compliance attempts. Mothers typically led with direct verbal commands in their attempt to achieve compliance. Many blended commands with other compliance strategies, rather than repeating simple behaviors. Drawing on Crockenberg and Litman's (1990) differentiation of variable compliance strategies, we find that most mothers relied on low power-assertive methods, including verbal commands, rather than inductive strategies that involved reasoning. Few compliance episodes prompted high power-assertive or harsh strategies. The degree of reliance on verbal commands and the complexity of mothers' repertoires appear to be related to their education and acculturation levels. Keywords: Latino child development, maternal socialization practices, immigrant families DOI: 10.1037/a0018016

Many areas of psychological, social, and health research are characterised by hierarchically structured data. Growth curves are usually represented by means of a two-level hierarchical structure in which observations are the first-level units nested within subjects, the second-level units. With data such as these, the best option for analysis is the general linear mixed model, which can be used even with longitudinal data series in which intervals are not constant or for which over the passage of time there is loss of data. In this paper an overview is given of the general linear mixed model approach to the analysis of longitudinal data in developmental research. The advantages of this model in comparison with the traditional approaches for analysing longitudinal data are shown, emphasising the usefulness of modelling the covariance structure properly to achieve a precise estimation of the parameters of the model. DOI 10.2466/PMS.110.2.547-566

Antipathetic relationships, or relationships based on mutual dislike, have received less attention than other aspects of children's peer relations. The present meta-analytic review summarizes the existing literature (26 studies consisting of over 23,000 children and adolescents) to illuminate the prevalence of antipathetic relationships and their associations with maladjustment. Results indicate that 35% of children have an antipathetic relationship and that antipathetic relationships are associated with externalizing and internalizing problems, low academic achievement, low prosocial behavior, victimization and rejection by peers, and lower positive peer regard (e.g., social preference) and friendships. Gender differences in antipathetic relationships are trivial, and antipathetic relationships are equally often same and mixed gender. Collectively, the findings indicate the importance of studying antipathetic relationships, and several directions for future research are described. Keywords: adjustment, antipathetic relationships, meta-analysis, peer relations, psychosocial adjustment DOI: 10.1037/a0017199

There is strong evidence to suggest that individuals with autism show atypicalities in multiple cognitive domains, including theory of mind (TOM), executive function (EF), and central coherence (CC). In this study, the longitudinal relationships among these 3 aspects of cognition in autism were investigated. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests targeting ToM (false-belief prediction), EF (planning ability, cognitive flexibility, and inhibitory control), and CC (local processing) at intake and again 3 years later. Time 1 EF and CC skills were longitudinally predictive of change in children's ToM test performance, independent of age, language, nonverbal intelligence, and early ToM skills. Predictive relations in the opposite direction were not significant, and there were no developmental links between EF and CC. Rather than showing problems in ToM, EF and CC as co-occurring and independent atypicalities in autism, these findings suggest that early domain-general skills play a critical role in shaping the developmental trajectory of children's ToM. Keywords: autism, longitudinal, theory of mind, executive function, central coherence DOI: 10.1037/a0018287

The present study examined to what extent different types of friendship experiences (i.e., friendlessness, having depressed friends, and having nondepressed friends) are associated with early adolescents' longitudinal trajectories of depressed mood. On the basis of a sample of 201 youths (108 girls, 93 boys), we identified 3 distinct longitudinal profiles of depressed mood from Grade 5 (age 11) through Grade 7 (age 13): one group with consistently low levels of depressed mood, another group showing a sharp increase in depressed mood from late childhood through early adolescence, and a 3rd group with consistently high levels of depressed mood from late childhood through early adolescence. Subsequent analyses revealed that, compared to friendless youths, youths with nondepressed friends showed less elevated trajectories of depressed mood, whereas youths with depressed friends showed more elevated trajectories. The theoretical and practical implications of these findings are discussed. Keywords: trajectories, depressed mood, early adolescents, friendships DOI: 10.1037/a0017413

This study examined the developing object knowledge of infants through their visual anticipation of action targets during action observation. Infants (6, 8, 12, 14, and 16 months) and adults watched short movies of a person using 3 different everyday objects. Participants were presented with objects being brought either to a correct or to an incorrect target location (e.g., cup to mouth, phone to ear vs. cup to ear, brush to mouth). When observing the action sequences, infants as well as adults showed anticipatory fixations to the target areas of the displayed actions. For all infant age-groups, there were differences in anticipation frequency between functional and nonfunctional object-target combinations. Adults exhibited no effect of object-target combination, possibly because they quickly learned and flexibly anticipated the target area of observed actions, even when they watched objects being brought to incorrect target areas. Infants, however, had difficulties anticipating to incorrect target locations for familiar objects. Together, these findings suggest that by 6 months of age, infants have acquired solid knowledge about objects and the actions associated with them. Keywords: object knowledge, predictive looking, infancy, tool use DOI: 10.1037/a0016543

This research examined the effects of bimodal audiovisual and unimodal visual stimulation on infants' memory for the visual orientation of a moving toy hammer following a 5-min, 2-week, or 1-month retention interval. According to the intersensory redundancy hypothesis (L. E. Bahrick & R. Lickliter, 2000; L. E. Bahrick, R. Lickliter, & R. Flom, 2004) detection of and memory for nonredundantly specified properties, including the visual orientation of an event, are facilitated in unimodal stimulation and attenuated in bimodal stimulation in early development. Later in development, however, nonredundantly specified properties can be perceived and remembered in both multimodal and unimodal stimulation. The current study extended tests of these predictions to the domain of memory in infants of 3, 5, and 9 months of age. Consistent with predictions of the intersensory redundancy hypothesis, in unimodal stimulation, memory for visual orientation emerged by 5 months and remained stable across age, whereas in bimodal stimulation, memory did not emerge until 9 months of age. Memory for orientation was evident even after a 1-month delay and was expressed as a shifting preference, from novelty to null to familiarity, across increasing retention time, consistent with Bahrick and colleagues' four-phase model of attention. Together, these findings indicate that infant memory for nonredundantly specified properties of events is a consequence of selective attention to those event properties and is facilitated in unimodal stimulation. Memory for nonredundantly specified properties thus emerges in unimodal stimulation, is later extended to bimodal stimulation, and lasts across a period of at least 1 month. Keywords: infant memory, infant attention, intersensory redundancy, intersensory perception DOI: 10.1037/a0018410

A broad array of research findings suggest that older adults, as compared with younger adults, have a more positive sense of self and possibly a clearer and more consistent sense of self. Further, older adults report lower motivation to construct or maintain a sense of self. In the present study, we examined whether such differences in self-views were reflected in features of older and younger adults' narratives and narrating practices around recent, self-relevant events. Narratives about self-discrepant and self-confirming events were elicited from a sample of younger (18-37 years of age; n = 115) and older (58-90 years of age; n = 62) adults and were compared for indicators of engagement in self-construction, meanings, and emotionality. Older adults' narratives contained significantly fewer self-focused pronouns, less present tense, and less emotional language, and they were significantly less likely to articulate and resolve challenges to their self-concepts. These findings, as well as others, are consistent with the idea that older adults are less engaged in self-construction in narrating everyday events, perhaps especially for self-discrepant events. Keywords: narrative identity, autobiographical memory, self, adult development, aging DOI: 10.1037/a0018098

Serial-order short-term memory (STM), as opposed to item STM, has been shown to be very consistently associated with lexical learning abilities in cross-sectional study designs. This study investigated longitudinal predictions between serial-order STM and vocabulary development. Tasks maximizing the temporary retention of either serial-order or item information were administered to kindergarten children aged 4 and 5. At age 4, age 5, and from age 4 to age 5, serial-order STM capacities, but not item STM capacities, were specifically associated with vocabulary development. Moreover, the increase of serialorder STM capacity from age 4 to age 5 predicted the increase of vocabulary knowledge over the same time period. These results support a theoretical position that assumes an important role for serial-order STM capacities in vocabulary acquisition. Keywords: verbal short-term memory, serial-order processing, vocabulary development DOI: 10.1037/a0018540

Guided by theories of cultural participation, the authors examined mother-child, father-child, and triadic interactive behaviors in 141 Israeli and Palestinian couples and their firstborn child at 5 and 33 months as antecedents of children's social competence. Four parent-child measures (parent sensitivity, child social engagement, parental control, dyadic reciprocity) and two family-level measures (cohesion and rigidity) were coded at each age. Children's social competence was observed at child-care locations. Cultural differences were observed for parent sensitivity and child social engagement, and the large cultural differences in sensitivity observed in infancy were attenuated by the toddler age. Interactive behaviors correlated with culture-specific parenting practices, child-rearing goals, and sex-role attitudes. Mother-child reciprocity in infancy and child engagement with father and family-level cohesion at both time points predicted social competence. Maternal sensitivity in infancy facilitated social competence only among Israeli children. Paternal control in toddlerhood interfered with Israeli children's social functioning but contributed to competence among Palestinians. Results underscore the links between early relational experiences and children's adaptation to the social milieu. Keywords: mothering, fathering, triadic interactions, social competence, culture DOI: 10.1037/a0017415

Multiple levels of category inclusiveness in 4 object domains (animals, vehicles, fruit, and furniture) were examined using a sequential touching procedure and assessed in both individual and group analyses in eighty 12-, 18-, 24-, and 30-month-olds. The roles of stimulus discriminability and child motor development, fatigue, and actions were also investigated. More inclusive levels of categorization systematically emerged before less inclusive levels, and a consistent advantage for categorizing high versus low perceptual contrasts was found. Group and individual analyses generally converged, but individual analyses added information about child categorization over group analyses. The development of object categorization in young children is discussed in light of efficiency of processing and similarity--differentiation theories. Keywords: categorization, sequential touching, toddlers DOI: 10.1037/a0018411

Using a population-based sample of 263 individuals ranging from 6 to 89 years of age, we investigated the gains and losses in the abilities to (a) use exogenous cues to shift attention covertly and (b) ignore conflicting information across the life span. The participants' ability to shift visual attention was tested by a typical Posner-type orienting task with valid and invalid peripheral cues. To tap conflict resolution, we asked participants to perform a color version of the Eriksen-type flanker task. The observed cross-sectional age differences in our data indicate that the ability to deal with conflicting information and the ability to covertly orient attention show different cross-sectional age gradients during childhood and that only conflict resolution mechanisms show a marked negative age difference in old age. Moreover, the data suggest that although the overall performance of the participants can, in part, be accounted for by individual differences in information processing speed, performance in the orienting and conflict task depends on factors related to the specific development of the two attentional systems in question. Keywords: attentional networks, life span sample, flanker task, orienting task DOI: 10.1037/a0018541

In adult animals, fear conditioning induces a permanent memory that is resilient to erasure by extinction. In contrast, during early postnatal development, extinction of conditioned fear leads to memory erasure, suggesting that fear memories are actively protected in adults. We show here that this protection is conferred by extracellular matrix chondroitin sulfate proteoglycans (CSPGs) in the amygdala. The organization of CSPGs into perineuronal nets (PNNs) coincided with the developmental switch in fear memory resilience. In adults, degradation of PNNs by chondroitinase ABC specifically rendered subsequently acquired fear memories susceptible to erasure. This result indicates that intact PNNs mediate the formation of erasure-resistant fear memories and identifies a molecular mechanism dosing a postnatal critical period during which traumatic memories can be erased by extinction.

Existing representations of cognitive ability structure are exclusively based on linear patterns of interrelations. However, a number of developmental and cognitive theories predict that abilities are differentially related across ages (age differentiation--dedifferentiation) and across levels of functioning (ability differentiation). Nonlinear factor analytic models were applied to multivariate cognitive ability data from 6,273 individuals, ages 4 to 101 years, who were selected to be nationally representative of the U.S. population. Results consistently supported ability differentiation but were less clear with respect to age differentiation--dedifferentiation. Little evidence for age modification of ability differentiation was found. These findings are particularly informative about the nature of individual differences in cognition and about the developmental course of cognitive ability level and structure. Keywords: differentiation, dedifferentiation, Spearman's law of diminishing returns, intelligence, nonlinear factor analysis Supplemental materials: http://dx.doi.org/10.1037/a0015864.supp

Developmental science rests on describing, explaining, and optimizing intraindividual changes and, hence, empirically requires longitudinal research. Problems of missing data arise in most longitudinal studies, thus creating challenges for interpreting the substance and structure of intraindividual change. Using a sample of reports of longitudinal studies obtained from three flagship developmental journals--Child Development, Developmental Psychology, and Journal of Research on Adolescence--we examined the number of longitudinal studies reporting missing data and the missing data techniques used. Of the 100 longitudinal studies sampled, 57 either reported having missing data or had discrepancies in sample sizes reported for different analyses. The majority of these studies (82%) used missing data techniques that are statistically problematic (either listwise deletion or pairwise deletion) and not among the methods recommended by statisticians (i.e., the direct maximum likelihood method and the multiple imputation method). Implications of these results for developmental theory and application, and the need for understanding the consequences of using statistically inappropriate missing data techniques with actual longitudinal data sets, are discussed. Keywords: missing data, longitudinal data set, multiple imputation, direct maximum likelihood

Developmental models and previous findings suggest that early parenting is more strongly associated with externalizing problems in early childhood than it is in adolescence. In this article, the authors address whether the association of poor-quality infancy parenting and externalizing problems 'rebounds' in adulthood. Poor-quality infancy parenting was associated with externalizing problems at kindergarten and first grade (mother report) as well as at 23 and 26 years (self report). Infancy parenting was not significantly associated with either mothers' or youths' reports of externalizing problems at 16 years. These findings are consistent with the notion that poor-quality infancy parenting is a risk factor for externalizing problems in developmental periods for which externalizing behavior is most deviant. Keywords: parenting, externalizing, longitudinal, adult follow-up, developmental psychopathology

Forecasts of affect associated with future positive events tend to be overly optimistic. In 2 experiments we examined the influence of thinking either concretely or abstractly on ratings of anticipated enjoyment of a prototypically positive future activity. In 1 study we primed a low-level construal, and in 1 we provided details of the event. In both experiments, ratings for the positive future event were lower for participants who considered the task concretely than for those who were not primed or considered the activity abstractly. Findings suggested that priming a low-level construal and considering concrete details may lower overestimates of pleasure associated with future events.

Over the past several decades, research has focused increasingly on developmental precursors to psychological disorders that were previously assumed to emerge only in adulthood. This change in focus follows from the recognition that complex transactions between biological vulnerabilities and psychosocial risk factors shape emotional and behavioral development beginning at conception. To date, however, empirical research on the development of borderline personality is extremely limited. Indeed, in the decade since M. M. Linehan initially proposed a biosocial model of the development of borderline personality disorder, there have been few attempts to test the model among at-risk youth. In this review, diverse literatures are reviewed that can inform understanding of the ontogenesis of borderline pathology, and testable hypotheses are proposed to guide future research with at-risk children and adolescents. One probable pathway is identified that leads to borderline personality disorder; it begins with early vulnerability, expressed initially as impulsivity and followed by heightened emotional sensitivity. These vulnerabilities are potentiated across development by environmental risk factors that give rise to more extreme emotional, behavioral, and cognitive dysregulation. Keywords: borderline personality disorder (BPD), developmental psychopathology, child, adolescent, self-inflicted injury

The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a powerful method for learning about students' underlying cognitive competence. Cognitive developmental theory is essential because assessment is only as 'valid' as the ideas on which it is based. Yet current theories of developmental trajectories need to be supplemented by consideration of obstacles that the student must overcome. These involve the mathematics, instructional materials and the teacher. Key Words Clinical interview * Developmental trajectories * Formative assessment * Learning difficulties * Mathematical competence

How do changes in life expectancy and longevity affect life-span development? This paper argues that historical increases in life expectancy primarily have an impact on the later and less on the earlier parts of the life span. Increased life expectancy is both a challenge and an opportunity for positive development. A perspective is outlined according to which self-regulation is a key factor for successful aging. Assuming a compensatory relationship of social norms/expectations and self-regulation for developmental regulation, processes such as setting, pursuing, and disengaging from personal goals should be particularly important in old age, a life phase that is characterized by being less normatively structured than younger phases. This argument is elaborated in the domains of social relations, leisure, and work. Key Words Life course * Longevity * Positive aging * Self-regulation

In this article, the authors introduce a new theoretical framework for understanding intersensory development. Their approach is based upon insights gained from adults who experience synesthesia, in whom sensory stimuli induce extra cross-modal or intramodal percepts. Synesthesia appears to represent one way that typical developmental mechanisms can play out by magnifying connections present in early life that are pruned and/or inhibited during development but persist in muted form in all adults. As such, the study of synesthesia provides valuable insights into the nature of intersensory development. The authors review evidence on the perceptual reality and neural basis of synesthesia, then summarize developmental models and evidence that its underlying mechanisms are universal in adults. They illustrate how evidence for consistent sensory associations in adults leads to predictions about toddlers' perception and present 3 bodies of work that have confirmed those hypotheses. They end by describing novel hypotheses about intersensory development that arise from this framework. Such intersensory associations appear to reflect intrinsic sensory cortical organization that influences the development of perception and of language and that may constrain the learning of environmentally based associations. Keywords: synesthesia, cross-modal, perceptual development, multisensory, pruning

There is strong evidence that developments in children's theory of mind (TOM) at 3-4 years are related to developments in language and executive function. However, these relationships might exist for 2 reasons. First, language and executive function might be necessary for the mature ToM abilities that children are in the process of developing. Second, language and executive function may be necessary for developing ToM but have no necessary role in mature ToM. It is difficult to distinguish between these possibilities if researchers only study young children. Studies of adults can provide direct evidence about the role of language and executive function in mature ToM. Recent work suggests that impaired executive function has multiple roles in adult ToM but that severely impaired grammar can leave ToM structurally intact. While studies of children report that ToM correlates with both language and executive function, findings from adults suggest that these relationships should be interpreted in importantly different ways. Keywords: theory of mind, executive function, adults, false belief, language

How the memory of adults evolves from the memory abilities of infants is a central problem in cognitive development. The popular solution holds that the multiple memory systems of adults mature at different rates during infancy. The early-maturing system (implicit or nondeclarative memory) functions automatically from birth, whereas the late-maturing system (explicit or declarative memory) functions intentionally, with awareness, from late in the first year. Data are presented from research on deferred imitation, sensory preconditioning, potentiation, and context for which this solution cannot account and present an alternative model that eschews the need for multiple memory systems. The ecological model of infant memory development (N. E. Spear, 1984) holds that members of all species are perfectly adapted to their niche at each point in ontogeny and exhibit effective, evolutionarily selected solutions to whatever challenges each new niche poses. Because adults and infants occupy different niches, what they perceive, learn, and remember about the same event differs, but their raw capacity to learn and remember does not. Keywords: multiple memory systems, infant memory development, potentiation, sensory preconditioning, ecological model of memory development

This article argues that one dominant position in psychology, linguistics, neuroscience, and philosophy about how genetic disorders point to the innate specification of dissociated modules in the human brain should be replaced by a dynamic, neuroconstructivist approach in which genes, brain, cognition, and environment interact multidirectionally. The article challenges current thinking about a series of questions: (a) Do significantly better scores in one domain necessarily indicate an intact module? (b) What do scores in the normal range suggest? (c) What is wrong with mental-age matching? (d) Why is the notion of an intact module unlikely? (e) Do developmental disorders suggest associations rather than dissociations? (f) Is the environment the same for atypically developing individuals? The article concludes by examining the implications of taking a neuroconstructivist approach and by arguing that human intelligence is not a state (i.e., not a collection of static, built-in modules that can be intact or impaired) but a process (i.e., the emergent property over developmental time of dynamic, multidirectional interactions between genes, brain, cognition, behavior, and environment) with domain-specific outcomes impossible without the process of development. Keywords: nativism, neuroconstructivism, intact/preserved modules, emergent intelligence, gene/brain/ cognition/behavior/environment interactions

This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous evidence for G x E interactions in RD and ADHD, the directions of which are opposite to each other: bioecological for RD and diathesis stress for ADHD. Given these results, the authors formulate and test predictions about G x E interactions that would be expected at the favorable end of each symptom dimension (e.g., above-average reading or attention). Consistent with their prediction, the authors found initial evidence for a resilience interaction for above-average reading: higher heritability in the presence of lower parental education. However, they did not find a G x E interaction at the favorable end of the ADHD symptom dimension. The authors conclude with implications for future research. Keywords: Gene x Environment interactions, reading disability, attention-deficit/hyperactivity disorder, bioecological interactions, diathesis-stress interactions