Timing of first dental checkup for newly Medicaid-enrolled children with an intellectual or developmental disability.

PubMed

Chi, Donald L; Momany, Elizabeth T; Jones, Michael P; Kuthy, Raymond; Damiano, Peter C

2012-02-01

We compared the extent to which having an intellectual or developmental disability was associated with rates at which Iowa Medicaid-enrolled children ages 3 to 8 had first dental checkups after an initial dental examination. We hypothesized that these children would have later first dental checkups than would children without an intellectual or developmental disability. Findings suggest no significant difference in the time to first dental checkup for children by intellectual or developmental disability status. Those who took over 12 months to see a dentist for their initial dental examination were 1.68 times as likely to have an earlier first dental checkup as children whose initial dental examination occurred within 4 months of being enrolled. Results suggest that having an intellectual or developmental disability is not associated with later first dental checkups for this population.

Developmental Continuity and Change in Physical, Verbal, and Relational Aggression and Peer Victimization from Childhood to Adolescence

ERIC Educational Resources Information Center

Ettekal, Idean; Ladd, Gary W.

2017-01-01

To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and…

Developmental and Individual Differences in Pure Numerical Estimation

ERIC Educational Resources Information Center

Booth, Julie L.; Siegler, Robert S.

2006-01-01

The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line. In Experiment 1,…

The Reading Habits of Developmental College Students at Different Levels of Reading Proficiency.

ERIC Educational Resources Information Center

Sheorey, Ravi; Mokhtari, Kouider

1994-01-01

Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent…

Developmental Trajectories of Perceived Friendship Intimacy, Constructive Problem Solving, and Depression from Early to Late Adolescence

ERIC Educational Resources Information Center

Selfhout, M. H. W.; Branje, S. J. T.; Meeus, W. H. J.

2009-01-01

This study examined friendship types in developmental trajectories of perceived closeness and balanced relatedness. In addition, differences between friendship types in the development of constructive problem solving and depression were examined. Questionnaire data of five annual waves were used from two adolescent cohorts (cohort 1: M = 12.41…

Assessing hopping developmental level in childhood using wearable inertial sensor devices.

PubMed

Masci, Ilaria; Vannozzi, Giuseppe; Getchell, Nancy; Cappozzo, Aurelio

2012-07-01

Assessing movement skills is a fundamental issue in motor development. Current process-oriented assessments, such as developmental sequences, are based on subjective judgments; if paired with quantitative assessments, a better understanding of movement performance and developmental change could be obtained. Our purpose was to examine the use of inertial sensors to evaluate developmental differences in hopping over distance. Forty children executed the task wearing the inertial sensor and relevant time durations and 3D accelerations were obtained. Subjects were also categorized in different developmental levels according to the hopping developmental sequence. Results indicated that some time and kinematic parameters changed with some developmental levels, possibly as a function of anthropometry and previous motor experience. We concluded that, since inertial sensors were suitable in describing hopping performance and sensitive to developmental changes, this technology is promising as an in-field and user-independent motor development assessment tool.

The Developmental Sequence of Social-Communicative Skills in Young Children with Autism: A Longitudinal Study

ERIC Educational Resources Information Center

Wu, Chin-Chin; Chiang, Chung-Hsin

2014-01-01

To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them…

Gender-Fair and Gender-Congruent Practices for Young Children's Naturalist Intelligence: From the Perspective of Developmentally and Culturally Appropriate Practice (DCAP).

ERIC Educational Resources Information Center

Hyun, Eunsook

Developmentally and Culturally Appropriate Practice (DCAP) is a culturally congruent and critical pedagogy that serves as a framework for early childhood education for all individuals. This paper examines young children's gender differences in learning and their gender-oriented culture and promotes developmentally and culturally appropriate…

Developmental Differences in the Expression of Childhood Anxiety Symptoms and Fears.

ERIC Educational Resources Information Center

Weems, Carl F.; Costa, Natalie M.

2005-01-01

Objective: To examine age differences in the expression of childhood fears and anxiety symptoms. Method: A cross-sectional design was used to test recently formulated developmental hypotheses regarding the differential expression of childhood anxiety symptoms and fears in a community sample of youths (N = 145). Three groups of youths were…

Developmental and Individual Differences in Preschoolers' Recognition Memories: The Influences of Gender Schematization and Verbal Labeling of Information.

ERIC Educational Resources Information Center

Levy, Gary D.

1989-01-01

Examines developmental and individual differences in the effects of gender schematization on young children's memories for gender-typed information, and investigates the interactive effects of children's age, gender schematization, and verbal labeling of information on preschoolers' memories for gender typed information. (JS)

Developmental Personality Types from Childhood to Adolescence: Associations with Parenting and Adjustment

ERIC Educational Resources Information Center

de Haan, Amaranta D.; Dekovic, Maja; van den Akker, Alithe L.; Stoltz, Sabine E. M. J.; Prinzie, Peter

2013-01-01

This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent…

Martha Muchow and Organismic-Developmental Theory.

ERIC Educational Resources Information Center

Wapner, Seymour

1985-01-01

Examines Martha Muchow's work from the perspective of Heinz Werner's organismic-developmental theory, in terms of its stress on the environment as perceived and experienced by the child and its relevance to Werner's concept of differing "spheres of reality." (Author/SO)

Persistence of Memory for Ignored Lists of Digits: Areas of Developmental Constancy and Change.

ERIC Educational Resources Information Center

Cowan, Nelson; Nugent, Lara D.; Elliott, Emily M.; Saults, J. Scott

2000-01-01

Examined persistence of sensory memory by studying developmental differences in recall of attended and ignored lists of digits for second-graders, fifth-graders, and adults. Found developmental increase in the persistence of memory only for the final item in an ignored list, which is the item for which sensory memory is thought to be the most…

Children with Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

ERIC Educational Resources Information Center

Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-01-01

Purpose: In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method: Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the…

Emotional Interactions in European American Mother-Infant Firstborn and Secondborn Dyads: A Within-Family Study

ERIC Educational Resources Information Center

Bornstein, Marc H.; Putnick, Diane L.; Suwalsky, Joan T. D.

2016-01-01

The developmental science literature is riven with respect to (a) parental similar versus different treatment of siblings and (b) sibling similarities and differences. Most methodologies in the field are flawed or confounded. To address these issues, this study employed a within-family longitudinal design to examine developmental processes of…

Developmental Change in the ERP Responses to Familiar Faces in Toddlers with Autism Spectrum Disorders versus Typical Development

ERIC Educational Resources Information Center

Webb, Sara Jane; Jones, Emily J. H.; Merkle, Kristen; Venema, Kaitlin; Greenson, Jessica; Murias, Michael; Dawson, Geraldine

2011-01-01

Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with…

Developmental Sexual Dimorphism of the Oral and Pharyngeal Portions of the Vocal Tract: An Imaging Study

ERIC Educational Resources Information Center

Vorperian, Houri K.; Wang, Shubing; Schimek, E. Michael; Durtschi, Reid B.; Kent, Ray D.; Gentry, Lindell R.; Chung, Moo K.

2011-01-01

Purpose: The anatomic origin for prepubertal vowel acoustic differences between male and female subjects remains unknown. The purpose of this study is to examine developmental sex differences in vocal tract (VT) length and its oral and pharyngeal portions. Method: Nine VT variables were measured from 605 imaging studies (magnetic resonance imaging…

Gender Differences in Solving Mathematics Problems among Two-Year College Students in a Developmental Algebra Class and Related Factors.

ERIC Educational Resources Information Center

Schonberger, Ann K.

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects…

Family Functioning, Social Opportunities and Health as Predictors of Stress in Families of Children with Developmental Disability in the United Arab Emirates

ERIC Educational Resources Information Center

Dukmak, Samir J.; Aburezeq, Ibtehal M.

2012-01-01

A significant number of individuals all over the world experience various types of developmental disabilities. Families of these individuals are likely to be impacted by these disabilities in different ways. This research examines the UAE parents' adaptation and stress to the developmental disabilities that their children have as well as examines…

Philosophically Precocious Individuals and Their Developmental Strategies.

ERIC Educational Resources Information Center

Bai, Wenyu

This study interviewed five philosophically precocious individuals (PPIs), four Chinese and one American, to examine their development. Theoretical frameworks used to evaluate data were the Transcendence Evolution Model and the taxonomy of developmental strategies. The Transcendence Evolution Model posits that children's different developmental…

Brief Report: Effects of Pressure Vest Usage on Engagement and Problem Behaviors of a Young Child with Developmental Delays

ERIC Educational Resources Information Center

Reichow, Brian; Barton, Erin E.; Good, Leslie; Wolery, Mark

2009-01-01

The purpose of this study was to examine the effects of wearing a pressure vest for a young boy with developmental delays. An A-B-A withdrawal design was used to examine the relation between wearing the pressure vest and child behaviors during a preschool art activity. Although the data showed moderate variability, no systematic differences were…

Developmental Differences in Preferences for Using Color, Size, and Location Information to Disambiguate Hiding Places

ERIC Educational Resources Information Center

Plumert, Jodie M.; Nichols-Whitehead, Penney

2007-01-01

We conducted four experiments to examine developmental differences in preferences for using color, size, and location information to disambiguate hiding places. Three- and 4-year-olds and adults described how to find a miniature mouse that was hidden in one of two highly similar small objects in a dollhouse. In Experiment 1, the hiding places…

Where, when, and Why Young Athletes Use Imagery: An Examination of Developmental Differences

ERIC Educational Resources Information Center

Munroe-Chandler, Krista J.; Hall, Craig R.; Fishburne, Graham J.; Strachan, Leisha

2007-01-01

The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and…

Gender Differences in the Developmental Cascade from Harsh Parenting to Educational Attainment: An Evolutionary Perspective

ERIC Educational Resources Information Center

Hentges, Rochelle F.; Wang, Ming-Te

2018-01-01

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 (M[subscript age] = 12.74). Results supported…

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

PubMed

Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Age-Related Differences in Evaluating Developmental Stability

ERIC Educational Resources Information Center

Mustafic, Maida; Freund, Alexandra M.

2013-01-01

Two studies examined the hypothesis that the evaluation of developmental stability changes across adulthood. Results of Study 1 ("N" = 119) supported the expectation that older adults ("M"[subscript age] = 65.29 years)--compared to younger ("M"[subscript age] = 23.38 years) and middle-aged adults…

Attentional networks in developmental dyscalculia

PubMed Central

2010-01-01

Background Very little is known about attention deficits in developmental dyscalculia, hence, this study was designed to provide the missing information. We examined attention abilities of participants suffering from developmental dyscalculia using the attention networks test - interactions. This test was designed to examine three different attention networks--executive function, orienting and alerting--and the interactions between them. Methods Fourteen university students that were diagnosed as suffering from developmental dyscalculia--intelligence and reading abilities in the normal range and no indication of attention-deficit hyperactivity disorder--and 14 matched controls were tested using the attention networks test - interactions. All participants were given preliminary tests to measure mathematical abilities, reading, attention and intelligence. Results The results revealed deficits in the alerting network--a larger alerting effect--and in the executive function networks--a larger congruity effect in developmental dyscalculia participants. The interaction between the alerting and executive function networks was also modulated by group. In addition, developmental dyscalculia participants were slower to respond in the non-cued conditions. Conclusions These results imply specific attentional deficits in pure developmental dyscalculia. Namely, those with developmental dyscalculia seem to be deficient in the executive function and alertness networks. They suffer from difficulty in recruiting attention, in addition to the deficits in numerical processing. PMID:20157427

Attentional networks in developmental dyscalculia.

PubMed

Askenazi, Sarit; Henik, Avishai

2010-01-07

Very little is known about attention deficits in developmental dyscalculia, hence, this study was designed to provide the missing information. We examined attention abilities of participants suffering from developmental dyscalculia using the attention networks test - interactions. This test was designed to examine three different attention networks--executive function, orienting and alerting--and the interactions between them. Fourteen university students that were diagnosed as suffering from developmental dyscalculia--intelligence and reading abilities in the normal range and no indication of attention-deficit hyperactivity disorder--and 14 matched controls were tested using the attention networks test-interactions. All participants were given preliminary tests to measure mathematical abilities, reading, attention and intelligence. The results revealed deficits in the alerting network--a larger alerting effect--and in the executive function networks--a larger congruity effect in developmental dyscalculia participants. The interaction between the alerting and executive function networks was also modulated by group. In addition, developmental dyscalculia participants were slower to respond in the non-cued conditions. These results imply specific attentional deficits in pure developmental dyscalculia. Namely, those with developmental dyscalculia seem to be deficient in the executive function and alertness networks. They suffer from difficulty in recruiting attention, in addition to the deficits in numerical processing.

Developmental milestones among Aboriginal children in Canada

PubMed Central

Findlay, Leanne; Kohen, Dafna; Miller, Anton

2014-01-01

BACKGROUND: Windows of achievement provide age ranges for the attainment of early developmental skills. Group-specific research is warranted given that development may be influenced by social or cultural factors. OBJECTIVES: To examine developmental milestones for Inuit, Métis and off-reserve First Nation children in Canada, based on developmental domains collected from the 2006 Aboriginal Children’s Survey. Sociodemographic and health predictors of risk for developmental delay were also examined. RESULTS: The ranges in which children achieve certain developmental milestones are presented. Gross motor and self-help skills were found to be achieved earlier (across the three Aboriginal groups), whereas language skills were achieved slightly later than in Canadian children in general. Furthermore, health factors (eg, low birth weight, chronic health conditions) were associated with late achievement of developmental outcomes even when sociodemographic characteristics were considered. CONCLUSIONS: Findings suggest that the timing of milestone achievement may differ for Aboriginal children, highlighting the importance of establishing culturally specific norms and standards rather than relying on those derived from general populations. This information may be useful for practitioners and parents interested in identifying the age ranges for development, as well as age ranges indicating potential for developmental risk and opportunities for early intervention among Aboriginal children. PMID:24855426

Physical Fitness in Children with Developmental Coordination Disorder

ERIC Educational Resources Information Center

Schott, Nadja; Alof, Verena; Hultsch, Daniela; Meermann, Dagmar

2007-01-01

The protective effects of physical activity and fitness on cardiovascular health have clearly been shown among normally developed children. However, data are currently lacking pertaining to children with developmental coordination disorder (DCD). The purpose of this study was to examine differences in fitness measures, body composition, and…

Componential Differences and Varying Developmental Patterns Exhibited in Immersion Programmes

ERIC Educational Resources Information Center

Asano, Sachiko

2015-01-01

In bilingual literature, few studies have examined the processes of concept formation (CF); even fewer studies have discussed their developmental changes. This study explores language-cognition links and CF fractionation processes by comparing total and partial immersion programmes (TIPs and PIPs). Descriptive statistics (DS), correlational…

Early Speech Motor Development: Cognitive and Linguistic Considerations

ERIC Educational Resources Information Center

Nip, Ignatius S. B.; Green, Jordan R.; Marx, David B.

2009-01-01

This longitudinal investigation examines developmental changes in orofacial movements occurring during the early stages of communication development. The goals were to identify developmental trends in early speech motor performance and to determine how these trends differ across orofacial behaviors thought to vary in cognitive and linguistic…

Developmental Differences in Curriculum-Based Measurement (CBM) Reading Aloud Growth Rates between English-Speaking Students and English Language Learners in Grade 8

ERIC Educational Resources Information Center

Yeo, Seungsoo; Park, Sohee

2014-01-01

The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the…

Integrating fundamental movement skills in late childhood.

PubMed

Gimenez, Roberto; Manoel, Edison de J; de Oliveira, Dalton Lustosa; Dantas, Luiz; Marques, Inara

2012-04-01

The study examined how children of different ages integrate fundamental movement skills, such as running and throwing, and whether their developmental status was related to the combination of these skills. Thirty children were divided into three groups (G1 = 6-year-olds, G2 = 9-year-olds, and G3 = 12-year-olds) and filmed performing three tasks: running, overarm throwing, and the combined task. Patterns were identified and described, and the efficiency of integration was calculated (distance differences of the ball thrown in two tasks, overarm throwing and combined task). Differences in integration were related to age: the 6-year-olds were less efficient in combining the two skills than the 9- and 12-year-olds. These differences may be indicative of a phase of integrating fundamental movement skills in the developmental sequence. This developmental status, particularly throwing, seems to be related to the competence to integrate skills, which suggests that fundamental movement skills may be developmental modules.

Allostatic load in parents of children with developmental disorders: moderating influence of positive affect.

PubMed

Song, Jieun; Mailick, Marsha R; Ryff, Carol D; Coe, Christopher L; Greenberg, Jan S; Hong, Jinkuk

2014-02-01

This study examines whether parents of children with developmental disorders are at risk of elevated allostatic load relative to control parents and whether positive affect moderates difference in risk. In all, 38 parents of children with developmental disorders and 38 matched comparison parents were analyzed. Regression analyses revealed a significant interaction between parent status and positive affect: parents of children with developmental disorders had lower allostatic load when they had higher positive affect, whereas no such association was evident for comparison parents. The findings suggest that promoting greater positive affect may lower health risks among parents of children with developmental disorders.

Developmental Changes in Parent-Child Communication throughout Adolescence

ERIC Educational Resources Information Center

Keijsers, Loes; Poulin, François

2013-01-01

This study examined how parent-child communication regarding adolescent unsupervised activities develops over the course of adolescence. We used questionnaire data from 390 adolescents (58% girls; 90% European Canadian) who were followed from age 12 to 19. Latent growth curve modeling revealed curvilinear developmental changes that differed for…

The Down Syndrome Behavioural Phenotype: Taking a Developmental Approach

ERIC Educational Resources Information Center

Fidler, Deborah; Most, David; Philofsky, Amy

2009-01-01

Individuals with Down syndrome are predisposed to show a specific behavioural phenotype, or a pattern of strengths and challenges in functioning across different domains of development. It is argued that a developmental approach to researching the Down syndrome behavioural phenotype, including an examination of the dynamic process of the unfolding…

Understanding African American Adolescents' Identity Development: A Relational Developmental Systems Perspective

ERIC Educational Resources Information Center

Brittian, Aerika S.

2012-01-01

This article examines the development of African American adolescents' identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents' healthy development. Different personological theories…

Preschoolers Benefit from Visually Salient Speech Cues

ERIC Educational Resources Information Center

Lalonde, Kaylah; Holt, Rachael Frush

2015-01-01

Purpose: This study explored visual speech influence in preschoolers using 3 developmentally appropriate tasks that vary in perceptual difficulty and task demands. They also examined developmental differences in the ability to use visually salient speech cues and visual phonological knowledge. Method: Twelve adults and 27 typically developing 3-…

The effect of in-hospital developmental care on neonatal morbidity, growth and development of preterm Taiwanese infants: a randomized controlled trial.

PubMed

Chen, Li-Chiou; Wu, Ying-Chin; Hsieh, Wu-Shiun; Hsu, Chyong-Hsin; Leng, Chi-Hon; Chen, Wei J; Chiu, Nan-Chang; Lee, Wang-Tso; Yang, Ming Chin; Fang, Li-Jung; Hsu, Hui-Chin; Jeng, Suh-Fang

2013-05-01

Intervention studies of developmental care for preterm infants in Western societies have shown early but unsustainable effects on child outcomes, however only a limited of studies have examined if developmental care interventions produce similar effects in Eastern cultural contexts. To examine the effectiveness of in-hospital developmental care on neonatal morbidity, growth and development of preterm infants with very low birth weight (VLBW; birth weight<1500 g) in Taiwan. One hundred and seventy-eight VLBW preterm infants were randomly assigned to the clinical trial during hospitalization at three hospitals in Taiwan; the control group received five sessions of standard child-focused developmental care and the intervention group received five sessions of child- and parent-focused developmental care. Sixty-two normal term infants were also included as a comparison group. Infants were examined for morbidity, growth and developmental outcomes at term age. At study entry, more infants in the intervention group were twins or multiples than those in the control group (29% vs. 16%, p=0.05). After adjusting for birth set, the intervention group had lower incidences of stage II-III retinopathy (odds ratio [OR]=0.34 [95% confidence interval (CI): 0.15-0.79]; p=0.01) and feeding desaturation (OR=0.32 [95% CI: 0.10-1.00]; p=0.05) and had greater daily weight gains (difference=2.0 g/day [95% CI: 0-4.0 g/day]; p=0.05) as compared with the control group. However, the intervention and control groups did not differ in any of the neurodevelopmental measures. In-hospital developmental care has short-term benefits for Taiwanese VLBW preterm infants in reducing the risk of retinopathy and feeding desaturation as well as in enhancing weight gains at term age. Copyright © 2012 Elsevier Ltd. All rights reserved.

Associations Between Maternal-Foetal Attachment and Infant Developmental Outcomes: A Systematic Review.

PubMed

Branjerdporn, Grace; Meredith, Pamela; Strong, Jenny; Garcia, Jenniffer

2017-03-01

Objectives Infant developmental outcomes may be influenced by a range of prenatal maternal characteristics. While there is some evidence to suggest that maternal-foetal attachment may be associated with infant developmental outcomes, there is a need to systematically review this evidence to guide future research and clinical practice. Methods Five electronic databases were systematically scanned. Key journals and reference lists were hand-searched. Papers were included if: (1) pregnant women were assessed for maternal-foetal attachment; (2) the infants were later assessed, under 2 years old, for any developmental outcome (e.g., social-emotional, cognition, motor, language, adaptive behaviour); and (3) they were published in English. Two independent reviewers used the STROBE checklist to appraise the quality of each paper. Results Of the 968 papers identified, eight were included in the review, and four of these were of low quality (<60 %) based on the STROBE. The developmental domains that were examined included: infant temperament (n = 5), adaptive behaviour (e.g., colic, sleep) (n = 2), and milestone attainment (n = 1). There is some evidence to suggest that lower maternal-foetal attachment is related to suboptimal developmental outcomes. However, these results should be interpreted with caution due to the limited and low quality studies available. Conclusions Although maternal-foetal attachment may be associated with infant developmental outcomes, future research is required which: (1) considers a range of developmental outcomes, (2) has increased scientific rigour, (3) assesses mother-infant dyads at different prenatal and postnatal time points, and (4) examines different target populations.

Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development

ERIC Educational Resources Information Center

Reinhardt, Vanessa P.; Wetherby, Amy M.; Schatschneider, Christopher; Lord, Catherine

2015-01-01

Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with…

[Models and Foundations of Developmental Education.

ERIC Educational Resources Information Center

Boylan, Hunter R., Ed.; Kerstiens, Gene, Ed.

1988-01-01

These five issues of "Research in Developmental Education," examine the theoretical models and foundations of developmental education. Included are the following: (1) "Theoretical Foundations of Developmental Education," by Hunter R. Boylan, which examines the behaviorist, humanist, and developmental theories underpinning developmental education;…

Flexible Goal Adjustment from Late Childhood to Late Adolescence: Developmental Differences and Relations to Cognitive Coping and Emotion Regulation

ERIC Educational Resources Information Center

Thomsen, Tamara

2016-01-01

One way to avert negative influences on well-being when confronted with blocked goals is the flexible adjustment of one's goals to the given situation. This study examines developmental differences in flexible goal adjustment (FGA) regarding age and gender in a sample of N = 815 participants (10 to 20 years; M = 13.63, SD = 2.60, 48.5% male).…

Sex Differences in Autism Spectrum Disorder: An Examination of Developmental Functioning, Autistic Symptoms, and Coexisting Behavior Problems in Toddlers

ERIC Educational Resources Information Center

Hartley, Sigan L.; Sikora, Darryn M.

2009-01-01

Little is known about the female presentation of autism spectrum disorder (ASD) during early childhood. We investigated sex differences in developmental profiles using the Mullen Scales of Early Learning, autistic symptoms on the ADOS-G, and coexisting behavior problems on the CBCL in 157 boys and 42 girls with ASD aged 1.5-3.9 years. Overall,…

Age-Specific Patient Navigation Preferences Among Adolescents and Young Adults with Cancer.

PubMed

Pannier, Samantha T; Warner, Echo L; Fowler, Brynn; Fair, Douglas; Salmon, Sara K; Kirchhoff, Anne C

2017-11-23

Patient navigation is increasingly being directed at adolescent and young adult (AYA) patients. This study provides a novel description of differences in AYA cancer patients' preferences for navigation services by developmental age at diagnosis. Eligible patients were diagnosed with cancer between ages 15 and 39 and had completed at least 1 month of treatment. Between October 2015 and January 2016, patients completed semi-structured interviews about navigation preferences. Summary statistics of demographic and cancer characteristics were generated. Differences in patient navigation preferences were examined through qualitative analyses by developmental age at diagnosis. AYAs were interviewed (adolescents 15-18 years N = 8; emerging adults 19-25 years N = 8; young adults 26-39 years N = 23). On average, participants were 4.5 years from diagnosis. All age groups were interested in face-to-face connection with a navigator and using multiple communication platforms (phone, text, email) to follow-up. Three of the most frequently cited needs were insurance, finances, and information. AYAs differed in support, healthcare, and resource preferences by developmental age; only adolescents preferred educational support. While all groups preferred financial and family support, the specific type of assistance (medical versus living expenses, partner/spouse, child, or parental assistance) varied by age group. AYAs with cancer have different preferences for patient navigation by developmental age at diagnosis. AYAs are not a one-size-fits-all population, and navigation programs can better assist AYAs when services are targeted to appropriate developmental ages. Future research should examine fertility and navigation preferences by time since diagnosis. While some navigation needs to span the AYA age range, other needs are specific to developmental age.

Telomere length of the colonial coral Galaxea fascicularis at different developmental stages

NASA Astrophysics Data System (ADS)

Tsuta, H.; Hidaka, M.

2013-06-01

The ability to estimate coral age using soft tissue would be useful for population biology or aging studies on corals. In this study, we investigated whether telomere length can be used to estimate coral age. We applied single telomere length analysis to a colonial coral, Galaxea fascicularis, and estimated telomere lengths of specific coral chromosomes at different developmental stages. If the telomere shortened at each cell division, the telomere length of the coral would be longest in sperm and shortest in adult colonies. However, the mean telomere length of sperm, planula larvae, and polyps was approximately 4 kb, with no significant differences among the developmental stages. The telomerase restriction fragment (TRF) analysis also showed no significant difference in the mean TRF length among the developmental stages. Our results suggested that telomere length is maintained during developmental stages and that estimating the age of colonial coral based on telomere length may not be possible. However, our findings can be used to examine avoidance of aging and rejuvenation during regeneration and asexual reproduction in colonial corals.

Developmental Stability in Gender-Typed Preferences between Infancy and Preschool Age

ERIC Educational Resources Information Center

Lauer, Jillian E.; Ilksoy, Sibel D.; Lourenco, Stella F.

2018-01-01

Infants exhibit visual preferences for gender-typed objects (e.g., dolls, toy vehicles) that parallel the gender-typed play preferences of preschool-aged children, but the developmental stability of individual differences in early emerging gender-typed preferences has not yet been characterized. In the present study, we examined the longitudinal…

Value Transmissions between Parents and Children: Gender and Developmental Phase as Transmission Belts

ERIC Educational Resources Information Center

Roest, Annette M. C.; Dubas, Judith Semon; Gerris, Jan R. M.

2010-01-01

This study applied the gender role model of socialization theory, the developmental aging theory, and the topic salience perspective to the investigation of parent-child value transmissions. Specifically, we examined whether the bi-directionality and selectivity of value transmissions differed as a function of parents' and children's gender and…

Leader Developmental Readiness of Generation Y in the Training Industry

ERIC Educational Resources Information Center

Garrigue, Marie

2012-01-01

Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research exists regarding how best to prepare them for leadership. The purpose of this study was to examine differences in leader developmental readiness between generational cohorts in the…

Injury Treatment among Children with Autism or Pervasive Developmental Disorder

ERIC Educational Resources Information Center

McDermott, Suzanne; Zhou, Li; Mann, Joshua

2008-01-01

This study examined the differences in the frequency and type of injury for children with autism and pervasive developmental disorder (PDD) compared with typically developing peers, when both groups are insured by Medicaid. The relative rate (RR) of emergency/hospital treatment of injury for children with autism or PDD compared to controls was…

Effects of nuclear transfer procedures on ES cell cloning efficiency in the mouse.

PubMed

Yabuuchi, Akiko; Yasuda, Yoshiko; Kato, Yoko; Tsunoda, Yukio

2004-04-01

Enucleated oocytes receiving mouse embryonic stem (ES) cells develop into fertile young. The developmental potential to young is low, however, and the rate of postnatal death is high. We examined the effect of various nuclear transfer procedures on the in vitro and in vivo developmental potential of nuclear-transferred oocytes. The potential of oocytes receiving ES cells at M phase to develop into blastocysts after fusion by Sendai virus was high compared with that after direct injection (67% vs. 30%). The developmental potential of oocytes receiving ES cells at the M phase is higher than that of oocytes receiving ES cells at the G(1) phase (30-67% vs. 2-5%). Developmental ability to live young was low in all groups (0-4%). Different activation protocols affected the potential to develop into blastocysts to a different extent (27-62%), but did not affect the potential to develop into live young (0-3%). The present study demonstrated that the various conditions examined did not affect the potential of nuclear-transferred oocytes receiving ES cells to develop into live young or the incidence of postnatal death.

Patterns of conservation and change in honey bee developmental genes

PubMed Central

Dearden, Peter K.; Wilson, Megan J.; Sablan, Lisha; Osborne, Peter W.; Havler, Melanie; McNaughton, Euan; Kimura, Kiyoshi; Milshina, Natalia V.; Hasselmann, Martin; Gempe, Tanja; Schioett, Morten; Brown, Susan J.; Elsik, Christine G.; Holland, Peter W.H.; Kadowaki, Tatsuhiko; Beye, Martin

2006-01-01

The current insect genome sequencing projects provide an opportunity to extend studies of the evolution of developmental genes and pathways in insects. In this paper we examine the conservation and divergence of genes and developmental processes between Drosophila and the honey bee; two holometabolous insects whose lineages separated ∼300 million years ago, by comparing the presence or absence of 308 Drosophila developmental genes in the honey bee. Through examination of the presence or absence of genes involved in conserved pathways (cell signaling, axis formation, segmentation and homeobox transcription factors), we find that the vast majority of genes are conserved. Some genes involved in these processes are, however, missing in the honey bee. We have also examined the orthology of Drosophila genes involved in processes that differ between the honey bee and Drosophila. Many of these genes are preserved in the honey bee despite the process in which they act in Drosophila being different or absent in the honey bee. Many of the missing genes in both situations appear to have arisen recently in the Drosophila lineage, have single known functions in Drosophila, and act early in developmental pathways, while those that are preserved have pleiotropic functions. An evolutionary interpretation of these data is that either genes with multiple functions in a common ancestor are more likely to be preserved in both insect lineages, or genes that are preserved throughout evolution are more likely to co-opt additional functions. PMID:17065607

An examination of Anglo and Latino parenting practices: relation to behavior problems in children with or without developmental delay.

PubMed

Marquis, Willa A; Baker, Bruce L

2014-02-01

The transactional model of development has received empirical support in research on at-risk children. However, little is known about the role of ethnicity or child delay status (i.e., developmental delay [DD] or typical cognitive development [TD]) in the process of parents adapting to their child's behavior problems and special needs. We examined whether Latina (N=44) and Anglo (N=147) mothers of 3-year-old children with or without DD differed in their use of two parenting practices, maternal scaffolding and sensitivity. We also examined how the status and ethnic groups differed in child behavior problems at ages 3 and 5 and whether parenting predicted change in behavior problems over time in the ethnic and status groups. Analyses generally supported previous research on status group differences in behavior problems (DD higher) and parenting practices (TD higher). Parenting practices predicted a decrease in externalizing problems from child age 3 to 5 years among Latino families only. Child developmental status was not associated with change in behavior problems. Cultural perspectives on the transactional model of development and implications for intervention are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

A systematic literature review of sex differences in childhood language and brain development.

PubMed

Etchell, Andrew; Adhikari, Aditi; Weinberg, Lauren S; Choo, Ai Leen; Garnett, Emily O; Chow, Ho Ming; Chang, Soo-Eun

2018-06-01

The extent of sex differences in childhood language development is unclear. We conducted a systematic literature review synthesizing results from studies examining sex differences in brain structure and function relevant to language development during childhood. We searched PubMed and Scopus databases, and this returned a total of 46 published studies meeting criteria for inclusion that directly examined sex differences in brain development relevant to language function in children. The results indicate that: (a) sex differences in brain structure or function do not necessarily lead to differences in language task performance; (b) evidence for sex differences in brain and language development are limited; (c) when present, sex differences often interact with a variety of factors such as age and task. Overall, the magnitude of sexual dimorphism of brain developmental trajectories associated with language is not as significant as previously thought. Sex differences were found, however, in studies employing tighter age ranges. This suggests that sex differences may be more prominent during certain developmental stages but are negligible in other stages, likely due to different rates of maturation between the sexes. More research is needed to improve our understanding of how sex differences may arise due to the influence of sex hormones and developmental stages, and how these differences may lead to differences in various language task performance. These studies are expected to provide normative information that may be used in studies examining neurodevelopmental disorders that frequently affect more males than females, and also often affect language development. Copyright © 2018 Elsevier Ltd. All rights reserved.

THE MAKING OF FAMILY VALUES: DEVELOPMENTAL IDEALISM IN GANSU, CHINA

PubMed Central

Lai, Qing; Thornton, Arland

2014-01-01

This paper examines the role of developmental thinking in the making of family values. We analyze survey data collected from Gansu Province in China with regular and multilevel logit models. The results show that individuals’ endorsement of neolocal residence, self-choice marriage, gender egalitarianism, late marriage for women, and low fertility depends on the conjunction of preference for development and beliefs in its association with those family attributes, which we term developmental idealism associational evaluation. Furthermore, such impact of developmental thinking on family values holds robust in the presence of indigenous ideational forces, in this case Islamic religion. Although Islam influences family values in the opposite direction than developmental ideas do, the effect of Developmental Idealism associational evaluation does not differ significantly between Muslims and non-Muslims. PMID:25769860

Developmental and familial predictors of adult cognitive traits in the European starling

PubMed Central

Nettle, Daniel; Andrews, Clare P.; Monaghan, Pat; Brilot, Ben O.; Bedford, Thomas; Gillespie, Robert; Bateson, Melissa

2015-01-01

In birds, there is evidence that adult cognitive traits can both run in families and be affected by early developmental influences. However, different studies use different cognitive tasks, which may not be measuring the same traits, and also focus on different developmental factors. We report results from a study in which we administered multiple cognitive tasks (autoshaping, discrimination learning, reversal learning, progressive ratio schedule, extinction learning and impulsivity) to a cohort of 34 European starlings, Sturnus vulgaris, for which several early developmental measures were available. The cohort consisted of siblings raised either apart or together, whose position in the size hierarchy of the rearing brood had been experimentally manipulated. We examined how the different cognitive measures covaried, the extent to which they ran in families, and which of the developmental factors predicted which of the cognitive outcomes. We found that discrimination and reversal learning speeds were positively correlated, as were breakpoint on the progressive ratio schedule and resistance to extinction. Otherwise, the cognitive measures were uncorrelated, suggesting that they reflected different underlying traits. All traits except discrimination and reversal learning speed ran in families to a substantial extent. Using a model selection approach, we found evidence that natal brood size and developmental telomere attrition (the extent to which the birds' erythrocyte telomeres shortened in early life, an integrative measure of developmental stress) were related to several adult cognitive measures. Results are discussed with respect to the best way of measuring avian cognitive abilities, and the utility of developmental telomere attrition as a predictor of adult outcomes. PMID:26405302

Puberty: Maturation, Timing and Adjustment, and Sexual Identity Developmental Milestones among Lesbian, Gay, and Bisexual Youth

ERIC Educational Resources Information Center

Grossman, Arnold H.; Foss, Alexander H.; D'Augelli, Anthony R.

2014-01-01

This study examined pubertal maturation, pubertal timing and outcomes, and the relationship of puberty and sexual identity developmental milestones among 507 lesbian, gay, and bisexual youth. The onset of menarche and spermarche occurred at the mean ages of 12.05 and 12.46, respectively. There was no statistically significant difference in…

Brain Hyper-Connectivity and Operation-Specific Deficits during Arithmetic Problem Solving in Children with Developmental Dyscalculia

ERIC Educational Resources Information Center

Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod

2015-01-01

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who…

A Pilot Study of Core Topics in Introductory Social Psychology and Developmental Psychology Textbooks

ERIC Educational Resources Information Center

Whitehead, George I., III; Smith, Stephanie H.; Losonczy-Marshall, Marta

2014-01-01

This study examined the similarities and differences in the topics and references in selected chapters of eight introductory social psychology textbooks and six developmental psychology textbooks. We wanted to determine the extent to which there were core concepts and references presented in these chapters. We found a relatively small set of core…

Psychosocial Adjustment and Attention in Children with Developmental Coordination Disorder Using Different Motor Tests

ERIC Educational Resources Information Center

Chen, Yu-Wei; Tseng, Mei-Hui; Hu, Fu-Chang; Cermak, Sharon A.

2009-01-01

This study examined the consistency between the findings of developmental coordination disorder (DCD) as identified by the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) and the Movement Assessment Battery for Children (MABC), and explored the psychosocial and attention characteristics of children with DCD identified by the two motor tests,…

A Longitudinal Developmental Analysis of Students' Causality Beliefs about School Performance

ERIC Educational Resources Information Center

Roque, Isabel; de Lemos, Marina Serra; Gonçalves, Teresa

2014-01-01

This study examined the development of school-related causality beliefs which are children's generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the…

An fMRI Examination of Developmental Differences in the Neural Correlates of Uncertainty and Decision-Making

ERIC Educational Resources Information Center

Krain, Amy L.; Hefton, Sara; Pine, Daniel S.; Ernst, Monique; Castellanos, F. Xavier; Klein, Rachel G.; Milham, Michael P.

2006-01-01

Background: Maturation of prefrontal circuits during adolescence contributes to the development of cognitive processes such as decision-making. Recent theories suggest that these neural changes also play a role in the shift from generalized anxiety disorder (GAD) to depression that often occurs during this developmental period. Cognitive models of…

Dimensions of Conflict for Youth: A Cross-Cultural View. Seminar Series No. 5.

ERIC Educational Resources Information Center

Belbas, Nancy, Ed.

This document presents, in two parts, ideas and information which were gathered from eight monthly seminars. Part 1, "Developmental and Cross-Cultural Patterns of Youth," examines what is known about developmental norms regarding youth in general in respect to their attitudes at different ages towards rules and authority. It is found that in the…

Outcome Trajectories of Developmental Students in Community Colleges

ERIC Educational Resources Information Center

Bremer, Christine D.; Center, Bruce A.; Opsal, Christen L.; Medhanie, Amanuel; Jang, Yoo Jeong; Geise, Aaron C.

2013-01-01

This analysis explores student outcomes related to taking developmental English (i.e., reading and/or writing) and math classes in three community colleges in three different states, using institutional data from 7,898 students who began college in the fall of 2009 (Cohort 1) or fall 2010 (Cohort 2). We examine the outcome trajectories of students…

Correlated Longitudinal Changes across Linguistic, Achievement, and Psychomotor Domains in Early Childhood: Evidence for a Global Dimension of Development

ERIC Educational Resources Information Center

Rhemtulla, Mijke; Tucker-Drob, Elliot M.

2011-01-01

An important question within developmental psychology concerns the extent to which the maturational gains that children make across multiple diverse domains of functioning can be attributed to global (domain-general) developmental processes. The present study investigated this question by examining the extent to which individual differences in…

Sympathy and Personal Distress: Development, Gender Differences, and Interrelations of Indexes.

ERIC Educational Resources Information Center

Eisenberg, Nancy; And Others

1989-01-01

Investigates developmental change and gender differences in sympathy and personal distress reactions in children. Examines interrelations among indexes used to assess sympathy and personal distress. (PCB)

Infant-Mother Acoustic-Prosodic Alignment and Developmental Risk.

PubMed

Seidl, Amanda; Cristia, Alejandrina; Soderstrom, Melanie; Ko, Eon-Suk; Abel, Emily A; Kellerman, Ashleigh; Schwichtenberg, A J

2018-06-19

One promising early marker for autism and other communicative and language disorders is early infant speech production. Here we used daylong recordings of high- and low-risk infant-mother dyads to examine whether acoustic-prosodic alignment as well as two automated measures of infant vocalization are related to developmental risk status indexed via familial risk and developmental progress at 36 months of age. Automated analyses of the acoustics of daylong real-world interactions were used to examine whether pitch characteristics of one vocalization by the mother or the child predicted those of the vocalization response by the other speaker and whether other features of infants' speech in daylong recordings were associated with developmental risk status or outcomes. Low-risk and high-risk dyads did not differ in the level of acoustic-prosodic alignment, which was overall not significant. Further analyses revealed that acoustic-prosodic alignment did not predict infants' later developmental progress, which was, however, associated with two automated measures of infant vocalizations (daily vocalizations and conversational turns). Although further research is needed, these findings suggest that automated measures of vocalizations drawn from daylong recordings are a possible early identification tool for later developmental progress/concerns. https://osf.io/cdn3v/.

Do individuals with fragile X syndrome show developmental stuttering or not? Comment on "Speech fluency in fragile X syndrome" by van Borsel, Dor and Rondal.

PubMed

Howell, Peter

2008-02-01

Van Borsel, Dor, and Rondal (2007) examined the speech of seven boys and two young male adults with fragile X syndrome and considered whether their speech was comparable to that reported in the developmental stuttering literature. They listed five criteria which led them to conclude that the speech patterns of speakers with fragile X syndrome differed from those observed in developmental stuttering. The differences noted were: 1) distribution of type of dysfluency; 2) the class of word on which dysfluency occurred; 3) whether word length affected dysfluency; 4) number of times words and phrases were repeated; and 5) whether there were influences of material type on fluency (spontaneous speech, repeated material etc.). They concluded that the speech of speakers with fragile X syndrome differed from developmental stuttering. The comparisons that van Borsel et al. (2007) made between participant groups were not for speakers of comparable ages. Comparisons with groups of corresponding ages support the opposite conclusion, namely the young speakers with fragile X syndrome show patterns similar to developmental stuttering.

Sensory processes modulate differences in multi-component behavior and cognitive control between childhood and adulthood.

PubMed

Gohil, Krutika; Bluschke, Annet; Roessner, Veit; Stock, Ann-Kathrin; Beste, Christian

2017-10-01

Many everyday tasks require executive functions to achieve a certain goal. Quite often, this requires the integration of information derived from different sensory modalities. Children are less likely to integrate information from different modalities and, at the same time, also do not command fully developed executive functions, as compared to adults. Yet still, the role of developmental age-related effects on multisensory integration processes has not been examined within the context of multicomponent behavior until now (i.e., the concatenation of different executive subprocesses). This is problematic because differences in multisensory integration might actually explain a significant amount of the developmental effects that have traditionally been attributed to changes in executive functioning. In a system, neurophysiological approach combining electroencephaloram (EEG) recordings and source localization analyses, we therefore examined this question. The results show that differences in how children and adults accomplish multicomponent behavior do not solely depend on developmental differences in executive functioning. Instead, the observed developmental differences in response selection processes (reflected by the P3 ERP) were largely dependent on the complexity of integrating temporally separated stimuli from different modalities. This effect was related to activation differences in medial frontal and inferior parietal cortices. Primary perceptual gating or attentional selection processes (P1 and N1 ERPs) were not affected. The results show that differences in multisensory integration explain parts of transformations in cognitive processes between childhood and adulthood that have traditionally been attributed to changes in executive functioning, especially when these require the integration of multiple modalities during response selection. Hum Brain Mapp 38:4933-4945, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Oral Health Characteristics and Dental Rehabilitation of Children with Global Developmental Delay.

PubMed

Kumar, Saurabh; Pai, Deepika; Saran, Runki

2017-01-01

Global developmental delay (GDD) is a chronic neurological disturbance which includes defects in one or more developmental domains. The developmental domain can be motor, cognitive, daily activities, speech or language, and social or personal development. The etiology for GDD can be prenatal, perinatal, or postnatal. It can be diagnosed early in childhood as the delay or absence of one or more developmental milestones. Hence the role of pedodontist and pediatricians becomes more crucial in identifying this condition. The diagnosis of GDD requires a detailed history including family history and environmental risk factors followed by physical and neurological examinations. Investigations for GDD include diagnostic laboratory tests, brain imaging, and other evidence-based evaluations. GDD affects multiple developmental domains that not only have direct bearing on maintenance of oral health, but also require additional behavior management techniques to deliver optimal dental care. This paper describes two different spectra of children with GDD. Since the severity of GDD can vary, this paper also discusses the different behavior management techniques that were applied to provide dental treatment in such children.

Pool desiccation and developmental thresholds in the common frog, Rana temporaria.

PubMed

Lind, Martin I; Persbo, Frida; Johansson, Frank

2008-05-07

The developmental threshold is the minimum size or condition that a developing organism must have reached in order for a life-history transition to occur. Although developmental thresholds have been observed for many organisms, inter-population variation among natural populations has not been examined. Since isolated populations can be subjected to strong divergent selection, population divergence in developmental thresholds can be predicted if environmental conditions favour fast or slow developmental time in different populations. Amphibian metamorphosis is a well-studied life-history transition, and using a common garden approach we compared the development time and the developmental threshold of metamorphosis in four island populations of the common frog Rana temporaria: two populations originating from islands with only temporary breeding pools and two from islands with permanent pools. As predicted, tadpoles from time-constrained temporary pools had a genetically shorter development time than those from permanent pools. Furthermore, the variation in development time among females from temporary pools was low, consistent with the action of selection on rapid development in this environment. However, there were no clear differences in the developmental thresholds between the populations, indicating that the main response to life in a temporary pool is to shorten the development time.

Attachment and Individuation of Deaf/Hard-of-Hearing and Hearing Young Adults

ERIC Educational Resources Information Center

Weisel, Amatzia; Kamara, Ahiya

2005-01-01

This study examined differences between deaf/hard-of-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem…

Rich Man, Poor Man: Developmental Differences in Attributions and Perceptions

ERIC Educational Resources Information Center

Sigelman, Carol K.

2012-01-01

In an examination guided by cognitive developmental and attribution theory of how explanations of wealth and poverty and perceptions of rich and poor people change with age and are interrelated, 6-, 10-, and 14-year-olds (N = 88) were asked for their causal attributions and trait judgments concerning a rich man and a poor man. First graders, like…

Longitudinal Investigation of Source Memory Reveals Different Developmental Trajectories for Item Memory and Binding

ERIC Educational Resources Information Center

Riggins, Tracy

2014-01-01

The present study used a cohort-sequential design to examine developmental changes in children's ability to bind items in memory during early and middle childhood. Three cohorts of children (aged 4, 6, or 8 years) were followed longitudinally for 3 years. Each year, children completed a source memory paradigm assessing memory for items and…

Immigrant and Native-Born Adolescents' Civic Knowledge and Attitudes in Sweden and the United States: Emergent Citizenship within Developmental Niches

ERIC Educational Resources Information Center

Barber, Carolyn; Torney-Purta, Judith; Wilkenfeld, Britt; Ross, Jessica

2015-01-01

Using the Developmental Niche for Emergent Participatory Citizenship (Torney-Purta and Amadeo, 2011) as a framework, we examined differences between immigrant and native-born youth's civic knowledge and support for women's rights in Sweden and the United States, and explored whether experiences with peers and parents, and in formal and informal…

Does the Neighborhood Context Alter the Link between Youth's After-School Time Activities and Developmental Outcomes? A Multilevel Analysis

ERIC Educational Resources Information Center

Fauth, Rebecca C.; Roth, Jodie L.; Brooks-Gunn, Jeanne

2007-01-01

This article examines links between different measures of after-school time activity participation (5 specific activities and breadth) on youth's developmental outcomes (anxiety/depression, delinquency, and substance use) over 6 years and whether these links are moderated by neighborhood-level variables. The sample (N = 1,315) of 9- and…

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word-reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…

Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.

PubMed

Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-06-01

In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12-21 months completed a battery of language and working memory tests at age 5;3 (years;months). Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.

Family Context, Mexican-Origin Adolescent Mothers' Parenting Knowledge, and Children's Subsequent Developmental Outcomes

PubMed Central

Jahromi, Laudan B.; Guimond, Amy B.; Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Toomey, Russell B.

2014-01-01

This study examined parenting knowledge among Mexican-origin adolescent mothers (N = 191; M age = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (M age = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both under- and over-estimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy-granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed. PMID:24004448

A comparison of cranial fluctuating asymmetry between the two sexes in a Joseon Dynasty population of Korea.

PubMed

Jung, Hyunwoo; Woo, Eun Jin; Pak, Sunyoung

Cranial fluctuating asymmetry (FA) has been used to examine developmental stress levels in various populations. In bioarchaeological studies, developmental stress can be an important factor for inferring standard of living in a population. However, the crania of a Joseon Dynasty population have only been studied in terms of its morphological characteristics. In this regard, the cranial FA of the two sexes from a Joseon Dynasty population of Korea were compared here for examining their aspects of living conditions in relation to developmental stress and socio-cultural factors. In this study, 77 individuals (39 males and 38 females) who belong to the 15th to the early-20th centuries from Seoul and Gyeonggi province in Korea were investigated. Nineteen three-dimensional landmarks on the vault and basicranium were collected using MicroScribe G2X. The coordinate data were aligned into a common coordinate plane by Procrustes least-squares superimposition. Procrustes ANOVA was adopted to evaluate FA at a population level. The FA of males and females were compared with t-test using SPSS 18. There was statistically insignificant difference in FA between the two sexes in the Joseon Dynasty population. The result was interpreted to reflect both relatively high developmental stress and sex-related discrimination in the population. It was postulated that relatively high developmental stress could increase difference in FA between the two sexes in the prenatal term compared to the postnatal term because sex-related discrimination cannot be practiced before birth and males have lower stress resistance than females. Then, the difference between the two sexes in the cranial FA could be decreased during postnatal development related to sex-related discrimination, resulting in insignificant FA difference of the two sexes in spite of high developmental stress of the Joseon Dynasty population. The results will be useful for comparing and reconstructing living conditions of ancient Korean populations.

Gender Identity and Adjustment: Understanding the Impact of Individual and Normative Differences in Sex Typing

PubMed Central

Lurye, Leah E.; Zosuls, Kristina M.; Ruble, Diane N.

2009-01-01

The relationship among gender identity, sex typing, and adjustment has attracted the attention of social and developmental psychologists for many years. However, they have explored this issue with different assumptions and different approaches. Generally the approaches differ regarding whether sex typing is considered adaptive versus maladaptive, measured as an individual or normative difference, and whether gender identity is regarded as a unidimensional or multidimensional construct. In this chapter, we consider both perspectives and suggest that the developmental timing and degree of sex typing, as well as the multidimensionality of gender identity, be considered when examining their relationship to adjustment. PMID:18521861

Gender identity and adjustment: understanding the impact of individual and normative differences in sex typing.

PubMed

Lurye, Leah E; Zosuls, Kristina M; Ruble, Diane N

2008-01-01

The relationship among gender identity, sex typing, and adjustment has attracted the attention of social and developmental psychologists for many years. However, they have explored this issue with different assumptions and different approaches. Generally the approaches differ regarding whether sex typing is considered adaptive versus maladaptive, measured as an individual or normative difference, and whether gender identity is regarded as a unidimensional or multidimensional construct. In this chapter, we consider both perspectives and suggest that the developmental timing and degree of sex typing, as well as the multidimensionality of gender identity, be considered when examining their relationship to adjustment.

Cultural constraints on brain development: evidence from a developmental study of visual word processing in mandarin chinese.

PubMed

Cao, Fan; Lee, Rebecca; Shu, Hua; Yang, Yanhui; Xu, Guoqing; Li, Kuncheng; Booth, James R

2010-05-01

Developmental differences in phonological and orthographic processing in Chinese were examined in 9 year olds, 11 year olds, and adults using functional magnetic resonance imaging. Rhyming and spelling judgments were made to 2-character words presented sequentially in the visual modality. The spelling task showed greater activation than the rhyming task in right superior parietal lobule and right inferior temporal gyrus, and there were developmental increases across tasks bilaterally in these regions in addition to bilateral occipital cortex, suggesting increased involvement over age on visuo-orthographic analysis. The rhyming task showed greater activation than the spelling task in left superior temporal gyrus and there were developmental decreases across tasks in this region, suggesting reduced involvement over age on phonological representations. The rhyming and spelling tasks included words with conflicting orthographic and phonological information (i.e., rhyming words spelled differently or nonrhyming words spelled similarly) or nonconflicting information. There was a developmental increase in the difference between conflicting and nonconflicting words in left inferior parietal lobule, suggesting greater engagement of systems for mapping between orthographic and phonological representations. Finally, there were developmental increases across tasks in an anterior (Broadman area [BA] 45, 46) and posterior (BA 9) left inferior frontal gyrus, suggesting greater reliance on controlled retrieval and selection of posterior lexical representations.

Differential Immunotoxicity Induced by Two Different Windows of Developmental Trichloroethylene Exposure

PubMed Central

Gilbert, Kathleen M.; Woodruff, William; Blossom, Sarah J.

2014-01-01

Developmental exposure to environmental toxicants may induce immune system alterations that contribute to adult stage autoimmune disease. We have shown that continuous exposure of MRL+/+ mice to trichloroethylene (TCE) from gestational day (GD) 0 to postnatal day (PND) 49 alters several aspects of CD4+ T cell function. This window of exposure corresponds to conception-adolescence/young adulthood in humans. More narrowly defining the window of TCE developmental exposure causes immunotoxicity that would establish the stage at which avoidance and/or intervention would be most effective. The current study divided continuous TCE exposure into two separate windows, namely, gestation only (GD0 to birth (PND0)) and early-life only (PND0-PND49). The mice were examined for specific alterations in CD4+ T cell function at PND49. One potentially long-lasting effect of developmental exposure, alterations in retrotransposon expression indicative of epigenetic alterations, was found in peripheral CD4+ T cells from both sets of developmentally exposed mice. Interestingly, certain other effects, such as alterations in thymus cellularity, were only found in mice exposed to TCE during gestation. In contrast, expansion of memory/activation cell subset of peripheral CD4+ T cells were only found in mice exposed to TCE during early life. Different windows of developmental TCE exposure can have different functional consequences. PMID:24696780

Social-emotional development through a behavior genetics lens: infancy through preschool.

PubMed

DiLalla, Lisabeth Fisher; Mullineaux, Paula Y; Biebl, Sara J W

2012-01-01

The field of developmental behavior genetics has added significantly to the collective understanding of what factors influence human behavior and human development. Research in this area has helped to explain not only how genes and environment contribute to individual differences but also how the interplay between genes and environment influences behavior and human development. The current chapter provides a background of the theory and methodology behind behavior genetic research and the field of developmental behavior genetics. It also examines three specific developmental periods as they relate to behavior genetic research: infancy, toddlerhood, and early preschool. The behavior genetic literature is reviewed for key socioemotional developmental behaviors that fit under each of these time periods. Temperament, attachment, frustration, empathy, and aggression are behaviors that develop in early life that were examined here. Thus, the general purpose of this chapter is to provide an overview of how genes and environment, as well as the interplay between them, relate to early socioemotional behaviors.

The Association of Parent Mindfulness with Parenting and Youth Psychopathology Across Three Developmental Stages.

PubMed

Parent, Justin; McKee, Laura G; N Rough, Jennifer; Forehand, Rex

2016-01-01

The primary purpose of the current study was to test a model examining the process by which parent dispositional mindfulness relates to youth psychopathology through mindful parenting and parenting practices. The universality of the model across youth at three developmental stages was examined: young childhood (3-7 years; n = 210), middle childhood (8-12 years; n = 200), and adolescence (13-17 years; n = 205). Overall, participants were 615 parents (55% female) and one of their 3-to-17 year old children (45% female). Parents reported on their dispositional mindfulness, mindful parenting, positive and negative parenting practices and their child's or adolescent's internalizing and externalizing problems. Consistent findings across all three developmental stages indicated that higher levels of parent dispositional mindfulness were indirectly related to lower levels of youth internalizing and externalizing problems through higher levels of mindful parenting and lower levels of negative parenting practices. Replication of these findings across families with children at different developmental stages lends support to the generalizability of the model.

Simple Mindreading Abilities Predict Complex Theory of Mind: Developmental Delay in Autism Spectrum Disorders

ERIC Educational Resources Information Center

Pino, Maria Chiara; Mazza, Monica; Mariano, Melania; Peretti, Sara; Dimitriou, Dagmara; Masedu, Francesco; Valenti, Marco; Franco, Fabia

2017-01-01

Theory of mind (ToM) is impaired in individuals with autism spectrum disorders (ASD). The aims of this study were to: (i) examine the developmental trajectories of ToM abilities in two different mentalizing tasks in children with ASD compared to TD children; and (ii) to assess if a ToM simple test known as eyes-test could predict performance on…

Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation

ERIC Educational Resources Information Center

Boatman, Angela; Long, Bridget Terry

2018-01-01

We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…

Differences in adjustment by child developmental stage among caregivers of children with disorders of sex development

PubMed Central

2011-01-01

Background The current study sought to compare levels of overprotection and parenting stress reported by caregivers of children with disorders of sex development at four different developmental stages. Methods Caregivers (N = 59) of children with disorders of sex development were recruited from specialty clinics and were asked to complete the Parent Protection Scale and Parenting Stress Index/Short Form as measures of overprotective behaviors and parenting stress, respectively. Results Analyses of covariance (ANCOVAs) were conducted to examine differences between caregiver report of overprotection and parenting stress. Results revealed that caregivers of infants and toddlers exhibited more overprotective behaviors than caregivers of children in the other age groups. Further, caregivers of adolescents experienced significantly more parenting stress than caregivers of school-age children, and this effect was driven by personal distress and problematic parent-child interactions, rather than having a difficult child. Conclusions These results suggest that caregivers of children with disorders of sex development may have different psychosocial needs based upon their child's developmental stage and based upon the disorder-related challenges that are most salient at that developmental stage. PMID:22074416

Developmental differences in the neural mechanisms of facial emotion labeling

PubMed Central

Adleman, Nancy E.; Kim, Pilyoung; Oakes, Allison H.; Hsu, Derek; Reynolds, Richard C.; Chen, Gang; Pine, Daniel S.; Brotman, Melissa A.; Leibenluft, Ellen

2016-01-01

Adolescence is a time of increased risk for the onset of psychological disorders associated with deficits in face emotion labeling. We used functional magnetic resonance imaging (fMRI) to examine age-related differences in brain activation while adolescents and adults labeled the emotion on fearful, happy and angry faces of varying intensities [0% (i.e. neutral), 50%, 75%, 100%]. Adolescents and adults did not differ on accuracy to label emotions. In the superior temporal sulcus, ventrolateral prefrontal cortex and middle temporal gyrus, adults show an inverted-U-shaped response to increasing intensities of fearful faces and a U-shaped response to increasing intensities of happy faces, whereas adolescents show the opposite patterns. In addition, adults, but not adolescents, show greater inferior occipital gyrus activation to negative (angry, fearful) vs positive (happy) emotions. In sum, when subjects classify subtly varying facial emotions, developmental differences manifest in several ‘ventral stream’ brain regions. Charting the typical developmental course of the brain mechanisms of socioemotional processes, such as facial emotion labeling, is an important focus for developmental psychopathology research. PMID:26245836

Convoys of Social Support in Mexico: Examining Socio-Demographic Variation

ERIC Educational Resources Information Center

Fuller-Iglesias, Heather R.; Antonucci, Toni

2016-01-01

The Convoy Model suggests that at different stages of the lifespan the makeup of the social support network varies in step with developmental and contextual needs. Cultural norms may shape the makeup of social convoys as well as denote socio-demographic differences in social support. This study examines the social convoys of adults in Mexico.…

Low Testosterone Correlates with Delayed Development in Male Orangutans

PubMed Central

Emery Thompson, Melissa; Zhou, Amy; Knott, Cheryl D.

2012-01-01

Male orangutans (Pongo spp.) display an unusual characteristic for mammals in that some adult males advance quickly to full secondary sexual development while others can remain in an adolescent-like form for a decade or more past the age of sexual maturity. Remarkably little is understood about how and why differences in developmental timing occur. While fully-developed males are known to produce higher androgen levels than arrested males, the longer-term role of steroid hormones in male life history variation has not been examined. We examined variation in testosterone and cortisol production among 18 fully-developed (“flanged”) male orangutans in U.S. captive facilities. Our study revealed that while testosterone levels did not vary significantly according to current age, housing condition, and species origin, males that had undergone precocious development had higher testosterone levels than males that had experienced developmental arrest. While androgen variation had previously been viewed as a state-dependent characteristic of male developmental status, our study reveals that differences in the physiology of early and late developing males are detectable long past the developmental transition and may instead be trait-level characteristics associated with a male’s life history strategy. Further studies are needed to determine how early in life differences in testosterone levels emerge and what consequences this variation may have for male behavioral strategies. PMID:23077585

Long-Term Developmental Changes in Children's Lower-Order Big Five Personality Facets.

PubMed

de Haan, Amaranta; De Pauw, Sarah; van den Akker, Alithe; Deković, Maja; Prinzie, Peter

2017-10-01

This study examined long-term developmental changes in mother-rated lower-order facets of children's Big Five dimensions. Two independent community samples covering early childhood (2-4.5 years; N = 365, 39% girls) and middle childhood to the end of middle adolescence (6-17 years; N = 579, 50% girls) were used. All children had the Belgian nationality. Developmental changes were examined using cohort-sequential latent growth modeling on the 18 facets of the Hierarchical Personality Inventory for Children. In early childhood, changes were mostly similar across child gender. Between 2 and 4.5 years, several facets showed mean-level stability; others changed in the direction of less Extraversion and Emotional Stability, and more Benevolence and Imagination. The lower-order facets of Conscientiousness showed opposite changes. Gender differences became more apparent from middle childhood onward for facets of all dimensions except Imagination, for which no gender differences were found. Between 6 and 17 years, same-dimension facets showed different shapes of growth. Facets that changed linearly changed mostly in the direction of less Extraversion, Benevolence, Conscientiousness, Emotional Stability, and Imagination. Changes in facets for which nonlinear growth was found generally moved in direction or magnitude during developmental transitions. This study provides comprehensive, fine-grained knowledge about personality development during the first two decades of life. © 2016 Wiley Periodicals, Inc.

Developmental and individual differences in pure numerical estimation.

PubMed

Booth, Julie L; Siegler, Robert S

2006-01-01

The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line. In Experiment 1, kindergartners and 1st, 2nd, and 3rd graders were presented problems involving the numbers 0-100; in Experiment 2, 2nd and 4th graders were presented problems involving the numbers 0-1,000. Parallel developmental trends, involving increasing reliance on linear representations of numbers and decreasing reliance on logarithmic ones, emerged across different types of estimation. Consistent individual differences across tasks were also apparent, and all types of estimation skill were positively related to math achievement test scores. Implications for understanding of mathematics learning in general are discussed. Copyright 2006 APA, all rights reserved.

Age differences in genetic and environmental influences on weight and shape concerns.

PubMed

Klump, Kelly L; Burt, S Alexandra; Spanos, Alexia; McGue, Matt; Iacono, William G; Wade, Tracey D

2010-12-01

Previous research has shown important developmental shifts ingenetic and environmental influences for disordered eating. However, little research has examined age differences for weight/shape concerns, two key components of eating disorders. The goal of this study was to investigate these age differences in preadolescent, adolescent, young adult, and mid-adult twins. Participants included 2,618 female twins (ages of 10-41 years) from three large twin registries. Shape and weight concerns were assessed with the Eating Disorders Examination Questionnaire. Genetic influences were modest in preadolescent twins, but significant from early-adolescence through middle adulthood. Shared environmental factors showed the opposite pattern, with the largest shared environmental contributions occurring in the youngest age group. Nonshared environmental effects remained relatively constant across age. Findings highlight the importance of age differences in genetic and environmental influences. Possible mechanisms include gene x environment interactions and biological changes associated with key developmental stages. © 2009 by Wiley Periodicals, Inc.

Gender differences in developmental programming of cardiovascular diseases

PubMed Central

Dasinger, John Henry; Alexander, Barbara T.

2016-01-01

Hypertension is a risk factor for cardiovascular disease, the leading cause of death worldwide. Although multiple factors contribute to the pathogenesis of hypertension, studies by Dr. David Barker reporting an inverse relationship between birth weight and blood pressure led to the hypothesis that slow growth during fetal life increases blood pressure and the risk for cardiovascular disease in later life. It is now recognized that growth during infancy and childhood in addition to exposure to adverse influences during fetal life contribute to the developmental programming of increased cardiovascular risk. Numerous epidemiological studies support the link between influences during early life with later cardiovascular health; experimental models provide proof of principle and indicate that numerous mechanisms contribute to the developmental origins of chronic disease. Sex impacts the severity of cardiovascular risk in experimental models of developmental insult. Yet, few studies examine the influence of sex on blood pressure and cardiovascular health in low birth weight men and women. Fewer still assess how aging impacts sex differences in programmed cardiovascular risk. Thus, the aim of this review is to highlight current data regarding sex differences in the developmental programming of blood pressure and cardiovascular disease. PMID:26814204

Syndrome specificity and mother-child interactions: Examining positive and negative parenting across contexts and time

PubMed Central

Blacher, Jan; Baker, Bruce L.; Kaladjian, Araksia

2012-01-01

This study examined the extent to which child syndromes and observation context related to mothers’ parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders, cerebral palsy, Down syndrome, undifferentiated developmental delay, or typical cognitive development. Negative parenting behaviors were higher in structured activities and higher in mothers of children in all developmentally delayed groups. Positive parenting was higher in unstructured activities and especially high for mothers of children with Down syndrome. Despite differences found through direct observation of parenting children in different diagnostic groups, they are not as strong as syndrome-group differences found through more commonly used self-report questionnaires assessing domains like parenting stress. PMID:22829243

Identifying Support Functions in Developmental Relationships: A Self-Determination Perspective

ERIC Educational Resources Information Center

Janssen, Suzanne; van Vuuren, Mark; de Jong, Menno D. T.

2013-01-01

This study examines the content of developmental networks from the perspective of self-determination theory. We qualitatively examine 18 proteges' constellations of developmental relationships to identify specific types of developmental support functions. Our study shows that the adoption of self-determination theory leads to a theory-based…

Evolution of branched regulatory genetic pathways: directional selection on pleiotropic loci accelerates developmental system drift.

PubMed

Johnson, Norman A; Porter, Adam H

2007-01-01

Developmental systems are regulated by a web of interacting loci. One common and useful approach in studying the evolution of development is to focus on classes of interacting elements within these systems. Here, we use individual-based simulations to study the evolution of traits controlled by branched developmental pathways involving three loci, where one locus regulates two different traits. We examined the system under a variety of selective regimes. In the case where one branch was under stabilizing selection and the other under directional selection, we observed "developmental system drift": the trait under stabilizing selection showed little phenotypic change even though the loci underlying that trait showed considerable evolutionary divergence. This occurs because the pleiotropic locus responds to directional selection and compensatory mutants are then favored in the pathway under stabilizing selection. Though developmental system drift may be caused by other mechanisms, it seems likely that it is accelerated by the same underlying genetic mechanism as that producing the Dobzhansky-Muller incompatibilities that lead to speciation in both linear and branched pathways. We also discuss predictions of our model for developmental system drift and how different selective regimes affect probabilities of speciation in the branched pathway system.

More normal than not: a qualitative assessment of the developmental experiences of gay male youth.

PubMed

Eccles, Thomas A; Sayegh, M A; Fortenberry, J D; Zimet, G D

2004-11-01

To examine gay youth experiences within the context of normal adolescent development. Thematic analyses of interviews with 13 self-identified gay male youth, aged 16-22 years, each reporting minimal sexual identity distress, were completed. Interviews focused on: (a) descriptions of developmental changes perceived to occur for all adolescents, (b) descriptions of the participants' developmental experience, and (c) participants' direct comparisons of their perceptions of gay and nongay developmental experience. Data were analyzed by two investigators who, after initial review of the interview transcripts, developed a unified coding template to permit systematic analysis of the transcripts for recurrent themes. (a) Few (2 of 13) participants reported overall developmental experience markedly different from nongay peers. (b) Peer interaction was seen as the domain most different from that of nongay peers. (c) Open gay self-identification altered, generally positively, all peer interaction. (d) Increased peer interaction enhanced maturity in other domains. (e) Family dynamics were not substantively altered by open gay self-identification. (f) Middle and high school were identified as relatively hostile environments in which to openly identify as gay, affecting the timing and the extent of self-disclosure. (g) Developmental progress showed asynchrony across developmental domains. General developmental dysfunction is not inevitable for gay adolescents, nor is identifiable personal or family pathology directly related to sexual identity.

Cognitive outcomes in school-age children born prematurely.

PubMed

Davis, Deborah Winders

2003-01-01

The purpose of this article is to discuss findings in the literature regarding long-term developmental outcomes of infants born prematurely, to examine potential causes of individual differences in these outcomes, and to explore directions for future research. An extensive table summarizes recent (1996-2002) international studies of developmental outcomes among children of school age and older who were born with low birth weight, especially as the studies relate to cognitive development and academic performance. The discussion then examines how characteristics of the child and the environment may interact to produce individual differences in outcomes. Processes of attention regulation within the context of the psychosocial environment are examined as an important possible direction for future research. When designing and implementing interventions aimed at improving outcomes in this and other groups of children at risk for delays and deficits, it is important to consider how various factors affect development.

Developmental perspectives on nutrition and obesity from gestation to adolescence.

PubMed

Esposito, Layla; Fisher, Jennifer O; Mennella, Julie A; Hoelscher, Deanna M; Huang, Terry T

2009-07-01

Obesity results from a complex combination of factors that act at many stages throughout a person's life. Therefore, examining childhood nutrition and obesity from a developmental perspective is warranted. A developmental perspective recognizes the cumulative effects of factors that contribute to eating behavior and obesity, including biological and socioenvironmental factors that are relevant at different stages of development. A developmental perspective considers family, school, and community context. During gestation, risk factors for obesity include maternal diet, overweight, and smoking. In early childhood, feeding practices, taste acquisition, and eating in the absence of hunger must be considered. As children become more independent during middle childhood and adolescence, school nutrition, food marketing, and social networks become focal points for obesity prevention or intervention. Combining a multilevel approach with a developmental perspective can inform more effective and sustainable strategies for obesity prevention.

Effects of ordinary and adaptive toys on pre-school children with developmental disabilities.

PubMed

Hsieh, Hsieh-Chun

2008-01-01

Toys help children in mastering developmental tasks. This study investigated toy effect on children with developmental disabilities as they engage in using ordinary and adaptive toys. A single-subject design was used to identify the effects on their toy play abilities. Differences in toy effects between playing ordinary and adaptive toys were examined. Three special education teachers chose ordinary toys and modified ordinary toys. Modified ordinary toys, i.e., adaptive toys, were designed according to the individual disabilities of participating children, treatment goals, and the toy types. Three children with developmental disabilities from pre-schools in Taiwan were enrolled. Appropriate participation of three pre-schoolers increased dramatically in playing adaptive toys during intervention phase. The toy effects demonstrate that when using adaptive toys, children with developmental disabilities may response better during toy play sessions.

Perceptions of societal developmental hierarchies in Europe and beyond: A Bulgarian Perspective

PubMed Central

Melegh, Attila; Thornton, Arland; Philipov, Dimiter; Young-DeMarco, Linda

2012-01-01

We examine how ordinary citizens in Bulgaria view the developmental levels of European countries and certain states outside of Europe. Our research is motivated by the understanding that scholars and policy makers have for centuries used developmental hierarchies to characterize countries and that this perception of differential development has shaped interactions among different groups, countries and regions. We expect that views of such developmental hierarchies and models have great potential for influencing demographic and family behavior and political and cultural identities of ordinary people. Using data from a 2009 survey in Bulgaria we document that developmental hierarchies are widely perceived in Bulgaria, but are distributed differentially by age, education, and degree of urbanization. We also consider internal mechanisms underlying this hierarchical understanding of development and how hierarchical understandings may be related to national identities. PMID:23807821

Children's and adults' memory for emotional pictures: examining age-related patterns using the Developmental Affective Photo System.

PubMed

Cordon, Ingrid M; Melinder, Annika M D; Goodman, Gail S; Edelstein, Robin S

2013-02-01

Two studies were conducted to examine theoretical questions about children's and adults' memory for emotional visual stimuli. In Study 1, 7- to 9-year-olds and adults (N=172) participated in the initial creation of the Developmental Affective Photo System (DAPS). Ratings of emotional valence, arousal, and complexity were obtained. In Study 2, DAPS pictures were presented to 20 8- to 12-year-olds and 30 adults, followed by a recognition memory test. Children and adults recognized aversive images better than neutral images. Moreover, children and adults recognized high and moderate arousal images more accurately than low arousal images. Adults' memory for neutral images exceeded that of children, but there were no developmental differences in memory for aversive pictures. Theoretical and methodological implications are discussed. Copyright © 2012 Elsevier Inc. All rights reserved.

Developmental Effects of Acute, Chronic, and Withdrawal from Chronic Nicotine on Fear Conditioning

PubMed Central

Portugal, George S.; Wilkinson, Derek S.; Turner, Jill R.; Blendy, Julie A.; Gould, Thomas J.

2012-01-01

Pre-adolescence and adolescence are developmental periods associated with increased vulnerability for tobacco addiction, and exposure to tobacco during these periods may lead to long-lasting changes in behavioral and neuronal plasticity. The present study examined the short- and long-term effects of nicotine and nicotine withdrawal on fear conditioning in pre-adolescent, adolescent, and adult mice, and potential underlying substrates that may mediate the developmental effects of nicotine, such as changes in nicotinic acetylcholine receptor (nAChR) binding, CREB expression, and nicotine metabolism. Age-related differences existed in sensitivity to the effects of acute nicotine, chronic nicotine and nicotine withdrawal on contextual fear conditioning (no changes in cued fear conditioning were seen); younger mice were more sensitive to the acute effects and less sensitive to the effects of nicotine withdrawal 24 hours post treatment cessation. Developmental differences in nAChR binding were associated with the effects of nicotine withdrawal on contextual learning. Developmental differences in nicotine metabolism and CREB expression were also observed, but were not related to the effects of nicotine withdrawal on contextual learning 24 hours post treatment. Chronic nicotine exposure during pre-adolescence or adolescence, however, produced long-lasting impairments in contextual learning that were observed during adulthood, whereas adult chronic nicotine exposure did not. These developmental effects could be related to changes in CREB. Overall, there is a developmental shift in the effects of nicotine on hippocampus-dependent learning and developmental exposure to nicotine results in adult cognitive deficits; these changes in cognition may play an important role in the development and maintenance of nicotine addiction. PMID:22521799

Cognitive Correlates of Adolescents' Aspirations to Leadership: A Developmental Study.

ERIC Educational Resources Information Center

Singer, Ming

1990-01-01

Examined age and gender differences in leadership aspirations among adolescents (N=130) by measuring overall leadership aspirations, valence-instrumentality expectancies for leadership outcomes, self-efficacy perceptions, and attributions of effective leadership. Found significant gender differences in valence scores and age differences in…

Urban/Rural and Gender Differences among Canadian Emerging Adults

ERIC Educational Resources Information Center

Cheah, Charissa S. L.; Trinder, Krista M.; Gokavi, Tara N.

2010-01-01

Although cultural and subcultural differences during the transition to adulthood have been examined, important factors like rural/urban upbringing and gender differences among Canadian emerging adults have been neglected. The present study explored developmentally significant tasks including criteria for adulthood, beliefs about religiosity, and…

Detection of atypical network development patterns in children with autism spectrum disorder using magnetoencephalography

PubMed Central

Watanabe, Katsumi; Yoshimura, Yuko; Kikuchi, Mitsuru; Minabe, Yoshio; Aihara, Kazuyuki

2017-01-01

Autism spectrum disorder (ASD) is a developmental disorder that involves developmental delays. It has been hypothesized that aberrant neural connectivity in ASD may cause atypical brain network development. Brain graphs not only describe the differences in brain networks between clinical and control groups, but also provide information about network development within each group. In the present study, graph indices of brain networks were estimated in children with ASD and in typically developing (TD) children using magnetoencephalography performed while the children viewed a cartoon video. We examined brain graphs from a developmental point of view, and compared the networks between children with ASD and TD children. Network development patterns (NDPs) were assessed by examining the association between the graph indices and the raw scores on the achievement scale or the age of the children. The ASD and TD groups exhibited different NDPs at both network and nodal levels. In the left frontal areas, the nodal degree and efficiency of the ASD group were negatively correlated with the achievement scores. Reduced network connections were observed in the temporal and posterior areas of TD children. These results suggested that the atypical network developmental trajectory in children with ASD is associated with the development score rather than age. PMID:28886147

The impact of the developmental timing of trauma exposure on PTSD symptoms and psychosocial functioning among older adults.

PubMed

Ogle, Christin M; Rubin, David C; Siegler, Ilene C

2013-11-01

The present study examined the impact of the developmental timing of trauma exposure on posttraumatic stress disorder (PTSD) symptoms and psychosocial functioning in a large sample of community-dwelling older adults (N = 1,995). Specifically, we investigated whether the negative consequences of exposure to traumatic events were greater for traumas experienced during childhood, adolescence, young adulthood, midlife, or older adulthood. Each of these developmental periods is characterized by age-related changes in cognitive and social processes that may influence psychological adjustment following trauma exposure. Results revealed that older adults who experienced their currently most distressing traumatic event during childhood exhibited more severe symptoms of PTSD and lower subjective happiness compared with older adults who experienced their most distressing trauma after the transition to adulthood. Similar findings emerged for measures of social support and coping ability. The differential effects of childhood compared with later life traumas were not fully explained by differences in cumulative trauma exposure or by differences in the objective and subjective characteristics of the events. Our findings demonstrate the enduring nature of traumatic events encountered early in the life course and underscore the importance of examining the developmental context of trauma exposure in investigations of the long-term consequences of traumatic experiences.

A Developmental Shift in Black-White Differences in Depressive Affect across Adolescence and Early Adulthood: The Influence of Early Adult Social Roles and Socio-Economic Status

ERIC Educational Resources Information Center

Jager, Justin

2011-01-01

This study examined Black-White differences in growth of depressive affect using a longitudinal sample of middle-class, suburban U.S. subjects (n = 956) that spanned from adolescence to early adulthood. Specifically, this study examined whether Black-White differences in growth of depressive affect shift over time, and the extent to which that…

Developmental Quantitative EEG Differences during Psychomotor Response to Music.

ERIC Educational Resources Information Center

Flohr, John W.; Miller, Daniel C.

This study examined the electrophysiological differences between baseline EEG frequencies and EEG frequencies obtained during a psychomotor response to musical stimuli. Subjects were 9 children, with mean age of 5.2 years old. Electrophysiological differences between two different musical conditions were also compared. EEG was recorded during 3…

Brief report: Poor self-regulation as a predictor of individual differences in adaptive functioning in young children with autism spectrum disorder.

PubMed

Uljarević, Mirko; Hedley, Darren; Nevill, Rose; Evans, David W; Cai, Ru Ying; Butter, Eric; Mulick, James A

2018-04-06

The present study examined the link between poor self-regulation (measured by the child behavior checklist dysregulated profile [DP]) and core autism symptoms, as well as with developmental level, in a sample of 107 children with autism spectrum disorder (ASD) aged 19-46 months. We further examined the utility of DP in predicting individual differences in adaptive functioning, relative to the influence of ASD severity, chronological age (CA), and developmental level. Poor self-regulation was unrelated to CA, developmental level, and severity of ADOS-2 restricted and repetitive behaviors, but was associated with lower ADOS-2 social affect severity. Hierarchical regression identified poor self-regulation as a unique independent predictor of adaptive behavior, with more severe dysregulation predicting poorer adaptive functioning. Results highlight the importance of early identification of deficits in self-regulation, and more specifically, of the utility of DP, when designing individually tailored treatments for young children with ASD. Autism Res 2018. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. This study explored the relationship between poor self-regulation and age, verbal and non-verbal developmental level, severity of autism symptoms and adaptive functioning in 107 children with autism under 4 years of age. Poor self-regulation was unrelated to age, developmental level, and severity of restricted and repetitive behaviors but was associated with lower social affect severity. Importantly, more severe self-regulation deficits predicted poorer adaptive functioning. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.

[Developmental trajectories of anxiety disorder symptoms in adolescents: a five-year prospective community study].

PubMed

Hale, W W; Klimstra, T A; Wijsbroek, S A M; Raaijmakers, Q A W; Muris, P; van Hoof, A; Meeus, W H J

2009-01-01

The relatively recent adoption of modern statistical analysis methods, such as latent growth modelling (lgm), makes it possible to study differences in the individual trajectories of development over time. To examine prospectively the developmental trajectories of anxiety disorder symptoms in a large sample of adolescents (N = 1,318) from the general population over a period of five years. The adolescents were divided into two cohorts: early adolescents (average age 12 at the first measurement) and middle adolescents (average age 16 at the first measurement). Age and gender differences in the developmental trajectories of adolescent anxiety disorder symptoms over time were examined by means of lgm. results Over the course of five years there was a slight decrease in panic disorder, school anxiety and separation anxiety disorder symptoms for all adolescents, with the exception of social phobia symptoms, which remained fairly stable over time. Adolescent girls showed a slight increase in generalised anxiety disorder symptoms over time, whereas these symptoms decreased among adolescent boys. The use of individual trajectory-based analyses, enabled us to study advance our understanding of age and gender differences in the development of adolescent anxiety symptoms.

Developmental Idealism and Cultural Models of the Family in Malawi

PubMed Central

Pierotti, Rachael S.; Young-DeMarco, Linda; Watkins, Susan

2014-01-01

This paper examines the extent to which developmental idealism has been disseminated in Malawi. Developmental idealism is a set of beliefs and values about development and the relationships between development and family structures and behavior. Developmental idealism states that attributes of societies and families defined as modern are better than attributes defined as traditional, that modern societies help produce modern families, that modern families facilitate the achievement of modern societies, and that the future will bring family change in the direction of modernity. Previous research has demonstrated that knowledge of developmental idealism is widespread in many places around the world, but provides little systematic data about it in sub-Saharan Africa or how knowledge of it is associated with certain demographic characteristics in that region. In this paper, we address this issue by examining whether ordinary people in two settings in Malawi, a sub-Saharan African country, have received and understood messages that are intended to associate development with certain types of family forms and family behaviors. We then examine associations between demographic characteristics and developmental idealism to investigate possible mechanisms linking global discourse about development to the grassroots. We analyze data collected in face-to-face surveys from two samples of Malawian men in 2009 and 2010, one rural, the other in a low-to-medium income neighborhood of a city. Our analysis of these survey data shows considerable evidence that many developmental idealism beliefs have been spread in that country and that education has positive effects on beliefs in the association between development and family attributes. We also find higher levels of developmental idealism awareness in the urban sample than we do in the rural sample, but once dissimilarities in education and wealth between the two samples are controlled, awareness levels no longer differed between urban and rural respondents. We explore how these beliefs intersect with longstanding local values and beliefs in Malawi. PMID:25197155

Identifying Gender-Specific Developmental Trajectories of Nonviolent and Violent Delinquency from Adolescence to Young Adulthood

PubMed Central

Zheng, Yao; Cleveland, H. Harrington

2013-01-01

Most research examining gender differences in developmental trajectories of antisocial behavior does not consider subtypes of antisocial behavior and is difficult to generalize due to small nonrepresentative samples. The current study investigated gender difference in developmental trajectories from adolescence to young adulthood while addressing those limitations. Analyses were limited to respondents ages 15 and 16 in wave 1 (16–17 in wave 2, and 21–22 in wave 3) of the National Longitudinal Study of Adolescent Health (n = 6244, 49.5% males). Self-report nonviolent and violent delinquencies were simultaneously entered into latent class analysis. Four latent classes were identified: low, desister, decliner, and chronic (male-only). In addition to finding a male-specific chronic class, gender differences included differences in levels of nonviolent and violent delinquency between synonymous classes of males and females, and differences in prevalence of classes across genders. Neighborhood disadvantage and family support predicted trajectories. PMID:23375843

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

ERIC Educational Resources Information Center

Oh, Wonjung; Rubin, Kenneth H.; Bowker, Julie C.; Booth-LaForce, Cathryn; Rose-Krasnor, Linda; Laursen, Brett

2008-01-01

Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in a community sample (N = 392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate valid subgroup trajectories, and examine factors that predicted change in…

Developmental trends in the process of constructing own- and other-race facial composites.

PubMed

Kehn, Andre; Renken, Maggie D; Gray, Jennifer M; Nunez, Narina L

2014-01-01

The current study examined developmental differences from the age of 5 to 18 in the creation process of own- and other-race facial composites. In addition, it considered how differences in the creation process affect similarity ratings. Participants created two composites (one own- and one other-race) from memory. The complexity of the composite creation process was recorded during Phase One. In Phase Two, a separate group of participants rated the composites for similarity to the corresponding target face. Results support the cross-race effect, developmental differences (based on composite creators) in similarity ratings, and the importance of the creation process for own- and other-race facial composites. Together, these findings suggest that as children get older the process through which they create facial composites becomes more complex and their ability to create facial composites improves. Increased complexity resulted in higher rated composites. Results are discussed from a psycho-legal perspective.

Developmental personality types from childhood to adolescence: associations with parenting and adjustment.

PubMed

de Haan, Amaranta D; Deković, Maja; van den Akker, Alithe L; Stoltz, Sabine E M J; Prinzie, Peter

2013-01-01

This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Individual Differences in Growth in Executive Function across the Transition to School Predict Externalizing and Internalizing Behaviors and Self-Perceived Academic Success at 6 Years of Age

ERIC Educational Resources Information Center

Hughes, Claire; Ensor, Rosie

2011-01-01

Building on an existing latent variable analysis of executive function (EF) in children (N=191, 57% boys and 43% girls) making the transition to school (Hughes et al. (2010), "Developmental Neuropsychology", vol. 35, pp. 20-36), the current study both documented average developmental improvements from 4 to 6 years of age and examined individual…

Developmental trajectories of male physical violence and theft: relations to neurocognitive performance.

PubMed

Barker, Edward D; Séguin, Jean R; White, Helene Raskin; Bates, Marsha E; Lacourse, Eric; Carbonneau, René; Tremblay, Richard E

2007-05-01

Neurocognitive mechanisms have long been hypothesized to influence developmental trajectories of antisocial behavior. However, studies examining this association tend to aggregate a variety of problem behaviors that may be differently affected by neurocognitive deficits. To describe the developmental trajectories of physical violence and theft from adolescence to adulthood, their associations, and the neurocognitive characteristics of individuals following different patterns of trajectory association. Accelerated cohort-sequential, longitudinal design. Rutgers Health and Human Development Project. Six hundred ninety-eight men. Self-reports of physical violence (ages 12-24 years) and theft (ages 12-31 years) were collected across 5 waves. Neurocognitive performance was assessed with executive function and verbal IQ tests between late adolescence and early adulthood. The majority (55%) of subjects showed an increased frequency of theft during the study period, while only a minority (13%) evinced an increasing frequency of physical violence. Executive function and verbal IQ performance were negatively related to high frequency of physical violence but were unrelated to theft [corrected]. Developmental trajectories of physical violence and theft during adolescence and early adulthood are different and differently related to neurocognitive functioning. Global indexes of antisocial behavior mask the development of antisocial behavior subtypes and putative causal mechanisms.

Developmental differences in the neural mechanisms of facial emotion labeling.

PubMed

Wiggins, Jillian Lee; Adleman, Nancy E; Kim, Pilyoung; Oakes, Allison H; Hsu, Derek; Reynolds, Richard C; Chen, Gang; Pine, Daniel S; Brotman, Melissa A; Leibenluft, Ellen

2016-01-01

Adolescence is a time of increased risk for the onset of psychological disorders associated with deficits in face emotion labeling. We used functional magnetic resonance imaging (fMRI) to examine age-related differences in brain activation while adolescents and adults labeled the emotion on fearful, happy and angry faces of varying intensities [0% (i.e. neutral), 50%, 75%, 100%]. Adolescents and adults did not differ on accuracy to label emotions. In the superior temporal sulcus, ventrolateral prefrontal cortex and middle temporal gyrus, adults show an inverted-U-shaped response to increasing intensities of fearful faces and a U-shaped response to increasing intensities of happy faces, whereas adolescents show the opposite patterns. In addition, adults, but not adolescents, show greater inferior occipital gyrus activation to negative (angry, fearful) vs positive (happy) emotions. In sum, when subjects classify subtly varying facial emotions, developmental differences manifest in several 'ventral stream' brain regions. Charting the typical developmental course of the brain mechanisms of socioemotional processes, such as facial emotion labeling, is an important focus for developmental psychopathology research. Published by Oxford University Press 2015. This work is written by US Government employees and is in the public domain in the US.

The Association of Parent Mindfulness with Parenting and Youth Psychopathology across Three Developmental Stages

PubMed Central

Parent, Justin; McKee, Laura G.; Mahon, Jennifer; Foreh, Rex

2015-01-01

The primary purpose of the current study was to test a model examining the process by which parent dispositional mindfulness relates to youth psychopathology through mindful parenting and parenting practices. The universality of the model across youth at three developmental stages was examined: young childhood (3 – 7 yrs.; n = 210), middle childhood (8 – 12 yrs.; n = 200), and adolescence (13 – 17 yrs.; n = 205). Overall, participants were 615 parents (55 % female) and one of their 3-to-17 year old children (45 % female). Parents reported on their dispositional mindfulness, mindful parenting, positive and negative parenting practices and their child's or adolescent's internalizing and externalizing problems. Consistent findings across all three developmental stages indicated that higher levels of parent dispositional mindfulness were indirectly related to lower levels of youth internalizing and externalizing problems through higher levels of mindful parenting and lower levels of negative parenting practices. Replication of these findings across families with children at different developmental stages lends support to the generalizability of the model. PMID:25633828

Advancing the Evidence Base of Rehabilitation Treatments: A Developmental Approach

PubMed Central

Whyte, John; Barrett, A.M.

2013-01-01

Translational research refers to the development of new scientific discoveries into evidence-based treatments for human diseases and conditions. This developmental process requires that a number of scientific, as well as social and psychological obstacles, be overcome during a sequence of research stages that address different goals. Rehabilitation, like other biomedical disciplines, requires this kind of developmental process. For a variety of reasons, however, development of rehabilitation treatments is less linear than the familiar phases of pharmaceutical research. In addition, research on treatments intended to address impairments (body structure/function, in terms of the International Classification of Functioning, Disability and Health), faces the challenge of determining the likely impact of an impairment-level treatment on the multifaceted activities and aspects of participation that are the typical goals of rehabilitation treatments. This article describes the application of treatment theory and enablement theory to the development of new impairment-based treatments, and examines similarities and differences between the developmental sequence needed for rehabilitation treatment research versus pharmaceutical research in other areas of medicine. PMID:22683206

Aural rehabilitation in children with cochlear implants: a study of cognition, social communication, and motor skill development.

PubMed

Jeddi, Zahra; Jafari, Zahra; Motasaddi Zarandy, Masoud; Kassani, Aziz

2014-03-01

The purpose of this study was to investigate the benefits of aural rehabilitation on the development of cognition, social communication, and motor skills in children with cochlear implants. The study examined the development of cognition, social communication, and motor skills in 15 deaf children (7 males, 8 females; mean age 45 months 27 days) using the Newsha Developmental Scale before they received the cochlear implants, and then again 2, 4, 6, and 8 months after the implantation. The developmental age, Pretest Developmental Rate, Intervention Efficiency Index, and Proportional Change Index were calculated for each skill. There were significant differences between the preintervention and four follow-up Developmental Rate assessments for cognition, social communication, and motor skills (P < 0.0001). Significant differences were also observed between the four follow-up Proportional Change Index assessments for cognition, social communication, and motor skills (P ≤ 0.005). Cochlear implantation and aural rehabilitation may result in accelerated rates of cognition, social communication, and motor skill development in deaf children.

Reading strategies in Spanish developmental dyslexics.

PubMed

Suárez-Coalla, Paz; Cuetos, Fernando

2012-07-01

Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages.

Chemical Composition, Antioxidant, and Antimicrobial Activities on Laserpitium carduchorum Hedge & Lamond Essential Oil and Extracts During Various Growing Stages.

PubMed

Dastan, Dara; Salehi, Peyman; Maroofi, Hossein

2016-10-01

Laserpitium carduchorum is frequently used as a spice, and in Bane folk medicine, the aerial parts of this are used to treat urinary infections. Variation in the quantity and quality of the essential oil of Iranian L. carduchorum at different developmental growth stages including vegetative, flowering, and seed ripening is reported. In total, 33 compounds were identified and quantified in the oils of vegetative, flowering, and seed ripening stages, representing 97.8%, 98.8%, and 98.7% of the oils, respectively. α-Pinene (45.1, 61.4, and 46.4%), sabinene (16.5, 10.3, and 17.5%), and limonene (6.4, 8.5, and 20.4%) were the main compounds in all samples. The antioxidant activities of different extracts of L. carduchorum at different developmental growth stages were examined by employing various established in vitro experiments including DPPH, FRAP, and TEAC assays. The amounts of total phenolics were also determined spectrophotometerically. Antimicrobial activities of different extracts and essential oils of L. carduchorum at different developmental growth stages were examined against five Gram-positive and four Gram-negative bacteria, as well as two fungi. The results showed that maximum antioxidant and antimicrobial activity of extracts were at the flowering stage of the plant. Maximum antimicrobial activity of essential oils was at seed ripening stage. © 2016 Wiley-VHCA AG, Zürich.

A Developmental Analysis of the Factorial Validity of the Parent-Report Version of the Adult Responses to Children’s Symptoms in Children Versus Adolescents With Chronic Pain or Pain-Related Chronic Illness

PubMed Central

Noel, Melanie; Palermo, Tonya M.; Essner, Bonnie; Zhou, Chuan; Levy, Rona L.; Langer, Shelby L.; Sherman, Amanda L.; Walker, Lynn S.

2015-01-01

The widely used Adult Responses to Children’s Symptoms measures parental responses to child symptom complaints among youth aged 7 to 18 years with recurrent/chronic pain. Given developmental differences between children and adolescents and the impact of developmental stage on parenting, the factorial validity of the parent-report version of the Adult Responses to Children’s Symptoms with a pain-specific stem was examined separately in 743 parents of 281 children (7–11 years) and 462 adolescents (12–18 years) with chronic pain or pain-related chronic illness. Factor structures of the Adult Responses to Children’s Symptoms beyond the original 3-factor model were also examined. Exploratory factor analysis with oblique rotation was conducted on a randomly chosen half of the sample of children and adolescents as well as the 2 groups combined to assess underlying factor structure. Confirmatory factor analysis was conducted on the other randomly chosen half of the sample to cross-validate factor structure revealed by exploratory factor analyses and compare it to other model variants. Poor loading and high cross loading items were removed. A 4-factor model (Protect, Minimize, Monitor, and Distract) for children and the combined (child and adolescent) sample and a 5-factor model (Protect, Minimize, Monitor, Distract, and Solicitousness) for adolescents was superior to the 3-factor model proposed in previous literature. Future research should examine the validity of derived subscales and developmental differences in their relationships with parent and child functioning. PMID:25451623

Caring for juveniles with mental disorders in adult corrections facilities.

PubMed

Wills, Cheryl D

2017-02-01

Although juveniles have developmental, educational, healthcare, and rehabilitation needs that differ from adults, thousands of them have been confined in adult corrections facilities in the past 30 years. This manuscript will review how and why juveniles end up in adult corrections facilities, who they are, their rehabilitative needs, and how they differ from adults in corrections facilities and youths in the juvenile justice system. The importance of providing developmentally-informed mental health services to youths in adult corrections facilities is examined, along with barriers to traditional adolescent psychiatric practice. Recommendations for future directions in adolescent psychiatric care are presented.

Divergent methylation pattern in adult stage between two forms of Tetranychus urticae (Acari: Tetranychidae).

PubMed

Yang, Si-Xia; Guo, Chao; Zhao, Xiu-Ting; Sun, Jing-Tao; Hong, Xiao-Yue

2017-02-19

The two-spotted spider mite, Tetranychus urticae Koch has two forms: green form and red form. Understanding the molecular basis of how these two forms established without divergent genetic background is an intriguing area. As a well-known epigenetic process, DNA methylation has particularly important roles in gene regulation and developmental variation across diverse organisms that do not alter genetic background. Here, to investigate whether DNA methylation could be associated with different phenotypic consequences in the two forms of T. urticae, we surveyed the genome-wide cytosine methylation status and expression level of DNA methyltransferase 3 (Tudnmt3) throughout their entire life cycle. Methylation-sensitive amplification polymorphism (MSAP) analyses of 585 loci revealed variable methylation patterns in the different developmental stages. In particular, principal coordinates analysis (PCoA) indicates a significant epigenetic differentiation between female adults of the two forms. The gene expression of Tudnmt3 was detected in all examined developmental stages, which was significantly different in the adult stage of the two forms. Together, our results reveal the epigenetic distance between the two forms of T. urticae, suggesting that DNA methylation might be implicated in different developmental demands, and contribute to different phenotypes in the adult stage of these two forms. © 2017 Institute of Zoology, Chinese Academy of Sciences.

Developmentally-regulated sodium channel subunits are differentially sensitive to α–cyano containing pyrethroids

EPA Science Inventory

Juvenile rats have been reported to be more sensitive to the acute neurotoxic effects of the pyrethroid deltamethrin than adults. While toxicokinetic differences between juveniles and adults are documented, toxicodynamic differences have not been examined. Voltage-gated sodium ch...

Age and Gender Differences in the Well-Being of Midlife and Aging Parents with Children with Mental Health or Developmental Problems: Report of a National Study

ERIC Educational Resources Information Center

Ha, Jung-Hwa; Hong, Jinkuk; Seltzer, Marsha Mailick; Greenberg, Jan S.

2008-01-01

Using data from the Study of Midlife in the United States (MIDUS), this article examines: (1) the effect of having children with developmental or mental health problems on parents mental and physical health, (2) the extent to which this effect varies by parental age and gender, and (3) the effects of disability-related factors on the well-being of…

Premeditation moderates the relation between sensation seeking and risky substance use among young adults.

PubMed

McCabe, Connor J; Louie, Kristine A; King, Kevin M

2015-09-01

Young adulthood is a peak period for externalizing behaviors such as substance abuse and antisocial conduct. Evidence from developmental neuroscience suggests that externalizing conduct within this time period may be associated with a "developmental asymmetry" characterized by an early peak in sensation seeking combined with a relatively immature impulse control system. Trait measures of impulsivity-sensation seeking and premeditation-are psychological manifestations of these respective systems, and multiple prior studies suggest that high sensation seeking and low premeditation independently confer risk for distinct forms of externalizing behaviors. The goal of the present study was to test this developmental asymmetry hypothesis, examining whether trait premeditation moderates the effect of sensation seeking on substance use and problems, aggression, and rule-breaking behavior. Using a cross-sectional sample of college-enrolled adults (n = 491), we applied zero-inflated modeling strategies to examine the likelihood and level of risky externalizing behaviors. Results indicated that lower premeditation enhanced the effect of higher sensation seeking on higher levels of positive and negative alcohol consequences, more frequent drug use, and more problematic drug use, but was unrelated to individual differences in antisocial behaviors. Our findings indicate that the developmental asymmetry between sensation seeking and a lack of premeditation is a risk factor for individual differences in problematic substance use among young adults, and may be less applicable for antisocial behaviors among high functioning individuals. (c) 2015 APA, all rights reserved).

[An investigation of the imitation skills in children with autism spectrum disorder and their association with receptive-expressive language development].

PubMed

Turan, Figen; Ökçün Akçamuş, Meral Çilem

2013-01-01

This study aimed to compare imitation skills in children with autism spectrum disorder, and age-matched typically developing children and children with developmental delay, as well as to examine the association between imitation skills, and receptive and expressive language development in children with autism spectrum disorder. Imitation skills in children with autism spectrum disorder (n=18), and age-matched children with developmental delay (n=15) and typically developing children (n= 16) were assessed using the Motor Imitation Scale and Imitation Battery, and the differences in mean imitation scores between the groups were examined. Receptive language and expressive language development in the children with autism spectrum disorder were assessed using the Turkish Communicative Development Inventory (TCDI), and their association with imitation scores was explored. The children with autism spectrum disorder had significantly lower imitation scores than the children with developmental delay and typically developing children; however, there wasn't a significant difference in imitation scores between the children with developmental delay and typically developing children. A significant association between imitation scores, and receptive and expressive language development was observed in the children with autism spectrum disorder. The present findings indicate that deficient imitation skills are a distinctive feature of children with autism spectrum disorder and that imitation skills play a crucial role in children's language development.

The prevalence of Molar-Incisor Hypomineralisation (MIH) in Wainuiomata children.

PubMed

Mahoney, Erin K; Morrison, David G

2009-12-01

The aim of this study was to determine the prevalence of Molar-Incisor Hypomineralisation (MIH) in Wainuiomata children and describe differences in prevalence among Māori, Pacific Island and New Zealand European ethnic groups. Cross-sectional survey of developmental defects of enamel in a random sample of children attending primary school in Wainuiomata, Wellington. Study information and consent forms were sent to 850 7-to-10-year-old schoolchildren. Using the modified Developmental Defects of Enamel index, a single paediatric dentist examined students in the classroom. Dental caries experience was recorded as decayed, missing or filled primary and permanent teeth. Examinations were conducted on 522 children (participation rate 61.4%). The mean age of the children was 8.2 years (range 7 to 10 years). MIH prevalence was 14.9%. The prevalence ofhypomineralisation ofany tooth was 15.3%, and that for hypoplasia was 4.0%. There was no statistically significant ethnic difference in MIH prevalence. The mean DMFT was 0.16 (SD, 0.54) in those without a developmental defect, 0.54 (SD, 1.12) in those with hypomineralisation and 1.85 (SD, 1.85) in those with hypoplasia (p < 0.01). Approximately one in seven Wainuiomata children have MIH. Ethnicity is not a modifying factor in the occurrence of developmental defects of enamel. The presence of hypomineralisation and/or hypoplasia was associated with significantly greater caries experience in the permanent dentition.

Developmental instability and schizotypy.

PubMed

Rosa, A; van Os, J; Fañanás, L; Barrantes, N; Caparrós, B; Gutiérrez, B; Obiols, J

2000-06-16

It has been suggested that evidence of developmental disturbance of cognition and lateralisation in schizophrenia can be best understood from the perspective of developmental stability (DS), an indicator of the extent to which an individual develops according to a specified ontogenic programme in the presence of environmental noise. Higher levels of fluctuating asymmetry (FA; the difference between right and left side of a quantitative morphological trait such as dermatoglyphics) are thought to reflect less DS. We examined this issue for dimensions of schizotypy. Associations between FA, measures of laterality and cognitive function on the one hand, and negative and positive dimensions of schizotypy on the other, were examined in a sample of 260 healthy adolescents aged 11.9-15.6years. FA was measured as a-b ridge count right-left differences. Neuropsychological measures yielded a general cognitive ability score and a frontal function score. Laterality was assessed with the Annett scale. Measures of psychosis proneness were normally distributed. Negative schizotypy was associated with more FA and lower general cognitive ability in a dose-response fashion. The association with FA was more apparent in boys. No associations existed with laterality or frontal function. The negative dimension of schizotypy may be associated with early developmental instability, resembling the pattern seen in the negative symptom dimension of schizophrenia. Measures of fluctuating asymmetry may be more sensitive with regard to the schizotypy phenotype than measures of laterality.

Changes in potato phenylpropanoids during tuber development

USDA-ARS?s Scientific Manuscript database

Phenylpropanoid metabolite and transcript expression during different developmental stages were examined in field grown potatoes. Carbohydrate and shikimic acid metabolism was assessed to determine how tuber primary metabolism influences phenylpropanoid metabolism. Phenylpropanoid concentrations wer...

Developmental specialization in the right intraparietal sulcus for the abstract representation of numerical magnitude.

PubMed

Holloway, Ian D; Ansari, Daniel

2010-11-01

Because number is an abstract quality of a set, the way in which a number is externally represented does not change its quantitative meaning. In this study, we examined the development of the brain regions that support format-independent representation of numerical magnitude. We asked children and adults to perform both symbolic (Hindu-Arabic numerals) and nonsymbolic (arrays of squares) numerical comparison tasks as well as two control tasks while their brains were scanned using fMRI. In a preliminary analysis, we calculated the conjunction between symbolic and nonsymbolic numerical comparison. We then examined in which brain regions this conjunction differed between children and adults. This analysis revealed a large network of visual and parietal regions that showed greater activation in adults relative to children. In our primary analysis, we examined age-related differences in the conjunction of symbolic and nonsymbolic comparison after subtracting the control tasks. This analysis revealed a much more limited set of regions including the right inferior parietal lobe near the intraparietal sulcus. In addition to showing increased activation to both symbolic and nonsymbolic magnitudes over and above activation related to response selection, this region showed age-related differences in the distance effect. Our findings demonstrate that the format-independent representation of numerical magnitude in the right inferior parietal lobe is the product of developmental processes of cortical specialization and highlight the importance of using appropriate control tasks when conducting developmental neuroimaging studies.

Developmental coordination disorders and sensory processing and integration: Incidence, associations and co-morbidities.

PubMed

Allen, Susan; Casey, Jackie

2017-09-01

Children with developmental coordination disorder or sensory processing and integration difficulties face challenges to participation in daily living. To date there has been no exploration of the co-occurrence of developmental coordination disorders and sensory processing and integration difficulties. Records of children meeting Diagnostic and Statistical Manual - V criteria for developmental coordination disorder ( n  = 93) age 5 to 12 years were examined. Data on motor skills (Movement Assessment Battery for Children - 2) and sensory processing and integration (Sensory Processing Measure) were interrogated. Of the total sample, 88% exhibited some or definite differences in sensory processing and integration. No apparent relationship was observed between motor coordination and sensory processing and integration. The full sample showed high rates of some difficulties in social participation, hearing, body awareness, balance and motion, and planning and ideation. Further, children with co-morbid autistic spectrum disorder showed high rates of difficulties with touch and vision. Most, but not all, children with developmental coordination disorder presented with some difficulties in sensory processing and integration that impacted on their participation in everyday activities. Sensory processing and integration difficulties differed significantly between those with and without co-morbid autistic spectrum disorder.

Nonspeech oral motor treatment issues related to children with developmental speech sound disorders.

PubMed

Ruscello, Dennis M

2008-07-01

This article examines nonspeech oral motor treatments (NSOMTs) in the population of clients with developmental speech sound disorders. NSOMTs are a collection of nonspeech methods and procedures that claim to influence tongue, lip, and jaw resting postures; increase strength; improve muscle tone; facilitate range of motion; and develop muscle control. In the case of developmental speech sound disorders, NSOMTs are employed before or simultaneous with actual speech production treatment. First, NSOMTs are defined for the reader, and there is a discussion of NSOMTs under the categories of active muscle exercise, passive muscle exercise, and sensory stimulation. Second, different theories underlying NSOMTs along with the implications of the theories are discussed. Finally, a review of pertinent investigations is presented. The application of NSOMTs is questionable due to a number of reservations that include (a) the implied cause of developmental speech sound disorders, (b) neurophysiologic differences between the limbs and oral musculature, (c) the development of new theories of movement and movement control, and (d) the paucity of research literature concerning NSOMTs. There is no substantive evidence to support NSOMTs as interventions for children with developmental speech sound disorders.

Variation in the DNA methylation pattern of expressed and nonexpressed genes in chicken.

PubMed

Cooper, D N; Errington, L H; Clayton, R M

1983-01-01

Using methyl-sensitive and -insensitive restriction enzymes, Hpa II and Msp I, the methylation status of various chicken genes was examined in different tissues and developmental stages. Tissue-specific differences in methylation were found for the delta-crystallin, beta-tubulin, G3PDH, rDNA, and actin genes but not for the histone genes. Developmental decreases in methylation were noted for the delta-crystallin and actin genes in chicken kidney between embryo and adult. Since most of the sequences examined were housekeeping genes, transcriptional differences are apparently not a necessary accompaniment to changes in DNA methylation at the CpG sites examined. The only exception is sperm DNA where the delta-crystallin, beta-tubulin, and actin genes are highly methylated and almost certainly not transcribed. However the G3PDH genes are no more highly methylated in sperm than in other somatic tissues. Many sequences homologous to the rDNA and histone probes used are unmethylated in all tissues examined including sperm, but a methylated rDNA subfraction is more heavily methylated in sperm than in other tissues. We speculate as to the significance of these differences in sperm DNA methylation in the light of possible requirements for early gene activation and the probable deleterious mutagenic effects of heavy methylation within coding sequences.

Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years.

PubMed

Murray, Aja Louise; Booth, Tom; Ribeaud, Denis; Eisner, Manuel

2018-05-30

It is well-known that in cross-sectional analyses, agreement between informants is modest as best when rating attention-deficit/hyperactivity disorder and other disruptive behaviour disorder symptoms. We here aimed to develop recommendations for the use of multi-informant data in the context of longitudinal developmental analyses that examine symptom trajectories over time. Using parallel process modelling, we estimated parent-teacher agreement in inattention and hyperactivity/impulsivity symptom initial levels and slopes across the elementary school years (ages 7, 9, and 11) for a community sample of n = 1,388 youth. We also used these models to examine whether initial levels and slopes differed significantly across informants. Informant agreement was low to moderate and higher for inattention slopes (r = .47) than for hyperactivity/impulsivity slopes (r = .23). Parents and teachers reported opposite developmental trends for inattention with teachers reporting declines and parents reporting increases over time. Parents reported overall higher levels of hyperactivity/impulsivity, but there were no average informant differences in slopes. Of the options available, we recommend specifying separate but correlated factors for different informants in developmental analyses of attention-deficit/hyperactivity disorder. This can be achieved within latent growth curve and growth mixture models. Copyright © 2018 John Wiley & Sons, Ltd.

Kinematic Constraints Associated with the Acquisition of Overarm Throwing Part I: Step and Trunk Actions

ERIC Educational Resources Information Center

Stodden, David F.; Langendorfer, Stephen J.; Fleisig, Glenn S.; Andrews, James R.

2006-01-01

The purposes of this study were to: (a) examine differences within specific kinematic variables and ball velocity associated with developmental component levels of step and trunk action (Roberton & Halverson, 1984), and (b) if the differences in kinematic variables were significantly associated with the differences in component levels, determine…

Do Early Caregiver Concerns Differ for Girls with Autism Spectrum Disorders?

ERIC Educational Resources Information Center

Little, Lauren M.; Wallisch, Anna; Salley, Brenda; Jamison, Rene

2017-01-01

Given that early caregiver concerns may be different for children who go on to receive a diagnosis of autism spectrum disorder versus another developmental disability, early caregiver concerns may differ for girls. Using a community-based sample of children (n = 241), we examined the extent to which gender differences may be related to caregiver…

Sex and Age Differences in Achievement Goal Orientations in Turkish Adolescents

ERIC Educational Resources Information Center

Sahin, Ertugrul; Topkaya, Nursel; Kürkçü, Recep

2016-01-01

Culture plays an important role in the achievement goal orientations of students, which may vary as they progress through their lifespan. However, research examining achievement goal orientations in the Turkish cultural context is scarce. Based on contextual and developmental theories, the aim of this study was to examine sex and age differences…

Examining the Moderating Effect of Disability Status on the Relationship between Trauma Symptomatology and Select Career Variables

ERIC Educational Resources Information Center

Strauser, David R.; Lustig, Daniel C.; Uruk, Aye Ciftci

2006-01-01

In the current study, the authors examined whether the influence of trauma symptomatology on select career variables differs based on disability status. A total of 131 college students and 81 individuals with disabilities completed the "Career Thoughts Inventory," "My Vocational Situation," "Developmental Work Personality…

Cotton fiber cell wall development for three cultivars: an Fourier transform infrared spectroscopy examination

USDA-ARS?s Scientific Manuscript database

An examination of FT-IR vibrational band development in spectra of cotton fiber at different developmental dates (18 – 40 days post-anthesis; DPA) will be presented in this talk. Results from three cotton cultivars will be presented. Two of the cultivars are nearly identical genetic lines, which ha...

Recreational Activities and Motor Skills of Children in Kindergarten

ERIC Educational Resources Information Center

Temple, Viviene A.; Crane, Jeff R.; Brown, Amy; Williams, Buffy-Lynne; Bell, Rick I.

2016-01-01

Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences. Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys…

Functions of Maladaptive Behavior in Intellectual and Developmental Disabilities: Behavior Categories and Topographies

ERIC Educational Resources Information Center

Rojahn, Johannes; Zaja, Rebecca H.; Turygin, Nicole; Moore, Linda; van Ingen, Daniel J.

2012-01-01

Research has shown that different maladaptive behavior categories may be maintained by different contingencies. We examined whether behavior categories or behavior topographies determine functional properties. The "Questions about Behavioral Function" with its five subscales ("Attention", "Escape", "Nonsocial", "Physical", and "Tangible") was…

The Functions of Immediate Echolalia in Autistic Children: A Developmental Perspective.

ERIC Educational Resources Information Center

McEvoy, Robin E.; And Others

1988-01-01

The study examined differences in the use of immediate echolalia by 18 children (ages 4-12) with autism at different stages of language development. Percentage of echolalic language was high at early stages of language development but decreased as language skills improved. (Author/DB)

Parenting young children with and without Fragile X syndrome.

PubMed

Sterling, Audra; Barnum, Leah; Skinner, Debra; Warren, Steven F; Fleming, Kandace

2012-05-01

The purpose of this study was to examine maternal parenting styles across age-matched siblings using a within-family design, in which one child has Fragile X syndrome. Thirteen families participated; children were aged 16 to 71 months. Mothers completed several videotaped activities with each child separately as well as an interview. Mothers used a consistent, responsive style with both children, using the same degree of positive affect and warmth. Differences included using more behavior management strategies with the child with Fragile X and a conversational style of interaction with the sibling. Differences in approaches suggest the mothers adapted to the developmental differences between the children. The interview data supported these findings; mothers were aware of the changes made to accommodate the developmental differences.

An integrative review of ethnic and cultural variation in socialization and children's self-regulation.

PubMed

LeCuyer, Elizabeth A; Zhang, Yi

2015-04-01

To examine the evidence for cross-cultural variation in socialization and children's normative self-regulation, based on a contextual-developmental perspective. Nurses and healthcare workers in multi-cultural societies must understand diversity in socializing influences (including parenting) and in children's behaviour. A contextual-developmental perspective implies that normative cultural and ethnic values will influence socializing processes and behaviour, which in turn will influence children's self-regulation. Integrative review. Studies were located using five major search engines from 1990-2011. Domains of a contextual-developmental perspective and a comprehensive definition of self-regulation assisted the generation of search terms. Selected studies compared at least two ethnic or cultural groups and addressed contextual-developmental domains: (1) culturally specific social values, beliefs, or attitudes; (2) socializing behaviours; and (3) children's normative self-regulation. Eleven studies about children's self-regulation were found to have data consistent with a contextual-developmental perspective. Studies used descriptive correlational or comparative designs with primarily convenience sampling; eight confirmed stated hypotheses, three were exploratory. Findings across studies evidenced coherent patterns of sociocultural influence on children's attention, compliance, delay of gratification, effortful control and executive function. A contextual-developmental perspective provided a useful perspective to examine normative differences in values, socializing behaviours and children's self-regulation. This perspective and these findings are expected to guide future research, to assist nurses and healthcare providers to understand diversity in parenting and children's behaviour. © 2014 John Wiley & Sons Ltd.

Varieties of preschool hyperactivity: multiple pathways from risk to disorder.

PubMed

Sonuga-Barke, Edmund J S; Auerbach, Judith; Campbell, Susan B; Daley, David; Thompson, Margaret

2005-03-01

In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research.

Tracking Developmental Students into Their First College Level Mathematics Course

ERIC Educational Resources Information Center

Waycaster, Pansy

2011-01-01

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

Age Differences in Age Perceptions and Developmental Transitions

PubMed Central

Chopik, William J.; Bremner, Ryan H.; Johnson, David J.; Giasson, Hannah L.

2018-01-01

Is 50 considered “old”? When do we stop being considered “young”? If individuals could choose to be any age, what would it be? In a sample of 502,548 internet respondents ranging in age from 10 to 89, we examined age differences in aging perceptions (e.g., how old do you feel?) and estimates of the timing of developmental transitions (e.g., when does someone become an older adult?). We found that older adults reported older perceptions of aging (e.g., choosing to be older, feeling older, being perceived as older), but that these perceptions were increasingly younger than their current age. The age to which individuals hope to live dramatically increased after age 40. We also found that older adults placed the age at which developmental transitions occurred later in the life course. This latter effect was stronger for transitions involving middle-age and older adulthood compared to transitions involving young adulthood. The current study constitutes the largest study to date of age differences in age perceptions and developmental timing estimates and yielded novel insights into how the aging process may affect judgments about the self and others. PMID:29449823

Could head circumference be used to screen for autism in young males with developmental delay?

PubMed

Gray, Kylie M; Taffe, John; Sweeney, Deborah J; Forster, Sheridan; Tonge, Bruce J

2012-04-01

Research has suggested an abnormal acceleration in head circumference growth in children with autism within the first 12 months of life. This study aimed to examine head circumference at birth and head circumference growth rates in young children with autism and developmental delay, and young children with developmental delay without autism. This study assessed head circumference at birth and rate of change in head circumference in young children with autism (n=86) and children with developmental delay without autism (n=40). For both groups of children, head circumference at birth and head circumference growth were compared with Centers for Disease Control normative data. No differences were found between the group of children with autism and developmental delay compared with the group with developmental delay only. However, when the sample was compared with a range of selected Centers for Disease Control normative medians, the children with autism were found to have significantly smaller head circumferences at birth and significantly larger head circumference at 18.5 months of age. These results are discussed in relation to the potential of accelerated head circumference growth as an early marker for autism. This study failed to find a difference in the head circumferences of children with autism and developmental delay and children with developmental delay only, thus suggesting that head circumference measurement has limited value as an early marker for autism. © 2011 The Authors. Journal of Paediatrics and Child Health © 2011 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Associations between prenatal, childhood, and adolescent stress and variations in white-matter properties in young men.

PubMed

Jensen, Sarah K G; Pangelinan, Melissa; Björnholm, Lassi; Klasnja, Anja; Leemans, Alexander; Drakesmith, Mark; Evans, C J; Barker, Edward D; Paus, Tomáš

2017-10-21

Previous studies have shown that both pre- and post-natal adversities, the latter including exposures to stress during childhood and adolescence, explain variation in structural properties of white matter (WM) in the brain. While previous studies have examined effects of independent stress exposures within one developmental period, such as childhood, we examine effects of stress across development using data from a prospective longitudinal study. More specifically, we ask how stressful events during prenatal development, childhood, and adolescence relate to variation in WM properties in early adulthood in young men recruited from a birth cohort. Using data from 393 mother-son pairs from a community-based birth cohort from England (Avon Longitudinal Study of Parents and Children), we examined how stressful life events relate to variation in different structural properties of WM in the corpus callosum and across the whole brain in early adulthood in men aged 18-21 years. We distinguish between stress occurring during three developmental periods: a) prenatal maternal stress, b) postnatal stress within the first four years of life, c) stress during adolescence (age 12-16 years). To obtain a comprehensive quantification of variation in WM, we assess structural properties of WM using four different measures, namely fractional anisotropy (FA), mean diffusivity (MD), magnetization transfer ratio (MTR) and myelin water fraction (MWF). The developmental model shows that prenatal stress is associated with lower MTR and MWF in the genu and/or splenium of the corpus callosum, and with lower MTR in global (lobar) WM. Stress during early childhood is associated with higher MTR in the splenium, and stress during adolescence is associated with higher MTR in the genu and lower MD in the splenium. We see no associations between postnatal stress and variation in global (lobar) WM. The current study found evidence for independent effects of stress on WM properties during distinct neurodevelopmental periods. We speculate that these independent effects are due to differences in the developmental processes unfolding at different developmental time points. We suggest that associations between prenatal stress and WM properties may relate to abnormalities in neurogenesis, affecting the number and density of axons, while postnatal stress may interfere with processes related to myelination or radial growth of axons. Potential consequences of prenatal glucocorticoid exposure should be considered in obstetric care. Copyright © 2017 Elsevier Inc. All rights reserved.

The Residency as a Developmental Process.

ERIC Educational Resources Information Center

Brent, David A.

1981-01-01

The residency is examined from the standpoint of adult developmental theory, and significant developmental tasks facing residents are described. Recommendations for management of common developmental conflicts occurring in residency are discussed. (Author/MLW)

Developmental Trajectories of Male Physical Violence and Theft

PubMed Central

Barker, Edward D.; Séguin, Jean R.; White, Helene Raskin; Bates, Marsha E.; Lacourse, Éric; Carbonneau, René; Tremblay, Richard E.

2012-01-01

Context Neurocognitive mechanisms have long been hypothesized to influence developmental trajectories of antisocial behavior. However, studies examining this association tend to aggregate a variety of problem behaviors that may be differently affected by neurocognitive deficits. Objective To describe the developmental trajectories of physical violence and theft from adolescence to adulthood, their associations, and the neurocognitive characteristics of individuals following different patterns of trajectory association. Design Accelerated cohort-sequential, longitudinal design. Setting Rutgers Health and Human Development Project. Participants Six hundred ninety-eight men. Main Outcome Measures Self-reports of physical violence (ages 12–24 years) and theft (ages 12–31 years) were collected across 5 waves. Neurocognitive performance was assessed with executive function and verbal IQ tests between late adolescence and early adulthood. Results The majority (55%) of subjects showed an increased frequency of theft during the study period, while only a minority (13%) evinced an increasing frequency of physical violence. Executive function and verbal IQ performance were negatively related to high frequency of physical violence but positively related to high frequency of theft. Conclusions Developmental trajectories of physical violence and theft during adolescence and early adulthood are different and differently related to neurocognitive functioning. Global indexes of antisocial behavior mask the development of antisocial behavior subtypes and putative causal mechanisms. PMID:17485611

The plasticity of intellectual development: insights from preventive intervention.

PubMed

Ramey, C T; Yeates, K O; Short, E J

1984-10-01

Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinct realms of development, that is, between developmental functions (e.g., a group's average IQ over time) and individual differences (e.g., the relative rank ordering of individual IQs within a group). Questions concerning the stability of these 2 realms are statistically independent. Thus there are 2 kinds of intellectual plasticity, and there may be no developmental convergences between them. In the present study, data from an early intervention program were used to investigate the 2 kinds of plasticity separately and to examine certain possible convergences between them. The program involved children at risk for developmental retardation who were randomly assigned at birth to 2 rearing conditions (i.e., educational daycare vs. no educational intervention) and whose intellectual development was then studied longitudinally to 4 years of age. Our findings indicate that developmental functions are moderately alterable through systemic early education, particularly after infancy, whereas individual differences are moderately stable, again particularly after infancy. They also indicate that the 2 kinds of plasticity are independent; the alteration of developmental functions through daycare affects neither the stability nor the determinants of individual differences. We discuss the implications that these findings have for current models of mental development, for the nature-nurture debate, and for arguments concerning the efficacy of early intervention programs.

Trauma and Boys, Birth to 3: What's Different?

ERIC Educational Resources Information Center

Golding, Paul; Fitzgerald, Hiram E.

2016-01-01

This article considers infant and toddler boys' unique susceptibilities to caregiving inadequacies that might lead to trauma in their development. It does so by examining the results of research, which point to three areas where boys are likely to have particular difficulties--their slower developmental timetable, their different relationship with…

Temperament Theory and the Study of Cognition-Emotion Interactions across Development

ERIC Educational Resources Information Center

Henderson, Heather A.; Wachs, Theodore D.

2007-01-01

In this paper we review current definitions and measurement approaches used to assess individual differences in children's temperament. We review the neural bases of temperamental reactivity and self-regulation and propose that these constructs provide a framework for examining individual differences and developmental change in emotion-cognition…

Psychosocial Development and Self-Actualization across Age Groups: Middle-Aged and Senior Adults Compared Developmentally.

ERIC Educational Resources Information Center

Parkin, Kay; Gaa, John; Swank, Paul; Liberman, Dov

The research question examined was whether significant differences in psychosocial development and self-actualization exist between adult cohort groups whose childhood development occurred under very different social, economic, and technological circumstances. Subjects were 113 white middle-aged and elderly adults from similar socioeconomic…

The Nature of Interactions between Students with Severe Disabilities and Their Friends and Acquaintances without Disabilities.

ERIC Educational Resources Information Center

Grenot-Scheyer, Marquita

1994-01-01

This study of 20 elementary-school children with severe disabilities examined differences in their interactions with friends without disabilities compared with interactions with acquaintances without disabilities. Friends and acquaintances did not differ in developmental level, language age, functional movement, or social competence. Group…

Deciding in the Dark: Age Differences in Intuitive Risk Judgment

ERIC Educational Resources Information Center

Shulman, Elizabeth P.; Cauffman, Elizabeth

2014-01-01

Elevated levels of risky behavior in adolescence may signal developmental change in unconscious appraisal of risk. Yet, prior research examining adolescent risk judgment has used tasks that elicit conscious deliberation. The present study, in contrast, attempts to characterize age differences in (less conscious) intuitive impressions of risk.…

Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities.

PubMed

Holwerda, Anja; Brouwer, Sandra; de Boer, Michiel R; Groothoff, Johan W; van der Klink, Jac J L

2015-03-01

Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined. The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

Associations between intensity of child welfare involvement and child development among young children in child welfare.

PubMed

Stahmer, Aubyn C; Hurlburt, Michael; Horwitz, Sarah McCue; Landsverk, John; Zhang, Jinjin; Leslie, Laurel K

2009-09-01

To examine developmental and behavioral status of children in child welfare (CW) over time, by intensity of CW involvement using a national probability sample. As part of the National Survey of Child and Adolescent Well-being (NSCAW), data were collected on 1,049 children 12-47 months old investigated by CW agencies for possible abuse or neglect. Analyses used descriptive statistics to characterize developmental and behavioral status across four domains (developmental/cognitive, language, adaptive functioning, and behavior) by intensity of CW involvement (in-home with CW services, in-home with no CW services or out-of-home care) over time. Multivariate analyses were used to examine the relationship between independent variables (age, gender, home environment, race/ethnicity, maltreatment history, intensity of CW involvement) and follow-up domain scores. On average, children improved in developmental/cognitive, communication/language status over time, but these improvements did not differ by intensity of CW involvement. Analyses revealed a positive relationship between the home environment and change in language and adaptive behavior standard scores over time, and few predictors of change in behavioral status. An interaction between intensity of CW involvement and initial developmental/cognitive status was present. Across domains, intensity of CW involvement does not appear to have a significant effect on change in developmental and behavioral status, although out-of-home care does have differential relationships with children's developmental/cognitive status for those with very low initial cognitive/developmental status. Facilitating development in children in CW may require supportive, enriched care environments both for children remaining at home and those in foster care. Toddler and preschool age children known to child welfare are likely to have difficulties with development whether they are removed from their homes or not. It would be helpful if child welfare workers were trained to screen for developmental, language, adaptive behavior and behavioral difficulties in children in foster care, and those remaining at home. Additional support for biological, foster, and kinship caregivers in encouraging development is important for the attainment of critical developmental skills, especially for children with developmental difficulties.

Predictors of Externalizing Behavior Problems in Early Elementary-Aged Children: The Role of Family and Home Environments

ERIC Educational Resources Information Center

Price, Joseph M.; Chiapa, Amanda; Walsh, Natalia Escobar

2013-01-01

As children enter elementary school they display behavioral orientations that reveal potential developmental trajectories. Developmental transitions offer unique opportunities for examining developmental pathways and the factors that influence emerging pathways. The primary goal of this investigation was to examine characteristics of family and…

Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

PubMed Central

Yip, Tiffany; Shelton, J. Nicole

2015-01-01

Everyday interactions with same-racial/ethnic others may confer positive benefits for adolescents, but the meaning of these interactions are likely influenced by individual differences and larger structural contexts. This study examined the situation-level association between contact with same-ethnic others and anxiety symptoms among a diverse sample of 306 racial/ethnic minority adolescents (Mage = 14 years; 66 % female), based on (1) individual differences in ethnic identity centrality and (2) developmental histories of transitions in diversity between elementary, middle, and high school. The results indicated that at the level of the situation, when adolescents interacted with more same-ethnic others, they reported fewer anxiety symptoms. Further, for adolescents who had experienced a transition in school diversity, the positive benefits of contact with same-ethnic others was only conferred for those who felt that their ethnicity was very important to them. The importance of examining individual differences within larger developmental histories to understand the everyday experiences of ethnic minority adolescents are discussed. PMID:24951944

Peer Rejection Cues Induce Cardiac Slowing after Transition into Adolescence

ERIC Educational Resources Information Center

Gunther Moor, Bregtje; Bos, Marieke G. N.; Crone, Eveline A.; van der Molen, Maurits W.

2014-01-01

The present study examined developmental and gender differences in sensitivity to peer rejection across the transition into adolescence by examining beat-by-beat heart rate responses. Children between the ages of 8 and 14 years were presented with unfamiliar faces of age-matched peers and were asked to predict whether they would be liked by the…

BDE-47 causes developmental retardation with down-regulated expression profiles of ecdysteroid signaling pathway-involved nuclear receptor (NR) genes in the copepod Tigriopus japonicus.

PubMed

Hwang, Dae-Sik; Han, Jeonghoon; Won, Eun-Ji; Kim, Duck-Hyun; Jeong, Chang-Bum; Hwang, Un-Ki; Zhou, Bingsheng; Choe, Joonho; Lee, Jae-Seong

2016-08-01

2,2',4,4'-Tetrabromodiphenyl ether (BDE-47) is a persistent organic pollutant (POP) in marine environments. Despite its adverse effects (e.g. developmental retardation) in ecdysozoa, the effects of BDE-47 on transcription of ecdysteroid signaling pathway-involved-nuclear receptor (NR) genes and metamorphosis-related genes have not been examined in copepods. To examine the deleterious effect of BDE-47 on copepod molting and metamorphosis, BDE-47 was exposed to the harpacticoid copepod Tigriopus japonicus, followed by monitoring developmental retardation and transcriptional alteration of NR genes. The developmental rate was significantly inhibited (P<0.05) in response to BDE-47 and the agricultural insecticide gamma-hexachlorocyclohexane. Conversely, the ecdysteroid agonist ponasterone A (PoA) led to decreased molting and metamorphosis time (P<0.05) from the nauplius stage to the adult stage. In particular, expression profiles of all NR genes were the highest at naupliar stages 5-6 except for SVP, FTZ-F1, and HR96 genes. Nuclear receptor USP, HR96, and FTZ-F1 genes also showed significant sex differences (P<0.05) in gene expression levels over different developmental stages, indicating that these genes may be involved in vitellogenesis. NR gene expression patterns showed significant decreases (P<0.05) in response to BDE-47 exposure, implying that molting and metamorphosis retardation is likely associated with NR gene expression. In summary, BDE-47 leads to molting and metamorphosis retardation and suppresses transcription of NR genes. This information will be helpful in understanding the molting and metamorphosis delay mechanism in response to BDE-47 exposure. Copyright © 2016 Elsevier B.V. All rights reserved.

A radiologist's guide to the imaging in the diagnosis and treatment of developmental dysplasia of the hip. I. General considerations, physical examination as applied to real-time sonography and radiography.

PubMed

Gerscovich, E O

1997-07-01

Developmental dysplasia of the hip (DDH) has a broad spectrum of presentation with the minor findings resolving spontaneously and the most severe ones resulting in disability, if not diagnosed early in life. Diagnosis in the first few months of life allows conservative treatment with complete resolution in most cases. Suspicion of DDH is based on ethnic, family, and pregnancy history, and on physical examination of the newborn. Imaging assists in the diagnosis and follows the treatment. Different modalities have their own advantages and disadvantages. This article deals with the description of the disease, risk factors, statistics, the physical examination as applied to real-time sonography, and imaging (plain radiography, arthrography, computed tomography, and magnetic resonance imaging.

Examining the Criterion-Related Validity of the Pervasive Developmental Disorder Behavior Inventory

ERIC Educational Resources Information Center

McMorris, Carly A.; Perry, Adrienne

2015-01-01

The Pervasive Developmental Disorder Behavior Inventory is a questionnaire designed to aid in the diagnosis of pervasive developmental disorders or autism spectrum disorders. The Pervasive Developmental Disorder Behavior Inventory assesses adaptive and maladaptive behaviors associated with pervasive developmental disorders and provides an…

Developmental Change in the Effects of Sexual Partner and Relationship Characteristics on Sexual Risk Behavior in Young Men Who Have Sex with Men.

PubMed

Newcomb, Michael E; Mustanski, Brian

2016-06-01

Young men who have sex with men are substantially impacted by HIV/AIDS, and most new infections occur in serious romantic dyads. Young people experience substantial psychosocial and neurocognitive change between adolescence and emerging adulthood which impacts engagement in risk behaviors. We aimed to examine developmental change in the association between sexual partnership characteristics and condomless anal intercourse (CAI). Data were taken from an analytic sample of 114 young adult MSM from a longitudinal study of lesbian, gay, bisexual and transgender youth with 4-year follow-up. Rates of CAI were approximately 12 times higher in serious compared to casual partnerships, but this effect diminished in size over time. Partner age differences and violence were associated with more CAI, and these associations strengthened across development. Characteristics of serious relationships (e.g., power dynamics) were also examined. We discuss the need for HIV prevention strategies that address dyadic influences on CAI during this critical developmental period.

Developmental Change in the Effects of Sexual Partner and Relationship Characteristics on Sexual Risk Behavior in Young Men Who Have Sex with Men

PubMed Central

Newcomb, Michael E.; Mustanski, Brian

2015-01-01

Young men who have sex with men (MSM) are substantially impacted by HIV/AIDS, and most new infections occur in serious romantic dyads. Young people experience substantial psychosocial and neurocognitive change between adolescence and emerging adulthood which impacts engagement in risk behaviors. We aimed to examine developmental change in the association between sexual partnership characteristics and condomless anal intercourse (CAI). Data were taken from an analytic sample of 114 YMSM from a longitudinal study of lesbian, gay, bisexual and transgender youth with 4-year follow-up. Rates of CAI were approximately 12 times higher in serious compared to casual partnerships, but this effect diminished in size over time. Partner age differences and violence were associated with more CAI, and these associations strengthened across development. Characteristics of serious relationships (e.g., power dynamics) were also examined. We discuss the need for HIV prevention strategies that address dyadic influences on CAI during this critical developmental period. PMID:25861731

Determining Developmental Education Effectiveness in Math

ERIC Educational Resources Information Center

May, Joseph E.

2017-01-01

One of the most problematic issues facing community colleges is developmental education. In the last decade, more research has been conducted examining developmental education. The purpose of this study was to evaluate the effectiveness of developmental math in a rural community college setting. Is developmental math an effective intervention?…

Examining methodological variation in response inhibition: The effects of outcome measures and task characteristics on age-related differences.

PubMed

Klenberg, Liisa; Närhi, Vesa; Korkman, Marit; Hokkanen, Laura

2015-01-01

This study addressed methodological issues common to developmental studies on response inhibition. Age-related differences were investigated using two Stroop-like tasks with different levels of complexity and comparing different outcome measures in a sample of 340 children and adolescents aged 7-15 years. First, speed and accuracy of task performance were examined; the results showing that improvement in speed continued until age 13 in both the basic naming task and the two inhibition tasks. Improvement in accuracy was less consistent and continued until age 9 or 13 years. Second, two different algorithms were employed to control for the effects of basic processes in inhibition tasks. The difference algorithm indicated age-related differences similar to those for speed. The ratio algorithm, however, suggested earlier deceleration of development of response inhibition at 9 or 11 years of age. Factors related to the cognitive requirements and presented stimuli also had an effect on the results. The present findings shed light on the inconsistencies in the developmental studies of response inhibition and demonstrated that the selection of outcome measures and task characteristics are critical because they affect the way development is depicted.

More than Just Convenient: The Scientific Merits of Homogeneous Convenience Samples

PubMed Central

Jager, Justin; Putnick, Diane L.; Bornstein, Marc H.

2017-01-01

Despite their disadvantaged generalizability relative to probability samples, non-probability convenience samples are the standard within developmental science, and likely will remain so because probability samples are cost-prohibitive and most available probability samples are ill-suited to examine developmental questions. In lieu of focusing on how to eliminate or sharply reduce reliance on convenience samples within developmental science, here we propose how to augment their advantages when it comes to understanding population effects as well as subpopulation differences. Although all convenience samples have less clear generalizability than probability samples, we argue that homogeneous convenience samples have clearer generalizability relative to conventional convenience samples. Therefore, when researchers are limited to convenience samples, they should consider homogeneous convenience samples as a positive alternative to conventional or heterogeneous) convenience samples. We discuss future directions as well as potential obstacles to expanding the use of homogeneous convenience samples in developmental science. PMID:28475254

Neurocognitive outcomes in pediatric diabetes: a developmental perspective.

PubMed

Schwartz, David D; Wasserman, Rachel; Powell, Priscilla W; Axelrad, Marni E

2014-10-01

The impact of diabetes on the developing brain is well-accepted. Effects on neurocognitive functioning are moderate but have larger functional implications, especially when considered through a developmental lens. Pathophysiological factors such as severe hypoglycemia and chronic hyperglycemia can alter developmental trajectories in early childhood and perhaps at later periods. In this paper, we selectively review neurocognitive outcomes in pediatric diabetes (largely type 1), integrating recent research from developmental neuroscience and neuroimaging. We examine the effects of diabetes at different stages and place findings within a neurodevelopmental diathesis/stress framework. Early-onset diabetes is associated with specific effects on memory and more global cognitive late-effects, but less is known about cognitive outcomes of diabetes in later childhood and in adolescence, a time of increased neurobehavioral vulnerability that has received relatively limited empirical attention. Studies are also needed to better elucidate risk and protective factors that may moderate neurodevelopmental outcomes in youth with diabetes.

The Relationship between Behavior Ratings and Concurrent and Subsequent Mental and Motor Performance in Toddlers Born at Extremely Low Birth Weight

ERIC Educational Resources Information Center

Messinger, Daniel; Lambert, Brittany; Bauer, Charles R.; Bann, Carla M.; Hamlin-Smith, Kasey; Das, Abhik

2010-01-01

When predicting child developmental outcomes, reliance on children's scores on measures of developmental functioning alone might mask more subtle behavioral difficulties, especially in children with developmental risk factors. The current study examined predictors and stability of examiner behavior ratings and their association with concurrent and…

The adolescent parent: A dual developmental crisis.

PubMed

Sadler, L S; Catrone, C

1983-06-01

This paper examines salient developmental characteristics of adolescents and beginning parents. In the case of many teenage parents, specific developmental tasks of adolescence affect and may potentially conflict with the tasks of early parenthood. A conceptual framework is presented which describes this conflict and serves as the basis for examining and explaining certain unique behaviors observed in young adolescent parents.

Identity Formation Re-revisited: A Rejoinder to Waterman on Developmental and Cross-Cultural Issues.

ERIC Educational Resources Information Center

Meeus, W.; Iedema, J.; Vollebergh, W.

1999-01-01

Examines similarities and differences between American and Dutch research on identity formation and psychological well-being in adolescent and young adults. Concludes that identity development is systematically progressive and may be described with the trajectory diffusion?closure/moratorium?achieving commitment. Age differences are found in the…

Developmental Differences in the Relative Weighing of Informants' Social Attributes

ERIC Educational Resources Information Center

Reyes-Jaquez, Bolivar; Echols, Catharine H.

2013-01-01

We examined whether similarity, familiarity, and reliability cues guide children's learning and whether these cues are weighed differently with age. Three- to 5-year-olds (n = 184) met 2 informant puppets, 1 of which was similar (Experiment 1) or familiar (Experiment 2) to the participants. Initially, children's preference for either informant was…

The Influence of Target and Masker Characteristics on Infants' and Adults' Detection of Speech

ERIC Educational Resources Information Center

Oster, Monika-Maria; Werner, Lynne A.

2017-01-01

Purpose: Several investigators have compared infants' detection of speech in speech and nonspeech maskers to evaluate developmental differences in masking. Such comparisons have produced contradictory results, possibly because each investigation used different stimuli. The current study examined target and masker effects on infants' and adults'…

Day Care as a Child-Rearing Environment.

ERIC Educational Resources Information Center

Prescott, Elizabeth; And Others

Differences among day care environments and factors related to these differences are examined. Also, the probable effectiveness of group day care in meeting the developmental needs of children is discussed. Chapters I and II give the rationale and procedures of the study. Chapter III provides a description of patterns of teacher behavior and…

Developmental Differences in Error-Related ERPs in Middle- to Late-Adolescent Males

ERIC Educational Resources Information Center

Santesso, Diane L.; Segalowitz, Sidney J.

2008-01-01

Although there are some studies documenting structural brain changes during late adolescence, there are few showing functional brain changes over this period in humans. Of special interest would be functional changes in the medial frontal cortex that reflect response monitoring. In order to examine such age-related differences, the authors…

Community-Based Instruction and Differences in Functional Independence of Young Adults with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Johnson, Temperance L.

2014-01-01

Students with significant developmental disabilities who engage in activities outside the classroom appear to have better post-school outcomes in the areas of employability, living skills, and independence. No research has examined whether functional independence was significantly different in graduates with autism spectrum disorder (ASD) who have…

Behavioural Excesses and Deficits Associated with Dementia in Adults Who Have Down Syndrome

ERIC Educational Resources Information Center

Oliver, Chris; Kalsy, Sunny; McQuillan, Sharna; Hall, Scott

2011-01-01

Background: Informant-based assessment of behavioural change and difference in dementia in Down syndrome can aid diagnosis and inform service delivery. To date few studies have examined the impact of different types of behavioural change. Methods: The Assessment for Adults with Developmental Disabilities (AADS), developed for this study, assesses…

Kinematic Constraints Associated with the Acquisition of Overarm Throwing Part II: Upper Extremity Actions

ERIC Educational Resources Information Center

Stodden, David F.; Langendorfer, Stephen J.; Fleisig, Glenn S.; Andrews, James R.

2006-01-01

The purposes of this study were to: (a) examine the differences within 11 specific kinematic variables and an outcome measure (ball velocity) associated with component developmental levels of humerus and forearm action (Roberton & Halverson, 1984), and (b) if the differences in kinematic variables were significantly associated with the differences…

Gender Differences in Predicting High-Risk Drinking among Undergraduate Students

ERIC Educational Resources Information Center

Wilke, Dina J.; Siebert, Darcy Clay; Delva, Jorge; Smith, Michael P.; Howell, Richard L.

2005-01-01

The purpose of this study was to examine gender differences in college students' high-risk drinking as measured by an estimated blood alcohol concentration (eBAC) based on gender, height, weight, self-reported number of drinks, and hours spent drinking. Using a developmental/contextual framework, high-risk drinking is conceptualized as a function…

Early Sex Differences in Weighting Geometric Cues

ERIC Educational Resources Information Center

Lourenco, Stella F.; Addy, Dede; Huttenlocher, Janellen; Fabian, Lydia

2011-01-01

When geometric and non-geometric information are both available for specifying location, men have been shown to rely more heavily on geometry compared to women. To shed insight on the nature and developmental origins of this sex difference, we examined how 18- to 24-month-olds represented the geometry of a surrounding (rectangular) space when…

Developmental Intervention, Learning Climate and Use of Knowledge in Elderly Care

ERIC Educational Resources Information Center

Hauer, Esther; Nordlund, Annika M.; Westerberg, Kristina

2012-01-01

Purpose: The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the "Steps for skills," and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working…

Longitudinal Comparison between Male and Female Preschool Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Postorino, Valentina; Fatta, Laura Maria; De Peppo, Lavinia; Giovagnoli, Giulia; Armando, Marco; Vicari, Stefano; Mazzone, Luigi

2015-01-01

Epidemiological studies have highlighted a strong male bias in autism spectrum disorder (ASD), however few studies have examined gender differences in autism symptoms, and available findings are inconsistent. The aim of the present study is to investigate the longitudinal gender differences in developmental profiles of 30 female and 30 male…

Trajectories of Participation in Athletics and Positive Youth Development: The Influence of Sport Type

ERIC Educational Resources Information Center

Agans, Jennifer P.; Geldhof, G. John

2012-01-01

In order to examine youth experiences in athletic activities with different characteristics, the present study explored the developmental outcomes associated with participation in three different types of sport (individual sports, team sports, and dance-type sports) as well as across six identified patterns of participation (no participation,…

Social Anxiety Scale for Adolescents (SAS-A) Short Form.

PubMed

Nelemans, Stefanie A; Meeus, Wim H J; Branje, Susan J T; Van Leeuwen, Karla; Colpin, Hilde; Verschueren, Karine; Goossens, Luc

2017-01-01

In this study, we examined the longitudinal measurement invariance of a 12-item short version of the Social Anxiety Scale for Adolescents (SAS-A) in two 4-year longitudinal community samples ( N sample 1 = 815, M age T 1 = 13.38 years; N sample 2 = 551, M age T 1 = 14.82 years). Using confirmatory factor analyses, we found strict longitudinal measurement invariance for the three-factor structure of the SAS-A across adolescence, across samples, and across gender. Some developmental changes in social anxiety were found from early to mid-adolescence, as well as gender differences across adolescence. These findings suggest that the short version of the SAS-A is a developmentally appropriate instrument that can be used effectively to examine adolescent social anxiety development.

Sensory Subtypes in Preschool Aged Children with Autism Spectrum Disorder.

PubMed

Tomchek, Scott D; Little, Lauren M; Myers, John; Dunn, Winnie

2018-06-01

Given the heterogeneity of autism spectrum disorder (ASD), research has investigated how sensory features elucidate subtypes that enhance our understanding of etiology and tailored treatment approaches. Previous studies, however, have not integrated core developmental behaviors with sensory features in investigations of subtypes in ASD. Therefore, we used latent profile analysis to examine subtypes in a preschool aged sample considering sensory processing patterns in combination with social-communication skill, motor performance, and adaptive behavior. Results showed four subtypes that differed by degree and quality of sensory features, age and differential presentation of developmental skills. Findings partially align with previous literature on sensory subtypes and extends our understanding of how sensory processing aligns with other developmental domains in young children with ASD.

Dose–response analysis of phthalate effects on gene expression in rat whole embryo culture

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robinson, Joshua F.; Department of Toxicogenomics, Maastricht University, Maastricht; Verhoef, Aart

2012-10-01

The rat postimplantation whole embryo culture (WEC) model serves as a potential screening tool for developmental toxicity. In this model, cultured rat embryos are exposed during early embryogenesis and evaluated for morphological effects. The integration of molecular-based markers may lead to improved objectivity, sensitivity and predictability of WEC in assessing developmental toxic properties of compounds. In this study, we investigated the concentration-dependent effects of two phthalates differing in potency, mono(2-ethylhexyl) phthalate (MEHP) and monomethyl phthalate (MMP, less toxic), on the transcriptome in WEC to examine gene expression in relation with dysmorphogenesis. MEHP was more potent than MMP in inducing genemore » expression changes as well as changes on morphology. MEHP induced significant enrichment of cholesterol/lipid/steroid (CLS) metabolism and apoptosis pathways which was associated with developmental toxicity. Regulation of genes within CLS metabolism pathways represented the most sensitive markers of MEHP exposure, more sensitive than classical morphological endpoints. As shown in direct comparisons with toxicogenomic in vivo studies, alterations in the regulation of CLS metabolism pathways has been previously identified to be associated with developmental toxicity due to phthalate exposure in utero. Our results support the application of WEC as a model to examine relative phthalate potency through gene expression and morphological responses. Additionally, our results further define the applicability domain of the WEC model for developmental toxicological investigations. -- Highlights: ► We examine the effect of two phthalates on gene expression and morphology in WEC. ► MEHP is more potent than MMP in inducing gene expression changes and dysmorphogenesis. ► MEHP significantly disrupts cholesterol metabolism pathways in a dose-dependent manner. ► Specific phthalate-related mechanisms in WEC are relevant to mechanisms in vivo.« less

Toward an understanding of late life suicidal behavior: the role of lifespan developmental theory.

PubMed

Fiske, Amy; O'Riley, Alisa A

2016-01-01

Suicidal behavior in late life differs in important ways from suicidal behavior that occurs earlier in the lifespan, suggesting the possibility of developmental differences in the etiology of suicidal behavior. This paper examines late life suicidal behavior within the context of lifespan developmental theory. This paper presents a conceptual framework for using lifespan developmental theory to better understand late life suicidal behavior. We argue that the motivational theory of lifespan development, which focuses on control, is particularly relevant to late life suicide. This theory posits that opportunities to exert control over important aspects of one's life diminish in late life as a result of declines in physical functioning and other factors, and that successful aging is associated with adaptive regulation of this developmental change. Although continued striving to meet goals is normative throughout the lifespan, most individuals also increase the use of compensatory strategies in old age or when faced with a decline in functioning. We propose that individuals who do not adapt to developmental changes by altering their strategies for exerting control will be at risk for suicidal behavior in late life. This paper reviews evidence that supports the importance of control with respect to suicidal outcomes in older adults, as well as findings regarding specific types of control strategies that may be related to suicide risk in older adults with health-related limitations. Although suicidal behavior is not a normal part of aging, the application of lifespan developmental theory may be useful in understanding and potentially preventing suicide among older adults.

Piaget's Structural Developmental Psychology. v. Ideology-Critique and the Possibility of a Critical Developmental Theory.

ERIC Educational Resources Information Center

Broughton, John M.

1981-01-01

This final essay in a five-part series examining Piaget's structural developmental psychology suggests that a psychological theory which integrates aspects of developmental structuralism within a critical social framework can be developed. (Author/RH)

Developmental Differences in Cognitive Control: Goal Representation and Maintenance during a Continuous Performance Task

ERIC Educational Resources Information Center

Lorsbach, Thomas C.; Reimer, Jason F.

2010-01-01

The present study examined whether younger and older children differ in the use of the goal-related information in a continuous performance task (AX-CPT), and if so, whether those age differences are due to the ability to represent and/or maintain goal information. Experiment 1 compared third- and sixth-grade children in their ability to transform…

Organized Activity Involvement among Rural Youth: Gender Differences in Associations between Activity Type and Developmental Outcomes

ERIC Educational Resources Information Center

Ferris, Kaitlyn A.; Oosterhoff, Benjamin; Metzger, Aaron

2013-01-01

The current study examined associations between organized activity involvement, academic achievement, and problem behavior in a sample of youth from a non-agricultural based rural community (M[subscript age] = 15.26, Age range = 11-19 years, N = 456). Analyses examined whether associations varied as a function of adolescent gender and age.…

Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development

PubMed Central

Reinhardt, Vanessa P.; Wetherby, Amy M.; Schatschneider, Christopher

2014-01-01

Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development. PMID:25189824

Is twin pregnancy a risk factor for devolopmental dysplasia of the hip - retrospective analysis using ultrasonography.

PubMed

Czubak, Jarosław; Mazela, Jan L; Majda, Waldemar; Woźniak, Waldemar

2003-12-30

Background. Disorders in development of the hip in the uterus are caused mainly by mechanical factors. Their influence has been established on the basis of the results of examinations of newborns from singleton pregancies. Malposition of the fetus and the lack of space in the uterus are present in higher frequency in twin pregnancies. Thus, it is probable, that twin pregnacy may be a risk factor in developmental dysplasia of the hip.
Material and methods. We examined clinically and ultrasonographically 308 hip joints of 154 newborn twins and compare the values of the alpha related to different position in uterus, birthweight, gender, length of gestation and mode of delivery. The only pathological position of the fetus in the uterus is the tranverse one.
Results and Conclusions. The results of ultrasound examinations reveal that in the cramped space inside the uterus in twin pregnancies hip joints develop in different conditions than in singleton pregnancies and the twin pregnancy cannot be regarded as a risk factor which may cause developmental dysplasia of the hip.

Differential Associations between Sensory Response Patterns and Language, Social, and Communication Measures in Children with Autism or Other Developmental Disabilities

PubMed Central

Watson, Linda R.; Patten, Elena; Baranek, Grace T.; Poe, Michele; Boyd, Brian A.; Freuler, Ashley; Lorenzi, Jill

2012-01-01

Purpose Examine patterns of sensory responsiveness (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) as factors that may account for variability in social-communicative symptoms of autism and variability in language, social, and communication skill development in children with autism or other developmental disabilities. Method Children with autistic disorder (AD; n = 72, mean age = 52.3 months) and other developmental disabilities (DD; n = 44, mean age = 48.1 months) participated in a protocol measuring sensory response patterns, social-communicative symptoms of autism, and language, social, and communication skills. Results Hyporesponsiveness was positively associated with social-communicative symptom severity, with no significant group difference in the association. Hyperresponsiveness was not significantly associated with social-communicative symptom severity. A group difference emerged for sensory seeking and social-communicative symptom severity, with a positive association for the AD group only. For the two groups of children combined, hyporesponsiveness was negatively associated with language skills and social adaptive skills. Sensory seeking also was negatively associated with language skills. These associations did not differ between the two groups. Conclusions Aberrant sensory processing may play an important role in the pathogenesis of autism and other developmental disabilities, as well as in the rate of acquisition of language, social, and communication skills. PMID:21862675

How Do Children Deal With Conflict? A Developmental Study of Sequential Conflict Modulation

PubMed Central

Smulders, Silvan F. A.; Soetens, Eric L. L.; van der Molen, Maurits W.

2018-01-01

This study examined age-related differences in sequential conflict modulation (SCM), elicited in three tasks requiring the inhibition of pre-potent responses; a Simon task, an S-R compatibility (SRC) task and a hybrid Choice-reaction/NoGo task. The primary focus was on age-related changes in performance changes following a conflict trial. A secondary aim was to assess whether SCM follows different developmental trajectories depending on the type of conflict elicited by the tasks. The tasks were presented to three different groups of participants with an age range between 7- to 25-years—one group of participants for each task. For each task, the response-to-stimulus interval (RSI) was manipulated (50 vs. 500 ms) across trial blocks to assess time-dependent changes in conflict modulation. The results showed SCM for all three tasks, although the specific patterns differed between tasks and RSIs. Importantly, the magnitude of SCM decreased with advancing age, but this developmental trend did not survive when considering age-group differences in basic response speed. The current results contribute to the emerging evidence suggesting that patterns of SCM are task specific and were interpreted in terms of multiple bottom-up control mechanisms. PMID:29875718

Do Hassles and Uplifts Change with Age? Longitudinal Findings from the VA Normative Aging Study

PubMed Central

Aldwin, Carolyn M.; Jeong, Yu-Jin; Igarashi, Heidi; Spiro, Avron

2014-01-01

To examine emotion regulation in later life, we contrasted the modified hedonic treadmill theory with developmental theories, using hassles and uplifts to assess emotion regulation in context. The sample was 1,315 men from the VA Normative Aging Study aged 53 to 85 years, who completed 3,894 observations between 1989 and 2004. We computed three scores for both hassles and uplifts: intensity (ratings reflecting appraisal processes), exposure (count), and summary (total) scores. Growth curves over age showed marked differences in trajectory patterns for intensity and exposure scores. Although exposure to hassles and uplifts decreased in later life, intensity scores increased. Growth based modelling showed individual differences in patterns of hassles and uplifts intensity and exposure, with relative stability in uplifts intensity, normative non-linear changes in hassles intensity, and complex patterns of individual differences in exposure for both hassles and uplifts. Analyses with the summary scores showed that emotion regulation in later life is a function of both developmental change and contextual exposure, with different patterns emerging for hassles and uplifts. Thus, support was found for both hedonic treadmill and developmental change theories, reflecting different aspects of emotion regulation in late life. PMID:24660796

Do hassles and uplifts change with age? Longitudinal findings from the VA normative aging study.

PubMed

Aldwin, Carolyn M; Jeong, Yu-Jin; Igarashi, Heidi; Spiro, Avron

2014-03-01

To examine emotion regulation in later life, we contrasted the modified hedonic treadmill theory with developmental theories, using hassles and uplifts to assess emotion regulation in context. The sample was 1,315 men from the VA Normative Aging Study aged 53 to 85 years, who completed 3,894 observations between 1989 and 2004. We computed 3 scores for both hassles and uplifts: intensity (ratings reflecting appraisal processes), exposure (count), and summary (total) scores. Growth curves over age showed marked differences in trajectory patterns for intensity and exposure scores. Although exposure to hassles and uplifts decreased in later life, intensity scores increased. Group-based modeling showed individual differences in patterns of hassles and uplifts intensity and exposure, with relative stability in uplifts intensity, normative nonlinear changes in hassles intensity, and complex patterns of individual differences in exposure for both hassles and uplifts. Analyses with the summary scores showed that emotion regulation in later life is a function of both developmental change and contextual exposure, with different patterns emerging for hassles and uplifts. Thus, support was found for both hedonic treadmill and developmental change theories, reflecting different aspects of emotion regulation in late life. (c) 2014 APA, all rights reserved.

Longitudinal Examination of Peer and Partner Influences on Gender-specific Pathways From Child Abuse to Adult Crime

PubMed Central

Lee, Jungeun Olivia; Herrenkohl, Todd I.; Jung, Hyunzee; Skinner, Martie L.; Klika, J. Bart

2015-01-01

Research provides increasing evidence of the association of child abuse with adult antisocial behavior. However, less is known about the developmental pathways that underlie this association. Building on the life course model of antisocial behavior, the present study examined possible developmental pathways linking various forms of child abuse (physical, emotional, sexual) to adult antisocial behavior. These pathways include child and adolescent antisocial behavior, as well as adulthood measures of partner risk taking, warmth, and antisocial peer influences. Data are from the Lehigh Longitudinal Study, a prospective longitudinal study examining long-term developmental outcomes subsequent to child maltreatment. Participant families in the Lehigh Longitudinal Study were followed from preschool age into adulthood. Analyses of gender differences addressed the consistency of path coefficients across genders. Results for 297 adult participants followed from early childhood showed that, for both genders, physical and emotional child abuse predicted adult crime indirectly through child and adolescent antisocial behavior, as well as adult partner and antisocial peer influences. However, for females, having an antisocial partner predicted an affiliation with antisocial peers, and that in turn predicted adult crime. For males, having an antisocial partner was associated with less partner warmth, which in turn predicted an affiliation with antisocial peers, itself a proximal predictor of adult crime. Sexual abuse also predicted adolescent antisocial behavior, but only for males, supporting what some have called “a delayed-onset pathway” for females, whereby the exposure to early risks produce much later developmental outcomes. PMID:26271556

Parent socialization effects in different cultures: significance of directive parenting.

PubMed

Sorkhabi, Nadia

2012-06-01

In this article, the controversy of divergent findings in research on parental socialization effects in different cultures is addressed. Three explanations intended to address divergent findings of socialization effects in different cultures, as advanced by researchers who emphasize cultural differences, are discussed. These include cultural differences in socialization values and goals of parents, parental emotional and cognitive characteristics associated with parenting styles, and adolescents' interpretations or evaluations of their parents' parenting styles. The empirical evidence for and against each of these arguments is examined and an alternative paradigm for understanding and empirical study of developmental outcomes associated with parenting styles in different cultures is suggested. Baumrind's directive parenting style is presented as an alternative to the authoritarian parenting style in understanding the positive developmental effects associated with "strict" parenting in cultures said to have a collectivist orientation. Directions for research on the three explanations are mentioned.

Developmental decoupling of alternative phenotypes: insights from the transcriptomes of horn-polyphenic beetles

PubMed Central

Snell-Rood, Emilie C.; Cash, Amy; Han, Mira V.; Kijimoto, Teiya; Andrews, Justen; Moczek, Armin P.

2010-01-01

Developmental mechanisms play an important role in determining the costs, limits, and evolutionary consequences of phenotypic plasticity. One issue central to these claims is the hypothesis of developmental decoupling, where alternate morphs result from evolutionarily independent developmental pathways. We address this assumption through a microarray study that tests whether differences in gene expression between alternate morphs are as divergent as those between sexes, a classic example of developmental decoupling. We then examine whether genes with morph-biased expression are less conserved than genes with shared expression between morphs, as predicted if developmental decoupling relaxes pleiotropic constraints on divergence. We focus on the developing horns and brains of two species of horned beetles with spectacular sexual- and morph-dimorphism in the expression of horns and fighting behavior. We find that patterns of gene expression were as divergent between morphs as they were between sexes. However, overall patterns of gene expression were also highly correlated across morphs and sexes. Morph-biased genes were more evolutionarily divergent, suggesting a role of relaxed pleiotropic constraints or relaxed selection. Together these results suggest that alternate morphs are to some extent developmentally decoupled, and that this decoupling has significant evolutionary consequences. However, alternative morphs may not be as developmentally decoupled as sometimes assumed and such hypotheses of development should be revisited and refined. PMID:20731717

Correlates of specific childhood feeding problems.

PubMed

Field, D; Garland, M; Williams, K

2003-01-01

The correlates of specific childhood feeding problems are described to further examine possible predisposing factors for feeding problems. We report our experience with 349 participants evaluated by an interdisciplinary feeding team. A review of records was conducted and each participant was identified as having one or more of five functionally defined feeding problems: food refusal, food selectivity by type, food selectivity by texture, oral motor delays, or dysphagia. The prevalence of predisposing factors for these feeding problems was examined. Predisposing factors included developmental disabilities, gastrointestinal problems, cardiopulmonary problems, neurological problems, renal disease and anatomical anomalies. The frequencies of predisposing factors varied by feeding problem. Differences were found in the prevalence of the five feeding problems among children with three different developmental disabilities: autism, Down syndrome and cerebral palsy. Gastro-oesophageal reflux was the most prevalent condition found among all children in the sample and was the factor most often associated with food refusal. Neurological conditions and anatomical anomalies were highly associated with skill deficits, such as oral motor delays and dysphagia. Specific medical conditions and developmental disabilities are often associated with certain feeding problems. Information concerning predisposing factors of feeding problems can help providers employ appropriate primary, secondary and tertiary prevention measures to decrease the frequency or severity of some feeding problems.

Implicit learning and reading: insights from typical children and children with developmental dyslexia using the artificial grammar learning (AGL) paradigm.

PubMed

Pavlidou, Elpis V; Williams, Joanne M

2014-07-01

We examined implicit learning in school-aged children with and without developmental dyslexia based on the proposal that implicit learning plays a significant role in mastering fluent reading. We ran two experiments with 16 typically developing children (9 to 11-years-old) and 16 age-matched children with developmental dyslexia using the artificial grammar learning (AGL) paradigm. In Experiment 1 (non-transfer task), children were trained on stimuli that followed patterns (rules) unknown to them. Subsequently, they were asked to decide from a novel set which stimuli follow the same rules (grammaticality judgments). In Experiment 2 (transfer task), training and testing stimuli differed in their superficial characteristics but followed the same rules. Again, children were asked to make grammaticality judgments. Our findings expand upon previous research by showing that children with developmental dyslexia show difficulties in implicit learning that are most likely specific to higher-order rule-like learning. These findings are discussed in relation to current theories of developmental dyslexia and of implicit learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Use of missing data methods in longitudinal studies: the persistence of bad practices in developmental psychology.

PubMed

Jelicić, Helena; Phelps, Erin; Lerner, Richard M

2009-07-01

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.

Changes in life history parameters of corn leaf aphid, Rhopalosiphum maidus (Homoptera: Aphididae), under four different elevated temperature and CO2 combinations

USDA-ARS?s Scientific Manuscript database

Biological characteristics of corn leaf aphid, Rhopalosiphum maidis (Fitch), on barley, Hordeum vulgare L., were examined for two generations under four different elevated temperature and CO2 combinations. The developmental duration for each life stage was significantly reduced under the elevated te...

Evolution, Convolution, Dissolution: The Rise of Individual Differences in Human Developmental Psychology.

ERIC Educational Resources Information Center

Rickman, David L.

Although it is difficult to ascertain precisely the time at which the study of individual differences became recognized as a specialty within the psychological sciences, there appears to be much agreement among historians that its development was fostered primarily within the United States during the late 19th century. This paper examines the…

Gender Differences in Keeping Secrets from Parents in Adolescence

ERIC Educational Resources Information Center

Keijsers, Loes; Branje, Susan J. T.; Frijns, Tom; Finkenauer, Catrin; Meeus, Wim

2010-01-01

The current longitudinal study examined adolescent gender differences in the developmental changes and relational correlates of secrecy from parents. For 4 successive years, starting in the second year of junior high (mean age at Time 1 = 13.2 years, SD = 0.51), 149 male and 160 female Dutch adolescents reported on secrecy from their parents and…

Student Feedback in Elementary Online Learning: A Phenomenological Study Using Person-Centered Instruction

ERIC Educational Resources Information Center

Smistad, Kirsten E.

2013-01-01

Online learning is becoming increasingly attractive as an option for learning at the K-12 level. However, most research in online learning is done with adults or university participants-a population with a different developmental level and different reasons for learning than those still in compulsory schooling. This study examined the phenomenon…

A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories across Two Cultural Contexts

ERIC Educational Resources Information Center

Rhodes, Marjorie; Gelman, Susan A.

2009-01-01

Previous research indicates that the ontological status that adults attribute to categories varies systematically by domain. For example, adults view distinctions between different animal species as natural and objective, but view distinctions between different kinds of furniture as more conventionalized and subjective. The present work (N=435;…

What's in a Name? A Comparison of Methods for Classifying Predominant Type of Maltreatment

ERIC Educational Resources Information Center

Lau, A.S.; Leeb, R.T.; English, D.; Graham, J.C.; Briggs, E.C.; Brody, K.E.; Marshall, J.M.

2005-01-01

Objective:: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. Method:: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged…

Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development

ERIC Educational Resources Information Center

Li, Weilin; Farkas, George; Duncan, Greg J.; Burchinal, Margaret R.; Vandell, Deborah Lowe

2013-01-01

The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child…

Adolescent Friendship Relations and Developmental Outcomes: Ethnic and Gender Differences

ERIC Educational Resources Information Center

Wissink, Inge B.; Dekovic, Maja; Meijer, Anne Marie

2009-01-01

The first aim of the present study was to examine associations between different aspects of adolescent friendship relations (i.e., frequency of contact with friends, trust in friends, and perceived friends' deviance) on one hand, and adolescent problem behavior and self-esteem on the other hand. The second aim was to determine whether the findings…

Assessing Preference for Social Interactions

ERIC Educational Resources Information Center

Clay, Casey J.; Samaha, Andrew L.; Bloom, Sarah E.; Bogoev, Bistra K.; Boyle, Megan A.

2013-01-01

We examined a procedure to assess preference for social interactions in individuals with intellectual and developmental disabilities. Preferences were identified in five individuals using a paired-choice procedure in which participants approached therapists who provided different forms of social interactions. A subsequent tracking test showed that…

Emotion word comprehension from 4 to 16 years old: a developmental survey.

PubMed

Baron-Cohen, Simon; Golan, Ofer; Wheelwright, Sally; Granader, Yael; Hill, Jacqueline

2010-01-01

Whilst previous studies have examined comprehension of the emotional lexicon at different ages in typically developing children, no survey has been conducted looking at this across different ages from childhood to adolescence. To report how the emotion lexicon grows with age. Comprehension of 336 emotion words was tested in n = 377 children and adolescents, aged 4-16 years old, divided into 6 age-bands. Parents or teachers of children under 12, or adolescents themselves, were asked to indicate which words they knew the meaning of. Between 4 and 11 years old, the size of the emotional lexicon doubled every 2 years, but between 12 and 16 years old, developmental rate of growth of the emotional lexicon leveled off. This survey also allows emotion words to be ordered in terms of difficulty. Studies using emotion terms in English need to be developmentally sensitive, since during childhood there is considerable change. The absence of change after adolescence may be an artifact of the words included in this study. This normative developmental data-set for emotion vocabulary comprehension may be useful when testing for delays in this ability, as might arise for environmental or neurodevelopmental reasons.

Development of the uncinate fasciculus: Implications for theory and developmental disorders.

PubMed

Olson, Ingrid R; Von Der Heide, Rebecca J; Alm, Kylie H; Vyas, Govinda

2015-08-01

The uncinate fasciculus (UF) is a long-range white matter tract that connects limbic regions in the temporal lobe to the frontal lobe. The UF is one of the latest developing tracts, and continues maturing into the third decade of life. As such, individual differences in the maturational profile of the UF may serve to explain differences in behavior. Indeed, atypical macrostructure and microstructure of the UF have been reported in numerous studies of individuals with developmental and psychiatric disorders such as social deprivation and maltreatment, autism spectrum disorders, conduct disorder, risk taking, and substance abuse. The present review evaluates what we currently know about the UF's developmental trajectory and reviews the literature relating UF abnormalities to specific disorders. Additionally, we take a dimensional approach and critically examine symptoms and behavioral impairments that have been demonstrated to cluster with UF aberrations, in an effort to relate these impairments to our speculations regarding the functionality of the UF. We suggest that developmental disorders with core problems relating to memory retrieval, reward and valuation computation, and impulsive decision making may be linked to aberrations in uncinate microstructure. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Developmental Changes in Pretend Play from 22- to 34-Months in Younger Siblings of Children with Autism Spectrum Disorder.

PubMed

Campbell, Susan B; Mahoney, Amanda S; Northrup, Jessie; Moore, Elizabeth L; Leezenbaum, Nina B; Brownell, Celia A

2018-04-01

Developmental trajectories of children's pretend play and social engagement, as well as parent sensitivity and stimulation, were examined in toddlers with an older sibling with autism spectrum disorder (ASD, high risk; HR) and toddlers with typically-developing older siblings (low risk; LR). Children (N = 168, 97 boys, 71 girls) were observed at 22, 28, and 34 months during free play with a parent and elicited pretend play with an examiner. At 28 and 34 months, children were asked to imagine the consequences of actions pantomimed by the examiner on a pretend transformation task. At 36 months children were assessed for ASD, yielding 3 groups for comparison: HR children with ASD, HR children without ASD (HR-noASD), and LR children. Children in all 3 groups showed developmental changes, engaging in more bouts of pretend play and obtaining higher scores on the elicited pretend and transformation tasks with age, but children with ASD lagged behind the other 2 groups on most measures. Children with ASD were also less engaged with their parents or the examiner during play interactions than either LR or HR-noASD children, with minimal developmental change evident. Parents, regardless of group, were highly engaged with their children, but parents of HR-noASD children received somewhat higher ratings on stimulation than parents of LR children. Most group differences were not accounted for by cognitive functioning. Instead, lower social engagement appears to be an important correlate of less advanced pretend skills, with implications for understanding the early development of children with ASD and for early intervention.

Developmental Toxicity

EPA Science Inventory

This chapter provides an overview the developmental toxicity resulting from exposure to perfluorinated alkyl acids (PFAAs). The majority of studies of PFAA-induced developmental toxicity have examined effects of perfluorooctane sulfonate (PFOS) or perfluorooctanoic acid (PFOA) a...

The association between familial ASD diagnosis, autism symptomatology and developmental functioning in young children.

PubMed

Estabillo, Jasper A; Matson, Johnny L; Jiang, Xinrui

2016-10-01

Few studies have directly compared individuals with and without a relative diagnosed with ASD on various domains. The present study aimed to examine the relationship between familial ASD diagnosis and the exhibition of ASD symptoms in young children with and without ASD diagnoses. Participants included 8353 children aged 17-37 months old and their families. They were divided into four groups based on individual and family diagnosis, then compared on autism symptomatology and developmental domains. No differences were found between ASD groups on overall scores and each of the factor domains, indicating no association between family ASD diagnosis and ASD symptomatology or developmental functioning. Disparate results were found for atypically developing groups with and without relatives diagnosed with ASD. Implications of these results are discussed.

A taxometric investigation of developmental dyslexia subtypes.

PubMed

O'Brien, Beth A; Wolf, Maryanne; Lovett, Maureen W

2012-02-01

Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with severe reading disorders. Latent characteristics of the sample are assessed in regard to posited subtypes with phonological deficits and naming speed deficits, thus extending prior work by addressing whether these deficits embody separate classes of individuals. Findings support separate taxa of dyslexia with and without phonological deficits. Different latent structure for naming speed deficits was found depending on the definitional criterion used to define dyslexia. Non-phonologically based forms of dyslexia showed particular difficulty with naming speed and reading fluency. Copyright © 2012 John Wiley & Sons, Ltd.

Issues in Sexuality for Individuals with Developmental Disabilities: Myths, Misconceptions, and Mistreatment

ERIC Educational Resources Information Center

Irvine, Angela

2005-01-01

The myths and misconceptions surrounding the topic of sexuality and people with developmental disabilities were examined to better understand the detrimental effects they were having on the sexual health of individuals with developmental disabilities. Persons with developmental disabilities are often infantilised and viewed as asexual. This…

Developmental Milestones in Toddlers with Atypical Development

ERIC Educational Resources Information Center

Horovitz, Max; Matson, Johnny L.

2011-01-01

The attainment of developmental milestones was examined and compared in 162 infants and toddlers with developmental disabilities, including Down Syndrome (n = 26), Cerebral Palsy (n = 19), Global Developmental Delay (n = 22), Premature birth (n = 66), and Seizure Disorder (n = 29). Toddlers in the Seizures Disorder group began crawling at a…

Developmental changes in parent-child communication throughout adolescence.

PubMed

Keijsers, Loes; Poulin, François

2013-12-01

This study examined how parent-child communication regarding adolescent unsupervised activities develops over the course of adolescence. We used questionnaire data from 390 adolescents (58% girls; 90% European Canadian) who were followed from age 12 to 19. Latent growth curve modeling revealed curvilinear developmental changes that differed for boys and girls. From age 14 to 19 (but not from age 12 to 14) a linear decrease in parental control was found for both genders. For girls, parent-child communication decreased in early adolescence, as indicated by decreasing parental solicitation, decreasing adolescent disclosure, and increasing secrecy. Girls' communication with parents intensified in middle adolescence, as indicated by increasing parental solicitation, increasing adolescent disclosure, and decreasing adolescent secrecy. For boys, disclosure declined in early adolescence, but secrecy and solicitation were stable throughout adolescence. Parental knowledge decreased from age 12 to 19 for both genders but was temporarily stable for middle adolescent girls. The meaning of these developmental changes, their timing, and gender differences are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Developmental programming of happiness.

PubMed

Schmidt, Louis A; Fortier, Paz; Lahat, Ayelet; Tang, Alva; Mathewson, Karen J; Saigal, Saroj; Boyle, Michael H; Van Lieshout, Ryan J

2017-09-01

Being born at an extremely low birth weight (ELBW; <1,000 grams) is presumed to reflect a suboptimal intrauterine environment and thus presents an opportunity for examining developmental programming hypotheses. Interfacing prenatal programming and differential susceptibility hypotheses, we tested whether individuals with ELBW in different childhood rearing environments showed different attention biases to positive and negative facial emotions in adulthood. Using the oldest known, prospectively followed cohort of ELBW survivors, we found that relative to normal birth weight controls (NBW; >2,500 grams), ELBW survivors displayed the highest and lowest attention bias to happy faces at age 30-35, depending on whether their total family income at age 8 was relatively low (environmental match) or high (environmental mismatch), respectively. This bias to happy faces was associated with a reduced likelihood of emotional problems. Findings suggest that differential susceptibility to positive emotions may be prenatally programmed, with effects lasting into adulthood. We discuss implications for integrating prenatal programming and differential susceptibility hypotheses, and the developmental origins of postnatal plasticity and resilience. © 2017 Wiley Periodicals, Inc.

Age differences in working memory updating: the role of interference, focus switching and substituting information.

PubMed

Lendínez, Cristina; Pelegrina, Santiago; Lechuga, M Teresa

2015-05-01

Working memory updating (WMU) tasks require different elements in working memory (WM) to be maintained simultaneously, accessing one of these elements, and substituting its content. This study examined possible developmental changes from childhood to adulthood both in focus switching and substituting information in WM. In addition, possible age-related changes in interference due to representational overlap between the different elements simultaneously held in these tasks were examined. Children (8- and 11-year-olds), adolescents (14-year-olds) and younger adults (mean age=22 years) were administered a numerical updating memory task, in which updating and focus switching were manipulated. As expected, response times decreased and recall performance increased with age. More importantly, the time needed for focus switching was longer in children than in adolescents and younger adults. On the other hand, substitution of information and interference due to representational overlap were not affected by age. These results suggest that age-related changes in focus switching might mediate developmental changes in WMU performance. Copyright © 2015 Elsevier B.V. All rights reserved.

Normal composite face effects in developmental prosopagnosia.

PubMed

Biotti, Federica; Wu, Esther; Yang, Hua; Jiahui, Guo; Duchaine, Bradley; Cook, Richard

2017-10-01

Upright face perception is thought to involve holistic processing, whereby local features are integrated into a unified whole. Consistent with this view, the top half of one face appears to fuse perceptually with the bottom half of another, when aligned spatially and presented upright. This 'composite face effect' reveals a tendency to integrate information from disparate regions when faces are presented canonically. In recent years, the relationship between susceptibility to the composite effect and face recognition ability has received extensive attention both in participants with normal face recognition and participants with developmental prosopagnosia. Previous results suggest that individuals with developmental prosopagnosia may show reduced susceptibility to the effect suggestive of diminished holistic face processing. Here we describe two studies that examine whether developmental prosopagnosia is associated with reduced composite face effects. Despite using independent samples of developmental prosopagnosics and different composite procedures, we find no evidence for reduced composite face effects. The experiments yielded similar results; highly significant composite effects in both prosopagnosic groups that were similar in magnitude to the effects found in participants with normal face processing. The composite face effects exhibited by both samples and the controls were greatly diminished when stimulus arrangements were inverted. Our finding that the whole-face binding process indexed by the composite effect is intact in developmental prosopagnosia indicates that other factors are responsible for developmental prosopagnosia. These results are also inconsistent with suggestions that susceptibility to the composite face effect and face recognition ability are tightly linked. While the holistic process revealed by the composite face effect may be necessary for typical face perception, it is not sufficient; individual differences in face recognition ability likely reflect variability in multiple sequential processes. Copyright © 2017 Elsevier Ltd. All rights reserved.

The development of functional network organization in early childhood and early adolescence: A resting-state fNIRS study.

PubMed

Cai, Lin; Dong, Qi; Niu, Haijing

2018-04-01

Early childhood (7-8 years old) and early adolescence (11-12 years old) constitute two landmark developmental stages that comprise considerable changes in neural cognition. However, very limited information from functional neuroimaging studies exists on the functional topological configuration of the human brain during specific developmental periods. In the present study, we utilized continuous resting-state functional near-infrared spectroscopy (rs-fNIRS) imaging data to examine topological changes in network organization during development from early childhood and early adolescence to adulthood. Our results showed that the properties of small-worldness and modularity were not significantly different across development, demonstrating the developmental maturity of important functional brain organization in early childhood. Intriguingly, young children had a significantly lower global efficiency than early adolescents and adults, which revealed that the integration of the distributed networks strengthens across the developmental stages underlying cognitive development. Moreover, local efficiency of young children and adolescents was significantly lower than that of adults, while there was no difference between these two younger groups. This finding demonstrated that functional segregation remained relatively steady from early childhood to early adolescence, and the brain in these developmental periods possesses no optimal network configuration. Furthermore, we found heterogeneous developmental patterns in the regional nodal properties in various brain regions, such as linear increased nodal properties in the frontal cortex, indicating increasing cognitive capacity over development. Collectively, our results demonstrated that significant topological changes in functional network organization occurred during these two critical developmental stages, and provided a novel insight into elucidating subtle changes in brain functional networks across development. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Continuity and change in social and physical aggression from middle childhood through early adolescence.

PubMed

Underwood, Marion K; Beron, Kurt J; Rosen, Lisa H

2009-01-01

For a sample followed from age 9-13 (N=281), this investigation examined developmental trajectories for social and physical aggression as measured by teacher ratings. Trajectories for both forms of aggression were estimated first separately, then jointly. Mean levels of both social and physical aggression decreased over time for the overall sample, but with high variability of individual trajectories. Subgroups followed high trajectories for both social and physical aggression. Joint estimation yielded six trajectories: low stable, low increasers, medium increasers, medium desisters, high desisters, and high increasers. Membership in the high increaser group was predicted by male gender, unmarried parents, African American ethnicity, and maternal authoritarian and permissive parenting. Permissive parenting also predicted membership in the medium increaser group. This is one of the first studies to examine social aggression longitudinally across this developmental period. Though the results challenge the claim that social aggression is at its peak in early adolescence, the findings emphasize the importance of considering different developmental trajectories in trying to understand origins and outcomes of aggression.

Continuity and Change in Social and Physical Aggression from Middle Childhood through Early Adolescence

PubMed Central

Underwood, Marion K.; Beron, Kurt J.; Rosen, Lisa H.

2009-01-01

For a sample followed from age 9–13 (N=281), this investigation examined developmental trajectories for social and physical aggression as measured by teacher ratings. Trajectories for both forms of aggression were estimated first separately, then jointly. Mean levels of both social and physical aggression decreased over time for the overall sample, but with high variability of individual trajectories. Subgroups followed high trajectories for both social and physical aggression. Joint estimation yielded six trajectories: low stable, low increasers, medium increasers, medium desisters, high desisters, and high increasers. Membership in the high increaser group was predicted by male gender, unmarried parents, African American ethnicity, and maternal authoritarian and permissive parenting. Permissive parenting also predicted membership in the medium increaser group. This is one of the first studies to examine social aggression longitudinally across this developmental period. Though the results challenge the claim that social aggression is at its peak in early adolescence, the findings emphasize the importance of considering different developmental trajectories in trying to understand origins and outcomes of aggression. PMID:19685551

Gender Stereotypes and Discrimination: How Sexism Impacts Development.

PubMed

Brown, Christia Spears; Stone, Ellen A

2016-01-01

In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research. © 2016 Elsevier Inc. All rights reserved.

Catching Fish and Avoiding Sharks: Investigating Factors That Influence Developmentally Appropriate Measurement of Preschoolers' Inhibitory Control.

PubMed

Howard, Steven J; Okely, Anthony D

2015-09-01

Although researchers agree that the first 5 years of life are critical for children's developing executive functions (EFs), further advances are hindered by a lack of consensus on the design and selection of developmentally appropriate EF tasks for young children. Given this debate, well-established adult measures of EF routinely have been adapted for young children. Given young children's comparatively limited cognitive capacities, however, such adaptations do not guarantee that the task's critical EF demands are retained. To investigate this possibility, the current study examined the characteristics that optimize measurement of young children's EFs-specifically, their inhibitory control-using the go/no-go (GNG) task as an exemplar. Sixty preschoolers completed six GNG tasks differing in stimulus animation, presentation time, and response location. Comparison EF tasks were administered to examine concurrent validity of GNG variants. Results indicated effects of stimulus presentation time and response location, with animation further enhancing task validity and reliability. This suggests that current GNG tasks deflate estimates of young children's ability to inhibit, with implications for future design and selection of developmentally appropriate EF tasks.

XY Needs in Education

ERIC Educational Resources Information Center

Neidlinger, Jennifer

2011-01-01

This project examined the unique needs of boys in education. Biologically and physically, male students' developmental needs differ from their female counterparts. As a result, their educational needs are typically underserved and misunderstood in the standard co-educational classroom. This misunderstanding has led to a gap in educational…

Asperger Syndrome or Autistic Disorder? The Diagnostic Dilemma.

ERIC Educational Resources Information Center

Freeman, B. J.; Cronin, Pegeen; Candela, Pete

2002-01-01

This article examines the difficulties in diagnosing Asperger syndrome (AS) and differentiating AS from autism. It stresses the need for gathering a developmental history and reviews considerations in conducting different assessments related to medical condition, psychological condition, communication, language, occupational and physical therapy,…

Domains of Risk in the Developmental Continuity of Fire Setting

ERIC Educational Resources Information Center

McCarty, Carolyn A.; McMahon, Robert J.

2005-01-01

Juvenile fire setting is a serious, dangerous, and costly behavior. The majority of research examining youth fire setting has been cross-sectional. We sought to examine early risk attributes that could differentiate fire setters from non-fire setters, in addition to examining their association with the developmental continuity of fire-setting…

Getting to Evo-Devo: Concepts and Challenges for Students Learning Evolutionary Developmental Biology

ERIC Educational Resources Information Center

Hiatt, Anna; Davis, Gregory K.; Trujillo, Caleb; Terry, Mark; French, Donald P.; Price, Rebecca M.; Perez, Kathryn E.

2013-01-01

To examine how well biology majors have achieved the necessary foundation in evolution, numerous studies have examined how students learn natural selection. However, no studies to date have examined how students learn developmental aspects of evolution (evo-devo). Although evo-devo plays an increasing role in undergraduate biology curricula, we…

Dream content of Canadian males from adolescence to old age: An exploration of ontogenetic patterns.

PubMed

Dale, Allyson; Lafrenière, Alexandre; De Koninck, Joseph

2017-03-01

The present study was a first look at the ontogenetic pattern of dream content across the lifespan for men. The participants included 50 Canadian men in each of 5 age groups, from adolescence to old age including 12-17, 18-24, 25-39, 40-64, and 65-85. The last age group included 31 participants, totaling 231 males. One dream per participant was scored by two independent judges using content analysis. Trend analysis was used to determine the lifespan-developmental pattern of the dream content categories. Results demonstrated a predominance of aggressive dream imagery in the adolescent age group in line with social-developmental research. These patterns of dream imagery reflect the waking developmental patterns as proposed by social theories and recognized features of aging. Limitations and suggestions for future research, including the examining of the developmental pattern of gender differences across the lifespan, are discussed. Copyright © 2017 Elsevier Inc. All rights reserved.

II. MORE THAN JUST CONVENIENT: THE SCIENTIFIC MERITS OF HOMOGENEOUS CONVENIENCE SAMPLES.

PubMed

Jager, Justin; Putnick, Diane L; Bornstein, Marc H

2017-06-01

Despite their disadvantaged generalizability relative to probability samples, nonprobability convenience samples are the standard within developmental science, and likely will remain so because probability samples are cost-prohibitive and most available probability samples are ill-suited to examine developmental questions. In lieu of focusing on how to eliminate or sharply reduce reliance on convenience samples within developmental science, here we propose how to augment their advantages when it comes to understanding population effects as well as subpopulation differences. Although all convenience samples have less clear generalizability than probability samples, we argue that homogeneous convenience samples have clearer generalizability relative to conventional convenience samples. Therefore, when researchers are limited to convenience samples, they should consider homogeneous convenience samples as a positive alternative to conventional (or heterogeneous) convenience samples. We discuss future directions as well as potential obstacles to expanding the use of homogeneous convenience samples in developmental science. © 2017 The Society for Research in Child Development, Inc.

Barriers to Employment for Transition-age Youth with Developmental and Psychiatric Disabilities.

PubMed

Noel, Valerie A; Oulvey, Eugene; Drake, Robert E; Bond, Gary R

2017-05-01

Youth with developmental and psychiatric disabilities encounter significant vocational challenges, even when they receive supported employment services. We examined the barriers to employment for 280 transition-age youth with disabilities enrolled in supported employment in eight community rehabilitation centers. Employment team members identified each youth's top three barriers to employment using a 21-item checklist. Lack of work experience, transportation problems, and program engagement issues represented common barriers for both youth with developmental disabilities (53, 36, and 25%) and youth with psychiatric disabilities (20, 33, and 26%). Additional common barriers among youth with developmental disabilities included cognitive problems (32%) and lack of social skills (23%) and among youth with psychiatric disabilities included poor control of psychiatric symptoms (23%). Despite receiving evidence-based employment services, youth with disabilities encounter many barriers to employment. Awareness of typical barriers for transition-age youth, including those specific to different disability groups, may help employment programs anticipate challenges and develop strategies that avoid these barriers and their effects on employment opportunities.

Genome-Wide Reprogramming of Transcript Architecture by Temperature Specifies the Developmental States of the Human Pathogen Histoplasma

PubMed Central

Gilmore, Sarah A.; Voorhies, Mark; Gebhart, Dana; Sil, Anita

2015-01-01

Eukaryotic cells integrate layers of gene regulation to coordinate complex cellular processes; however, mechanisms of post-transcriptional gene regulation remain poorly studied. The human fungal pathogen Histoplasma capsulatum (Hc) responds to environmental or host temperature by initiating unique transcriptional programs to specify multicellular (hyphae) or unicellular (yeast) developmental states that function in infectivity or pathogenesis, respectively. Here we used recent advances in next-generation sequencing to uncover a novel re-programming of transcript length between Hc developmental cell types. We found that ~2% percent of Hc transcripts exhibit 5’ leader sequences that differ markedly in length between morphogenetic states. Ribosome density and mRNA abundance measurements of differential leader transcripts revealed nuanced transcriptional and translational regulation. One such class of regulated longer leader transcripts exhibited tight transcriptional and translational repression. Further examination of these dually repressed genes revealed that some control Hc morphology and that their strict regulation is necessary for the pathogen to make appropriate developmental decisions in response to temperature. PMID:26177267

Genome-Wide Reprogramming of Transcript Architecture by Temperature Specifies the Developmental States of the Human Pathogen Histoplasma.

PubMed

Gilmore, Sarah A; Voorhies, Mark; Gebhart, Dana; Sil, Anita

2015-07-01

Eukaryotic cells integrate layers of gene regulation to coordinate complex cellular processes; however, mechanisms of post-transcriptional gene regulation remain poorly studied. The human fungal pathogen Histoplasma capsulatum (Hc) responds to environmental or host temperature by initiating unique transcriptional programs to specify multicellular (hyphae) or unicellular (yeast) developmental states that function in infectivity or pathogenesis, respectively. Here we used recent advances in next-generation sequencing to uncover a novel re-programming of transcript length between Hc developmental cell types. We found that ~2% percent of Hc transcripts exhibit 5' leader sequences that differ markedly in length between morphogenetic states. Ribosome density and mRNA abundance measurements of differential leader transcripts revealed nuanced transcriptional and translational regulation. One such class of regulated longer leader transcripts exhibited tight transcriptional and translational repression. Further examination of these dually repressed genes revealed that some control Hc morphology and that their strict regulation is necessary for the pathogen to make appropriate developmental decisions in response to temperature.

Identification of High-Temperature-Responsive Genes in Cereals1[C][W

PubMed Central

Hemming, Megan N.; Walford, Sally A.; Fieg, Sarah; Dennis, Elizabeth S.; Trevaskis, Ben

2012-01-01

High temperature influences plant development and can reduce crop yields. We examined how ambient temperature influences reproductive development in the temperate cereals wheat (Triticum aestivum) and barley (Hordeum vulgare). High temperature resulted in rapid progression through reproductive development in long days, but inhibited early stages of reproductive development in short days. Activation of the long-day flowering response pathway through day-length-insensitive alleles of the PHOTOPERIOD1 gene, which result in high FLOWERING LOCUS T-like1 transcript levels, did not allow rapid early reproductive development at high temperature in short days. Furthermore, high temperature did not increase transcript levels of FLOWERING LOCUS T-like genes. These data suggest that genes or pathways other than the long-day response pathway mediate developmental responses to high temperature in cereals. Transcriptome analyses suggested a possible role for vernalization-responsive genes in the developmental response to high temperature. The MADS-box floral repressor HvODDSOC2 is expressed at elevated levels at high temperature in short days, and might contribute to the inhibition of early reproductive development under these conditions. FLOWERING PROMOTING FACTOR1-like, RNase-S-like genes, and VER2-like genes were also identified as candidates for high-temperature-responsive developmental regulators. Overall, these data suggest that rising temperatures might elicit different developmental responses in cereal crops at different latitudes or times of year, due to the interaction between temperature and day length. Additionally, we suggest that different developmental regulators might mediate the response to high temperature in cereals compared to Arabidopsis (Arabidopsis thaliana). PMID:22279145

Thalamofrontal neurodevelopment in new-onset pediatric idiopathic generalized epilepsy

PubMed Central

Dabbs, K.; Tuchsherer, V.; Sheth, R.D.; Koehn, M.A.; Hermann, B.P.; Seidenberg, M.

2011-01-01

Background: Quantitative MRI techniques have demonstrated thalamocortical abnormalities in idiopathic generalized epilepsy (IGE). However, there are few studies examining IGE early in its course and the neurodevelopmental course of this region is not adequately defined. Objective: We examined the 2-year developmental course of the thalamus and frontal lobes in pediatric new-onset IGE (i.e., within 12 months of diagnosis). Methods: We performed whole-brain MRI in 22 patients with new-onset IGE and 36 age-matched healthy controls. MRI was repeated 24 months after baseline MRI. Quantitative volumetrics were used to examine thalamic and frontal lobe volumes. Results: The IGE group showed significant differences in thalamic volume within 1 year of seizure onset (baseline) and went on to show thalamic volume loss at a significantly faster rate than healthy control children over the 2-year interval. The control group also showed a significantly greater increase in frontal white matter expansion than the IGE group. In contrast, frontal lobe gray matter volume differences were moderate at baseline and persisted over time, indicating similar developmental trajectories with differences early in the disease process that are maintained. Conclusions: Brain tissue abnormalities in thalamic and frontal regions can be identified very early in the course of IGE and an abnormal trajectory of growth continues over a 2-year interval. PMID:21205692

Thalamofrontal neurodevelopment in new-onset pediatric idiopathic generalized epilepsy.

PubMed

Pulsipher, D T; Dabbs, K; Tuchsherer, V; Sheth, R D; Koehn, M A; Hermann, B P; Seidenberg, M

2011-01-04

Quantitative MRI techniques have demonstrated thalamocortical abnormalities in idiopathic generalized epilepsy (IGE). However, there are few studies examining IGE early in its course and the neurodevelopmental course of this region is not adequately defined. We examined the 2-year developmental course of the thalamus and frontal lobes in pediatric new-onset IGE (i.e., within 12 months of diagnosis). We performed whole-brain MRI in 22 patients with new-onset IGE and 36 age-matched healthy controls. MRI was repeated 24 months after baseline MRI. Quantitative volumetrics were used to examine thalamic and frontal lobe volumes. The IGE group showed significant differences in thalamic volume within 1 year of seizure onset (baseline) and went on to show thalamic volume loss at a significantly faster rate than healthy control children over the 2-year interval. The control group also showed a significantly greater increase in frontal white matter expansion than the IGE group. In contrast, frontal lobe gray matter volume differences were moderate at baseline and persisted over time, indicating similar developmental trajectories with differences early in the disease process that are maintained. Brain tissue abnormalities in thalamic and frontal regions can be identified very early in the course of IGE and an abnormal trajectory of growth continues over a 2-year interval.

William Kessen and James Mark Baldwin: Lessons from the History of Developmental Psychology.

ERIC Educational Resources Information Center

Ferrari, Michel; Runions, Kevin; Fueser, Josephine J.

2003-01-01

Considers the work of developmental scholar William Kessen (1925-1999) in light of James Mark Baldwin, one of the founders and principal architects of developmental psychology. Traces Kessen's interest in Baldwin's thought and examines Baldwin's legacy for developmental psychologists. Asserts that Baldwin's theory sought to integrate the role of…

Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States. A CAPSEE Working Paper

ERIC Educational Resources Information Center

Hodara, Michelle; Xu, Di

2014-01-01

Nationally, about two thirds of community college students are referred to developmental education. Thus far, research on the effectiveness of developmental education has focused on students' academic outcomes; in this paper, we examine the economic consequences of developmental education for students. Using longitudinal student-unit record data…

Emotion Regulation from Early Adolescence to Emerging Adulthood and Middle Adulthood: Age Differences, Gender Differences, and Emotion-Epecific Developmental Variations

ERIC Educational Resources Information Center

Zimmermann, Peter; Iwanski, Alexandra

2014-01-01

Despite the growing research on emotion regulation, the empirical evidence for normative age-related emotion regulation patterns is rather divergent. From a life-span perspective, normative age changes in emotion regulation may be more salient applying the same methodological approach on a broad age range examining both growth and decline during…

Understanding Race and Gender Differences in Delinquent Acts and Alcohol and Marijuana Use: A Developmental Analysis of Initiation

ERIC Educational Resources Information Center

Williams, James Herbert; Van Dorn, Richard A.; Ayers, Charles D.; Bright, Charlotte L.; Abbott, Robert D.; Hawkins, J. David

2007-01-01

Guided by social development constructs, this article investigates race and gender differences in the initiation of various types of delinquent behavior and alcohol and marijuana use among African American and Caucasian adolescents in grades 7 through 12. In addition, this study examined the potential direct or indirect effects of parental…

Age Differences in Affective Decision Making as Indexed by Performance on the Iowa Gambling Task

ERIC Educational Resources Information Center

Cauffman, Elizabeth; Shulman, Elizabeth P.; Steinberg, Laurence; Claus, Eric; Banich, Marie T.; Graham, Sandra; Woolard, Jennifer

2010-01-01

Contemporary perspectives on age differences in risk taking, informed by advances in developmental neuroscience, have emphasized the need to examine the ways in which emotional and cognitive factors interact to influence decision making. In the present study, a diverse sample of 901 individuals between the ages of 10 and 30 were administered a…

Effects of Social-Cognitive Processing Demands and Structural Importance on Narrative Recall: Differences between Children, Adolescents, and Adults

ERIC Educational Resources Information Center

Pavias, Marcella; van den Broek, Paul; Hickendorff, Marian; Beker, Katinka; Van Leijenhorst, Linda

2016-01-01

This study examined the contributions of developmental changes in social-cognitive ability throughout adolescence to the development of narrative comprehension. We measured the effects of sensitivity to the causal structure of narratives and of sensitivity to differences in social-cognitive processing demands on narrative recall by children (8-10…

Early developmental trajectories of preterm infants.

PubMed

Yaari, Maya; Mankuta, David; Harel-Gadassi, Ayelet; Friedlander, Edwa; Bar-Oz, Benjamin; Eventov-Friedman, Smadar; Maniv, Nimrod; Zucker, David; Yirmiya, Nurit

2017-11-04

Preterm infants are at risk for neuro-developmental impairments and atypical developmental trajectories. The aims of this study were to delineate early developmental trajectories of preterm and full-term infants. The cognitive, language, and motor development of 149 infants - 19 extremely preterm (EPT), 34 very preterm (VPT), 57 moderately preterm (MPT), and 39 full-term (FT) - was evaluated using Mullen Scales at 1, 4, 8, 12, and 18 months. Mixed models were applied to examine group differences. Gender, maternal education, and neurobehavior were included as predictors of developmental trajectories. The EPT and VPT infants achieved significantly lower scores than the FT infants in all domains, with a significantly increasing gap over time. The MPT infants' trajectories were more favorable than those of the EPT and VPT infants yet lower than the FT infants on the Visual Reception, Gross, and Fine Motor subscales. Male gender and lower maternal education were associated with lower scores that declined over time. Abnormal neonatal neurobehavior was associated lower Mullen scores and with less stability in scores over time. The EPT and VPT infants were found to have disadvantages across all domains. The MPT infants revealed more favorable developmental trajectories yet displayed vulnerability compared to the FT infants. Gender, maternal education, and neonatal neurobehavior are important in predicting the developmental outcomes of preterm infants. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of exposure to azaarenes on emergence and mouthpart development in the midge Chironomus riparius (Diptera: Chironomidae)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bleeker, E.A.J.; Leslie, H.A.; Groenendijk, D.

1999-08-01

Adverse effects of azaarenes on emergence and mouthpart development of the midge Chironomus riparius were analyzed using six closely related three-ringed isomers and metabolites. Effects on growth rate were examined by comparing the average day of emergence of exposed midges with that of controls. Fluctuating asymmetry (FA) in the pecten epipharyngis was examined as a measure of developmental abnormality. Delayed emergence was found at concentrations as low as 2% of the acute LC50, so emergence day appears to be a useful sensitive parameter to quantity life cycle effects. No differences in FA were found between exposed and control larvae, although,more » in other studies, all compounds have been proven to be genotoxic. The differences in FA were found between exposed and control larvae, although, in other studies, all compounds have been proven to be genotoxic. The differences in the genotoxic and FA-inducing properties of these compounds indicate that different mechanisms are involved in expressing these adverse effects. This study also illustrates that the choice of the morphological parameter strongly influences the results of developmental disturbance analyses and thus the risk qualification of a potentially hazardous compound.« less

Longitudinal examination of peer and partner influences on gender-specific pathways from child abuse to adult crime.

PubMed

Lee, Jungeun Olivia; Herrenkohl, Todd I; Jung, Hyunzee; Skinner, Martie L; Klika, J Bart

2015-09-01

Research provides increasing evidence of the association of child abuse with adult antisocial behavior. However, less is known about the developmental pathways that underlie this association. Building on the life course model of antisocial behavior, the present study examined possible developmental pathways linking various forms of child abuse (physical, emotional, sexual) to adult antisocial behavior. These pathways include child and adolescent antisocial behavior, as well as adulthood measures of partner risk taking, warmth, and antisocial peer influences. Data are from the Lehigh Longitudinal Study, a prospective longitudinal study examining long-term developmental outcomes subsequent to child maltreatment. Participant families in the Lehigh Longitudinal Study were followed from preschool age into adulthood. Analyses of gender differences addressed the consistency of path coefficients across genders. Results for 297 adult participants followed from early childhood showed that, for both genders, physical and emotional child abuse predicted adult crime indirectly through child and adolescent antisocial behavior, as well as adult partner and antisocial peer influences. However, for females, having an antisocial partner predicted an affiliation with antisocial peers, and that in turn predicted adult crime. For males, having an antisocial partner was associated with less partner warmth, which in turn predicted an affiliation with antisocial peers, itself a proximal predictor of adult crime. Sexual abuse also predicted adolescent antisocial behavior, but only for males, supporting what some have called "a delayed-onset pathway" for females, whereby the exposure to early risks produce much later developmental outcomes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Endorsement and Timing of Sexual Orientation Developmental Milestones Among Sexual Minority Young Adults in the Growing Up Today Study

PubMed Central

Katz-Wise, Sabra L.; Rosario, Margaret; Calzo, Jerel P.; Scherer, Emily A.; Sarda, Vishnudas; Austin, S. Bryn

2017-01-01

This research examined endorsement and timing of sexual orientation developmental milestones. Participants were 1235 females and 398 males from the Growing Up Today Study, ages 22 to 29 years, who endorsed a sexual minority orientation (lesbian/gay, bisexual, mostly heterosexual) or reported same-gender sexual behavior (heterosexual with same-gender sexual experience). An online survey measured current sexual orientation and endorsement and timing (age first experienced) of five sexual orientation developmental milestones: same-gender attractions, other-gender attractions, same-gender sexual experience, other-gender sexual experience, and sexual minority identification. Descriptive analyses and analyses to test for gender and sexual orientation group differences were conducted. Results indicated that females were more likely than males to endorse same-gender attraction, other-gender attraction, and other-gender sexual experience, with the most gender differences in endorsement among mostly heterosexuals and heterosexuals with same-gender sexual experience. In general, males reached milestones earlier than females, with the most gender differences in timing among lesbian and gay individuals and heterosexuals with same-gender sexual experience. Results suggest that the three sexual minority developmental milestones may best characterize the experiences of lesbians, gay males, and female and male bisexuals. More research is needed to understand sexual orientation development among mostly heterosexuals and heterosexuals with same-gender sexual experience. PMID:27148762

Endorsement and Timing of Sexual Orientation Developmental Milestones Among Sexual Minority Young Adults in the Growing Up Today Study.

PubMed

Katz-Wise, Sabra L; Rosario, Margaret; Calzo, Jerel P; Scherer, Emily A; Sarda, Vishnudas; Austin, S Bryn

2017-02-01

This research examined endorsement and timing of sexual orientation developmental milestones. Participants were 1,235 females and 398 males from the Growing Up Today Study, ages 22 to 29 years, who endorsed a sexual minority orientation (lesbian/gay, bisexual, mostly heterosexual) or reported same-gender sexual behavior (heterosexual with same-gender sexual experience). An online survey measured current sexual orientation and endorsement and timing (age first experienced) of five sexual orientation developmental milestones: same-gender attractions, other-gender attractions, same-gender sexual experience, other-gender sexual experience, and sexual minority identification. Descriptive analyses and analyses to test for gender and sexual orientation group differences were conducted. Results indicated that women were more likely than men to endorse same-gender attraction, other-gender attraction, and other-gender sexual experience, with the most gender differences in endorsement among mostly heterosexuals and heterosexuals with same-gender sexual experience. In general, men reached milestones earlier than women, with the most gender differences in timing among lesbian and gay individuals and heterosexuals with same-gender sexual experience. Results suggest that the three sexual minority developmental milestones may best characterize the experiences of lesbians, gay males, and female and male bisexuals. More research is needed to understand sexual orientation development among mostly heterosexuals and heterosexuals with same-gender sexual experience.

Brain development in rodents and humans: Identifying benchmarks of maturation and vulnerability to injury across species

PubMed Central

Semple, Bridgette D.; Blomgren, Klas; Gimlin, Kayleen; Ferriero, Donna M.; Noble-Haeusslein, Linda J.

2013-01-01

Hypoxic-ischemic and traumatic brain injuries are leading causes of long-term mortality and disability in infants and children. Although several preclinical models using rodents of different ages have been developed, species differences in the timing of key brain maturation events can render comparisons of vulnerability and regenerative capacities difficult to interpret. Traditional models of developmental brain injury have utilized rodents at postnatal day 7–10 as being roughly equivalent to a term human infant, based historically on the measurement of post-mortem brain weights during the 1970s. Here we will examine fundamental brain development processes that occur in both rodents and humans, to delineate a comparable time course of postnatal brain development across species. We consider the timing of neurogenesis, synaptogenesis, gliogenesis, oligodendrocyte maturation and age-dependent behaviors that coincide with developmentally regulated molecular and biochemical changes. In general, while the time scale is considerably different, the sequence of key events in brain maturation is largely consistent between humans and rodents. Further, there are distinct parallels in regional vulnerability as well as functional consequences in response to brain injuries. With a focus on developmental hypoxicischemic encephalopathy and traumatic brain injury, this review offers guidelines for researchers when considering the most appropriate rodent age for the developmental stage or process of interest to approximate human brain development. PMID:23583307

Hemoglobin phase of oxygenation and deoxygenation in early brain development measured using fNIRS

PubMed Central

Watanabe, Hama; Shitara, Yoshihiko; Aoki, Yoshinori; Inoue, Takanobu; Tsuchida, Shinya; Takahashi, Naoto; Taga, Gentaro

2017-01-01

A crucial issue in neonatal medicine is the impact of preterm birth on the developmental trajectory of the brain. Although a growing number of studies have shown alterations in the structure and function of the brain in preterm-born infants, we propose a method to detect subtle differences in neurovascular and metabolic functions in neonates and infants. Functional near-infrared spectroscopy (fNIRS) was used to obtain time-averaged phase differences between spontaneous low-frequency (less than 0.1 Hz) oscillatory changes in oxygenated hemoglobin (oxy-Hb) and those in deoxygenated hemoglobin (deoxy-Hb). This phase difference was referred to as hemoglobin phase of oxygenation and deoxygenation (hPod) in the cerebral tissue of sleeping neonates and infants. We examined hPod in term, late preterm, and early preterm infants with no evidence of clinical issues and found that all groups of infants showed developmental changes in the values of hPod from an in-phase to an antiphase pattern. Comparison of hPod among the groups revealed that developmental changes in hPod in early preterm infants precede those in late preterm and term infants at term equivalent age but then, progress at a slower pace. This study suggests that hPod measured using fNIRS is sensitive to the developmental stage of the integration of circular, neurovascular, and metabolic functions in the brains of neonates and infants. PMID:28196885

Male Adolescent Birth Control Behavior: The Importance of Developmental Factors and Sex Differences.

ERIC Educational Resources Information Center

Cohen, Donald D.; Rose, Ryda D.

1984-01-01

A survey of sex and birth control behavior of 51 male adolescents aged 15-17 was conducted using structured interviews. Based on research with teenage females, three social influences were examined for their possible impact on male birth control behavior. (Author/BW)

The International Resilience Research Project.

ERIC Educational Resources Information Center

Grotberg, Edith H.

Resilience is defined as "the human capacity to face, overcome, and be strengthened by experiences of adversity." This study used an Eriksonian developmental model to examine parents', caregivers', and children's resilience-promotion in children up to 12 years of age. Age and gender differences and cultural/ethnic similarities and…

Feminist Developmental Theory: Implications for Counseling.

ERIC Educational Resources Information Center

Wastell, Colin A.

1996-01-01

Discusses the importance of counseling guided by a life-span development model. Emphasizes that one popular theory should be modified by taking into account a broader understanding of life-span development in terms of commonalities and differences in male and female development. Examines implications with borderline personality disorder and…

Coaching in Community Settings: A Review.

ERIC Educational Resources Information Center

Nettles, Saundra Murray

Coaching is a means of instruction that combines elements of mentoring and tutoring in natural community environments. Coach and student characteristics, processes of coaching, and outcomes of coaching in varied community settings and across different developmental levels are examined. Programs utilizing adults and peers from the community in…

Phenotypic plasticity in the developmental integration of morphological trade-offs and secondary sexual trait compensation.

PubMed

Tomkins, Joseph L; Kotiaho, Janne S; Lebas, Natasha R

2005-03-07

Trait exaggeration through sexual selection will tale place alongside other changes in phenotype. Exaggerated morphology might be compensated by parallel changes in traits that support, enhance or facilitate exaggeration: 'secondary sexual trait compensation' (SSTC). Alternatively, exaggeration might be realized at the expense of other traits through morphological trade-offs. For the most part, SSTC has only been examined interspecifically. For these phenomena to be important intraspecifically, the sexual trait must be developmentally integrated with the compensatory or competing trait. We studied developmental integration in two species with different development: the holometabolous beetle Onthophagus taurus and the hemimetabolous earwig Forficula auricularia. Male-dimorphic variation in trait exaggeration was exploited to expose both trade-offs and SSTC. We found evidence for morphological trade-offs in O. taurus, but no F. auricularia, supporting the notion that trade-offs are more likely in closed developmetal systems. However, we found these trade-offs were not limited solely to traits growing close together. Developmental integration of structures involved in SSTC were detected in both species. The developmental integration of SSTC was phenotypically plastic, such that the compensation for relatively larger sexual traits was greater in the exasperated male morphs. Evidence of intraspecific SSTC demands studies of the selective, genetic and developmental architecture of phenotypic integration.

Myxococcus xanthus Developmental Cell Fate Production: Heterogeneous Accumulation of Developmental Regulatory Proteins and Reexamination of the Role of MazF in Developmental Lysis

PubMed Central

Lee, Bongsoo; Holkenbrink, Carina; Treuner-Lange, Anke

2012-01-01

Myxococcus xanthus undergoes a starvation-induced multicellular developmental program during which cells partition into three known fates: (i) aggregation into fruiting bodies followed by differentiation into spores, (ii) lysis, or (iii) differentiation into nonaggregating persister-like cells, termed peripheral rods. As a first step to characterize cell fate segregation, we enumerated total, aggregating, and nonaggregating cells throughout the developmental program. We demonstrate that both cell lysis and cell aggregation begin with similar timing at approximately 24 h after induction of development. Examination of several known regulatory proteins in the separated aggregated and nonaggregated cell fractions revealed previously unknown heterogeneity in the accumulation patterns of proteins involved in type IV pilus (T4P)-mediated motility (PilC and PilA) and regulation of development (MrpC, FruA, and C-signal). As part of our characterization of the cell lysis fate, we set out to investigate the unorthodox MazF-MrpC toxin-antitoxin system which was previously proposed to induce programmed cell death (PCD). We demonstrate that deletion of mazF in two different wild-type M. xanthus laboratory strains does not significantly reduce developmental cell lysis, suggesting that MazF's role in promoting PCD is an adaption to the mutant background strain used previously. PMID:22493014

Developmental and Individual Differences in the Neural Processing of Dynamic Expressions of Pain and Anger

PubMed Central

Missana, Manuela; Grigutsch, Maren; Grossmann, Tobias

2014-01-01

We examined the processing of facial expressions of pain and anger in 8-month-old infants and adults by measuring event-related brain potentials (ERPs) and frontal EEG alpha asymmetry. The ERP results revealed that while adults showed a late positive potential (LPP) to emotional expressions that was enhanced to pain expressions, reflecting increased evaluation and emotional arousal to pain expressions, infants showed a negative component (Nc) to emotional expressions that was enhanced to angry expressions, reflecting increased allocation of attention to angry faces. Moreover, infants and adults showed opposite patterns in their frontal asymmetry responses to pain and anger, suggesting developmental differences in the motivational processes engendered by these facial expressions. These findings are discussed in the light of associated individual differences in infant temperament and adult dispositional empathy. PMID:24705497

Preparation of Social Workers to Support People with Developmental Disabilities

ERIC Educational Resources Information Center

Laws, Jason; Parish, Susan L.; Scheyett, Anna M.; Egan, Christopher

2010-01-01

We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD…

The Quality of Life of Children with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Ncube, B. L.; Perry, A.; Weiss, J. A.

2018-01-01

Background: Research examining the quality of life (QoL) of children with severe developmental disabilities (SDD) is limited. The present study examines parent perceptions of child QoL in children with SDD compared with typically developing (TD) children and then examines predictors of QoL for the SDD group. Method: Parents of 246 children with…

Psychometrics and utility of Psycho-Educational Profile-Revised as a developmental quotient measure among children with the dual disability of intellectual disability and autism.

PubMed

Alwinesh, Merlin Thanka Jemi; Joseph, Rachel Beulah Jansirani; Daniel, Anna; Abel, Julie Sandra; Shankar, Satya Raj; Mammen, Priya; Russell, Sushila; Russell, Paul Swamidhas Sudhakar

2012-09-01

There is no agreement about the measure to quantify the intellectual/developmental level in children with the dual disability of intellectual disability and autism. Therefore, we studied the psychometric properties and utility of Psycho-Educational Profile-Revised (PEP-R) as a developmental test in this population. We identified 116 children with dual disability from the day care and inpatient database of a specialised Autism Clinic. Scale and domain level scores of PEP-R were collected and analyzed. We examined the internal consistency, domain-total correlation of PEP-R and concurrent validity of PEP-R against Gesell's Developmental Schedule, inter-rater and test-retest reliability and utility of PEP-R among children with dual disability in different ages, functional level and severity of autism. Besides the adequate face and content validity, PEP-R demonstrates a good internal consistency (Cronbach's α ranging from 0.91 to 0.93) and domain-total correlation (ranging from 0.75 to 0.90). The inter-rater reliability (intraclass correlation coefficient, ICC = 0.96) and test-retest reliability (ICC = 0.87) for PEP-R is good. There is moderate-to-high concurrent validity with GDS (r ranging from 0.61 to 0.82; all Ps = 0.001). The utility of PEP-R as a developmental measure was good with infants, toddlers, pre-school and primary school children. The ability of PEP-R to measure the developmental age was good, irrespective of the severity of autism but was better with high-functioning children. The PEP-R as an intellectual/developmental test has strong psychometric properties in children with dual disability. It could be used in children with different age groups and severity of autism. PEP-R should be used with caution as a developmental test in children with dual disability who are low functioning.

Spirituality as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Shek, Daniel T. L.

2012-01-01

The concept of spirituality as a positive youth development construct is reviewed in this paper. Both broad and narrow definitions of spirituality are examined and a working definition of spirituality is proposed. Regarding theories of spirituality, different models pertinent to spiritual development and the relationship between spirituality and positive youth development are highlighted. Different ecological factors, particularly family and peer influences, were found to influence spirituality. Research on the influence of spirituality on adolescent developmental outcomes is examined. Finally, ways to promote adolescent spirituality are discussed. PMID:22654611

Longitudinal and Integrative Tests of Family Stress Model Effects on Mexican-Origin Adolescents

PubMed Central

White, Rebecca M. B.; Liu, Yu; Nair, Rajni L.; Tein, Jenn-Yun

2015-01-01

The family stress model represents a common framework through which to examine the effects of environmental stressors on adolescent adjustment. The model suggests that economic and neighborhood stressors influence youth adjustment via disruptions to parenting. Incorporating integrative developmental theory, we examined the degree to which parents’ cultural value orientations mitigated the effects of stressors on parenting disruptions and the degree to which environmental adversity qualified the effect of parenting on adolescent adjustment. We tested the hypothesized Integrative Family Stress Model longitudinally in a sample of mother-youth dyads (N = 749) and father-youth dyads (N = 467) from Mexican origin families, across three times points spanning early to middle adolescence. Providing the first longitudinal evidence of family stress mediated effects, mothers’ perceptions of economic pressure were associated with increases in adolescent externalizing symptoms five years later via intermediate increases in harsh parenting. The remaining findings supported the notion that integrative developmental theory can inform family stress model hypothesis testing that is culturally and contextually relevant for wide range of diverse families and youth. For example, fathers’ perceptions of economic pressure and neighborhood danger had important implications for adolescent internalizing, via reductions in paternal warmth, but only at certain levels of neighborhood adversity. Mothers’ familism value orientations mitigated the effects of economic pressure on maternal warmth, protecting their adolescents from experiencing developmental costs associated with environmental stressors. Results are discussed in terms of identifying how integrative developmental theory intersects with the family stress model to set diverse youth on different developmental pathways. PMID:25751100

Longitudinal and integrative tests of family stress model effects on Mexican origin adolescents.

PubMed

White, Rebecca M B; Liu, Yu; Nair, Rajni L; Tein, Jenn-Yun

2015-05-01

The family stress model represents a common framework through which to examine the effects of environmental stressors on adolescent adjustment. The model suggests that economic and neighborhood stressors influence youth adjustment via disruptions to parenting. Incorporating integrative developmental theory, we examined the degree to which parents' cultural value orientations mitigated the effects of stressors on parenting disruptions and the degree to which environmental adversity qualified the effect of parenting on adolescent adjustment. We tested the hypothesized integrative family stress model longitudinally in a sample of mother-youth dyads (N = 749) and father-youth dyads (N = 467) from Mexican origin families, across 3 times points spanning early to middle adolescence. Providing the first longitudinal evidence of family stress mediated effects, mothers' perceptions of economic pressure were associated with increases in adolescent externalizing symptoms 5 years later via intermediate increases in harsh parenting. The remaining findings supported the notion that integrative developmental theory can inform family stress model hypothesis testing that is culturally and contextually relevant for a wide range of diverse families and youth. For example, fathers' perceptions of economic pressure and neighborhood danger had important implications for adolescent internalizing, via reductions in paternal warmth, but only at certain levels of neighborhood adversity. Mothers' familism value orientations mitigated the effects of economic pressure on maternal warmth, protecting their adolescents from experiencing developmental costs associated with environmental stressors. Results are discussed in terms of identifying how integrative developmental theory intersects with the family stress model to set diverse youth on different developmental pathways. (c) 2015 APA, all rights reserved).

Developmental practicum experiences of preservice teachers in deaf education: implications for practicum placement and faculty-student collaborative research.

PubMed

Guteng, S I; Tracy, T; Chappell, B

2000-12-01

The study examined the developmental practicum experiences of second-year graduate students in deaf education. Participants in the study consisted of a convenient sample of five practicum students. Triangulated data for the study came from the researcher's observational notes, e-mail correspondence with participants, and participants' journals. Inductive analysis was used to analyze the data. Results of the study evinced developmental experiences that are different from those reported in previous studies. The results of the study have significant implications for (a) practicum placement of graduate students in deaf education in terms of site-based orientation, use of the clinical model of supervision, opportunities for self-reflection, and periodic practicum seminars; and (b) faculty-student collaborative research in terms of planning, ethical issues, students' time needs, and training.

Vascular alterations underlie developmental problems manifested in cloned cattle before or after birth.

PubMed

Maiorka, Paulo Cesar; Favaron, Phelipe Oliveira; Mess, Andrea Maria; dos Santos, Caio Rodrigues; Alberto, Miryan Lanca; Meirelles, Flavio Vieira; Miglino, Maria Angelica

2015-01-01

Although assisted reproductive techniques are commonly applied in humans and animals, they are frequently associated with major developmental deficits and reduced viability. To explore abnormalities associated with cloning or nuclear transfer (NT) as the most invasive of these methods, we used a bovine model to characterize abnormalities. Detailed necropsy examinations were done on 13 calves that died soon after birth; in addition, we included data from embryos and fetuses (produced by NT) that terminated prematurely. Bovine clones that survived until the neonatal period differed quantitatively and qualitatively from in-vivo-derived cattle. Although alterations affected a variety of organs (e.g. heart, lung and liver), there was a clear association with abberant vascular developmental during the early intrauterine phase. Therefore, we concluded that vascular problems were key alterations induced by cloning (presumably via epigenetic modifications).

Vascular Alterations Underlie Developmental Problems Manifested in Cloned Cattle before or after Birth

PubMed Central

Favaron, Phelipe Oliveira; dos Santos, Caio Rodrigues; Alberto, Miryan Lanca; Meirelles, Flavio Vieira; Miglino, Maria Angelica

2015-01-01

Although assisted reproductive techniques are commonly applied in humans and animals, they are frequently associated with major developmental deficits and reduced viability. To explore abnormalities associated with cloning or nuclear transfer (NT) as the most invasive of these methods, we used a bovine model to characterize abnormalities. Detailed necropsy examinations were done on 13 calves that died soon after birth; in addition, we included data from embryos and fetuses (produced by NT) that terminated prematurely. Bovine clones that survived until the neonatal period differed quantitatively and qualitatively from in-vivo-derived cattle. Although alterations affected a variety of organs (e.g. heart, lung and liver), there was a clear association with abberant vascular developmental during the early intrauterine phase. Therefore, we concluded that vascular problems were key alterations induced by cloning (presumably via epigenetic modifications). PMID:25584533

Examining the role of communication on sibling relationship quality and interaction for sibling pairs with and without a developmental disability.

PubMed

Smith, Ashlyn L; Romski, Maryann; Sevcik, Rose A

2013-09-01

This study examined communication interaction patterns when one sibling had a developmental disability as well as the role of communication skills in sibling relationship quality. Thirty sibling dyads were categorized into one of three communication status groups: emerging, context-dependent, and independent communicators. Independent communicators and their siblings did not differ in terms of syntactic complexity but typically developing siblings dominated the interaction and exhibited greater lexical diversity regardless of communication status. Communication status did not impact the warmth/closeness, rivalry, or conflict in the sibling relationship, but siblings of independent communicators engaged in the greatest amount of helping and managing behaviors. These results represent a first step in understanding the role of communication skills in the sibling relationship for families of children with disabilities.

Chronic Intranasal Oxytocin Causes Long-term Impairments in Partner Preference Formation in Male Prairie Voles

PubMed Central

Bales, Karen L.; Perkeybile, Allison M.; Conley, Olivia G.; Lee, Meredith H.; Guoynes, Caleigh D.; Downing, Griffin M.; Yun, Catherine R.; Solomon, Marjorie; Jacob, Suma; Mendoza, Sally P.

2012-01-01

Background Oxytocin (OT) is a hormone shown to be involved in social bonding in animal models. Intranasal OT is currently in clinical trials for use in disorders such as autism and schizophrenia. We examined long-term effects of intranasal OT given developmentally in the prairie vole (Microtus ochrogaster), a socially monogamous rodent, often used as an animal model to screen drugs that have therapeutic potential for social disorders. Methods We treated voles with one of three dosages of intranasal OT, or saline, from day 21 (weaning) through day 42 (sexual maturity). We examined both social behavior immediately following administration, as well as long-term changes in social and anxiety behavior after treatment ceased. Group sizes varied from 8 to 15 voles (n = 89 voles total). Results Treatment with OT resulted in acute increases in social behavior in males with familiar partners, as seen in humans. However, long-term developmental treatment with low doses of intranasal OT resulted in a deficit in partner preference behavior (a reduction of contact with a familiar opposite-sex partner, used to index pair-bond formation) by males. Conclusions Long-term developmental treatment with OT may show results different to those predicted by short-term studies, as well as significant sex differences and dosage effects. Further animal study is crucial to determining safe and effective strategies for use of chronic intranasal OT, especially during development. PMID:23079235

Genetic and Environmental Influences on the Developmental Course of Attention-Deficit/Hyperactivity Disorder Symptoms From Childhood to Adolescence.

PubMed

Pingault, Jean-Baptiste; Viding, Essi; Galéra, Cédric; Greven, Corina U; Zheng, Yao; Plomin, Robert; Rijsdijk, Frühling

2015-07-01

Attention-deficit/hyperactivity disorder (ADHD) is conceptualized as a neurodevelopmental disorder that is strongly heritable. However, to our knowledge, no study to date has examined the genetic and environmental influences explaining interindividual differences in the developmental course of ADHD symptoms from childhood to adolescence (ie, systematic decreases or increases with age). The reason ADHD symptoms persist in some children but decline in others is an important concern, with implications for prognosis and interventions. To assess the proportional impact of genes and the environment on interindividual differences in the developmental course of ADHD symptom domains of hyperactivity/impulsivity and inattention between ages 8 and 16 years. A prospective sample of 8395 twin pairs from the Twins Early Development Study, recruited from population records of births in England and Wales between January 1, 1994, and December 31, 1996. Data collection at age 8 years took place between November 2002 and November 2004; data collection at age 16 years took place between February 2011 and January 2013. Both DSM-IV ADHD symptom subscales were rated 4 times by participants' mothers. Estimates from latent growth curve models indicated that the developmental course of hyperactivity/impulsivity symptoms followed a sharp linear decrease (mean score of 6.0 at age 8 years to 2.9 at age 16 years). Interindividual differences in the linear change in hyperactivity/impulsivity were under strong additive genetic influences (81%; 95% CI, 73%-88%). More than half of the genetic variation was specific to the developmental course and not shared with the baseline level of hyperactivity/impulsivity. The linear decrease in inattention symptoms was less pronounced (mean score of 5.8 at age 8 years to 4.9 at age 16 years). Nonadditive genetic influences accounted for a substantial amount of variation in the developmental course of inattention symptoms (54%; 95% CI, 8%-76%), with more than half being specific to the developmental course. The large genetic influences on the developmental course of ADHD symptoms are mostly specific and independent of those that account for variation in the baseline level of symptoms. Different sets of genes may be associated with the developmental course vs the baseline level of ADHD symptoms and explain why some children remit from ADHD, whereas others persist. Recent longitudinal imaging data indicate that the maintenance or increase in symptoms is underpinned by atypical trajectories of cortical development. This may reflect a specific genetic liability, distinct from that which contributes to baseline ADHD symptoms, and warrants closer follow-up.

Women's Self-definition in Adulthood: From a Different Model?

ERIC Educational Resources Information Center

Peck, Teresa A.

1986-01-01

Examines criticisms of existing models of adult development from both feminist and developmental psychologists. A model of women's adult self-definition is presented, based upon current research on women's adult experience. The model combines a dialectical approach, which considers the effects of social/historical factors, with a feminist…

Incentive-Related Modulation of Cognitive Control in Healthy, Anxious, and Depressed Adolescents: Development and Psychopathology Related Differences

ERIC Educational Resources Information Center

Hardin, Michael G.; Schroth, Elizabeth; Pine, Daniel S.; Ernst, Monique

2007-01-01

Background: Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better…

Developmental Invariance in Distinctiveness Effects in Memory

ERIC Educational Resources Information Center

Howe, Mark L.

2006-01-01

Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional…

Developmental Differences in the Use of Retrieval Cues to Describe Episodic Information in Memory.

ERIC Educational Resources Information Center

Ackerman, Brian P.; Rathburn, Jill

1984-01-01

Examines reasons why second and fourth grade students use cues relatively ineffectively to retrieve episodic information. Four experiments tested the hypothesis that retrieval cue effectiveness varies with the extent to which cue information describes event information in memory. Results showed that problems of discriminability and…

Children with Incarcerated Mothers: Developmental Outcomes, Special Challenges and Recommendations

ERIC Educational Resources Information Center

Dallaire, Danielle H.

2007-01-01

Incarcerated mothers represent a rapidly growing sector of the prison population. This review of the literature presents research examining the psychological and socio-emotional well-being of children with an incarcerated mother, highlighting risk and protective factors at different stages of children's development. Child outcomes are reviewed…

Examining Response Confidence in Multiple Text Tasks

ERIC Educational Resources Information Center

List, Alexandra; Alexander, Patricia A.

2015-01-01

Students' confidence in their responses to a multiple text-processing task and their justifications for those confidence ratings were investigated. Specifically, 215 undergraduates responded to two academic questions, differing by type (i.e., discrete and open-ended) and by domain (i.e., developmental psychology and astrophysics), using a digital…

Children's Communication of Basic Level and Subordinate Level Semantic Contrasts.

ERIC Educational Resources Information Center

Kossan, Nancy E.

Developmental differences in preschool children's abilities to communicate about basic and subordinate level semantic contrasts were examined in a referential communication situation. Twenty-four three, four, and five-year-old children communicated with children of the same age and adults about pictures' referents. Speakers talked about one…

Life Expectancy of Persons with Down Syndrome.

ERIC Educational Resources Information Center

Eyman, Richard K.; And Others

1991-01-01

Longevity of 12,543 Down's syndrome clients of the California Department of Developmental Services was examined. Findings indicated that predictors of survival were not different from mortality-related variables in the general population. Lack of mobility or poor feeding skills were better predictors of early death than variables associated with…

Brain Hemisphericity and Developmental Dyslexia

ERIC Educational Resources Information Center

Vlachos, Filippos; Andreou, Eleni; Delliou, Afroditi

2013-01-01

The present study examined the link between brain hemisphericity and dyslexia in secondary school students, using the Preference Test (PT), a widely used self-report index of preferred hemisphere thinking styles. The hypothesis was that differences would be revealed between the dyslexic group and their peers in hemispheric preference. A total of…

Developmental and Gender Differences in Preadolescents' Judgments of the Veracity of Gossip.

ERIC Educational Resources Information Center

Kuttler, Ami Flam; Parker, Jeffrey G.; La Greca, Annette M.

2002-01-01

Used hypothetical vignettes to examine 384 preadolescents' understanding of gossip in varying circumstances. Found that children correctly labeled talk about nonpresent others as gossip and considered it inappropriate. Skepticism was higher for gossip than for firsthand information and was greatest with cues suggesting that speakers were…

Variations in Patterns of Developmental Transitions in the Emerging Adulthood Period.

ERIC Educational Resources Information Center

Cohen, Patricia; Kasen, Stephanie; Chen, Henian; Hartmark, Claudia; Gordon, Kathy

2003-01-01

Examined autonomy and individuation levels within financial, residential, romantic, and family formation domains among 17- to 27-year-olds in a community-based longitudinal study. Found that subgroup differences related to family socioeconomic status, parental divorce, gender, or race were not generally attributable to educational enrollment. Both…

Extinction, Reacquisition, and Rapid Forgetting of Eyeblink Conditioning in Developing Rats

ERIC Educational Resources Information Center

Brown, Kevin L.; Freeman, John H.

2014-01-01

Eyeblink conditioning is a well-established model for studying the developmental neurobiology of associative learning and memory. However, age differences in extinction and subsequent reacquisition have yet to be studied using this model. The present study examined extinction and reacquisition of eyeblink conditioning in developing rats. In…

Developmental Changes in Children's Television Viewing Behaviors and Attitudes.

ERIC Educational Resources Information Center

Rubin, Alan M.

A study examined differences in television viewing behaviors and attitudes across age groups of children in their home environment. Personal interviews were conducted with 162 children, ages 5 to 12, in a midwestern elementary school. The interview assessed home environment (1) television viewing relationships, including viewing companion and…

Testimony and Interrogation of Minors: Assumptions about Maturity and Morality

ERIC Educational Resources Information Center

Owen-Kostelnik, Jessica; Reppucci, N. Dickon; Meyer, Jessica R.

2006-01-01

This article examines the legal histories and social contexts of testimony and interrogation involving minors, developmental research on suggestibility and judgment, interactions between development and legal/sociological contexts, and the reasoning behind how minors are treated in different legal contexts. The authors argue (a) that young…

Developmental Stages of Authority in Relation to Sexual Abuse Education.

ERIC Educational Resources Information Center

Bogat, G. Anne; McGrath, Marianne P.

This study examined children's conceptions of authority in sexually abusive situations. It aimed to determine: (1) whether children's perceptions of adult authority in sexually abusive situations differed from their perceptions of adult authority in benign situations; (2) whether children's conceptions of authority changed as a result of…

Impact of Language on Development of Auditory-Visual Speech Perception

ERIC Educational Resources Information Center

Sekiyama, Kaoru; Burnham, Denis

2008-01-01

The McGurk effect paradigm was used to examine the developmental onset of inter-language differences between Japanese and English in auditory-visual speech perception. Participants were asked to identify syllables in audiovisual (with congruent or discrepant auditory and visual components), audio-only, and video-only presentations at various…

Ambivalence in Adult Sibling Relationships.

ERIC Educational Resources Information Center

Bedford, Victoria H.

1989-01-01

Examined gender and developmental differences in awareness of underlying feelings about subjects' age-near, same-sex sibling in 60 child-rearing and empty nest subjects. Found that women seemed to be more aware of their underlying feelings toward sisters than were men toward brothers, but valence of feelings was life phase-specific. (TE)

Developmental Changes in Face Processing Skills.

ERIC Educational Resources Information Center

Mondloch, Catherine J.; Geldart, Sybil; Maurer, Daphne; Le Grand, Richard

2003-01-01

Two experiments examined the impact of slow development of processing differences among faces in the spacing among facial features (second-order relations). Computerized tasks involving various face-processing skills were used. Results of experiment with 6-, 8-, and 10-year-olds and with adults indicated that slow development of sensitivity to…

Attention and Vigilance in Children with Down Syndrome

ERIC Educational Resources Information Center

Trezise, Kim L.; Gray, Kylie M.; Sheppard, Dianne M.

2008-01-01

Background: Down syndrome (DS) has been the focus of much cognitive and developmental research; however, there is a gap in knowledge regarding sustained attention, particularly across different sensory domains. This research examined the hypothesis that children with DS would demonstrate superior visual rather than auditory performance on a…

Autonomy and Authority in the Resolution of Sibling Disputes.

ERIC Educational Resources Information Center

Ross, Hildy; And Others

1996-01-01

Investigates parental intervention in sibling disputes to reveal how different developmental models inform us about the role of social conflict in early development. Examines predictions made by Piagetian, socialization, and conflict-mediation models regarding the role of adults in children's conflicts, as they are applied to a series of studies…

Steady-State Pharmacokinetics of Bupropion SR in Juvenile Patients

ERIC Educational Resources Information Center

Daviss, W. Burleson; Perel, James M.; Rudolph, George R.; Axelson, David A.; Gilchrist, Richard; Nuss, Sharon; Birmaher, Boris; Brent, David A.

2005-01-01

Objective: To examine the steady-state pharmacokinetic properties of bupropion sustained release (SR) and their potential developmental differences in youths. Method: Eleven boys and eight girls aged 11 to 17 years old were prescribed bupropion SR monotherapy for attention-deficit/hyperactivity disorder (n = 16) and/or depressive disorders (n =…

Developmental Changes in Executive Functioning

ERIC Educational Resources Information Center

Lee, Kerry; Bull, Rebecca; Ho, Ringo M. H.

2013-01-01

Although early studies of executive functioning in children supported Miyake et al.'s (2000) three-factor model, more recent findings supported a variety of undifferentiated or two-factor structures. Using a cohort-sequential design, this study examined whether there were age-related differences in the structure of executive functioning among…

A Cross-Age Study of Student Understanding of the Concept of Diffusion.

ERIC Educational Resources Information Center

Westbrook, Susan L.; Marek, Edmund A.

1991-01-01

Examines seventh grade life science students, tenth grade biology students, and college zoology students for understanding of the concept of diffusion. Describes the differences among the grade levels in sound or partial understanding, misconceptions, and no understanding. Discusses the effect of developmental level on understanding. (KR)

Partial Picture Effects on Children's Memory for Sentences Containing Implicit Information.

ERIC Educational Resources Information Center

Miller, Gloria E.; Pressley, Michael

1987-01-01

Two experiments were conducted examining the effects of partial picture adjuncts on young children's coding of information implied in sentences. Developmental differences were found in whether (l) partial pictures facilitated inferencing and (2) pictures containing information not explicitly stated in sentences promoted cue recall of the…

Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness

ERIC Educational Resources Information Center

Bialystok, Ellen; Peets, Kathleen F.; Moreno, Sylvain

2014-01-01

This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124…

Single Mothers of Early Adolescents: Perceptions of Competence

ERIC Educational Resources Information Center

Beckert, Troy E.; Strom, Paris S.; Strom, Robert D.; Darre, Kathryn; Weed, Ane

2008-01-01

The purpose of this study was to examine similarities and differences in single mothers' and adolescents' perceptions of parenting competencies from a developmental assets approach. A multi-source (mothers [n = 29] and 10-14-year-old adolescent children [n = 29]), single-method (both generations completed the Parent Success Indicator)…

Exploring Developmental Differences in Students' Sensemaking during the Transition to Graduate School

ERIC Educational Resources Information Center

Perez, Rosemary J.

2016-01-01

Historically, research examining graduate student socialization has attended to the structure of the socialization process, rather than how individuals interpret it. This qualitative study explored how 21 student affairs master's degree candidates made sense of surprises that emerged during their initial socialization experiences. The findings…

Patterns of Cultural Adjustment among Young Migrants to Australia

ERIC Educational Resources Information Center

Sonderegger, Robi; Barrett, Paula M.

2004-01-01

In response to appeals for empirical data on culture-specific differences and developmental pathways of acculturative stress among young migrants and refugees, the present study examines the cultural adjustment patterns of ethnically diverse migrants to Australia. Two hundred and seventy three primary and high school students (comprised of…

Understanding child sexual behavior problems: a developmental psychopathology framework.

PubMed

Elkovitch, Natasha; Latzman, Robert D; Hansen, David J; Flood, Mary Fran

2009-11-01

Children exhibiting sexual behavior have increasingly gained the attention of child welfare and mental health systems, as well as the scientific community. While a heterogeneous group, children with sexual behavior problems consistently demonstrate a number of problems related to adjustment and overall development. In order to appropriately intervene with these children, a comprehensive understanding of etiology is imperative. The overarching goal of the present paper is to review the extant research on mechanisms associated with the development of problematic sexual behavior in childhood within a developmental psychopathology framework. What is known about normative and nonnormative sexual behavior in childhood is reviewed, highlighting definitional challenges and age-related developmental differences. Further, the relationship between child sexual abuse and child sexual behavior problems is discussed, drawing attention to factors impacting this relationship. Risk factors for child sexual behavior problems, beyond that of sexual abuse, are also reviewed utilizing a transactional-ecological framework. Finally, we conclude with a discussion of implications of a developmental psychopathology perspective on problematic child sexual behaviors to inform future research and intervention efforts. Such implications include the need for attention to normative childhood sexual behavior, developmental sensitivity, and examinations of ecological domain in concert.

Can knowledge of developmental processes illuminate the evolution of parental care?

PubMed

Michel, George F; Tyler, Amber N

2007-01-01

There are two levels of investigation for elucidating the evolution of parental behavior. The macro level focuses on how parental behavior can evolve as an aspect of reproduction. The micro level focuses on how species variations in parental behavior evolve. Recently, modern evolutionary biology has turned to developmental biology as a source for information about how trait variability (the substrate upon which natural selection and other evolutionary mechanisms can operate) can emerge during development (called "evo-devo"). Application of this evo-devo approach to the phenomenon of parental behavior requires identification of those mechanisms that produce variations in developmental pathways leading to parental behavior. It is these variations that provide the phenotypes for the potential evolution of different parental behavior systems. Variations in rodent maternal behavior affect the development of the HPA and HPG axes in their offspring. These mechanisms are examined to reveal how such developmental variations could underlie the evolution of biparental behavior. Knowledge of the developmental mechanisms responsible for species variations in mammalian parental behavior systems may provide insight into those mechanisms that may have been involved in the evolution of parental behavior itself. Copyright (c) 2006 Wiley Periodicals, Inc.

Developmental trends in adaptive memory.

PubMed

Otgaar, Henry; Howe, Mark L; Smeets, Tom; Garner, Sarah R

2014-01-01

Recent studies have revealed that memory is enhanced when information is processed for fitness-related purposes. The main objective of the current experiments was to test developmental trends in the evolutionary foundation of memory using different types of stimuli and paradigms. In Experiment 1, 11-year-olds and adults were presented with neutral, negative, and survival-related DRM word lists. We found a memory benefit for the survival-related words and showed that false memories were more likely to be elicited for the survival-related word lists than for the other lists. Experiment 2 examined developmental trends in the survival processing paradigm using neutral, negative, and survival-related pictures. A survival processing advantage was found for survival-related pictures in adults, for negative pictures in 11/12-year-olds, and for neutral pictures in 7/8-year-olds. In Experiment 3, 11/12-year-olds and adults had to imagine the standard survival scenario or an adapted survival condition (or pleasantness condition) that was designed to reduce the possibilities for elaborative processing. We found superior memory retention for both survival scenarios in children and adults. Collectively, our results evidently show that the survival processing advantage is developmentally invariant and that certain proximate mechanisms (elaboration and distinctiveness) underlie these developmental trends.

The implications of different developmental patterns of disruptive behavior problems for school adjustment

PubMed Central

STORMSHAK, ELIZABETH A.; BIERMAN, KAREN L.

2009-01-01

Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child’s externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment. PMID:9741677

Developmental and Individual Differences in Understanding of Fractions

PubMed Central

Siegler, Robert S.; Pyke, Aryn A.

2014-01-01

We examined developmental and individual differences in 6th and 8th graders’ fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross sectional design. Results indicated that the difference between low achieving and higher achieving children’s fraction arithmetic knowledge, already substantial in 6th grade, was much greater in 8th grade. The fraction arithmetic knowledge of low achieving children was similar in the two grades, whereas higher achieving children showed much greater knowledge in 8th than 6th grade, despite both groups having been in the same classrooms, using the same textbooks, and having the same teachers and classmates. Individual differences in both fraction arithmetic and mathematics achievement test scores were predicted by differences in fraction magnitude knowledge and whole number division, even after the contributions of reading achievement and executive functioning were statistically controlled. Instructional implications of the findings are discussed. PMID:23244401

Developmental Issues in Child Health Psychology.

ERIC Educational Resources Information Center

Maddux, James E.; And Others

1986-01-01

Examines three major aspects of child development--motor, cognitive, and psychological--and their influence on physical health. Suggests a beginning framework for examining the relationship between development and health, and proposes that a developmental perspective be added as a fourth dimension to the commonly employed three-dimensional…

Joint attention revisited: Finding strengths among children with autism.

PubMed

Hurwitz, Sarah; Watson, Linda R

2016-07-01

Differences in joint attention are prominent for some children with autism and are often used as an indicator of the disorder. This study examined the joint attention competencies of young children with autism who demonstrated joint attention ability and compared them to children with developmental delays. A total of 40 children with autism and developmental delays were matched pairwise based on mental and chronological age. Videos of children engaging in play were coded for the frequency and forms (eye contact, gestures, affect, etc.) of joint attention. Additionally, concurrent language was compared among children with autism (N = 32) by their joint attention ability. Children with autism spectrum disorder entered into joint attention significantly less often than children with developmental delays, but once engaged used the forms of joint attention similarly. For the matched pairs, there were no differences in language, but the children with autism who used joint attention had significantly better language than children with autism who did not (even after controlling for mental age). There is a group of young children with autism who can use joint attention but do so at lower frequencies than children with developmental delays. Possible reasons include difficulty disengaging attention and limited intrinsic social motivation to share. Adult persistence is recommended to encourage joint attention. © The Author(s) 2015.

Measuring the development of inhibitory control: The challenge of heterotypic continuity

PubMed Central

Petersen, Isaac T.; Hoyniak, Caroline P.; McQuillan, Maureen E.; Bates, John E.; Staples, Angela D.

2016-01-01

Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure. The inhibitory control measures showed limited age ranges of usefulness owing to ceiling/floor effects. Tasks were useful, on average, for a developmental span of less than 3 years. This suggests that measuring inhibitory control over longer spans of development may require use of different measures at different time points, seeking to measure heterotypic continuity. We suggest ways to study the development of inhibitory control, with overlapping measurement in a structural equation modeling framework and tests of longitudinal factorial or measurement invariance. However, as valuable as this would be for the area, we also point out that establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change. Any study of developmental change should be guided by theory and construct validity, aiming toward a better empirical and theoretical approach to the selection and combination of measures. PMID:27346906

The Relationship among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children with Reading Disabilities

ERIC Educational Resources Information Center

Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne

2007-01-01

Purpose: Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal…

Developmental Trajectories in Toddlers' Self-Restraint Predict Individual Differences in Executive Functions 14 Years Later: A Behavioral Genetic Analysis

ERIC Educational Resources Information Center

Friedman, Naomi P.; Miyake, Akira; Robinson, JoAnn L.; Hewitt, John K.

2011-01-01

We examined whether self-restraint in early childhood predicted individual differences in 3 executive functions (EFs; inhibiting prepotent responses, updating working memory, and shifting task sets) in late adolescence in a sample of approximately 950 twins. At ages 14, 20, 24, and 36 months, the children were shown an attractive toy and told not…

A relative shift in cloacal location repositions external genitalia in amniote evolution.

PubMed

Tschopp, Patrick; Sherratt, Emma; Sanger, Thomas J; Groner, Anna C; Aspiras, Ariel C; Hu, Jimmy K; Pourquié, Olivier; Gros, Jérôme; Tabin, Clifford J

2014-12-18

The move of vertebrates to a terrestrial lifestyle required major adaptations in their locomotory apparatus and reproductive organs. While the fin-to-limb transition has received considerable attention, little is known about the developmental and evolutionary origins of external genitalia. Similarities in gene expression have been interpreted as a potential evolutionary link between the limb and genitals; however, no underlying developmental mechanism has been identified. We re-examined this question using micro-computed tomography, lineage tracing in three amniote clades, and RNA-sequencing-based transcriptional profiling. Here we show that the developmental origin of external genitalia has shifted through evolution, and in some taxa limbs and genitals share a common primordium. In squamates, the genitalia develop directly from the budding hindlimbs, or the remnants thereof, whereas in mice the genital tubercle originates from the ventral and tail bud mesenchyme. The recruitment of different cell populations for genital outgrowth follows a change in the relative position of the cloaca, the genitalia organizing centre. Ectopic grafting of the cloaca demonstrates the conserved ability of different mesenchymal cells to respond to these genitalia-inducing signals. Our results support a limb-like developmental origin of external genitalia as the ancestral condition. Moreover, they suggest that a change in the relative position of the cloacal signalling centre during evolution has led to an altered developmental route for external genitalia in mammals, while preserving parts of the ancestral limb molecular circuitry owing to a common evolutionary origin.

Effect of the timing of first cleavage on in vitro developmental potential of nuclear-transferred bovine oocytes receiving cumulus and fibroblast cells.

PubMed

Amarnath, Dasari; Kato, Yoko; Tsunoda, Yukio

2007-06-01

The aim of the present study was to examine whether cumulus and fibroblast cell nuclear-transferred oocytes, which have high and low potential to develop into normal calves, respectively, are different in terms of in their patterns of timing of first cleavage and in their relationships between timing of first cleavage and in vitro developmental potential. The timing of first cleavage was similar in both types of nuclear-transferred and in vitro fertilized oocytes. More than 86% of the oocytes cleaved within 24 h after activation or in vitro fertilization; these oocytes contributed to more than 98% of the total number of blastocysts in all three groups. The potential of oocytes that cleaved at different intervals to develop into blastocysts differed among the groups. The developmental potential of the cumulus cell nuclear-transferred oocytes and in vitro fertilized oocytes decreased with the increase in time required for cleavage. Fibroblast cell nuclear-transferred oocytes that cleaved at 20 h, an intermediate cleaving time, had higher potential to develop into blastocysts. The results of the present study suggest that the type of donor nucleus used for nuclear transfer affects the timing of first cleavage.

Behavior Problems in Toddlers with and without Developmental Delays: Comparison of Treatment Outcomes

ERIC Educational Resources Information Center

Holtz, Casey A.; Carrasco, Jennifer M.; Mattek, Ryan J.; Fox, Robert A.

2009-01-01

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single…

Feminist Critique of Developmentalism: What's in It for Teachers?

ERIC Educational Resources Information Center

Spatig, Linda

2005-01-01

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between "insider critiques" formulated by feminist psychologists evaluating…

Examining Developmental Readiness in an International Service-Learning Context

ERIC Educational Resources Information Center

Taylor, Kari B.; Jones, Susan R.; Massey, Rachel; Mickey, Jasmine; Reynolds, Danyelle J.; Jackson, Torrie

2017-01-01

The authors examined students' developmental readiness for productively negotiating the disorienting dilemmas and dissonance they experienced during an international service-learning experience. Using a case study methodology, researchers collected data from a diverse group composed of 7 graduate students and 5 undergraduates who participated in a…

Developmental differences between boys and girls result in sex-specific physical fitness changes from fourth to fifth grade.

PubMed

Flanagan, Shawn D; Dunn-Lewis, Courtenay; Hatfield, Disa L; Distefano, Lindsay J; Fragala, Maren S; Shoap, Mark; Gotwald, Mary; Trail, John; Gomez, Ana L; Volek, Jeff S; Cortis, Cristina; Comstock, Brett A; Hooper, David R; Szivak, Tunde K; Looney, David P; DuPont, William H; McDermott, Danielle M; Gaudiose, Michael C; Kraemer, William J

2015-01-01

To better understand how developmental differences impact performance on a broad selection of common physical fitness measures, we examined changes in boys and girls from fourth to fifth grade. Subjects included 273 boys (age, 9.5 ± 0.6 years; height, 139.86 ± 7.52 cm; mass, 38.00 ± 9.55 kg) and 295 girls (age, 9.6 ± 0.5 years; height, 139.30 ± 7.19 cm; weight, 37.44 ± 9.35 kg). We compared anthropometrics, cardiorespiratory and local muscular endurance, flexibility, power, and strength. A mixed-method analysis of variance was used to compare boys and girls at the 2 time points. Pearson correlation coefficients were used to examine relationships between anthropometric and fitness measurements. Significance was set at p ≤ 0.05. Weight increased significantly (>10%) in both sexes, and girls became significantly taller than boys after growing 4.9% by fifth grade (vs. 3.5%). Both groups improved cardiorespiratory endurance and power, although boys performed better than girls at both time points. Boys were stronger in fourth grade, but girls improved more, leading to similar fifth-grade values. Girls were more flexible in fourth grade, but their significant decreases (∼32.4%) coupled with large improvements in boys (∼105%) resulted in similar fifth-grade scores. Body mass index (BMI) was positively correlated with run time regardless of grade or sex. Power was negatively correlated with BMI and run time in fourth grade. In conclusion, sex-specific differences in physical fitness are apparent before pubescence. Furthermore, this selection of measures reveals sexually dimorphic changes, which likely reflect the onset of puberty in girls. Coaches and teachers should account these developmental differences and their effects on anthropometrics and fitness in boys and girls.

Family Life and Developmental Idealism in Yazd, Iran

PubMed Central

Abbasi-Shavazi, Mohammad Jalal; Askari-Nodoushan, Abbas

2012-01-01

BACKGROUND This paper is motivated by the theory that developmental idealism has been disseminated globally and has become an international force for family and demographic change. Developmental idealism is a set of cultural beliefs and values about development and how development relates to family and demographic behavior. It holds that modern societies are causal forces producing modern families, that modern families help to produce modern societies, and that modern family change is to be expected. OBJECTIVE We examine the extent to which developmental idealism has been disseminated in Iran. We also investigate predictors of the dissemination of developmental idealism. METHODS We use survey data collected in 2007 from a sample of women in Yazd, a city in Iran. We examine the distribution of developmental idealism in the sample and the multivariate predictors of developmental idealism. RESULTS We find considerable support for the expectation that many elements of developmental idealism have been widely disseminated. Statistically significant majorities associate development with particular family attributes, believe that development causes change in families, believe that fertility reductions and age-at-marriage increases help foster development, and perceive family trends in Iran headed toward modernity. As predicted, parental education, respondent education, and income affect adherence to developmental idealism. CONCLUSIONS Developmental idealism has been widely disseminated in Yazd, Iran and is related to social and demographic factors in predicted ways. COMMENTS Although our data come from only one city, we expect that developmental idealism has been widely distributed in Iran, with important implications for family and demographic behavior. PMID:22942772

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

Basic numerical capacities and prevalence of developmental dyscalculia: the Havana Survey.

PubMed

Reigosa-Crespo, Vivian; Valdés-Sosa, Mitchell; Butterworth, Brian; Estévez, Nancy; Rodríguez, Marisol; Santos, Elsa; Torres, Paul; Suárez, Ramón; Lage, Agustín

2012-01-01

The association of enumeration and number comparison capacities with arithmetical competence was examined in a large sample of children from 2nd to 9th grades. It was found that efficiency on numerical capacities predicted separately more than 25% of the variance in the individual differences on a timed arithmetical test, and this occurred for both younger and older learners. These capacities were also significant predictors of individual variations in an untimed curriculum-based math achievement test and on the teacher scores of math performance over developmental time. Based on these findings, these numerical capacities were used for estimating the prevalence and gender ratio of basic numerical deficits and developmental dyscalculia (DD) over the grade range defined above (N = 11,652 children). The extent to which DD affects the population with poor ability on calculation was also examined. For this purpose, the prevalence and gender ratio of arithmetical dysfluency (AD) were estimated in the same cohort. The estimated prevalence of DD was 3.4%, and the male:female ratio was 4:1. However, the prevalence of AD was almost 3 times as high (9.35%), and no gender differences were found (male:female ratio = 1.07:1). Basic numerical deficits affect 4.54% of school-age population and affect more boys than girls (2.4:1). The differences between the corresponding estimates were highly significant (α < .01). Based on these contrastive findings, it is concluded that DD, defined as a defective sense of numerosity, could be a distinctive disorder that affects only a portion of children with AD.

Eye-movement strategies in developmental prosopagnosia and "super" face recognition.

PubMed

Bobak, Anna K; Parris, Benjamin A; Gregory, Nicola J; Bennetts, Rachel J; Bate, Sarah

2017-02-01

Developmental prosopagnosia (DP) is a cognitive condition characterized by a severe deficit in face recognition. Few investigations have examined whether impairments at the early stages of processing may underpin the condition, and it is also unknown whether DP is simply the "bottom end" of the typical face-processing spectrum. To address these issues, we monitored the eye-movements of DPs, typical perceivers, and "super recognizers" (SRs) while they viewed a set of static images displaying people engaged in naturalistic social scenarios. Three key findings emerged: (a) Individuals with more severe prosopagnosia spent less time examining the internal facial region, (b) as observed in acquired prosopagnosia, some DPs spent less time examining the eyes and more time examining the mouth than controls, and (c) SRs spent more time examining the nose-a measure that also correlated with face recognition ability in controls. These findings support previous suggestions that DP is a heterogeneous condition, but suggest that at least the most severe cases represent a group of individuals that qualitatively differ from the typical population. While SRs seem to merely be those at the "top end" of normal, this work identifies the nose as a critical region for successful face recognition.

Pilot study on infant swimming classes and early motor development.

PubMed

Dias, Jorge A B de S; Manoel, Edison de J; Dias, Roberta B de M; Okazaki, Victor H A

2013-12-01

Alberta Infant Motor Scale (AIMS) scores were examined before and after four months of swimming classes in 12 babies (ages 7 to 9 mo.) assigned to Experimental (n = 6) and Control (n = 6) groups matched on age and developmental status. Infants from both groups improved their developmental status from pre- to post-test; the Experimental group improved on mean percentile rank. The sample size and the discriminative power of the AIMS do not allow conclusive judgments on these group differences, hence on the effect of infant swimming classes. Nevertheless, a number of recommendations are made for future studies on the effect of swimming classes on infant motor development.

Allostatic load in parents of children with developmental disorders: Moderating influence of positive affect

PubMed Central

Song, Jieun; Mailick, Marsha R.; Ryff, Carol D.; Coe, Christopher L.; Greenberg, Jan S.; Hong, Jinkuk

2013-01-01

This study examines whether parents of children with developmental disorders (DD) are at risk for elevated allostatic load (AL) relative to control parents, and whether positive affect moderates difference in risk. Thirty-eight parents of children with DD and 38 matched comparison parents were analyzed. Regression analyses revealed a significant interaction between parent status and AL level: parents of children with DD had lower AL when they had higher positive affect, whereas no such association was evident for comparison parents. The findings suggest that promoting greater positive affect may lower health risks among parents of children with DD. PMID:23300048

Training play behavior in a 5-year-old boy with developmental disabilities.

PubMed

Arntzen, Erik; Halstadtrø, Ann-Mari; Halstadtrø, Monica

2003-01-01

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped.

Training play behavior in a 5-year-old boy with developmental disabilities.

PubMed Central

Arntzen, Erik; Halstadtrø, Ann-Mari; Halstadtrø, Monica

2003-01-01

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped. PMID:14596578

Community College Library Practices in Developmental Education

ERIC Educational Resources Information Center

Roselle, Ann

2008-01-01

This qualitative study examines current community college library practices in developmental education. Based on semistructured telephone interviews with 27 librarians across the United States, analysis of the results shows that there are librarians who proactively integrate basic library skills into developmental education and academic success…

Developmental risk and young children's regulatory strategies: predicting behavior problems at age five.

PubMed

Gerstein, Emily D; Pedersen Y Arbona, Anita; Crnic, Keith A; Ryu, Ehri; Baker, Bruce L; Blacher, Jan

2011-04-01

Children with early developmental delays are at heightened risk for behavior problems and comorbid psychopathology. This study examined the trajectories of regulatory capabilities and their potentially mediating role in the development of behavior problems for children with and without early developmental delays. A sample of 231 children comprised of 137 typically developing children and 94 children with developmental delays were examined during mildly frustrating laboratory tasks across the preschool period (ages 3-5). Results indicated that children with delays had greater use of maladaptive strategies (distraction, distress venting) and lower use of adaptive strategies (constructive coping) than typically developing children. For both groups, strategies had similar rates of growth across time; maladaptive strategies decreased and adaptive strategies increased. The intercept of strategy use, but not the slope, was found to mediate the relation between developmental risk and externalizing behaviors. Findings support that dysregulation, rather than the developmental risk, may be responsible for the high levels of comorbid psychopathology.

Impact of early developmental fluoride exposure on the peripheral pain sensitivity in mice.

PubMed

Ma, Jing; Liu, Fei; Liu, Peng; Dong, Ying-Ying; Chu, Zheng; Hou, Tie-Zhou; Dang, Yong-Hui

2015-12-01

Consumption of high concentration of fluoride in the drinking water would cause the fluorosis and chronic pain. Similar pain syndrome appeared in the patients in fluoride therapy of osteoporotic. The aim of the current study was to examine whether exposing immature mice to fluoride would modify the peripheral pain sensitivity or even cause a pain syndrome. We gave developmental fluoride exposure to mice in different concentration (0mg/L, 50mg/L and 100mg/L) and evaluated their basal pain threshold. Von Frey hair test, hot plate test and formalin test were conducted to examine the mechanical, thermal nociceptive threshold and inflammatory pain, respectively. In addition, the expression of hippocampal brain-derived neurotrophic factor (BDNF) was also evaluated by Western blotting. Hyperalgesia in fluoride exposure mice was exhibited in the Von Frey hair test, hot plate test and formalin test. Meanwhile, the expression of BDNF was significantly higher than that of control group. The results suggest that early developmental fluoride exposure may lower the basal pain threshold and be associated with the increasing of BDNF expression in hippocampus. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rate change detection of frequency modulated signals: developmental trends.

PubMed

Cohen-Mimran, Ravit; Sapir, Shimon

2011-08-26

The aim of this study was to examine developmental trends in rate change detection of auditory rhythmic signals (repetitive sinusoidally frequency modulated tones). Two groups of children (9-10 years old and 11-12 years old) and one group of young adults performed a rate change detection (RCD) task using three types of stimuli. The rate of stimulus modulation was either constant (CR), raised by 1 Hz in the middle of the stimulus (RR1) or raised by 2 Hz in the middle of the stimulus (RR2). Performance on the RCD task significantly improved with age. Also, the different stimuli showed different developmental trajectories. When the RR2 stimulus was used, results showed adult-like performance by the age of 10 years but when the RR1 stimulus was used performance continued to improve beyond 12 years of age. Rate change detection of repetitive sinusoidally frequency modulated tones show protracted development beyond the age of 12 years. Given evidence for abnormal processing of auditory rhythmic signals in neurodevelopmental conditions, such as dyslexia, the present methodology might help delineate the nature of these conditions.

Wessex Studies in Special Education: 4.

ERIC Educational Resources Information Center

Jackson, Robin, Ed.

Six papers examine aspects of special education and rehabilitation of developmentally handicapped persons. The first, "Legal and Human Rights of the Developmentally Handicapped Person" by N. Marlett examines issues in the protection of legal rights and the nature of competence. R. Davies and P. Johnson follow with an analysis of "Sexuality and the…

Adolescents' Explanations for Romantic Dissolutions: A Developmental Perspective

ERIC Educational Resources Information Center

Connolly, Jennifer; McIsaac, Caroline

2009-01-01

Our objective was to examine the prevalence and developmental significance of romantic break-ups in adolescence, a relatively unexplored area of study. We examined their occurrence in a sample of 910 adolescents, first noting the frequency of these events across age, gender, and romantic experience, and then analyzing the dissolution explanations…

A Theoretical Examination of Psychosocial Issues for Asian Pacific American Students.

ERIC Educational Resources Information Center

Kodama, Corinne Maekawa; McEwen, Marylu K.; Liang, Christopher T. H.; Lee, Sunny

2001-01-01

Examines psychosocial issues for Asian Pacific American (APA) students, one of the fastest growing but most understudied college populations. Finds that general groupings of developmental issues align somewhat with traditional psychosocial theory, although the underlying assumptions and specific developmental tasks do not fit the experience of…

Engaging a Developmentally Disabled Community through Arts-Based Service-Learning

ERIC Educational Resources Information Center

Alexander, Amanda

2015-01-01

This study examined whether teaching in a community arts organization that provides services for people with developmental disabilities enabled preservice art teachers to better understand diverse contexts of art programs and the benefits of teaching the arts to others. Through this activity, the author also examined whether preservice art…

Reducing Children's Implicit Racial Bias Through Exposure to Positive Out-Group Exemplars.

PubMed

Gonzalez, Antonya M; Steele, Jennifer R; Baron, Andrew S

2017-01-01

Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars. Results showed that children's implicit pro-White bias was reduced following exposure to positive Black exemplars, but only for older children (M age  = ~10 years). Younger children's (M age  = ~7 years) implicit bias was not affected by this intervention. These results suggest developmental differences in the malleability of implicit racial biases and point to possible age differences in intervention effectiveness. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Racial Differences in Trajectories of Heavy Drinking and Regular Marijuana Use from Ages 13 through 24 Among African-American and White Males

PubMed Central

Finlay, Andrea K.; White, Helene R.; Mun, Eun-Young; Cronley, Courtney C.; Lee, Chioun

2011-01-01

Background Although there are significant differences in prevalence of substance use between African-American and White adolescents, few studies have examined racial differences in developmental patterns of substance use, especially during the important developmental transition from adolescence to young adulthood. This study examines racial differences in trajectories of heavy drinking and regular marijuana use from adolescence into young adulthood. Methods A community-based sample of non-Hispanic African-American (n = 276) and non-Hispanic White (n = 211) males was analyzed to identify trajectories from ages 13 through 24. Results Initial analyses indicated race differences in heavy drinking and regular marijuana use trajectories. African Americans were more likely than Whites to be members of the nonheavy drinkers/nondrinkers group and less likely to be members of the early-onset heavy drinkers group. The former were also more likely than the latter to be members of the late-onset regular marijuana use group. Separate analyses by race indicated differences in heavy drinking for African Americans and Whites. A 2-group model for heavy drinking fit best for African Americans, whereas a 4-group solution fit best for Whites. For regular marijuana use, a similar 4-group solution fit for both races, although group proportions differed. Conclusions Within-race analyses indicated that there were clear race differences in the long-term patterns of alcohol use; regular marijuana use patterns were more similar. Extended follow ups are needed to examine differences and similarities in maturation processes for African-American and White males. For both races, prevention and intervention efforts are necessary into young adulthood. PMID:21908109

Significant improvement of pig cloning efficiency by treatment with LBH589 after somatic cell nuclear transfer.

PubMed

Jin, Jun-Xue; Li, Suo; Gao, Qing-Shan; Hong, Yu; Jin, Long; Zhu, Hai-Ying; Yan, Chang-Guo; Kang, Jin-Dan; Yin, Xi-Jun

2013-10-01

The low success rate of animal cloning by somatic cell nuclear transfer (SCNT) associates with epigenetic aberrancy, including the abnormal acetylation of histones. Altering the epigenetic status by histone deacetylase inhibitors (HDACi) enhances the developmental potential of SCNT embryos. In the current study, we examined the effects of LBH589 (panobinostat), a novel broad-spectrum HDACi, on the nuclear reprogramming and development of pig SCNT embryos in vitro. In experiment 1, we compared the in vitro developmental competence of nuclear transfer embryos treated with different concentrations of LBH589. Embryos treated with 50 nM LBH589 for 24 hours showed a significant increase in the rate of blastocyst formation compared with the control or embryos treated with 5 or 500 nM LBH589 (32.4% vs. 11.8%, 12.1%, and 10.0%, respectively, P < 0.05). In experiment 2, we examined the in vitro developmental competence of nuclear transfer embryos treated with 50 nM LBH589 for various intervals after activation and 6-dimethylaminopurine. Embryos treated for 24 hours had higher rates of blastocyst formation than the other groups. In experiment 3, when the acetylation of H4K12 was examined in SCNT embryos treated for 6 hours with 50 nM LBH589 by immunohistochemistry, the staining intensities of these proteins in LBH589-treated SCNT embryos were significantly higher than in the control. In experiment 4, LBH589-treated nuclear transfer and control embryos were transferred into surrogate mothers, resulting in three (100%) and two (66.7%) pregnancies, respectively. In conclusion, LBH589 enhances the nuclear reprogramming and developmental potential of SCNT embryos by altering the epigenetic status and expression, and increasing blastocyst quality. Crown Copyright © 2013. Published by Elsevier Inc. All rights reserved.

Resilient parenting of preschool children at developmental risk.

PubMed

Ellingsen, R; Baker, B L; Blacher, J; Crnic, K

2014-07-01

Given the great benefits of effective parenting to child development under normal circumstances, and the even greater benefits in the face of risk, it is important to understand why some parents manage to be effective in their interactions with their child despite facing formidable challenges. This study examined factors that promoted effective parenting in the presence of child developmental delay, high child behaviour problems, and low family income. Data were obtained from 232 families at child age 3 and 5 years. Using an adapted ABCX model, we examined three risk domains (child developmental delay, child behaviour problems, and low family income) and three protective factors (mother's education, health, and optimism). The outcome of interest was positive parenting as coded from mother-child interactions. Levels of positive parenting differed across levels of risk. Education and optimism appeared to be protective factors for positive parenting at ages 3 and 5, and health appeared to be an additional protective factor at age 5. There was an interaction between risk and education at age 3; mothers with higher education engaged in more positive parenting at higher levels of risk than did mothers with less education. There was also an interaction between risk and optimism at age 3; mothers with higher optimism engaged in more positive parenting at lower levels of risk than did mothers with less optimism. The risk index did not predict change in positive parenting from age 3-5, but the protective factor of maternal health predicted positive changes. This study examined factors leading to positive parenting in the face of risk, a topic that has received less attention in the literature on disability. Limitations, future directions, and implications for intervention are discussed. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Ontogenetic patterns in the dreams of women across the lifespan.

PubMed

Dale, Allyson; Lortie-Lussier, Monique; De Koninck, Joseph

2015-12-01

The present study supports and extends previous research on the developmental differences in women's dreams across the lifespan. The participants included 75 Canadian women in each of 5 age groups from adolescence to old age including 12-17, 18-24, 25-39, 40-64, and 65-85, totaling 375 women. One dream per participant was scored by two independent judges using the method of content analysis. Trend analysis was used to determine the ontogenetic pattern of the dream content categories. Results demonstrated significant ontogenetic decreases (linear trends) for female and familiar characters, activities, aggression, and friendliness. These patterns of dream imagery reflect the waking developmental patterns as proposed by social theories and recognized features of aging as postulated by the continuity hypothesis. Limitations and suggestions for future research including the examining of developmental patterns in the dreams of males are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Interactive versus passive distraction for acute pain management in young children: the role of selective attention and development.

PubMed

Wohlheiter, Karen A; Dahlquist, Lynnda M

2013-03-01

To examine whether age and developmental differences in selective attention influence young children's differential responses to interactive and passive distraction. 65 3- to 6-year-old children underwent three cold-pressor trials while receiving no intervention, playing a video game (interactive distraction), or watching a video game (passive distraction). In addition, children completed a test of selective attention, and parents completed ratings of attention. Consistent with neurocognitive models of pain, children benefited more from interactive distraction than from passive distraction. Although older children demonstrated superior pain tolerance overall, age and selective attention skills did not moderate children's responses to the distraction intervention. These findings suggest that younger preschoolers can benefit from interactive distraction to manage acute pain, provided that the distraction activity is developmentally appropriate. Research is needed to determine whether developmental issues are more important moderators of children's responses to distraction when faced with more challenging task demands.

Understanding African American Adolescents’ Identity Development: A Relational Developmental Systems Perspective

PubMed Central

Brittian, Aerika S.

2012-01-01

This article examines the development of African American adolescents’ identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents’ healthy development. Different personological theories of identity development were discussed, including Erikson’s theory of psychosocial development and Marcia’s theory of identity statuses. Developmental systems theory was used to further the literature on African American adolescents’ identity development, by integrating various views of identity development as they pertain to these youth. Furthermore, the formation of many aspects of identity may be an important coping and resilience process for such youth. In addition, directions for future research are discussed, including a consideration of the complexity of diversity that exists within the African American adolescent population, and a call for more longitudinal assessments of identity development is presented. PMID:23243325

Peptide Signaling in Plant Development

PubMed Central

Katsir, Leron; Davies, Kelli A.; Bergmann, Dominique C.; Laux, Thomas

2011-01-01

Cell-to-cell communication is integral to the evolution of multicellularity. In plant development, peptide signals relay information coordinating cell proliferation and differentiation. These peptides are often encoded by gene families and bind to corresponding families of receptors. The precise spatiotemporal expression of signals and their cognate receptors underlies developmental patterning, and expressional and biochemical changes over evolutionary time have likely contributed to the refinement and complexity of developmental programs. Here, we discuss two major plant peptide families which have central roles in plant development: the CLAVATA3/ENDOSPERM SURROUNDING REGION (CLE) peptide family and the EPIDERMAL PATTERNING FACTOR (EPF) family. We discuss how specialization has enabled the CLE peptides to modulate stem cell differentiation in various tissue types, and how differing activities of EPF peptides precisely regulate the stomatal developmental program, and we examine the contributions of these peptide families to plant development from an evolutionary perspective. PMID:21549958

Therapy Use for Children With Developmental Conditions: Analysis of Colorado Medicaid Data.

PubMed

McManus, Beth M; Rapport, Mary Jane; Richardson, Zachary; Lindrooth, Richard

2017-07-01

To examine therapy use and spending for Medicaid-enrolled infants and toddlers with developmental conditions. Sample infants and toddlers had a diagnosis (eg, cerebral palsy) or developmental delay (DD). Colorado Children's Medicaid administrative outpatient therapy claims (2006-2008) were used to estimate differences, by condition type and number of comorbid chronic conditions (CCCs), of any physical therapy (PT)/occupational therapy (OT) and Medicaid PT/OT spending. The sample included 20 959 children. Children with at least 2 CCCs had higher odds of PT/OT than children with no CCC. Children with DD had 12-fold higher odds of having any PT/OT compared with children with diagnosis. Children with a DD and 2 CCCs had the highest PT/OT spending. Medicaid PT/OT use and spending are higher for children with more CCCs and those with DD because children with DD receive more specialized PT/OT.

A developmentally informed adaptation of minority stress for sexual minority adolescents

PubMed Central

Goldbach, Jeremy T.; Gibbs, Jeremy J.

2017-01-01

Sexual minority adolescents (lesbian, gay, bisexual) experience disparities in behavioral health outcomes compared to their heterosexual peers, generally attributed to minority stress. Although evidence of the applicability of the minority stress model among adolescents exists, it is based on a primarily adult literature. Developmental and generational differences demand further examination of minority stress to confirm its applicability. Forty-eight life history interviews with sexual minority adolescents in California (age 14–19; M=19.27 SD = 1.38; 39.6% cismale, 35.4% cisfemale, 25% other gender) were completed, recorded, transcribed, and analyzed using thematic analysis in QSR NVivo. Following a consensus model, all transcripts were double coded. Results suggest that minority stress is appropriate for use with adolescents; however, further emphasis should be placed on social context, coping resources, and developmental processes regarding identity development. A conceptual model is provided, as are implications for research and practice. PMID:28033502

Participation Patterns of Preschool Children With Intellectual Developmental Disabilities.

PubMed

Gilboa, Yafit; Fuchs, Reut

2018-04-01

We aim to examine the pattern of participation of children with intellectual developmental disabilities (IDD) or global developmental delay (GDD) in comparison with typically developing preschoolers. In addition, to identify environmental and personal factors associated with their participation, 20 children with mild to moderate GDD or IDD, and 24 age- and gender-matched controls, aged 3 to 6 years, were assessed using the Assessment of Preschool Children's Participation and the Environmental Restriction Questionnaire. Significant differences were found between the groups, both for general scales of participation and for each activity area. For the IDD/GDD group, participation was significantly negatively correlated with environmental restrictions at home. For the control group, participation was correlated with demographic variables. Typically developing children participate at a higher frequency and in a more diverse range of activities compared with children with IDD/GDD. Associations between participation and contextual factors varied depending on the child's health condition.

Relationships between the color-word matching Stroop task and the Go/NoGo task: toward multifaceted assessment of attention and inhibition abilities of children.

PubMed

Morooka, Teruko; Ogino, Tatsuya; Takeuchi, Akihito; Hanafusa, Kaoru; Oka, Makio; Ohtsuka, Yoko

2012-01-01

Both selective attention and response inhibition can be assessed through the Stroop task and the Go/NoGo task (Go/NoGo). The color-word matching Stroop task (cwmStroop) differs from the traditional Stroop task in ways that make it easy to administer, and it enables the examiners to analyze reaction time. It is expected that the cwmStroop and Go/NoGo tasks will be useful as clinical assessments for children with developmental disorders and in combination with functional magnetic resonance imaging studies. The objectives of this study were to elucidate the pattern of developmental change in cwmStroop scores and Go/NoGo scores and to determine whether and how cwmStroop scores are related to Go/NoGo scores. The subjects consisted of 108 healthy Japanese children aged 6-14 years. We found that cwmStroop and Go/NoGo scores displayed clear developmental changes between 6 and 14 years of age. The children's scores on the 2 tasks followed different developmental courses, however, and the correlation between scores on the two tasks was weak on the whole. These results indicate that the cwmStroop and Go/NoGo tasks tap different aspects of selective attention and response inhibition. Therefore it is expected that the combination of both tests will be useful in the multifaceted assessment of selective attention and response inhibition in childhood.

Maternal Prenatal Stress and Other Developmental Risk Factors for Adolescent Depression: Spotlight on Sex Differences.

PubMed

Maxwell, Seth D; Fineberg, Anna M; Drabick, Deborah A; Murphy, Shannon K; Ellman, Lauren M

2018-02-01

Maternal stress during pregnancy has been linked to premorbid abnormalities associated with depression (e.g., difficult temperament, cognitive deficits) in offspring. However, few studies have looked across developmental periods to examine maternal stress during pregnancy and offspring depression during adolescence and whether these associations differ by sex. The current study used data from 1711 mother-offspring dyads (offspring sex: 49.8% male) in a longitudinal birth cohort study. Maternal narratives collected during pregnancy were qualitatively coded for stress-related themes by independent raters. Latent class analysis (LCA) identified distinct subgroups of offspring based on exposure to maternal prenatal stress and other developmental factors from the prenatal, childhood, and adolescent periods that have been associated with depression and/or maternal prenatal stress. LCA identified subgroups that were compared to determine whether and to what extent they differed on adolescent depressive symptoms. LCA revealed a subgroup of "high-risk" individuals, characterized by maternal factors during pregnancy (higher ambivalence/negativity and lower positivity towards the pregnancy, higher levels of hassles, lower maternal education and higher maternal age at birth, higher pre-pregnancy BMI) and offspring developmental factors (decreased cognitive functioning during childhood and adolescence, lower perceived parental support during adolescence, and higher levels of maternal depression during adolescence). High-risk females exhibited elevated conduct symptoms and higher birth order, while high-risk males exhibited decreased internalizing symptoms and lower birth order. Both high-risk males and females reported elevated depressive symptoms during adolescence relative to their "low-risk" counterparts.

Developmentally Appropriate Middle Level Schools. 2nd Edition.

ERIC Educational Resources Information Center

Manning, M. Lee

Noting factors that have contributed to an increased emphasis on developmentally responsive middle level schools, this revised monograph examines early adolescence as a developmental period and explores the physical, psychosocial, and cognitive characteristics of 10- to 15-year-olds. In addition, the monograph provides recommendations concerning…

Childhood Depression: A Developmental Perspective on Disruption of Functioning.

ERIC Educational Resources Information Center

Snyder, Rebecca Lynne

This paper reviews research on childhood depression and its relation to developmental processes, family functioning, academic performance, and peer relationships. The methodological strengths and weaknesses of the research are examined. A section on developmental perspectives looks at early childhood, school age children, and adolescence. Support…

Predictors of Developmental Outcome in Very Low Birth Weight Infants.

ERIC Educational Resources Information Center

Macias, Michelle M.; Saylor, Conway F.; Younginer, Erik; Katikaneni, Lakshmi D.

2000-01-01

Examined predictors of development in very low birth weight infants from diverse backgrounds. Found that low income and greater frequency of medical problems predicted developmental risk on the Bayley Scales. In two-parent households, paternal education predicted developmental scores. Several individual biomedical factors predicted…

Research on Children's Play: Analysis of Developmental and Early Education Journals from 2005 to 2007

ERIC Educational Resources Information Center

Cheng, Mei-Fang; Johnson, James E.

2010-01-01

Our review examined four early childhood journals ("Early Child Development and Care," "Early Childhood Education Journal," "Journal of Research in Childhood Education," and "Early Childhood Research Quarterly") and four developmental science journals ("Child Development," "Developmental Psychology," "Journal of Applied Developmental…

Developmental Screening Using the Ages and Stages Questionnaire: Standardized versus Real-World Conditions

ERIC Educational Resources Information Center

San Antonio, Marianne C.; Fenick, Ada M.; Shabanova, Veronika; Leventhal, John M.; Weitzman, Carol C.

2014-01-01

Developmental screens are often used in nonstandardized conditions, such as pediatric waiting rooms, despite validation under standardized conditions. We examined the reproducibility of the Ages and Stages Questionnaire (ASQ), a developmental screening instrument commonly used in pediatric practices, under standardized versus nonstandardized…

Elevated Social Anxiety among Early Maturing Girls

PubMed Central

Blumenthal, Heidemarie; Leen-Feldner, Ellen W.; Babson, Kimberly A.; Gahr, Jessica L.; Trainor, Casey D.; Frala, Jamie L.

2012-01-01

Adolescence is a key period in terms of the development of anxiety psychopathology. An emerging literature suggests that early pubertal maturation is associated with enhanced vulnerability for anxiety symptomatology, although few studies have examined this association with regard to social anxiety. Accordingly, the current study was designed to further elucidate the relation between pubertal timing and social anxiety, with a focus on clarifying the role of gender. Participants were 138 adolescents (ages 12-17 years) recruited from the general community. Level of social anxiety was examined as a function of gender and within-sample pubertal timing. As expected, early-maturing girls evidenced significantly higher social anxiety as compared to on-time girls and early-maturing boys, and no other differences were found as a function of gender or developmental timing. Findings and future directions are discussed in terms of forwarding developmentally-sensitive models of social anxiety etiology and prevention. PMID:21604866

Bidirectional Associations Among Sensitive Parenting, Language Development, and Social Competence

PubMed Central

Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

2014-01-01

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers’ sensitive parenting and children’s language skills and social competence from 24 to 36 months in a community sample of 174 families. In addition, this study examines how these developmental pathways vary by child sex. Findings indicate stability across time in sensitive parenting, expressive language skills, and social competence, as well as positive main effects of sensitive parenting on expressive and receptive language skills for girls and boys. We find mixed evidence over time of reciprocal links between social competence and sensitive parenting. Further, boys’ receptive language skills at 24 months uniquely contribute to increases in mothers’ observed sensitive parenting from 24 to 36 months. These findings highlight the utility of applying transactional frameworks to the study of sex-based differences in early developmental processes. PMID:25126021

The roles of gender, age and cognitive development in children's pedestrian route selection.

PubMed

Barton, B K; Ulrich, T; Lyday, B

2012-03-01

Thousands of American children under the age of 10 years are injured annually as pedestrians. Despite the scope of this public health problem, knowledge about behavioural control and developmental factors involved in the aetiology of child pedestrian safety is limited. The present study examined the roles of gender, age and two aspects of cognitive development (visual search and efficiency of processing) in children's safe pedestrian route selection. Measures of cognitive functioning (visual search and efficiency) and selections of risky pedestrian routes were collected from 65 children aged 5-9 years. Boys, younger children and those with less developed cognitive functioning selected riskier pedestrian routes. Cognitive functioning also subsumed age as a predictor of risky route selections. Our findings suggest developmental differences, specifically less developed cognitive functioning, play important roles in children's pedestrian decision making. Directions for future examination are discussed. © 2011 Blackwell Publishing Ltd.

Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities: An Initial Investigation

ERIC Educational Resources Information Center

Mayton, Michael R.; Carter, Stacy L.; Zhang, Jie; Wheeler, John J.

2014-01-01

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed…

Heuristic and Analytic Processing: Age Trends and Associations with Cognitive Ability and Cognitive Styles.

ERIC Educational Resources Information Center

Kokis, Judite V.; Macpherson, Robyn; Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

2002-01-01

Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…

Cognition-Emotion Interaction as a Predictor of Adolescent Depressive Symptoms

ERIC Educational Resources Information Center

Rudolph, Karen D.; Davis, Megan M.; Monti, Jennifer D.

2017-01-01

Given the sharp increase in rates of depression during adolescence, especially in girls, it is important to identify which youth are at greatest risk across this critical developmental transition. During the present research, we examined whether (a) individual differences in cognition-emotion interaction, as reflected in cognitive control (CC)…

A Developmental Study of Concepts of Body Functioning. Final Report.

ERIC Educational Resources Information Center

Stern, Virginia; Zimiles, Herbert

The first phase of a projected research program aimed at examining children's ideas about body functioning, this study focuses on concepts of digestion, elimination of waste and assimilation of food held by children of different ages. (Subjects expressed these concepts both verbally and graphically). Possible cues to the influence of affect on…

The Diversity of Romantic Pathways during Emerging Adulthood and Their Developmental Antecedents

ERIC Educational Resources Information Center

Shulman, Shmuel; Seiffge-Krenke, Inge; Scharf, Miri; Boiangiu, Shira Bezalel; Tregubenko, Valerya

2018-01-01

The present study examined patterns of romantic pathways in 100 Israeli emerging adults (54 males) who were followed from age 22 to 29 years. Analyses of interviews at age 29 yielded four distinctive romantic pathways differing in stability and ability to learn from romantic experiences: "Sporadic," "Lengthy Relationships but…

Development of Children at Risk for Adverse Outcomes Participating in Early Intervention in Developing Countries: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Wallander, Jan L.; Bann, Carla M.; Biasini, Fred J.; Goudar, Shivaprasad S.; Pasha, Omrana; Chomba, Elwyn; McClure, Elizabeth; Carlo, Waldemar A.

2014-01-01

Background: Previous research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk…

Developmental Differences in Relations between Episodic Memory and Hippocampal Subregion Volume during Early Childhood

ERIC Educational Resources Information Center

Riggins, Tracy; Blankenship, Sarah L.; Mulligan, Elizabeth; Rice, Katherine; Redcay, Elizabeth

2015-01-01

Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus--a structure known to support episodic memory in school-aged children and…

A Psychophysiological Analysis of Developmental Differences in the Ability to Resist Interference.

ERIC Educational Resources Information Center

Ridderinkhof, K. Richard; van der Molen, Maurits W.

1995-01-01

Examined age-related changes in visual selective attention--ability to resist interference--in children 5 to 12 years old and adults. The interference effect on stimulus evaluation did not discriminate between age groups; however, the interference effect on correct response activation showed a pronounced age-related reduction, suggesting a…

Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes

ERIC Educational Resources Information Center

De Von Figueroa-Moseley, Colmar; Ramey, Craig T.; Keltner, Bette; Lanzi, Robin G.

2006-01-01

This research examines variations in parenting and its effects on child cognitive outcomes across Latino subgroups from a national sampling that utilized a subset of 995 former Head Start Latino parents and children. Comparisons of the Parenting Dimension Inventory scaled scores revealed Latino subgroup differences on nurturance and consistency.…

Body Image Stereotypes: A Developmental Comparison

ERIC Educational Resources Information Center

Kirkpatrick, Sue W.; Sanders, Diane Moody

1978-01-01

Examines the hypothesis that temperament judgments associated with different body types are dependent upon the sex and age of the respondents. Five hundred male and female subjects ranging in age from 6 to 60 years matched 40 temperament or behavior descriptors with one of three body silhouettes representing an ectomorph, an endomorph, and a…

Theories of Intelligence, Learning, and Motivation as a Basis for Praxis

ERIC Educational Resources Information Center

Nderu-Boddington, Eulalee

2008-01-01

This paper examines how Piaget, Werner, and Gardner differ regarding the roles of cognition, intelligence, and learning in the developmental process. Piaget believes in the predominance of genetic factors. Werner stresses the influence of biological factors, while Gardner proposes that the environment plays a greater influence in how intelligence…

Joint Attention Revisited: Finding Strengths among Children with Autism

ERIC Educational Resources Information Center

Hurwitz, Sarah; Watson, Linda R.

2016-01-01

Differences in joint attention are prominent for some children with autism and are often used as an indicator of the disorder. This study examined the joint attention competencies of young children with autism who demonstrated joint attention ability and compared them to children with developmental delays. A total of 40 children with autism and…

A Corpus-Based Study on English Prepositions of Place, "In" and "On"

ERIC Educational Resources Information Center

Arjan, Asmeza; Abdullah, Noor Hayati; Roslim, Norwati

2013-01-01

This corpus-based study examined the usage, mastery and developmental pattern (Norwati, 2004) of English prepositions of place, "in" and "on" across three different academic levels namely Form 4, Form 5 and College students. The Malaysian Corpus of Students Argumentative Writing (MCSAW) was used as the source of data in…

Developmental Differences in the Impact of Contextual Factors on Susceptibility to Retroactive Interference

ERIC Educational Resources Information Center

Levy-Gigi, Einat; Vakil, Eli

2010-01-01

The influence of contextual similarity on children's recognition memory performance was examined using a retroactive interference paradigm. In the study, 9- and 12-year-olds were randomly assigned to one of two contextual conditions. In both conditions, target and interfering information were presented in distinctive contexts by using different…

Eliminating Age Differences in Children's and Adults' Suggestibility and Memory Conformity Effects

ERIC Educational Resources Information Center

Otgaar, Henry; Howe, Mark L.; Brackmann, Nathalie; van Helvoort, Daniël H. J.

2017-01-01

We examined whether typical developmental trends in suggestion-induced false memories (i.e., age-related decrease) could be changed. Using theoretical principles from the spontaneous false memory field, we adapted 2 often-used false memory procedures: misinformation (Experiment 1) and memory conformity (Experiment 2). In Experiment 1, 7- to…

Developing Students' Relational Understanding: Innovations and Insights

ERIC Educational Resources Information Center

Stump, Sheryl

2009-01-01

I recently had the opportunity to teach a developmental mathematics class at a community college, something a little different from what I usually do as a mathematics teacher educator at a university. I welcomed the chance to examine the curriculum and try some new approaches. In particular, I wanted to explore the development of some fundamental…

The Capacity to Balance Intimacy and Conflict: Differences in Romantic Relationships Between Healthy and Diabetic Adolescents.

ERIC Educational Resources Information Center

Seiffge-Krenke, Inge

1997-01-01

Examined the developmental changes in romantic relationships of both healthy and diabetic adolescents. Found that, whereas healthy adolescents were increasingly able to balance both intimacy and conflict in their relationships with romantic partners, diabetic adolescents were unable to experience both positive and negative romantic qualities.…

Objective Truths and the Leading of Children: A Response to Rheta DeVries, Betty Zan, and Carolyn Hildebrandt.

ERIC Educational Resources Information Center

Goodman, Joan F.

2002-01-01

Presents points of agreement with DeVries, Zan, and Hildebrandt: overall educational philosophy, the developmental path from egocentrism to reciprocity, and educational approaches when fundamental ethical principles are at stake. Examines the substantial differences in perspectives regarding the substance of morality, the process of teaching…

The Role of Sexual Orientation in School-Based Victimization: A Meta-Analysis

ERIC Educational Resources Information Center

Toomey, Russell B.; Russell, Stephen T.

2016-01-01

School-based victimization is associated with poorer developmental, academic, and health outcomes. This meta-analytic review compared the mean levels of school-based victimization experienced by sexual minority youth to those of heterosexual youth, and examined moderators of this difference. Results from 18 independent studies (N = 56,752…

Shifting Gears: Coping Flexibility in Children with and without ADHD

ERIC Educational Resources Information Center

Babb, Kimberley A.; Levine, Linda J.; Arseneault, Jaime M.

2010-01-01

This study examined developmental differences in, and cognitive bases of, coping flexibility in children with and without ADHD. Younger (age 7 to 8) and older (age 10 to 11) children with and without ADHD (N = 80) responded to hypothetical vignettes about problematic interactions with peers that shifted from controllable to uncontrollable over…

Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

ERIC Educational Resources Information Center

Spieker, Susan J.; Campbell, Susan B.; Vandergrift, Nathan; Pierce, Kim M.; Cauffman, Elizabeth; Susman, Elizabeth J.; Roisman, Glenn I.

2012-01-01

This study examined gender differences in the level and developmental course of relational aggression in middle childhood, as well as early predictors and outcomes of relational aggression, after controlling for concurrent physical aggression. Relational (RAgg) and Physical aggression (PAgg) scores for 558 boys and 545 girls at the ages of eight…

Processing Efficiency in Preschoolers' Memory Span: Individual Differences Related to Age and Anxiety

ERIC Educational Resources Information Center

Visu-Petra, Laura; Miclea, Mircea; Cheie, Lavinia; Benga, Oana

2009-01-01

In self-paced auditory memory span tasks, the microanalysis of response timing measures represents a developmentally sensitive measure, providing insights into the development of distinct processing rates during recall performance. The current study first examined the effects of age and trait anxiety on span accuracy (effectiveness) and response…

Reducing Children's Implicit Racial Bias through Exposure to Positive Out-Group Exemplars

ERIC Educational Resources Information Center

Gonzalez, Antonya M.; Steele, Jennifer R.; Baron, Andrew S.

2017-01-01

Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial…

Comparison of Measures of Morphosyntactic Complexity in French-Speaking School-Aged Children

ERIC Educational Resources Information Center

Mimeau, Catherine; Plourde, Vickie; Ouellet, Andrée-Anne; Dionne, Ginette

2015-01-01

This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a…

Moderators of Informant Agreement in the Assessment of Adolescent Psychopathology: Extension to a Forensic Sample

ERIC Educational Resources Information Center

Penney, Stephanie R.; Skilling, Tracey A.

2012-01-01

A well-documented finding in developmental psychopathology research is that different informants often provide discrepant ratings of a youth's internalizing and externalizing problems. The current study examines youth- and parent-based moderators (i.e., youth age, gender, and IQ; type of psychopathology; offense category; psychopathic traits;…

Correlates of Identity Configurations: Three Studies with Adolescent and Emerging Adult Cohorts

ERIC Educational Resources Information Center

Crocetti, Elisabetta; Scrignaro, Marta; Sica, Luigia Simona; Magrin, Maria Elena

2012-01-01

Adolescence and emerging adulthood are two core developmental periods in which individuals can develop a meaningful identity across domains. However, there is a lack of studies exploring correlates of different identity configurations. The purpose of this article was to fill this gap in examining correlates of configurations characterized by…

Income Disparities in Preschool Outcomes and the Role of Family, Child, and Parenting Factors

ERIC Educational Resources Information Center

Kohen, Dafna; Guèvremont, Anne

2014-01-01

The current study examined income disparities in a comprehensive set of preschoolers' outcomes (verbal ability, developmental skills, number knowledge, and hyperactivity) and the factors that could reduce differences in outcomes between children in the lowest and highest household income quartiles. Findings using Cycle 6 data from the Canadian…

Caseworker-Recipient Interaction: Welfare Office Differences, Economic Trajectories, and Child Outcomes

ERIC Educational Resources Information Center

Godfrey, Erin B.; Yoshikawa, Hirokazu

2012-01-01

Drawing on developmental and policy research, this study examined whether 3 dimensions of caseworker-recipient interaction in welfare offices functioned as critical ecological contexts for recipient families. The sample consisted of 1,098 families from 10 welfare offices in National Evaluation of Welfare to Work Strategies (NEWWS). In multilevel…

Early Language Development in Blind and Severely Visually Impaired Children. Interim Report on Pilot Study.

ERIC Educational Resources Information Center

Moore, Vanessa; McConachie, Helen

This study investigated variables that might be associated with outcome differences in language development of 10 children (ages 10-20 months) with blindness or severe visual impairments, attending a developmental vision clinic in southern England. Subjects' early patterns of expressive language development were examined and related to observed…

Developmental Changes in the Coherence of Essentialist Beliefs about Psychological Characteristics

ERIC Educational Resources Information Center

Gelman, Susan A.; Heyman, Gail D.; Legare, Cristine H.

2007-01-01

Essentialism is the belief that certain characteristics (of individuals or categories) may be relatively stable, unchanging, likely to be present at birth, and biologically based. The current studies examined how different essentialist beliefs interrelate. For example, does thinking that a property is innate imply that the property cannot be…

Characteristics of Autism Spectrum Disorder in Cornelia de Lange Syndrome

ERIC Educational Resources Information Center

Moss, Jo; Howlin, Patricia; Magiati, Iliana; Oliver, Chris

2012-01-01

Background: The prevalence of autism spectrum disorder (ASD) symptomatology is comparatively high in Cornelia de Lange syndrome (CdLS). However, the profile and developmental trajectories of these ASD characteristics are potentially different to those observed in individuals with idiopathic ASD. In this study we examine the ASD profile in CdLS in…

Dynamic Fearful Gaze Does Not Enhance Attention Orienting in Individuals with Asperger's Disorder

ERIC Educational Resources Information Center

Uono, Shota; Sato, Wataru; Toichi, Motomi

2009-01-01

Although impaired joint attention is one of the core clinical features of pervasive developmental disorder including autistic disorder and Asperger's disorder, experimental studies failed to report its impairment. This discrepancy might be the result of differences between real-life and experimental situations. The present study examined joint…

Characteristics of Maternal Verbal Style: Responsiveness and Directiveness in Two Natural Contexts

ERIC Educational Resources Information Center

Flynn, Valerie; Masur, Elise Frank

2007-01-01

Twenty mothers' provision of responsive, supportive behavioural directive, and intrusive behavioural and attentional directive speech was investigated during interactions with their children at ages 0 ; 10, 1 ; 1, 1 ; 5 and 1 ; 9 in two natural contexts, free play and bathtime. Issues examined included developmental change, contextual differences,…

Value transmissions between parents and children: gender and developmental phase as transmission belts.

PubMed

Roest, Annette M C; Dubas, Judith Semon; Gerris, Jan R M

2010-02-01

This study applied the gender role model of socialization theory, the developmental aging theory, and the topic salience perspective to the investigation of parent-child value transmissions. Specifically, we examined whether the bi-directionality and selectivity of value transmissions differed as a function of parents' and children's gender and children's developmental phase (adolescence versus emerging adulthood). Transmissions between parents and children from 402 Dutch families on the topics of work as duty and hedonism were studied across a 5-year period using structural equation modeling. As expected, we did not find convincing support for the general models of gender socialization and developmental aging. Instead, parent-child value transmissions appeared to be qualified by value salience. Particularly, high salience of work as duty for fathers was related with great paternal involvement in transmissions on this value orientation and high salience of hedonism for sons and adolescents was linked to transmissions from these groups to parents. Copyright (c) 2009 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. Published by Elsevier Ltd. All rights reserved.

Social support is associated with blood pressure responses in parents caring for children with developmental disabilities.

PubMed

Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls completed standard measures of perceived stress, child challenging behaviours and social support and wore an ambulatory blood pressure (BP) monitor throughout the day, for one day. Relative to controls, parents caring for children with developmental disabilities reported poorer psychosocial functioning and had a higher mean systolic BP. Of the psychosocial predictors, only social support was found to be predictive. Moreover, variations in social support accounted for some of the between group differences with the β for parental group attenuated from .42 to .34 in regression analyses. It appears that social support may influence blood pressure responses in parental caregivers. Finally, our findings underscore the importance of providing psychosocial interventions to improve the health of family caregivers. Copyright © 2012 Elsevier Ltd. All rights reserved.

What Is the Shape of Developmental Change?

PubMed Central

Adolph, Karen E.; Robinson, Scott R.; Young, Jesse W.; Gill-Alvarez, Felix

2009-01-01

Developmental trajectories provide the empirical foundation for theories about change processes during development. However, the ability to distinguish among alternative trajectories depends on how frequently observations are sampled. This study used real behavioral data, with real patterns of variability, to examine the effects of sampling at different intervals on characterization of the underlying trajectory. Data were derived from a set of 32 infant motor skills indexed daily during the first 18 months. Larger sampling intervals (2-31 days) were simulated by systematically removing observations from the daily data and interpolating over the gaps. Infrequent sampling caused decreasing sensitivity to fluctuations in the daily data: Variable trajectories erroneously appeared as step-functions and estimates of onset ages were increasingly off target. Sensitivity to variation decreased as an inverse power function of sampling interval, resulting in severe degradation of the trajectory with intervals longer than 7 days. These findings suggest that sampling rates typically used by developmental researchers may be inadequate to accurately depict patterns of variability and the shape of developmental change. Inadequate sampling regimes therefore may seriously compromise theories of development. PMID:18729590

Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence.

PubMed

Ettekal, Idean; Ladd, Gary W

2017-09-01

To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% females) and was based on peer report data on multiple forms of aggression and peer victimization. Using person-centered methods including latent profile and latent transition analyses, most of the identified subgroups were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal, and relational), with the exception of 1 group that appeared to be more form-specific. Across subgroups, multiple developmental patterns emerged characterized as early and late-onset, social interactional continuity, desistance, and heterotypic pathways. Collectively, these pathways support the perspective that the development of aggression and peer victimization in childhood and adolescence is characterized by heterogeneity. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Paternal versus maternal coping styles with child diagnosis of developmental delay.

PubMed

Barak-Levy, Yael; Atzaba-Poria, Na'ama

2013-06-01

Parents of children with disabilities vary in their reaction to their children's diagnosis. The current study focused on fathers in addition to mothers and examined their resolution and coping styles when having children diagnosed with developmental delay (DD). Sixty-five fathers and 71 mothers were interviewed using the reaction to the diagnosis interview (RDI; Pianta & Marvin, 1992a). Results indicated that the majority of parents were unresolved with their child's diagnosis, with no differences found between fathers' and mothers' rates of resolution. Furthermore, both parents of children that were diagnosed at a later age and parents that were less educated tended to be unresolved, as did fathers of a lower socioeconomic status. Older age of both children and mothers was related to maternal lack of resolution. Finally, an in-depth examination revealed significant differences in the manner in which fathers and mothers cope with their children's diagnosis: whereas mothers were more prone to using an emotional coping style, fathers tended to use a cognitive coping style. The clinical implications of paternal versus maternal coping styles are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

Competence to waive interrogation rights and adjudicative competence in adolescent defendants: cognitive development, attorney contact, and psychological symptoms.

PubMed

Viljoen, Jodi L; Roesch, Ronald

2005-12-01

Although there is growing evidence of developmental differences in competency to waive interrogation rights and adjudicative competence, the correlates of adolescents' legal capacities remain unclear. This study examined the relationship of legal capacities to cognitive development, legal learning opportunities, and psychological symptoms. Participants were 152 male and female defendants aged 11-17, who completed Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights, the Fitness Interview Test (Revised Edition), the Woodcock-Johnson III Cognitive Assessment Battery, and the Brief Psychiatric Rating Scale for Children. Legal capacities relevant to interrogation and adjudication increased with age. These developmental differences were partially mediated or explained by cognitive development. Of the specific cognitive abilities examined (general intellectual ability, verbal ability, reasoning, long-term retrieval, attention, and executive functioning), verbal ability was a particularly strong predictor of performance on competency measures. Also, defendants obtained lower scores on competency measures if they showed evidence of attention deficits or hyperactivity, had spent limited time with their attorneys, and/or were from low socioeconomic backgrounds.

Gestational exposure to perfluorooctanoic acid (PFOA): alterations in motor related behaviors

PubMed Central

Goulding, David R.; White, Sally S.; McBride, Sandra J.; Fenton, Suzanne E.; Harry, G. Jean

2016-01-01

Perfluoroalkyl and polyfluoroalkyl substances are used in commercial applications and developmental exposure has been implicated in alterations in neurobehavioral functioning. While associations between developmental perfluorooctanoic acid (PFOA) exposure and human outcomes have been inconsistent, studies in experimental animals suggest alterations in motor related behaviors. To examine a dose-response pattern of neurobehavioral effects following gestational exposure to PFOA, pregnant CD-1 mice received PFOA (0, 0.1, 0.3, 1.0 mg/kg/day) via oral gavage from gestational day 1–17 and the male offspring examined. Motor activity assessments on postnatal day (PND)18, 19, and 20 indicated a shift in the developmental pattern with an elevated activity level observed in the 1.0 mg/kg/day dose group on PND18. In the adult, no alterations were observed in body weights, activity levels, diurnal pattern of running wheel activity, startle response, or pre-pulse startle inhibition. In response to a subcutaneous injection of saline or nicotine (80 µg/kg), all animals displayed a transient increase in activity likely associated with handling with no differences observed across dose groups. Inhibition of motor activity over 18 days of 400µg/kg nicotine injection was not significantly different across dose groups. Hyperactivity induced by 2mg/kg (+)-methamphetamine hydrochloride intraperitoneal injection was significantly lower in the 1.0 mg/kg/day PFOA dose group as compared to controls. Taken together, these data suggest that the effects on motor-related behaviors with gestational PFOA exposure do not mimic those reported for acute postnatal exposure. Changes were not observed at dose level under 1.0 mg/kg/day PFOA. Further examination of pathways associated with methamphetamine-induced activity is warranted. PMID:27888120

Mother-Child Discrepancy in Perceived Family Functioning and Adolescent Developmental Outcomes in Families Experiencing Economic Disadvantage in Hong Kong.

PubMed

Leung, Janet T Y; Shek, Daniel T L; Li, Lin

2016-10-01

Though growing attention has been devoted to examining informant discrepancies of family attributes in social science research, studies that examine how interactions between mother-reported and adolescent-reported family functioning predict adolescent developmental outcomes in underprivileged families are severely lacking. The current study investigated the difference between mothers and adolescents in their reports of family functioning, as well as the relationships between mother-reported and adolescent-reported family functioning and adolescent developmental outcomes in a sample of 432 Chinese single-mother families (mean age of adolescents = 13.7 years, 51.2 % girls, mean age of mothers = 43.5 years, 69.9 % divorced) experiencing economic disadvantage in Hong Kong. Polynomial regression analyses were conducted to assess whether discrepancy in family functioning between mother reports and adolescent reports predicted resilience, beliefs in the future, cognitive competence, self-efficacy and self-determination of adolescents. The results indicated that adolescents reported family functioning more negatively than did their mothers. Polynomial regression analyses showed that the interaction term between mothers' reports and adolescents' reports of family functioning predicted adolescent developmental outcomes in Chinese single-mother families living in poverty. Basically, under poor adolescent-reported family functioning, adolescent development would be relatively better if their mothers reported more positive family functioning. In contrast, under good adolescent-reported family functioning, adolescents expressed better developmental outcomes when mothers reported lower levels of family functioning than those mothers who reported higher levels of family functioning. The findings provide insights on how congruency and discrepancy between informant reports of family functioning would influence adolescent development. Theoretical and practical implications of the findings are discussed.

Parental care mitigates carry-over effects of poor early conditions on offspring growth

USGS Publications Warehouse

Auer, Sonya K.; Martin, Thomas E.

2017-01-01

Poor developmental conditions can have long-lasting negative effects on offspring phenotypes, but impacts often differ among species. Contrasting responses may reflect disparities in experimental protocols among single-species studies or inherent differences among species in their sensitivity to early conditions and/or ability to mitigate negative impacts. We used a common experimental protocol to assess and compare the role of parental care in mitigating effects of poor early conditions on offspring among 4 sympatric bird species in the wild. We experimentally induced low incubation temperatures and examined effects on embryonic developmental rates, hatching success, nestling growth rates, and parental responses. We examined the generality of these effects across 4 species that differ in their phylogenetic history, breeding ecology, and life histories. We found that cooling led to delayed hatching in all species, but carry-over effects on offspring differed among species. Parents of some but not all species increased their offspring provisioning rates in response to experimental cooling with critical benefits for offspring growth rates. Our study shows for the first time that species exhibit clear differences in the degree to which they are affected by poor early conditions. Observed differences among species demonstrate that parental care is a critical mechanism for mitigating potential negative effects on offspring and suggest that parental responses may be constrained to varying degrees by ecology and life histories.

Developmental Differences in Engagement Style, Locus of Control, and Parent-Adolescent Relationships in African-American Families.

ERIC Educational Resources Information Center

Hill, Nancy E.

A study examined age and sex differences in engagement style and locus of control and their influence on African-American parent-adolescent relationships. The study subjects were 71 students in 9th grade and 57 students in 11th grade from 4 high schools in a large midwestern city; 46 college freshmen attending a large midwestern university; and 46…

Structural connectivity of the developing human amygdala.

PubMed

Saygin, Zeynep M; Osher, David E; Koldewyn, Kami; Martin, Rebecca E; Finn, Amy; Saxe, Rebecca; Gabrieli, John D E; Sheridan, Margaret

2015-01-01

A large corpus of research suggests that there are changes in the manner and degree to which the amygdala supports cognitive and emotional function across development. One possible basis for these developmental differences could be the maturation of amygdalar connections with the rest of the brain. Recent functional connectivity studies support this conclusion, but the structural connectivity of the developing amygdala and its different nuclei remains largely unstudied. We examined age related changes in the DWI connectivity fingerprints of the amygdala to the rest of the brain in 166 individuals of ages 5-30. We also developed a model to predict age based on individual-subject amygdala connectivity, and identified the connections that were most predictive of age. Finally, we segmented the amygdala into its four main nucleus groups, and examined the developmental changes in connectivity for each nucleus. We observed that with age, amygdalar connectivity becomes increasingly sparse and localized. Age related changes were largely localized to the subregions of the amygdala that are implicated in social inference and contextual memory (the basal and lateral nuclei). The central nucleus' connectivity also showed differences with age but these differences affected fewer target regions than the basal and lateral nuclei. The medial nucleus did not exhibit any age related changes. These findings demonstrate increasing specificity in the connectivity patterns of amygdalar nuclei across age.

The child with developmental delay: An approach to etiology

PubMed Central

Meschino, Wendy S

2003-01-01

OBJECTIVE: To describe an approach to history, physical examination and investigation for the developmentally delayed child. METHODS: A review of electronic databases from 1997 to 2001 was done searching for articles relating to the approach to or investigations of children with developmental delay. Five studies, including a review of a consensus conference on evaluation of mental retardation, were chosen because of their general approaches to developmental delay and/or mental retardation, or specific evaluations of a particular laboratory investigation. CONCLUSIONS: A diagnosis or cause of mental retardation can be identified in 20% to 60% of cases. Evaluation of the developmentally delayed child should include a detailed history and physical examination, taking special care to record a three-generation pedigree, as well as to look for dysmorphic features. If no other cause is apparent, routine investigations should include a chromosome study and fragile X studies. Further investigations are warranted depending on the clinical features. PMID:20011550

Parent-child relationships of boys in different offending trajectories. A developmental perspective

PubMed Central

Keijsers, Loes; Loeber, Rolf; Branje, Susan; Meeus, Wim

2012-01-01

Background This study tested the theoretical assumption that transformations of parent-child relationships in late childhood and adolescence would differ for boys following different offending trajectories. Methods Using longitudinal multiinformant data of 503 boys (ages 7–19), we conducted Growth Mixture Modeling to extract offending trajectories. Developmental changes in child reports of parent-child joint activities and relationship quality were examined using Latent Growth Curves. Results Five offending trajectories were found: non-offenders, moderate childhood offenders, adolescent-limited offenders, serious childhood offenders, and serious persistent offenders. Non-offenders reported high and stable levels of relationship quality between age 10 and 16. Adolescent-limited offenders reported a similarly high relationship quality as non-offenders at ages 7 and 10, but a lower and decreasing relationship quality in adolescence. Compared with non-offenders, serious persistent offenders reported poorer parent-child relationship quality at all ages, and a decreasing relationship quality in adolescence. Serious persistent offenders and adolescent-limited offenders reported similar levels and changes in parent-child relationship quality in adolescence. Although serious persistent offenders reported fewer joint activities at age 10 and 13 than non-offenders, a similar linear decrease in joint activities in early to middle adolescence was found for boys in each trajectory. Conclusion Developmental changes in parent-child relationship quality differ for different types of offenders. This finding has scientific and practical implications. PMID:22816682

Best Instructional Practices in Developmental Education: Faculty Perceptions

ERIC Educational Resources Information Center

Pierce, Calisa A.

2012-01-01

This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been identified in the literature as effective for developmental education. The study focused on two major areas related to the instructional practices surveyed:…

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

ERIC Educational Resources Information Center

Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

2015-01-01

To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

Developmental Performance as a Predictor of Academic Success in Entry-Level College Mathematics.

ERIC Educational Resources Information Center

Johnson, Laurence F.

1996-01-01

Discusses a study examining the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Finds that developmental course performance and student age were significantly and positively related to academic success, while length of…

Predictors of Care-Giver Stress in Families of Preschool-Aged Children with Developmental Disabilities

ERIC Educational Resources Information Center

Plant, K. M.; Sanders, M. R.

2007-01-01

Background: This study examined the predictors, mediators and moderators of parent stress in families of preschool-aged children with developmental disability. Method: One hundred and five mothers of preschool-aged children with developmental disability completed assessment measures addressing the key variables. Results: Analyses demonstrated that…

Understanding Information about Mortality among People with Intellectual and Developmental Disabilities in Canada

ERIC Educational Resources Information Center

Ouellette-Kuntz, Hélène; Shooshtari, Shahin; Balogh, Robert; Martens, Patricia

2015-01-01

Background: This paper reviews what is currently known about mortality among Canadians with intellectual and developmental disabilities and describes opportunities for ongoing monitoring. Methods: In-hospital mortality among adults with intellectual and developmental disabilities in Ontario was examined using hospital data. Mortality was compared…

Parent Recognition and Responses to Developmental Concerns in Young Children

ERIC Educational Resources Information Center

Marshall, Jennifer; Coulter, Martha L.; Gorski, Peter A.; Ewing, Aldenise

2016-01-01

This mixed-methods study examined influences, factors, and processes associated with parental recognition and appraisal of developmental concerns among 23 English- and Spanish-speaking parents of young children with signs of developmental or behavioral problems. Participants shared their experiences through in-depth interviews or focus groups and…

A Developmental Model Applied to Problems of Deafness.

ERIC Educational Resources Information Center

Schlesinger, Hilde S.

2000-01-01

This "classic" article (1972) in the field of deaf studies includes some interpretive notes for current readers. The article examines the effect of deafness on basic developmental tasks at each of the eight developmental stages of Erik Erikson's theory of psychosocial development and explains the more successful passage through these…

Associations of Early Developmental Milestones with Adult Intelligence

ERIC Educational Resources Information Center

Flensborg-Madsen, Trine; Mortensen, Erik L.

2018-01-01

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…

Transitioning Youth with Intellectual and Other Developmental Disabilities: Predicting Community Employment Outcomes

ERIC Educational Resources Information Center

Simonsen, Monica L.; Neubert, Debra A.

2013-01-01

Community employment outcomes were examined for 338 transitioning youth with intellectual and other developmental disabilities in one state 18 months after exiting public school. All transitioning youth received ongoing Developmental Disability agency funding. The majority of transitioning youth (57.1%) were engaged in sheltered or nonwork…

Factors Associated with Living in Developmental Centers in California

ERIC Educational Resources Information Center

Harrington, Charlene; Kang, Taewoon; Chang, Jamie

2009-01-01

This study examined need, predisposing, market, and regional factors that predicted the likelihood of individuals with developmental disabilities living in state developmental centers (DCs) compared with living at home, in community care, or in intermediate care (ICFs) and other facilities. Secondary data analysis using logistic regression models…

Instructional Technology Practices in Developmental Education in Texas

ERIC Educational Resources Information Center

Martirosyan, Nara M.; Kennon, J. Lindsey; Saxon, D. Patrick; Edmonson, Stacey L.; Skidmore, Susan T.

2017-01-01

The purpose of this study was to examine the current state of technology integration in developmental education in Texas higher education. Analyzing survey data from developmental education faculty members in 70 2- and 4-year colleges in Texas, researchers identified instructor-reported best instructional technology practices in developmental…

Developmental Education: New Approaches for the 21st Century

ERIC Educational Resources Information Center

Conforti, Peter; Sanchez, Jonell; McClarty, Katie Larsen

2014-01-01

In the past decade, developmental education has come under increased examination by stakeholders. Founded as an avenue for learners with academic deficits to meet educational goals, developmental education has helped many students. However, many more learners fail to succeed due to institutionalized difficulties, chief of which is a no-credit…

Multivariate Longitudinal Methods for Studying Developmental Relationships between Depression and Academic Achievement

ERIC Educational Resources Information Center

Grimm, Kevin J.

2007-01-01

Recent advances in methods and computer software for longitudinal data analysis have pushed researchers to more critically examine developmental theories. In turn, researchers have also begun to push longitudinal methods by asking more complex developmental questions. One such question involves the relationships between two developmental…

Who Places into Developmental Education and Why

ERIC Educational Resources Information Center

Pretlow, Joshua, III; Wathington, Heather D.

2013-01-01

Having garnered national attention, high failure rates in developmental education present a significant barrier to state and national policymakers' goals of increasing the percentage of adults who earn a college credential. However, a majority of the research fails to consider why students place into developmental education. This piece examines a…

Developmental Education in Arkansas: Practices, Costs, and a Model Approach

ERIC Educational Resources Information Center

Carroll, Rhonda; Kersh, Lily; Sullivan, Ellen; Fincher, Mark

2012-01-01

This paper examines the origins of developmental education and explores the way developmental education is administered at selected colleges in Arkansas. Finally, the paper focuses on a model Career Pathways Initiative program at University of Arkansas Community College-Morrilton. Career Pathways invigorates partnerships between colleges and…

Marital Satisfaction, Parental Stress, and Child Behavior Problems among Parents of Young Children with Developmental Delays

ERIC Educational Resources Information Center

Robinson, Merideth; Neece, Cameron L.

2015-01-01

Studies have found that low marital satisfaction, parenting stress, and child behavior problems are linked in families of children with developmental delays (DD). However, previous investigations examining the relationships between parenting stress, child behavior problems, and marital satisfaction rarely examine the interrelationships of these…

Large-Scale High School Reform through School Improvement Networks: Exploring Possibilities for "Developmental Evaluation"

ERIC Educational Resources Information Center

Peurach, Donald J.; Lenhoff, Sarah Winchell; Glazer, Joshua L.

2016-01-01

Recognizing school improvement networks as a leading strategy for large-scale high school reform, this analysis examines developmental evaluation as an approach to examining school improvement networks as "learning systems" able to produce, use, and refine practical knowledge in large numbers of schools. Through a case study of one…

Categorizing by Social Dimensions: A Developmental Basis for Stereotyping?

ERIC Educational Resources Information Center

Doyle, Anna-Beth; And Others

The use by 254 Canadian children of the dimensions of gender, language/ethnicity, and body type as bases of categorization was examined. A developmental approach was taken to see whether a sequence exists in the relative predominance of these dimensions; to examine the relation between the salience of these dimensions and cognitive developmental…

Using a Vulnerability-Stress-Adaptation Framework to Predict Physical Aggression Trajectories in Newlywed Marriage

ERIC Educational Resources Information Center

Langer, Amie; Lawrence, Erika; Barry, Robin A.

2008-01-01

The authors used a vulnerability-stress-adaptation framework to examine personality traits and chronic stress as predictors of the developmental course of physical aggression in the early years of marriage. Additionally, personality traits and physical aggression were examined as predictors of the developmental course of chronic stress. Data from…

Teacher-Child Relationships and Classroom-Learning Behaviours of Children with Developmental Language Disorders

ERIC Educational Resources Information Center

Rhoad-Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O'Connell, Ann A.

2018-01-01

Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association…

Indian Immigrant Parents of Children with Developmental Disabilities: Stressors and Support Systems

ERIC Educational Resources Information Center

John, Aesha; Bower, Kori; McCullough, Samie

2016-01-01

Although Asian Indians constitute one of the largest immigrant groups in the USA, research examining wellbeing among Indian immigrant families caring for a child with a developmental disability is relatively scarce. In response, this study examined the stressors and perceived quality of social support among Indian immigrant families of children…

Developmental Cascade Model for Adolescent Substance Use from Infancy to Late Adolescence

ERIC Educational Resources Information Center

Eiden, Rina D.; Lessard, Jared; Colder, Craig R.; Livingston, Jennifer; Casey, Meghan; Leonard, Kenneth E.

2016-01-01

A developmental cascade model for adolescent substance use beginning in infancy was examined in a sample of children with alcoholic and nonalcoholic parents. The model examined the role of parents' alcohol diagnoses, depression and antisocial behavior in a cascading process of risk via 3 major hypothesized pathways: first, via parental…

Examining treatment adherence among parents of children with autism spectrum disorder.

PubMed

Hock, Robert; Kinsman, Anne; Ortaglia, Andrew

2015-07-01

Children with Autism Spectrum Disorder (ASD) participate in a variety of treatments, including medication, behavioral, alternative and developmental treatments. Parent adherence to these treatments is crucial for positive child outcomes. The current study: 1) Explored patterns of parent adherence across the full range of treatments that are prescribed to children with ASD and, 2) Examined whether parent demographics, parent treatment attitudes, and child ASD severity contribute to parents' adherence across ASD treatments. Questionnaires were distributed to parents of children with ASD in a southeastern state. Parents (N = 274) were included if they were parenting a child with ASD who was receiving treatment for ASD symptoms. Paired t-tests and multiple linear regression were used to assess the study aims. Adherence to medication treatment was significantly greater than adherence to behavioral, developmental, or alternative treatments (adjusted p-values 0.0006, 0.0030, 0.0006 respectively). Perceived family burden of a treatment was associated with lower adherence to medication, developmental, and alternative treatments. Finally, greater ASD severity was associated with lower adherence to alternative treatments. Overall, the independent variables accounted for more variance in adherence to medication and alternative treatments than in behavioral and developmental treatments. Parents' adherence to ASD treatment differs significantly by treatment type and is influenced by parental perceptions of the burden of treatment on the family. These findings highlight the importance of understanding and addressing the impact of ASD treatment regimens on family life. Copyright © 2015 Elsevier Inc. All rights reserved.

A combined event-related potential and neuropsychological investigation of developmental dyscalculia.

PubMed

Soltész, Fruzsina; Szucs, Dénes; Dékány, Judit; Márkus, Attila; Csépe, Valéria

2007-05-01

Adolescents with developmental dyscalculia (DD) but no other impairments were examined with neuropsychological tests and with event-related brain potentials (ERPs). A matched control group and an adult control group were tested as well. Behavioural and ERP markers of the magnitude representation were examined in a task where subjects decided whether visually presented Hindu-Arabic digits were smaller or larger than 5. There was a normal behavioural numerical distance effect (better performance for digits closer to the reference number than for digits further away from it) in DD. This suggests that semantic magnitude relations depend on a phenomenologically (nearly) normal magnitude representation in DD, at least in the range of single-digit numbers. However, minor discrepancies between DD subjects and controls suggest that the perception of the magnitude of single digits may be slightly impaired in DD. Early ERP distance effects were similar in DD and in control subjects. In contrast, between 400 and 440 ms there was a focused right-parietal ERP distance effect in controls, but not in DD. This suggests that early, more automatic processing of digits was similar in both groups, and between-group processing differences arose later, during more complex controlled processing. This view is supported by signs of decelerated executive functioning in developmental dyscalculia. Further, DD subjects did not differ from controls in general mental rotation and in body parts knowledge, but were markedly impaired in mental finger rotation, finger knowledge, and tactile performance.

Influence of conduct problems and depressive symptomatology on adolescent substance use: developmentally proximal versus distal effects.

PubMed

Maslowsky, Julie; Schulenberg, John E; Zucker, Robert A

2014-04-01

The identification of developmentally specific windows at which key predictors of adolescent substance use are most influential is a crucial task for informing the design of appropriately targeted substance use prevention and intervention programs. The current study examined effects of conduct problems and depressive symptomatology on changes in alcohol, cigarette, and marijuana from 8th through 12th grade. We examined the effects of relatively developmentally distal versus proximal mental health problems on adolescent substance use and tested for gender differences. With a national, longitudinal sample from the Monitoring the Future study (N = 3,014), structural equation modeling was used to test the effects of 8th and 10th grade conduct problems and depressive symptomatology on subsequent changes in alcohol, cigarette, and marijuana use from 8th through 12th grade. Results indicated that relatively distal (8th grade) mental health problems were stronger predictors of increases in alcohol, cigarette, and marijuana use than were relatively more proximal (10th grade) mental health problems. Eighth grade conduct problems had the strongest effects on alcohol and marijuana use, and 8th grade depressive symptomatology had the strongest effects on cigarette use. Few gender differences were observed. These results suggest that intervening in earlier appearing conduct problems and depressive symptomatology may lead to a reduction in adolescent substance use in 10th and 12th grades and beyond. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Individual development of preschool children-prevalences and determinants of delays in Germany: a cross-sectional study in Southern Bavaria.

PubMed

Stich, Heribert L; Baune, Bernhard Th; Caniato, Riccardo N; Mikolajczyk, Rafael T; Krämer, Alexander

2012-12-05

Even minor abnormalities of early child development may have dramatic long term consequences. Accurate prevalence rates for a range of developmental impairments have been difficult to establish. Since related studies have used different methodological approaches, direct comparisons of the prevalence of developmental delays are difficult. The understanding of the key factors affecting child development, especially in preschool aged children remains limited. We used data from school entry examinations in Bavaria to measure the prevalence of developmental impairments in pre-school children beginning primary school in 1997-2009. The developmental impairments of all school beginners in the district of Dingolfing-Landau, Bavaria were assessed using modified "Bavarian School Entry Model" examination from 1997 to 2009 (N=13,182). The children were assessed for motor, cognitive, language and psychosocial impairments using a standardised medical protocol. Prevalence rates of impairments in twelve domains of development were estimated. Using uni- and multivariable logistic regression models, association between selected factors and development delays were assessed. The highest prevalence existed for impairments of pronunciation (13.8%) followed by fine motor impairments (12.2%), and impairments of memory and concentration (11.3%) and the lowest for impairments of rhythm of speech (3.1%). Younger children displayed more developmental delays. Male gender was strongly associated with all developmental impairments (highest risk for fine motor impairments = OR 3.22, 95% confidence interval 2.86-3.63). Preschool children with siblings (vs. children without any siblings) were at higher risk of having impairments in pronunciation (OR 1.31, 1.14-1.50). The influence of the non-German nationality was strong, with a maximum risk increase for the subareas of grammar and psychosocial development. Although children with non-German nationality had a reduced risk of disorders for the rhythm of speech and pronunciation, in all other 10 subareas their risk was increased. In preschool children, most common were delays of pronunciation, memory and concentration. Age effects suggest that delays can spontaneously resolve, but providing support at school entry might be helpful. Boys and migrant children appear at high risk of developmental problems, which may warrant tailored intervention strategies.

The rehabilitation of face recognition impairments: a critical review and future directions

PubMed Central

Bate, Sarah; Bennetts, Rachel J.

2014-01-01

While much research has investigated the neural and cognitive characteristics of face recognition impairments (prosopagnosia), much less work has examined their rehabilitation. In this paper, we present a critical analysis of the studies that have attempted to improve face-processing skills in acquired and developmental prosopagnosia, and place them in the context of the wider neurorehabilitation literature. First, we examine whether neuroplasticity within the typical face-processing system varies across the lifespan, in order to examine whether timing of intervention may be crucial. Second, we examine reports of interventions in acquired prosopagnosia, where training in compensatory strategies has had some success. Third, we examine reports of interventions in developmental prosopagnosia, where compensatory training in children and remedial training in adults have both been successful. However, the gains are somewhat limited—compensatory strategies have resulted in labored recognition techniques and limited generalization to untrained faces, and remedial techniques require longer periods of training and result in limited maintenance of gains. Critically, intervention suitability and outcome in both forms of the condition likely depends on a complex interaction of factors, including prosopagnosia severity, the precise functional locus of the impairment, and individual differences such as age. Finally, we discuss future directions in the rehabilitation of prosopagnosia, and the possibility of boosting the effects of cognitive training programmes by simultaneous administration of oxytocin or non-invasive brain stimulation. We conclude that future work using more systematic methods and larger participant groups is clearly required, and in the case of developmental prosopagnosia, there is an urgent need to develop early detection and remediation tools for children, in order to optimize intervention outcome. PMID:25100965

[Reconsidering children's dreams. A critical review of methods and results in developmental dream research from Freud to contemporary works].

PubMed

Sándor, Piroska; Bódizs, Róbert

2014-01-01

Examining children's dream development is a significant challenge for researchers. Results from studies on children's dreaming may enlighten us on the nature and role of dreaming as well as broaden our knowledge of consciousness and cognitive development. This review summarizes the main questions and historical progress in developmental dream research, with the aim of shedding light on the advantages, disadvantages and effects of different settings and methods on research outcomes. A typical example would be the dreams of 3 to 5 year-olds: they are simple and static, with a relative absence of emotions and active self participation according to laboratory studies; studies using different methodology however found them to be vivid, rich in emotions, with the self as an active participant. Questions about the validity of different methods arise, and are considered within this review. Given that methodological differences can result in highly divergent outcomes, it is strongly recommended for future research to select methodology and treat results more carefully.

Developmental palaeontology in synapsids: the fossil record of ontogeny in mammals and their closest relatives

PubMed Central

Sánchez-Villagra, Marcelo R.

2010-01-01

The study of fossilized ontogenies in mammals is mostly restricted to postnatal and late stages of growth, but nevertheless can deliver great insights into life history and evolutionary mechanisms affecting all aspects of development. Fossils provide evidence of developmental plasticity determined by ecological factors, as when allometric relations are modified in species which invaded a new space with a very different selection regime. This is the case of dwarfing and gigantism evolution in islands. Skeletochronological studies are restricted to the examination of growth marks mostly in the cement and dentine of teeth and can provide absolute age estimates. These, together with dental replacement data considered in a phylogenetic context, provide life-history information such as maturation time and longevity. Palaeohistology and dental replacement data document the more or less gradual but also convergent evolution of mammalian growth features during early synapsid evolution. Adult phenotypes of extinct mammals can inform developmental processes by showing a combination of features or levels of integration unrecorded in living species. Some adult features such as vertebral number, easily recorded in fossils, provide indirect information about somitogenesis and hox-gene expression boundaries. Developmental palaeontology is relevant for the discourse of ecological developmental biology, an area of research where features of growth and variation are fundamental and accessible among fossil mammals. PMID:20071389

Juvenile hormone mediates developmental integration between exaggerated traits and supportive traits in the horned flour beetle Gnatocerus cornutus.

PubMed

Okada, Yasukazu; Gotoh, Hiroki; Miura, Toru; Miyatake, Takahisa; Okada, Kensuke

2012-07-01

Sexually selected exaggerated traits are often coupled with modifications in other nontarget traits. In insects with weapons, enlargements of nontarget characters that functionally support the weapon often occur (i.e. supportive traits). The support of sexual traits requires developmental coordination among functionally related multiple traits-an explicit example of morphological integration. The genetic theory predicts that developmental integration among different body modules, for which development is regulated via different sets of genes, is likely to be coordinated by pleiotropic factors. However, the developmental backgrounds of morphological integrations are largely unknown. We tested the hypothesis that the juvenile hormone (JH), as a pleiotropic factor, mediates the integration between exaggerated and supportive traits in an armed beetle Gnatocerus cornutus. During combat, males of this beetle use exaggerated mandibles to lift up their opponents with the supportive traits, that is, the head and prothoracic body parts. Application of methoprene, a JH analog (JHA), during the larval to prepupal period, induced the formation of large mandibles relative to the body sizes in males. Morphometric examination of nontarget traits elucidated an increase in the relative sizes of supportive traits, including the head and prothoracic body parts. In addition, reductions in the hind wing area and elytra length, which correspond to flight and reproductive abilities, were detected. Our findings are consistent with the genetic theory and support the idea that JH is a key pleiotropic factor that coordinates the developmental integration of exaggerated traits and supportive characters, as well as resource allocation trade-offs. © 2012 Wiley Periodicals, Inc.

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

PubMed

Houwen, Suzanne; Visser, Linda; van der Putten, Annette; Vlaskamp, Carla

2016-01-01

It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development. Copyright © 2016 Elsevier Ltd. All rights reserved.

No change in developmental outcome with incubator covers and nesting for very preterm infants in a randomised controlled trial.

PubMed

Maguire, C M; Walther, F J; van Zwieten, P H T; Le Cessie, S; Wit, J M; Veen, S

2009-03-01

To investigate in a randomised controlled trial the effect of basic elements of developmental care (incubator covers and positioning aids) on growth and neurodevelopment in infants born at < 32 weeks. Infants were randomised within 48 h of birth to a developmental care (DC) or standard care (C) group. Outcome measures at 1 and 2 years corrected age were growth, standardised neurological examinations, and mental (MDI) and psychomotor (PDI) development (Dutch version of the Bayley Scales of Infant Development II). 192 infants were recruited (DC = 98; C = 94). Thirteen infants (DC = 7, C = 6) were excluded because they were admitted for <5 days or died within the first 5 days. In total, 179 infants met the inclusion criteria. In-hospital mortality was 12/91 (13.2%) in the DC group and 8/88 (9.1%) in the C group. Assessments were carried out on 147 children (DC = 74, C = 73) at 1 year and 142 children (DC = 72, C = 70) at 2 years. No significant difference in growth, neurological outcomes or MDI was found. A positive trend in PDI at 1 year (p = 0.05) did not continue once the children reached 2 years. There was no difference found when neurological and developmental scores were combined. Basic developmental care has no positive effect on neurological and mental development or growth at 1 and 2 years of age in infants born at <32 weeks. A positive effect on psychomotor development at 1 year did not continue at 2 years of age.

Contraceptive Provision to Postpartum Women With Intellectual and Developmental Disabilities: A Population-Based Cohort Study.

PubMed

Brown, Hilary K; Kirkham, Yolanda A; Lunsky, Yona; Cobigo, Virginie; Vigod, Simone N

2018-05-29

Women with intellectual and developmental disabilities who experience pregnancy, like all women, require postpartum care that supports their contraceptive knowledge and decision making. Yet, little is known about the postpartum contraceptive care these women receive, or how it compares with care given to other women. A population-based study using linked health and social services administrative data examined provision of postpartum contraceptive care to women who had a live birth in Ontario, Canada, in 2002-2014 and were beneficiaries of Ontario's publicly funded drug plan. Modified Poisson regression was used to compare care between 1,181 women with and 36,259 women without intellectual and developmental disabilities. Outcomes were provision of any nonbarrier contraceptive in the year following the birth and type of method provided. In the first year postpartum, women with intellectual and developmental disabilities were provided with contraceptives at a higher rate than were other women (relative risk 1.3); the difference was significant for both nonsurgical and surgical methods (1.2 and 1.8, respectively). The higher rate of nonsurgical contraceptive provision was explained by provision of injectables (1.9); there were no differences for pills or IUDs. Nonbarrier contraceptives may be the most appropriate methods for some women with intellectual and developmental disabilities. However, future research should investigate why women with such disabilities are more likely than others to receive injectable contraceptives, which have possible negative side effects, and surgical contraception, which is irreversible. Research also should investigate how these women perceive their participation in contraceptive decision making. Copyright © 2018 by the Guttmacher Institute.

Associations between Race and Eating Disorder Symptom Trajectories in Black and White Girls.

PubMed

Bodell, Lindsay P; Wildes, Jennifer E; Cheng, Yu; Goldschmidt, Andrea B; Keenan, Kate; Hipwell, Alison E; Stepp, Stephanie D

2018-04-01

Epidemiological research suggests racial differences in the presentation of eating disorder symptoms. However, no studies have examined associations between race and eating disorder symptom trajectories across youth and adolescence, which is necessary to inform culturally sensitive prevention programs. The purpose of the current study was to examine the trajectories of eating disorder symptoms from childhood to young adulthood and to examine whether race was associated with trajectory group membership. Data were drawn from 2,305 Black and White girls who participated in a community-based longitudinal cohort study (Pittsburgh Girls Study) examining the development of psychopathology. The child and adult versions of the Eating Attitudes Test assessed self-reported eating disorder symptoms at six time points between ages 9 and 21 years. Growth mixture modeling was used to examine developmental trajectories of dieting, bulimia/food preoccupation, and total eating disorder symptom scores. Given potential confounds with race and disordered eating, financial strain (i.e., receiving public assistance) and weight were included as covariates. Four to six distinct developmental patterns were found across eating disorder symptoms, including none, increasing, decreasing, or increasing-decreasing trajectories. Black girls had a greater likelihood of being in the decreasing trajectories for dieting, bulimia/food preoccupation, and total eating disorder symptom scores. White girls were more likely to follow increasing trajectories of dieting and total eating disorder symptom scores compared to Black girls. These results highlight the importance of examining the influence of racial background on eating disorder symptoms and the potential need for differences in the timing and focus of prevention interventions in these groups.

Developmental assessment of infants with biliary atresia: differences between boys and girls.

PubMed

Caudle, Susan E; Katzenstein, Jennifer M; Karpen, Saul; McLin, Valérie

2012-10-01

The aim of the present study was to investigate whether male and female infants with biliary atresia (BA) differ cognitively and to confirm previously documented developmental lags in infants with BA before liver transplantation. With the Mullen Scales of Early Learning, we examined 21 female and 12 male infants (ages 3-20 months) with BA, comparing scores across indices by sex and correlating Mullen Scales of Early Learning scores with standard clinical and biochemical parameters. Overall, both boys and girls were found to be vulnerable to developmental lags in the areas of expressive language (EL) and gross motor skills. In comparison with their male peers, girls were found to be weaker in the area of visual reception skills (P=0.05) with a trend found for EL (P=0.08). Girls were also found to have higher C-bilirubin levels and to be of shorter length. Growth parameters were found to be correlated with EL scores. International normalized ratio was found to be correlated with gross motor performance and with a trend also noted for fine motor skills. Age at Kasai predicted receptive language skills. As has been shown, infants with BA appear to be vulnerable to developmental lags before transplantation. In particular, female infants appear to be vulnerable to cognitive and skill delays in comparison with their male peers. C-bilirubin levels may play a role in this increased vulnerability for females.

Stereotyped behavior of severely disabled children in classroom and free-play settings.

PubMed

Thompson, T J; Berkson, G

1985-05-01

The relationships between stereotyped behavior, object manipulation, self-manipulation, teacher attention, and various developmental measures were examined in 101 severely developmentally disabled children in their classrooms and a free-play setting. Stereotyped behavior without objects was positively correlated with self-manipulation and CA and was negatively correlated with complex object manipulation, developmental age, developmental quotient, and teacher attention. Stereotyped behavior with objects was negatively correlated with complex object manipulation. Partial correlations showed that age, self-manipulation, and developmental age shared unique variance with stereotyped behavior without objects.

Culture and Development: A Systematic Relationship.

PubMed

Keller, Heidi

2017-09-01

This article argues that the relationships between culture and development are differential and systematic. Therefore the presentation of the Western middle-class developmental pathway in textbooks as universal is grossly neglecting the reality and the psychologies of the majority of the world' s population. First, the conception of culture as the representation of environmental conditions is presented. The level of formal education acts as organizer of social milieus that define different learning environments for children. Mainly two developmental pathways are portrayed: the Western middle-class trajectory and the traditional farmer childhood. Different developmental principles are highlighted, demonstrating systematic cultural differences in the development of a conception of the self: developmental dynamics as exemplified in early mother infant interactions, the timing of developmental milestones emphasizing cultural precocities in motor development and self-recognition, developmental gestalts in different attachment relationships and precursors and consequences demonstrating that different, sometimes contradictory behavioral patterns have the same developmental consequences with the examples of empathy development and autobiographical memory. It is argued that evaluating the development in one pathway with the principles and standards of the other is unscientific and unethical. The recognition of different developmental pathways is a necessity for basic science and a moral obligation for the applied fields.

Predictors of parents' adherence to home exercise programs for children with developmental disabilities, regarding both exercise frequency and duration: a survey design.

PubMed

Medina-Mirapeix, Francesc; Lillo-Navarro, Carmen; Montilla-Herrador, Joaquina; Gacto-Sánchez, Mariano; Franco-Sierra, María Á; Escolar-Reina, Pilar

2017-08-01

Many families have problems adhering to home exercise programs (HEP) for children with developmental disabilities. However, parental participation in HEP is known to have a positive effect on child-related outcome variables, as well as on parental functioning. This study examined whether the different behaviours of health professionals, and the behaviour and social characteristics of parents determine rates of parental adherence to both the frequency per week, and duration per session, of HEP for children with developmental disabilities attending paediatric services in early intervention centres. In this study, developmental disabilities include those caused by developmental delay or specific health conditions such as cerebral palsy, congenital illness, or others. Survey. Eighteen early intervention centers. Parents of children with developmental disabilities receiving HEP. A self-reported questionnaire was used to examine: whether frequency and duration of weekly exercise sessions was prescribed by physiotherapists; whether the child had received the HEP according to what was prescribed; and items related to the individual, social support, illnesses and the involvement of the health professional. Multiple logistic regression analyses examined their relative relevance. In this study 219 parents participated. The rate of adherence to the prescribed frequency and duration of the HEP was similar (61.4-57.2%). The probability of adherence to both components increased for parents who had a low perception of the existence of barriers for integrating the exercises into their daily routine (OR=2.62 and 4.83). Furthermore, other cognitive factors of parents had a variable influence. The involvement of the professional had a significant impact regarding the frequency of the HEP. Professional involvement increased the probability of exercises being followed accurately by adopting strategies such as: providing information about the progress and evolution of the exercises (OR=3.75); justifying their usefulness (OR=2.17); giving advice on how to include them into the daily routine (OR=2.54); checking skills during follow-up (OR=2.21) and asking about home adherence (OR=2.20). Providing information during clinical encounters, advising how to include exercises into the daily routine, and checking skills and adherence during follow-up represent practical targets for clinicians aiming to improve the frequency of HEP for children with developmental disabilities. This study contributes to the knowledge of physicians and therapists regarding how their interventions (in particular, information, instructions for HEP and follow-up) influence parents regarding their adherence to HEP.

Children's Coping Resources Subsequent to Parental Divorce: A Developmental Perspective.

ERIC Educational Resources Information Center

Kurtz, Linda; And Others

The impact of divorce upon the children's adaptation has increasingly become a topic of concern in developmental research. This study investigates how specific coping resources (self-efficacy, self-esteem) vary according to age and as a correlate of developmental level in children from divorced and intact homes. Researchers also examined the…

Preschool Developmental Screening with Denver II Test in Semi-Urban Areas

ERIC Educational Resources Information Center

Eratay, Emine; Bayoglu, Birgül; Anlar, Banu

2015-01-01

Purpose: To assess the feasibility and reliability of screening semi-urban preschool children with Denver II, developmental and neurological status was examined in relation with one-year outcome. Methodology: Denver II developmental screening test was applied to 583 children who visited family physicians or other health centers in a province of…

Onset of Duplicated Syllable Babbling and Unimanual Handedness in Infancy: Evidence for Developmental Change in Hemispheric Specialization?

ERIC Educational Resources Information Center

Ramsay, Douglas S.

1984-01-01

Examines the possible developmental relationship between unimanual handedness and duplicated syllable babbling. Thirty infants were tested at weekly intervals between five months of age and eight weeks after the onset of duplicated syllable babbling. Results suggest developmental change in hemispheric specialization or at least asymmetrical…

Successful Developmental Math Students in Traditional Format and Online Delivery: A Comparative Study

ERIC Educational Resources Information Center

Thomas, Jeremy Lloyd

2016-01-01

The purpose of this study was to compare student performance in online and traditional classroom based developmental math courses at Texas community colleges. This study specifically examined: (a) student performance in both delivery methods, (b) students who successfully completed the developmental math course, and (c) student performance in the…

What Aspects of Face Processing Are Impaired in Developmental Prosopagnosia?

ERIC Educational Resources Information Center

Le Grand, Richard; Cooper, Philip A.; Mondloch, Catherine J.; Lewis, Terri L.; Sagiv, Noam; de Gelder, Beatrice; Maurer, Daphne

2006-01-01

Developmental prosopagnosia (DP) is a severe impairment in identifying faces that is present from early in life and that occurs despite no apparent brain damage and intact visual and intellectual function. Here, we investigated what aspects of face processing are impaired/spared in developmental prosopagnosia by examining a relatively large group…

Developmental Education's Impact on Students' Academic Self-Concept and Self-Efficacy

ERIC Educational Resources Information Center

Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia

2017-01-01

Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple…

Success Rates for Students Taking Compressed and Regular Length Developmental Courses in the Community College

ERIC Educational Resources Information Center

Sheldon, Caroline Q.; Durdella, Nathan R.

2010-01-01

In recent years, developmental education in the community colleges has received much attention. However, there has been little research examining the relationship between course length and course success in developmental education. Using historical enrollment data from a large, suburban community college in southern California, this study examines…

An Examination of Factors Affecting Organizational Commitment of Developmental Math Faculty at Florida Community Colleges

ERIC Educational Resources Information Center

Austin-Hickey, Rachel

2013-01-01

Community colleges play an important role in the accessibility of higher education to the American population and developmental coursework is of vital importance to college degree attainment. The large demand for student remediation in math requires optimal commitment of developmental math faculty members. Increased organizational commitment has…

Developmental Trajectories of Young Girls with Fragile X Syndrome

ERIC Educational Resources Information Center

Hatton, Deborah D.; Wheeler, Anne; Sideris, John; Sullivan, Kelly; Reichardt, Alison; Roberts, Jane; Clark, Renee; Bailey, Donald B., Jr.

2009-01-01

To describe the early phenotype of girls with full mutation fragile X, we used 54 observations of 15 girls between the ages of 6 months and 9 years to examine developmental trajectories as measured by the Battelle Development Inventory. In this sample, autistic behavior was associated with poorer developmental outcomes, primarily due to…

Motivation and Engagement across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students

ERIC Educational Resources Information Center

Martin, Andrew J.

2009-01-01

From a developmental construct validity perspective, this study examines motivation and engagement across elementary school, high school, and university/college, with particular focus on the Motivation and Engagement Scale (comprising adaptive, impeding/maladaptive, and maladaptive factors). Findings demonstrated developmental construct validity…

Moving at the Speed of Potential: A Mixed-Methods Study of Accelerating Developmental Students in a California Community College

ERIC Educational Resources Information Center

Parks, Paula L.

2014-01-01

Most developmental community college students are not completing the composition sequence successfully. This mixed-methods study examined acceleration as a way to help developmental community college students complete the composition sequence more quickly and more successfully. Acceleration is a curricular redesign that includes challenging…

What Happens to Students Placed into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies

ERIC Educational Resources Information Center

Valentine, Jeffrey C.; Konstantopoulos, Spyros; Goldrick-Rab, Sara

2017-01-01

This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes:…

Developmental, Ethnographic, and Demographic Perspectives on Fatherhood: Summary Report of the Conference (Bethesda, Maryland, June 11-12, 1996).

ERIC Educational Resources Information Center

Greene, Angela Dungee; Hearn, Gesine; Emig, Carol

This report summarizes presentations and findings from a 1996 conference on "Developmental, Ethnographic, and Demographic Perspectives on Fathers." Part 1 of the report describes the characteristics of the developmental psychology, the ethnography, and the family demography aspects of fatherhood. Part 2 examines the multiple dimensions…

The Developmental Course of Supportive Dyadic Coping in Couples

ERIC Educational Resources Information Center

Johnson, Matthew D.; Horne, Rebecca M.; Galovan, Adam M.

2016-01-01

Drawing from a relational developmental systems (RDS) perspective (Lerner, Agans, DeSouza, & Gasca, 2013) and data from 1,427 continuously partnered young adult and midlife mixed-sex couples over the first 5 years of the German Panel Analysis of Intimate Relationships and Family Dynamics (pairfam), this study examined the developmental course…

Social Support Is Associated with Blood Pressure Responses in Parents Caring for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls…

A Functional Analysis of Gestural Behaviors Emitted by Young Children with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Ferreri, Summer J.; Plavnick, Joshua B.

2011-01-01

Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential…

Developmentally Appropriate Practice in Early Elementary Grade Schools in Bangkok, Thailand

ERIC Educational Resources Information Center

Saifah, Yotsawee

2012-01-01

The purposes of this study were (a) to examine early elementary grade teachers' developmentally appropriate beliefs and their teaching practices in public schools in Bangkok, (b) to explore the functioning of developmentally appropriate practice in the two chosen early elementary schools, and (c) to determine the factors that influence the…

Coping of Siblings of Children with Developmental Disabilities in the Bedouin Community

ERIC Educational Resources Information Center

Manor-Binyamini, Iris; Abu-Ajaj, Othman

2012-01-01

This is the first study that examines the coping of siblings of children with developmental disabilities in comparison with siblings of children without disabilities in the Bedouin community in Israel. For this purpose, the study examines the components of self-esteem, stress, and growth. Data were collected from 200 adolescents. The findings of…

An Examination of the Relationship between a Child's Developmental Age and Early Literacy Learning

ERIC Educational Resources Information Center

Moran, Christine E.; Senseny, Karlen

2016-01-01

American students typically attend kindergarten at the chronological age (CA) of five and currently with the implementation of Common Core State Standards, there are expectations that children learn how to read in order to meet these academic standards, despite whether or not they are developmentally ready. This mixed methods study examined age…

Examining the Impact of Historical/Developmental, Sociodemographic, and Psychological Factors on Passive Suicide among African-American Men

ERIC Educational Resources Information Center

Tucker, Tameka M.

2009-01-01

Nationally published reports on death rates for substance abuse (drug-alcohol related), violence (homicide), and risky sexual behaviors (HIV/AIDS) among African-American men are deeply concerning. The goal of this study was to examine the relationship between historical/developmental factors (masculine identity, racial identity, racism),…

Examining the Role of Communication on Sibling Relationship Quality and Interaction for Sibling Pairs with and without a Developmental Disability

ERIC Educational Resources Information Center

Smith, Ashlyn L.; Romski, MaryAnn; Sevcik, Rose A.

2013-01-01

This study examined communication interaction patterns when one sibling had a developmental disability as well as the role of communication skills in sibling relationship quality. Thirty sibling dyads were categorized into one of three communication status groups: emerging, context-dependent, and independent communicators. Independent…

Abnormalities on the Neurological Examination and EEG in Young Children with Pervasive Developmental Disorders

ERIC Educational Resources Information Center

Akshoomoff, Natacha; Farid, Nikdokht; Courchesne, Eric; Haas, Richard

2007-01-01

This study examined the nature and frequency of neurological and EEG abnormalities in 60 young children (ages 2-6 years) with pervasive developmental disorders. A number of standard neurological functions could not be adequately assessed due to the young age of the children and/or limited comprehension and cooperation. The most common neurological…

Success of Developmental Readers: An Examination of Factors Affecting Attrition and Institutional Practices Which Support Retention

ERIC Educational Resources Information Center

O'Brien, Katherine F.

2013-01-01

Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of…

Age and Gender Effects on Coping in Children and Adolescents.

ERIC Educational Resources Information Center

Hampel, Petra; Petermann, Franz

2005-01-01

The aim of this study was to investigate age and gender effects of children's and adolescents' coping with common stressors in 3 age groups (late childhood, early, and middle adolescence). Furthermore, age and developmental differences in situation-specific coping with 2 stress domains were examined. N = 1,123 participants (ages 8 to 13 years)…

Language-Specific Developmental Differences in Speech Production: A Cross-Language Acoustic Study

ERIC Educational Resources Information Center

Li, Fangfang

2012-01-01

Speech productions of 40 English- and 40 Japanese-speaking children (aged 2-5) were examined and compared with the speech produced by 20 adult speakers (10 speakers per language). Participants were recorded while repeating words that began with "s" and "sh" sounds. Clear language-specific patterns in adults' speech were found,…

Reliability of the Non-Communicating Adult Pain Checklist (NCAPC), Assessed by Different Groups of Health Workers

ERIC Educational Resources Information Center

Lotan, M.; Moe-Nilssen, R.; Ljunggren, A. E.; Strand, L. I.

2009-01-01

Evaluating pain in adults with intellectual and developmental disability (IDD) is a challenge. The Non-Communicating Adults Pain Checklist (NCAPC) was recently developed from the Non-Communicating Children's Pain Checklist (NCCPC) and examined in a group of adults with IDD (N = 228) and found to hold satisfactory construct validity, internal…

Audition and Visual Attention: The Developmental Trajectory in Deaf and Hearing Populations.

ERIC Educational Resources Information Center

Smith, Linda B.; Quittner, Alexandra L.; Osberger, Mary Joe; Miyamoto, Richard

1998-01-01

Two experiments examined visual attention in 5- to 13-year olds who were hearing or deaf with or without cochlear implants. Findings indicated that visual selective attention changes occurred around 8 years for all groups, with deaf children without cochlear implants performing less well than others. Differences between deaf children with and…

An Experimental Study of Group Size and Participants' Role in Developmental Testing.

ERIC Educational Resources Information Center

Burt, Charles W.

The research in progress that is presented in this paper focuses on the preliminary results of a study examining the differences and similarities in data obtained using the one-to-one versus small group procedures for designing and conducting formative evaluations of instructional materials. The materials chosen were the microbiology print module…

Basic Numerical Capacities and Prevalence of Developmental Dyscalculia: The Havana Survey

ERIC Educational Resources Information Center

Reigosa-Crespo, Vivian; Valdes-Sosa, Mitchell; Butterworth, Brian; Estevez, Nancy; Rodriguez, Marisol; Santos, Elsa; Torres, Paul; Suarez, Ramon; Lage, Agustin

2012-01-01

The association of enumeration and number comparison capacities with arithmetical competence was examined in a large sample of children from 2nd to 9th grades. It was found that efficiency on numerical capacities predicted separately more than 25% of the variance in the individual differences on a timed arithmetical test, and this occurred for…

Ethanol Disrupts Chondrification of the Neurocranial Cartilages in Medaka Embryos without Affecting Aldehyde Dehydrogenase 1A2 (Aldh1A2) Promoter Methylation

USDA-ARS?s Scientific Manuscript database

Medaka (Oryzias latipes) embryos at different developmental stages were exposed to ethanol for 48 h, then allowed to hatch. Teratogenic effects were evaluated in hatchlings after examining chondrocranial cartilage deformities. Ethanol disrupted cartilage development in medaka in a dose and developme...