Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and…

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second- through fifth-grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other…

Used observations and family reports to examine the relationships between family economic stress factors and adjustment of adolescent boys. Economic pressures were associated with parental demoralization, which was related to marital conflict and disruptions in parenting. Disruptions in child-rearing behavior had adverse consequences for…

Evaluated a family economic stress model that links economic well-being to child well-being among African American and Hispanic children from low-income families, mostly headed by single mothers. Found that lower economic well-being adversely impacted parent's psychological well-being; these parents felt less effective in disciplinary interactions…

Two statistical characteristics of the Matching Familiar Figures test which produce methodological problems in reflection-impulsivity research are discussed. (BRT)

Examines the relation between children's (1) probability learning performance and a measure of their memory for items presented in a sequence and (2) probability learning and performance on a test of abstractive integration. Participating were 80 six- and seven-year-old boys and girls from both low and middle socioeconomic classes. (Author/RH)

A set of covariation problems was structured so that the solution pattern across problems would indicate the judgment rule used by each subject. A developmental trend across subjects in fourth, seventh, and tenth grades and in college demonstrated rule shifts toward use of increasingly accurate rules. (Author/RH)

A sequence of interpersonal problems was administered to fourth and fifth graders who initially performed below age norms on perspective taking. The effect of this semistructured training, which actively engaged the children in developing solutions, was compared to that of a "no treatment" and to that of an activity group. (JMB)

Explores the role of premature cognitive closure in the development of inferential reasoning among 62 children aged 7, 9, and 12 years through two studies. Results indicate that despite a strong tendency to close on single alternatives, most children correctly assigned nonzero probabilities to each of the possible alternatives. (RJC)

Two studies were conducted with 8- and 10-year-old children to examine sources of age and skill differences in verbal analogical reasoning. Discussion focuses on the child's "problem space" for the analogy task and possible differences in task understanding that lead to strategy and process differences in older versus younger and skilled versus…

Teacher behaviors toward hyperactive boys on methylphenidate (ritalin), toward hyperactive boys on placebo, and toward normal comparison peers were compared. Teachers were more intense and controlling toward hyperactive boys on placebo, but no differences emerged between comparison and medicated groups. Need for broader monitoring of treatment…

Results showed a clear shift in ways children ordered story units contained in their recall protocols. Children exhibited excellent mapping processes in nonisomorphic transfer problems, except when a salient feature of the base was mapped to a misleading cue in the target. (RH)

The effectance motivation of 624 sixth graders was assessed on the basis of two measures completed by teachers. Student were also observed for their choice of hard and easy problems after being informed of contingencies based on the correctness of solutions. (Author/CI)

Investigated the relation between stressful life events and behavioral and academic adjustment in 361 third and fifth grade students. Higher levels of social support and problem solving skills moderated negative effects of stressful events on teacher-rated behavior problems. (RJC)