Adolescent stress-related growth refers to enhancement in an adolescent's cognitive-affective or social resources as a result of experiencing stressors. We tested whether adolescents reporting high levels of stress-related growth showed superior adaptation outcomes on a day-to-day basis. Participants (n = 91; females = 46, age = 14) completed a…

"Teaching, Learning and Psychology" offers comprehensive coverage of contemporary psychological issues and new directions in education. With its focus on the non-deficit nature of human behaviours and positive psychology, the book emphasises the importance of appropriate pedagogical practices for effective learning. Comprehensive and…

Behavioral activation that is associated with incentive-reward motivation increases in adolescence relative to childhood and adulthood. This quadratic developmental pattern is generally supported by behavioral and experimental neuroscience findings. It is suggested that a focus on changes in dopamine neurotransmission is informative in…

During childhood and adolescence, ongoing white matter maturation in the fronto-parietal cortices and connecting fiber tracts is measurable with diffusion-weighted imaging. Important questions remain, however, about the links between these changes and developing cognitive functions. Spatial working memory (SWM) performance improves significantly…

Developmental research has examined individual differences, cognitive developmental bases, and psychosocial factors of adolescent risk-taking. The current paper presents a general adolescent risk-taking model that adopts aspects of each of these primarily independent areas. This model is based on the premise that adolescents take risks when (a)…

Despite the advances in understanding cognitive improvements in executive function in adolescence, much less is known about the influence of affective and social modulators on executive function and the biological underpinnings of these functions and sensitivities. Here, recent behavioral and neuroscientific studies are summarized that have used…

The time-based resource-sharing model (P. Barrouillet, S. Bernardin, & V. Camos, 2004) assumes that during complex working memory span tasks, attention is frequently and surreptitiously switched from processing to reactivate decaying memory traces before their complete loss. Three experiments involving children from 5 to 14 years of age…

Stress-related growth is defined as the perception or experience of deriving benefits from encountering stressful circumstances and, thus, has been identified as a protective factor against stress. The current study revised and subsequently validated scores on an existing measure of stress-related growth in a sample of racial/ethnic minority…

Fuzzy trace theory explains why children do not have to use rules of logic or premise information to infer transitive relationships. Instead, memory of the premises and performance on transitivity tasks is explained by a verbatim ability and a gist ability. Until recently, the processes involved in transitive reasoning and memory of the premises…

Challenges the notion that long-term memory retrieval efficiency is a potential source of individual and developmental differences in cognitive functioning. Fourth-grade, eighth-grade, and college-aged subjects participated in a task using the Posner letter matching paradigm and were assessed with tests of verbal and spatial ability. (Author/CB)

Explored differential cognitive-perceptual distortion in depression for adolescent (N=25) versus adult female (N=25) psychiatric inpatients with diagnosis of neurotic or reactive depression. Results from Beck Depression Inventory indicated significant similarities between groups in anger at self and sense of failure. Results also indicated several…

In Study 1, 10-, 13-, and 16-year-olds were assigned to conditions in which they were instructed to think logically and provided alternative antecedents to the consequents of conditional statements. Providing alternatives improved reasoning on two uncertain logical forms, but decreased logical responding on two certain forms; logic instructions…

Sixty normal and psychiatrically hospitalized adolescents were tested for multiple self image using a specially designed Q sort technique, initially and then every 6 months for 12-18 months. Each subject's self image was analyzed in terms of complexity. (Author/DEP)

Describes a theory of cognition which posits specialized structural systems (SSSs) that enable individuals to represent and understand domains of knowledge. Three test batteries assessed 12-16 year olds' abilities to think combinatorially, form hypotheses, design experiments, and construct models or theories. Suggests that the results of tests…

Results show individual differences in intelligence progressively stabilizing by school age, with each child following a distinct pattern of mental development. Monozygotic twins became increasingly concordant over an Hes and were closely matched on developmental trends. (Author/RH)