This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and…

This study examined the associations of 11 discipline techniques with children's aggressive and anxious behaviors in an international sample of mothers and children from 6 countries and determined whether any significant associations were moderated by mothers' and children's perceived normativeness of the techniques. Participants included 292…

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit…

To better understand quantity and quality of divorced father contact, a weighted county sample of 230 divorced fathers with a child aged 4-11 years was employed to test whether fathers' antisocial personality (ASP) moderated effects of monthly contact with children in predicting children's observed noncompliance. Eighteen-month latent growth…

This study used data on 2,453 children aged 4-17 from the National Survey of Child and Adolescent Well-Being and 5 analytic methods that adjust for selection factors to estimate the impact of out-of-home placement on children's cognitive skills and behavior problems. Methods included ordinary least squares (OLS) regressions and residualized…

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…

Cross-lagged correlational analyses and multiple-regression analyses of the data collected in these two studies supports the causal model that, while intentionality and internality both emerge when a common cognitive construct develops, heightened internality also significantly enhances a child's ability to learn intentionality. (Author/JMB)

This study examined several hypotheses about second language learning by testing them in a training format designed to teach Spanish to children in the fifth through eighth grades and to adults in night school. (JMB)