Background: Although callous-unemotional (CU) traits have been associated with bullying among children and adolescents, relatively little is known about whether each of the three sub-constructs of CU traits--callous, uncaring, and unemotional--are associated with bullying when they are considered concurrently in the analysis. Objective: This study…

This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete…

The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an…

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and…

Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In…

Studies show that children who use relational aggression process social information in unique ways; however, findings have been inconsistent and limited by methodological weaknesses. This short-term longitudinal study examined developmental changes in 245 (49% female; ages 8-13) 3rd through 8th graders' normative beliefs about relational…

Social capital has traditionally been defined in terms of the amount of resources that one derives as a result of a diversity of interpersonal relationships. However, the quality of these relationships across development has not been examined as a contributor to social capital and few studies have examined the significance of various age-salient…

A procedure for evaluating the Genevan stage learning hypothesis is illustrated by analyzing Inhelder, Sinclair, and Bovet's guided learning experiments (in "Learning and the Development of Cognition." Cambridge: Harvard University Press, 1974). (Author/MP)

This study examined the dynamics of cognitive abilities and academic achievement from childhood to early adulthood. Predictions about time-dependent "coupling" relations between cognition and achievement based on R. B. Cattell's (1971, 1987) investment hypothesis were evaluated using linear dynamic models applied to longitudinal data (N=672).…

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…

This article explores relationships between designing and making in the work of children within the age range 5-11 when engaged in practical modelling tasks. The notion of the model is explored from the perspective of concrete representations. It is suggested that concrete models may be used as hypotheses from which to test ideas about the nature…

Histories of media research commonly assume that models of mass media effects have progressed from direct or hypodermic effect models to indirect or multi-step models. Recently, however, B. Reeves and E. Wartella have objected to this assumption. To evaluate their alternative hypotheses, 163 studies from over 88 sources, representing nearly a…

After reviewsing the literature relative to culture and cognition, an hypothetical model was developed to explain some aspects of concept learning and cognitive development. To test aspects of the model, 3 tests which had had prior use in cross-cultural studies and 5 original tests were administered individually to 34 Stoney Indian and 34…