Using social control theory and attachment theory as guides, this study examined how qualities of young adolescents' social relationships (i.e., mother, sibling, and friend) and dynamic interactions among characteristics of those relationships are associated with school involvement and delinquency. The participants included older siblings (M age =…

Understanding and recognition of emotions relies on emotion concepts, which are narrative structures (scripts) specifying facial expressions, causes, consequences, label, etc. organized in a temporal and causal order. Scripts and their development are revealed by examining which components better tap which concepts at which ages. This study…

Past research suggests that children begin to phonologically rehearse at around 7 years of age. Less is known regarding the development of refreshment, an attention-based maintenance mechanism. Therefore, the use of these two maintenance methods by 6- and 8-year-olds was assessed using memory span tasks that varied in their opportunities for…

This paper is about how 9-11-year-old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of "doing man/woman" or "doing boy/girl" that are…

There is increasing consensus that disruptive behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing disruptive behavior symptoms from the normative misbehavior of early childhood. In particular, there appears to be…

In order to accommodate the education needs of lesbian, gay, bisexual and transgender students, American schools need to do more than add LGBT information to the curriculum in sex education class. If we believe, as Erikson (1968) suggested--that adolescence is the time when young people try to make sense of who they are--and if we believe that…

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In "Ready, Willing, and Able," Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These…

"Not a Stage!" is written for teachers, students, and scholars interested in the academic, social, and emotional needs of young adolescents. It is unique because it actively resists basing the practice, research, and theory of young adolescent education on developmentalism and the developmental stage of young adolescence. The purpose of…

The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the…

Although early intensive behavior interventions have been efficient in producing positive behavior outcome in young children with Autism Spectrum Disorder, there is a considerable variety in the children's progress. Research has suggested that parental and treatment factors are likely to affect children's response to treatment. The purpose of the…

This study examined the trajectories of sexual risk behaviors among adolescents from ages 15 to 23 and factors associated with those trajectories. The sample was 5,419 adolescents from the 1997 National Longitudinal Survey of Youth. Using group-based trajectory modeling, five distinctive trajectory groups were identified. The High group had a high…

A sensitivity to the intentions behind human action is a crucial developmental achievement in infants. Is this intention reading ability a unique and relatively recent product of human evolution and culture, or does this capacity instead have roots in our non-human primate ancestors? Recent work by Call and colleagues (2004) lends credence to the…

Piaget proposed that understanding permanency, understanding occlusion events, and forming mental representations were synonymous; however, accumulating evidence indicates that those concepts are "not" unified in development. Infants reach for endarkened objects at younger ages than for occluded objects, and infants' looking patterns suggest that…

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…

Research on the development of metamemory has focused primarily on children's understanding of the variables that influence how likely a person is to remember something. But metamemory also involves an understanding of why people occasionally misremember things. In this study, 5- and 6-year-olds (N = 38) were asked to decide whether another…