| 1. |
- Eriksson, Mårten, et al.
(författare)
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Differences between girls and boys in emerging language skills : Evidence from 10 language communities
- 2012
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Ingår i: British Journal of Developmental Psychology. - Oxford : John Wiley & Sons. - 0261-510X .- 2044-835X. ; 30:2, s. 326-343
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Tidskriftsartikel (refereegranskat)abstract
- The present study explored gender differences in emerging language skills in 13,783 European children from 10 non-English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur-Bates Communicative Development Inventories (CDIs) from age 0;08-2;06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language communities, the difference between girls and boys remained. This suggests that the difference is caused by robust factors that do not change between language communities.
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| 2. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Deferred imitation in 9- and 14- months old Infants: A longitudinal study of a Swedish sample
- 1996
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Ingår i: British Journal of Developmental Psychology. - 0261-510X .- 2044-835X. ; 14, s. 55-64
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated deferred imitation using a longitudinal design. A total of 62Swedish children (32 girls) were tested at both 9 and 14 months of age. The memorydelay interval was 10 minutes at 9 months and five minutes at 14 months of age. Atboth ages children in the imitation group displayed significantly more target actionsafter modelling than the children in the control group, thus replicating earlierreports of imitation from memory. It was found that individual children with atendency to perform low deferred imitation at 9 months of age tended to remain lowon the test at 14 months, thus raising the possibility of stable individual differencesin imitation. This study provides a first investigation of deferred imitationlongitudinally among young children, and supports recent theoretical claims thatdeferred imitation arises earlier in ontogeny than was hypothesized by classicaltheory. It was observed that there are cultural differences in the way that Swedishversus American adult-infant pairs act in the test situation and ideas are offeredregarding the roots of such differences.
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| 3. |
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| 4. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Processes and conditions underlying the link between shyness and school adjustment among Turkish children
- 2017
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Ingår i: British Journal of Developmental Psychology. - Hoboken NJ, USA : John Wiley & Sons. - 0261-510X .- 2044-835X. ; 35:2, s. 218-236
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N = 599; Mage = 10.11 years, SD = 0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and difficulties at school is explained by children's experience of depressive symptoms. Difficulties with peer relationships increase shy children's risk of school dissatisfaction.
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| 5. |
- Bobba, Beatrice, et al.
(författare)
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Student-teacher relationships and sense of academic futility : Longitudinal associations among early adolescents of immigrant and non-immigrant background
- 2024
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Ingår i: British Journal of Developmental Psychology. - : John Wiley & Sons. - 0261-510X .- 2044-835X.
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Tidskriftsartikel (refereegranskat)abstract
- Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.
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| 7. |
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| 8. |
- Forslund, Tommie, 1983-, et al.
(författare)
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The Heterogeneity of ADHD Symptoms and Conduct Problems : Cognitive Inhibition, Emotion Regulation, Emotionality and Disorganized Attachment
- 2016
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 34:3, s. 371-387
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.
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| 9. |
- Forslund, Tommie, et al.
(författare)
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The heterogeneity of attention-deficit/hyperactivity disorder symptoms and conduct problems : Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment
- 2016
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 34:3, s. 371-387
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.
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| 10. |
- Forsman, Mats, et al.
(författare)
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The association between persistent disruptive childhood behaviour and the psychopathic personality constellation in adolescence : A twin study
- 2007
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Ingår i: British Journal of Developmental Psychology. - 0261-510X .- 2044-835X. ; 25, s. 383-398
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Tidskriftsartikel (refereegranskat)abstract
- This study tested if persistent externalizing behaviour and symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in childhood are associated with personality and behavioural aspects of the psychopathic personality constellation in adolescence. The target sample consisted of all 1,480 twin pairs born in Sweden between 1985 and 1986. Parent-reported externalizing behaviour and ADHD symptoms were obtained when the participants were 8-9 and 13-14 years old. Personality and behavioural aspects of the psychopathic personality constellation were measured with self-report questionnaires when the participants were 16-17 years old. Persistent externalizing behaviour in childhood was associated with both psychopathic personality and antisocial behaviour in adolescence. However, within twin-pair analyses showed that genetic factors explained the association between persistent externalizing behaviour and psychopathic personality, while shared environmental factors explained the association between persistent externalizing and antisocial behaviours. We conclude that persistent externalizing behaviour is a genetically influenced precursor of psychopathic personality among boys.
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