| 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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| 6. |
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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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| 11. |
- Granqvist, Pehr, et al.
(författare)
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Nature meets nurture in religious and spiritual development
- 2017
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 35:1, s. 142-155
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Tidskriftsartikel (refereegranskat)abstract
- We consider nurture's (including culture's) sculpting influences on the evolved psychological predispositions that are expressed in religious and spiritual (R&S) development. An integrated understanding of R&S development requires a move away from the largely one-sided (nature-or-nurture) and additive (nature + nurture) accounts provided in the extant literature. R&S development has been understood as an expression of evolved cognitive modules (nature) on the one hand, and of socialization and social learning (nurture) on the other, or in similar albeit additive terms (e.g., nature produces the brain/mind, culture fills in the details). We argue that humans’ evolved psychological predispositions are substantially co-shaped by environmental/cultural input, such as relational experiences and modelling at the microlevel through belief and value systems at the macrolevel. Nurture's sculpting of nature is, then, expressed in R&S development. Finally, for heuristic purposes, we illustrate a fully integrated nature–nurture model with attachment theory and its application to R&S development.
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| 12. |
- Hellmer, Kahl, et al.
(författare)
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Conformity and its motivations are predicted by preschoolers’ and their parents’ personalities
- 2018
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 36:4, s. 573-588
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies on conformity have primarily focused on factors that moderate conformity rates overall and paid little attention to explaining the individual differences. In this study, we investigate five-factor model personality traits of both parents and children and experimentally elicited conformity in 3.5-year-olds (N = 59) using an Asch-like paradigm with which we measure both overt conformity (public responses) and covert opinions (private beliefs after conformist responses): A correct covert opinion after an incorrect conformist response results from a socially normative motivation, whereas an incorrect covert opinion results from an informational motivation. Our data show (1) low parental extroversion is associated with participants' overall rate of conformity, (2) and low participant extroversion and high openness are associated with an informational instead of a normative motivation to conform. This suggests that sensitivity to the social context or social engagement level, as manifested through extroversion, could be an important factor in conformist behaviour.
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| 13. |
- Hellmer, Kahl, et al.
(författare)
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Preschoolers' conformity (and its motivation) is linked to own and parents' personalities
- 2018
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 36:4, s. 573-588
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies on conformity have primarily focused on factors that moderate conformity rates overall and paid little attention to explaining the individual differences. In the current study we investigate five factor model personality traits of both parents and children and experimentally-elicited conformity in 3.5-year-olds (N=59) using an Asch-like paradigm with which we measure both overt conformity (public responses) and covert opinions (private beliefs after conformist responses): A correct covert opinion after an incorrect conformist response results from a socially normative motivation whereas an incorrect covert opinion results from an informational motivation. Our data show (1) low parental extroversion is associated with participants’ overall rate of conformity; (2) and low participant extroversion and high openness are associated with an informational instead of a normative motivation to conform. This suggests that sensitivity to the social context or social engagement level, as manifested through extroversion, could be an important factor in conformist behaviour.
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| 14. |
- Messer, David, et al.
(författare)
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The structure of executive functioning in 11 to 14 year olds with and without special educational needs
- 2022
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Ingår i: British Journal of Developmental Psychology. - : Wiley. - 0261-510X .- 2044-835X. ; 40:3, s. 453-470
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Tidskriftsartikel (refereegranskat)abstract
- The structure and development of executive functioning (EF) have been intensively studied in typically developing populations, with little attention given to those with Special Educational Needs (SEN). This study addresses this by comparing the EF structure of 132 adolescents (11-14 years-old) with SEN and 138 adolescents not requiring additional support (Non-SEN peers). Participants completed verbal and non-verbal assessments of key components of EF: inhibition, working memory and switching. Confirmatory Factor Analysis on each group tested one-, two- and three-factor models of EF. In both groups, there was statistical support for the fit of one- and two-factor models with no model being clearly better than the others; there was little support for three-factor models. Parsimony suggests that the one-factor model best represents the structure of EF. In light of our results, the implications for the nature of EF in early adolescence in both SEN and Non-SEN groups are discussed.
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| 15. |
- Rydell, Ann-Margret, et al.
(författare)
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Hyperactivity, shyness and sex : Development and socio-emotional functioning
- 2009
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Ingår i: British Journal of Developmental Psychology. - 0261-510X .- 2044-835X. ; 27:3, s. 625-648
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Tidskriftsartikel (refereegranskat)abstract
- Based on formulations about the possible consequences for adaptation of gender non-normative behaviour, we investigated predictive and concurrent relations of hyperactivity and shyness to various aspects of adaptation focusing on possible effects of sex. At ages 5-6, parents and preschool teachers rated hyperactivity and shyness for 151 children (50% boys). At age 9, we obtained teacher ratings of hyperactivity, internalizing and externalizing problems, self-ratings of trait anxiety, and peer nominations of shyness, social preference, and aggression. Several effects of sex were found. Hyperactivity ratings were more strongly related across time and raters for boys than for girls. In the predictive analyses, boys' hyperactivity was more strongly related to aggression than was girls' hyperactivity, and in concurrent analyses, girls' hyperactivity was more strongly associated with low social preference than was boys' hyperactivity. There was a protective effect of shyness with regard to aggression that applied only to boys, that is, at high hyperactivity levels, boys with high shyness levels were less aggressive than boys with low shyness levels. There were also main effects of hyperactivity and shyness. In predictive and concurrent analyses, hyperactivity was associated with low social preference, high levels of externalizing problems and with aggression, whereas shyness was associated with high levels of internalizing problems. Finally, there was an interactive effect of hyperactivity and shyness. In the concurrent analyses, an exacerbating effect was demonstrated insofar as high shyness was associated with low social preference at high, but not at low levels of hyperactivity. The different developmental risks of hyperactivity and shyness were discussed.
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| 16. |
- Yu, Jeong Jin, et al.
(författare)
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Predictors and the distal outcome of general Internet use : the identification of children's developmental trajectories
- 2017
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Ingår i: British Journal of Developmental Psychology. - : John Wiley & Sons. - 0261-510X .- 2044-835X. ; 35:4, s. 483-497
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the predictors and distal outcome in relation to the frequency of online activities and investigated the presence of prototypical trajectories following different patterns of general Internet use over 5years. The data set consisted of a nationally representative sample of 2,840 fourth graders (M-age=9.86years) in South Korea at baseline. Analyses revealed rank-order stability in general Internet use with four latent classes: high stable (5.8%), high quadratic (20.3%), moderate stable (32.7%), and low stable (41.2%). Youth with higher levels of perceived parental monitoring knowledge, friendship closeness, and depressed mood at baseline were more likely to belong to the high stable class, while girls were more likely to be in the high quadratic or moderate stable classes relative to the low stable class. The high stable class had the greatest odds of reporting alcohol use at grade eight, whereas the low stable class had the lowest odds.
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| 17. |
- Andersson, Kerstin, et al.
(författare)
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Early temperament and stranger wariness as predictors of social inhibition in 2-year-olds
- 1999
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Ingår i: BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. - : BRITISH PSYCHOLOGICAL SOC. - 0261-510X. ; 17, s. 421-434
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Tidskriftsartikel (refereegranskat)abstract
- Forty-five infants were followed from age 5 months to 25 months with the aim of studying the stranger wariness phenomenon from a temperamental perspective. Observations and heart rate reactions in a standardized situation of stranger approach, as well as
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| 18. |
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