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Index to Volume 80Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Tags: OTHER Source Type: journals

Editorial AcknowledgmentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Tags: OTHER Source Type: journals

Manuscripts Accepted for PublicationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Tags: OTHER Source Type: journals

Children's Eyewitness Memory for Multiple Real-Life EventsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The present research examined the influence of prior knowledge on children's free recall, cued recall, recognition memory, and source memory judgments for a series of similar real-life events. Forty children (5[ndash]12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist-based infor...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Timothy N. Odegard, Crystal M. Cooper, James M. Lampinen, Valerie F. Reyna, Charles J. Brainerd Tags: EMPIRICAL ARTICLES Source Type: journals

Estimating the "Impact" of Out-of-Home Placement on Child Well-Being: Approaching the Problem of Selection BiasEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study used data on 2,453 children aged 4[ndash]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 change, simple change, difference-in-difference, and fixed effects models. Models were estimated using the full sample and a matched sample generated by propensity scoring. Although results from the unmatched OLS and residualized change models suggested that out-of-home placement ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Lawrence M. Berger, Sarah K. Bruch, Elizabeth I. Johnson, Sigrid James, David Rubin Tags: EMPIRICAL ARTICLES Source Type: journals

Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity DisorderEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children's recall of factual and causal information increased over time in both ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Ursula L. Bailey, Elizabeth P. Lorch, Richard Milich, Richard Charnigo Tags: EMPIRICAL ARTICLES Source Type: journals

Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement StudyEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The study monitored the eye movements of twenty 5-year-old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Mary Ann Evans, Jean Saint-Aubin, Nadine Landry Tags: EMPIRICAL ARTICLES Source Type: journals

Sequence Learning in 4-Month-Old Infants: Do Infants Represent Ordinal Information?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study investigated how 4-month-old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements[mdash]3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., ABCD, CBDA)[mdash]and then were tested for the detection of changes in the target's position. Infants detected an ordinal change only when it disrupted the statistical co-occurrence of elements but not when statist...
Source: Child Development - November 12, 2009 Category: Child Development Authors: David J. Lewkowicz, Iris Berent Tags: EMPIRICAL ARTICLES Source Type: journals

Newborns' Perception of Left–Right Spatial RelationsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Five experiments examined 79 newborns' ability to discriminate and categorize a spatial relation, defined by the left[ndash]right spatial position of a blinking object-target with respect to a vertical landmark-bar. Three-day-old infants discriminated the up versus low position of an object located on the same side of the landmark-bar (Experiment 1) and recognized a basic left[ndash]right spatial invariance of the object-target and the landmark-bar in conditions of low (Experiment 2) and high (Experiment 3) perceptual variability of the object's positions. Additional evidence ruled out the possibility that newborns were un...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Lucia Gava, Eloisa Valenza, Chiara Turati Tags: EMPIRICAL ARTICLES Source Type: journals

Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational StudyEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 well. Equivalence of measurement models was found at sample and sex within-sample levels but not for age within sample. In 2 groups, teachers' ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negativ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Brian E. Vaughn, Nana Shin, Mina Kim, Gabrielle Coppola, Lisa Krzysik, António J. Santos, Inês Peceguina, João R. Daniel, Manuela Veríssimo, Anthon DeVries, Eric Elphick, Xiomara Ballentina, Kelly K. Bost, Wanda Y. Newell, Ellaine B. Miller, J. Blake Tags: EMPIRICAL ARTICLES Source Type: journals

Scaring the Monster Away: What Children Know About Managing Fears of Real and Imaginary CreaturesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Children around 4, 5, and 7 years old (N = 48) listened to scenarios depicting a child alone or accompanied by another person (mother, father, friend) who encounters an entity that looks like a real or an imaginary fear-inducing creature. Participants predicted and explained each protagonist's fear intensity and suggested coping strategies. Results showed age-related increases in judgments that different people will experience different intensities of fear in the same situation. With age, children also demonstrated increasing knowledge that people's minds can both induce and reduce fear, especially in situations involving ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Liat Sayfan, Kristin Hansen Lagattuta Tags: EMPIRICAL ARTICLES Source Type: journals

Social Information Processing, Moral Reasoning, and Emotion Attributions: Relations With Adolescents' Reactive and Proactive AggressionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Discussion focused on the utility of assessing both moral and SIP-related cognitions, and on the potential influence of low-SES, high-risk environments on these findings. (Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Authors: William F. Arsenio, Erin Adams, Jason Gold Tags: EMPIRICAL ARTICLES Source Type: journals

Adolescents' Interpretations of Parental Control: Differentiated by Domain and Types of ControlEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In conclusion, adolescents construe control in ways that may have import for their adjustment and this should be accounted for in theoretical models of parental control. (Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Authors: Fumiko Kakihara, Lauree Tilton-Weaver Tags: EMPIRICAL ARTICLES Source Type: journals

Are Gains in Decision-Making Autonomy During Early Adolescence Beneficial for Emotional Functioning? The Case of the United States and ChinaEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This research examined the role of children's decision-making autonomy in their emotional functioning during early adolescence in the United States and China. Four times over the 7th and 8th grades, 825 American and Chinese children (M = 12.73 years) reported on the extent to which they versus their parents make decisions about issues children often deem as under their authority. Children also reported on their emotional functioning. American children made greater gains over time in decision-making autonomy than did Chinese children. Initial decision-making autonomy predicted enhanced emotional functioning similarly among ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Lili Qin, Eva M. Pomerantz, Qian Wang Tags: EMPIRICAL ARTICLES Source Type: journals

Early Childhood Behavioral Inhibition and Social and School Adjustment in Chinese Children: A 5-Year Longitudinal StudyEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined relations between early behavioral inhibition and social and school outcomes in Chinese children (N = 200). Data on behavioral inhibition were collected from a sample of 2-year-olds in China. Follow-up data on social behaviors, peer relationships, and school performance were collected from multiple sources at 7 years of age. Behavioral inhibition was found to be positively associated with later cooperative behavior, peer liking, perceived social integration, positive school attitudes, and school competence, and negatively associated with later learning problems. Highly inhibited toddlers were generally ...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Xinyin Chen, Huichang Chen, Dan Li, Li Wang Tags: EMPIRICAL ARTICLES Source Type: journals

Family Routines and Parental Monitoring as Protective Factors Among Early and Middle Adolescents Affected by Maternal HIV/AIDSEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The influence of parenting skills on adolescent outcomes among children affected by maternal HIV/AIDS (N = 118, M age = 13) was investigated. Among families with more frequent family routines, over time adolescents showed lower rates of aggression, anxiety, worry, depression, conduct disorder, binge drinking, and increased self-concept. Among families with higher levels of parental monitoring, adolescents showed significant declines in anxiety and depression, conduct disorder, and binge drinking, along with increased self-concept. Mothers' level of illness was associated with parenting. Greater variability in parental moni...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Debra A. Murphy, William D. Marelich, Diane M. Herbeck, Diana L. Payne Tags: EMPIRICAL ARTICLES Source Type: journals

The Effects of Changes in Racial Identity and Self-Esteem on Changes in African American Adolescents' Mental HealthEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study assessed the unique effects of racial identity and self-esteem on 259 African American adolescents' depressive and anxiety symptoms as they transitioned from the 7th to 8th grades (ages 12[ndash]14). Racial identity and self-esteem were strongly correlated with each other for males but not for females. For both males and females, an increase in racial identity over the 1 year was associated with a decrease in the prevalence of depressive symptoms over the same period, even with self-esteem controlled. It was concluded that racial identity may be as important as self-esteem to the mental health of African America...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Jelani Mandara, Noni K. Gaylord-Harden, Maryse H. Richards, Brian L. Ragsdale Tags: EMPIRICAL ARTICLES Source Type: journals

Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle ChildhoodEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The present study, which included 124 children ages 5[ndash]11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory. In addition, among African American and Latino children who knew about broadly held stereotypes, diagnos...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Clark McKown, Michael J. Strambler Tags: EMPIRICAL ARTICLES Source Type: journals

Contributions of Societal Modernity to Cognitive Development: A Comparison of Four CulturesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined how societal changes associated with modernization are related to cognitive development. Data were from 4 cultural communities that represented a broad range of traditional and modern elements: the Garifuna (Belize), Logoli (Kenya), Newars (Nepal), and Samoans (American Samoa). Naturalistic observations and the performances of 3-, 5-, 7-, and 9-year-old children (N = 192) on 7 cognitive measures were examined. Results replicated age-related improvement on all measures. Contributions of modernity were evident in children's play behaviors and cognitive performances, especially in skills related to schooli...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Mary Gauvain, Robert L. Munroe Tags: EMPIRICAL ARTICLES Source Type: journals

Young Children's Representations of Spatial and Functional Relations Between ObjectsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Three experiments investigated changes from 15 to 30 months of age in children's (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children's difficulty by comparing children's performance placing a target object in a hole, on a 2-dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults' object representat...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Kristin Shutts, Helena Örnkloo, Claes von Hofsten, Rachel Keen, Elizabeth S. Spelke Tags: EMPIRICAL ARTICLES Source Type: journals

Preschoolers' Search for Explanatory Information Within Adult–Child ConversationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This research examined children's questions and the reactions to the answers they receive in conversations with adults. If children actively seek explanatory knowledge, they should react differently depending on whether they receive a causal explanation. Study 1 examined conversations following 6 preschoolers' (ages 2[ndash]4 years) causal questions in naturalistic situations (using the Child Language Data Exchange System [CHILDES] database). Children more often agreed and asked follow-up questions following adult explanations and, conversely, more often reasked their original question and provided their own explanation fo...
Source: Child Development - November 12, 2009 Category: Child Development Authors: Brandy N. Frazier, Susan A. Gelman, Henry M. Wellman Tags: EMPIRICAL ARTICLES Source Type: journals

Parental Reports of Children's Scale Errors in Everyday LifeEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Scale errors refer to behaviors where young children attempt to perform an action on an object that is too small to effectively accommodate the behavior. The goal of this study was to examine the frequency and characteristics of scale errors in everyday life. To do so, the researchers collected parental reports of children's (age range = 13[ndash]21 months at onset) scale errors over a 6-month period. All but 1 of the parents (N = 30) reported at least 1 scale error with an average of 3.2 scale errors per child. These results suggest that most, if not all, children commit scale errors during early childhood. (Source: Child Development)
Source: Child Development - November 12, 2009 Category: Child Development Authors: Karl S. Rosengren, Isabel T. Gutiérrez, Kathy N. Anderson, Stevie S. Schein Tags: EMPIRICAL REPORT Source Type: journals

In This IssueEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - November 1, 2009 Category: Child Development Tags: IN THIS ISSUE Source Type: journals

Manuscripts Accepted for PublicationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - September 13, 2009 Category: Child Development Tags: OTHER Source Type: journals

Associations Between Social Understanding, Sibling Relationship Quality, and Siblings' Conflict Strategies and OutcomesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Sibling relationship quality and social understanding (second-order false belief, conflict interpretation, and narrative conflict perspective references) were examined as unique and interactive correlates of sibling conflict behavior in 62 dyads (older M age = 8.39 years and younger M age = 6.06 years). High-quality relationships were associated with positive conflict processes. Younger siblings' second-order false belief scores were negatively associated with constructive conflict strategies, and older siblings' narrative self-referential focus was negatively associated with compromise. Associations between younger childr...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Holly E. Recchia, Nina Howe Tags: EMPIRICAL ARTICLES Source Type: journals

Measuring Growth in Bilingual and Monolingual Children's English Productive Vocabulary Development: The Utility of Combining Parent and Teacher ReportEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur[ndash]Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bi...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Shaher Banu Vagh, Barbara Alexander Pan, Jeannette Mancilla-Martinez Tags: EMPIRICAL ARTICLES Source Type: journals

Adolescent Gender-Role Identity and Mental Health: Gender Intensification RevisitedEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Gender intensification, an increased pressure for adolescents to conform to culturally sanctioned gender roles, has been posited as an explanation for the emergence of the gender difference in depression. This longitudinal study assessed whether 410 individuals became more stereotypical in their gender-role identity across adolescence and whether such patterns predicted depressive symptoms. Girls reported higher femininity than boys at ages 11, 13, and 15, but girls and boys did not differ in masculinity. Contrary to prevailing views, there was not evidence of intensification in femininity or masculinity. Positive trajecto...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Heather A. Priess, Sara M. Lindberg, Janet Shibley Hyde Tags: EMPIRICAL ARTICLES Source Type: journals

The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American AdolescentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study explored students' perceptions of 3 dimensions of school climate (teacher support, student[ndash]student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student[ndash]student support, and opportunities for autonomy in the classro...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Yueming Jia, Niobe Way, Guangming Ling, Hirokazu Yoshikawa, Xinyin Chen, Diane Hughes, Xiaoyan Ke, Zuhong Lu Tags: EMPIRICAL ARTICLES Source Type: journals

Shyness-Sensitivity and Social, School, and Psychological Adjustment in Rural Migrant and Urban Children in ChinaEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purpose of this study was to examine relations between shyness-sensitivity and social competence, school performance, and psychological well-being in Chinese children with rural and urban backgrounds. Participants were students in rural migrant children schools and city schools in China (Ns = 411 and 518, respectively; M age = 10 years). Data were obtained from peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness was associated with social and school problems and depression in urban children. However, shyness was generally associated with indexes of adjustment such as leadershi...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Xinyin Chen, Li Wang, Zhengyan Wang Tags: EMPIRICAL ARTICLES Source Type: journals

Disclosure to Parents About Everyday Activities Among American Adolescents From Mexican, Chinese, and European BackgroundsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents (M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primaril...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Jenny P. Yau, Marina Tasopoulos-Chan, Judith G. Smetana Tags: EMPIRICAL ARTICLES Source Type: journals

Associations Between Father Absence and Age of First Sexual IntercourseEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Children raised without a biological father in the household have earlier average ages of first sexual intercourse than children raised in father-present households. Competing theoretical perspectives have attributed this either to effects of father absence on socialization and physical maturation or to nonrandom selection of children predisposed for early sexual intercourse into father-absent households. Genetically informative analyses of the children of sister dyads (N = 1,382, aged 14[ndash]21 years) support the selection hypothesis: This association seems attributable to confounded risks, most likely genetic in origin...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Jane Mendle, K. Paige Harden, Eric Turkheimer, Carol A. Van Hulle, Brian M. D'Onofrio, Jeanne Brooks-Gunn, Joseph L. Rodgers, Robert E. Emery, Benjamin B. Lahey Tags: EMPIRICAL ARTICLES Source Type: journals

The Influence of Representations of Attachment, Maternal–Adolescent Relationship Quality, and Maternal Monitoring on Adolescent Substance Use: A 2-Year Longitudinal ExaminationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The present study examined the hypotheses that more secure representations of attachments to parents are associated with less adolescent substance use over time and that this link is mediated through relationship quality and monitoring. A sample of 200 adolescents (M = 14[ndash]16 years), their mothers, and close friends were assessed over 2 years. Higher levels of security in attachment styles, but not states of mind, were predictive of higher levels of monitoring and support and lower levels of negative interactions. Higher levels of security in attachment styles had an indirect effect on changes in substance use over ti...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Steven A. Branstetter, Wyndol Furman, Lesley Cottrell Tags: EMPIRICAL ARTICLES Source Type: journals

The Development of Emotion Recognition in Individuals With AutismEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Emotion recognition was investigated in typically developing individuals and individuals with autism. Experiment 1 tested children (5[ndash]7 years, n = 37) with brief video displays of facial expressions that varied in subtlety. Children with autism performed worse than the control children. In Experiment 2, 3 age groups (8[ndash]12 years, n = 49; 13[ndash]17 years, n = 49; and adults n = 45) were tested on the same stimuli. Whereas the performance of control individuals was best in the adult group, the performance of individuals with autism was similar in all age groups. Results are discussed with respect to underlying c...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Keiran M. Rump, Joyce L. Giovannelli, Nancy J. Minshew, Mark S. Strauss Tags: EMPIRICAL ARTICLES Source Type: journals

Faces Do Not Capture Special Attention in Children With Autism Spectrum Disorder: A Change Blindness StudyEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Two experiments investigated attention of children with autism spectrum disorder (ASD) to faces and objects. In both experiments, children (7- to 15-year-olds) detected the difference between 2 visual scenes. Results in Experiment 1 revealed that typically developing children (n = 16) detected the change in faces faster than in objects, whereas children with ASD (n = 16) were equally fast in detecting changes in faces and objects. These results were replicated in Experiment 2 (n = 16 in children with ASD and 22 in typically developing children), which does not require face recognition skill. Results suggest that children w...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Yukiko Kikuchi, Atsushi Senju, Yoshikuni Tojo, Hiroo Osanai, Toshikazu Hasegawa Tags: EMPIRICAL ARTICLES Source Type: journals

Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American ToddlersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or ver...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Lisa J. Berlin, Jean M. Ispa, Mark A. Fine, Patrick S. Malone, Jeanne Brooks-Gunn, Christy Brady-Smith, Catherine Ayoub, Yu Bai Tags: EMPIRICAL ARTICLES Source Type: journals

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental OutcomesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. C...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Jennifer E. Lansford, Michael M. Criss, Kenneth A. Dodge, Daniel S. Shaw, Gregory S. Pettit, John E. Bates Tags: EMPIRICAL ARTICLES Source Type: journals

Three Randomized Controlled Trials of Early Long-Chain Polyunsaturated Fatty Acid Supplementation on Means-End Problem Solving in 9-Month-OldsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examines whether feeding infants formula supplemented with long-chain polyunsaturated fatty acids (LCPUFA) improves cognitive function of 9-month-olds. Participants included 229 infants from 3 randomized controlled trials. Children received either formula supplemented with docosahexaenoic acid and arachidonic acid, or a control formula beginning at 1[ndash]5 days (12-month feeding study), or following 6 weeks (6-week-weaning study) or 4[ndash]6 months of breastfeeding (4-to 6-month weaning study). Infants were assessed with a 2-step problem solving task. In the 12-month feeding and 6-week weaning studies, supple...
Source: Child Development - September 13, 2009 Category: Child Development Authors: James Drover, Dennis R. Hoffman, Yolanda S. Castañeda, Sarah E. Morale, Eileen E. Birch Tags: EMPIRICAL ARTICLES Source Type: journals

Live Action: Can Young Children Learn Verbs From Video?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30[ndash]42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs ...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Sarah Roseberry, Kathy Hirsh-Pasek, Julia Parish-Morris, Roberta M. Golinkoff Tags: EMPIRICAL ARTICLES Source Type: journals

The Impact of Background Television on Parent–Child InteractionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study investigated the hypothesis that background television affects interactions between parents and very young children. Fifty-one 12-, 24-, and 36-month-old children, each accompanied by 1 parent, were observed for 1 hr of free play in a laboratory space resembling a family room. For half of the hour, an adult-directed television program played in the background on a monaural television set. During the other half hour, the television was not on. Both the quantity and quality of parent[ndash]child interaction decreased in the presence of background television. These findings suggest one way in which early, chronic e...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Heather L. Kirkorian, Tiffany A. Pempek, Lauren A. Murphy, Marie E. Schmidt, Daniel R. Anderson Tags: EMPIRICAL ARTICLES Source Type: journals

Does Higher Quality Early Child Care Promote Low-Income Children's Math and Reading Achievement in Middle Childhood?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Higher quality child care during infancy and early childhood (6[ndash]54 months of age) was examined as a moderator of associations between family economic status and children's (N = 1,364) math and reading achievement in middle childhood (4.5[ndash]11 years of age). Low income was less strongly predictive of underachievement for children who had been in higher quality care than for those who had not. Consistent with a cognitive advantage hypothesis, higher quality care appeared to promote achievement indirectly via early school readiness skills. Family characteristics associated with selection into child care also appeare...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Eric Dearing, Kathleen McCartney, Beck A. Taylor Tags: EMPIRICAL ARTICLES Source Type: journals

Memory Binding in Early Childhood: Evidence for a Retrieval DeficitEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Previous research has suggested that performance for items requiring memory-binding processes improves between ages 4 and 6 (J. Sluzenski, N. Newcombe, & S. L. Kovacs, 2006). The present study suggests that much of this improvement is due to retrieval, as opposed to encoding, deficits for 4-year-olds. Four- and 6-year-old children (N = 48 per age) were given objects, backgrounds, and object + background combinations to remember. Younger children performed equivalently to 6-year-olds during a working memory task for all types of memory questions but were impaired during a long-term memory task for the object + background co...
Source: Child Development - September 13, 2009 Category: Child Development Authors: Marianne E. Lloyd, Ayzit O. Doydum, Nora S. Newcombe Tags: EMPIRICAL REPORT Source Type: journals

In This IssueEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - August 31, 2009 Category: Child Development Tags: IN THIS ISSUE Source Type: journals

Manuscripts Accepted for PublicationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Child Development)
Source: Child Development - July 14, 2009 Category: Child Development Tags: OTHER Source Type: journals

A Good Story: Children With Imaginary Companions Create Richer NarrativesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children's imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Gabriel Trionfi, Elaine Reese Tags: EMPIRICAL ARTICLES Source Type: journals

Early Attachment Organization Moderates the Parent–Child Mutually Coercive Pathway to Children's Antisocial ConductEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This multimethod study of 101 mothers, fathers, and children elucidates poorly understood role of children's attachment security as moderating a common maladaptive trajectory: from parental power assertion, to child resentful opposition, to child antisocial conduct. Children's security was assessed at 15 months, parents' power assertion observed at 25 and 38 months, children's resentful opposition to parents observed at 52 months, and antisocial conduct rated by parents at 67 months. Moderated mediation analyses indicated that in insecure dyads, parental power assertion predicted children's resentful opposition, which then...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Grazyna Kochanska, Robin A. Barry, Sarah A. Stellern, Jessica J. O'Bleness Tags: EMPIRICAL ARTICLES Source Type: journals

The Motivational Landscape of Early Adolescence in the United States and China: A Longitudinal InvestigationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and behavior (e.g., self-regulated learning strategies). The quality of children's motivational beliefs deteriorated over the 7th and 8th grades (e.g., children became less mastery oriented) in both the United States and China. American children also valued academics less, with declines in ...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Qian Wang, Eva M. Pomerantz Tags: EMPIRICAL ARTICLES Source Type: journals

Recognition of Moving and Static Faces by Young InfantsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study compared 3- to 4-month-olds' recognition of previously unfamiliar faces learned in a moving or a static condition. Infants in the moving condition showed successful recognition with only 30 s familiarization, even when different images of a face were used in the familiarization and test phase (Experiment 1). In contrast, infants in the static condition showed successful recognition only when the familiarization duration was lengthened to 90 s and when the same image was used between the familiarization and test phase (Experiments 2 and 3). Furthermore, presentation of multiple static images of a face did not yie...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Yumiko Otsuka, Yukuo Konishi, So Kanazawa, Masami K. Yamaguchi, Hervé Abdi, Alice J. O'Toole Tags: EMPIRICAL ARTICLES Source Type: journals

Aspects of Fetal Learning and MemoryEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Ninety-three pregnant women were recruited to assess fetal learning and memory, based on habituation to repeated vibroacoustic stimulation of fetuses of 30[ndash]38 weeks gestational age (GA). Each habituation test was repeated 10 min later to estimate the fetal short-term memory. For Groups 30[ndash]36, both measurements were replicated in a second session at 38 weeks GA for the assessment of fetal long-term memory. Within the time frame considered, fetal learning appeared GA independent. Furthermore, fetuses were observed to have a short-term (10-min) memory from at least 30 weeks GA onward, which also appeared independe...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Chantal E. H. Dirix, Jan G. Nijhuis, Henk W. Jongsma, Gerard Hornstra Tags: EMPIRICAL ARTICLES Source Type: journals

Causal Supports for Early Word LearningEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
What factors determine whether a young child will learn a new word? Although there are surely numerous contributors, the current investigation highlights the role of causal information. Three-year-old children (N = 36) were taught 6 new words for unfamiliar objects or animals. Items were described in terms of their causal or noncausal properties. When tested only minutes after training, no significant differences between the conditions were evident. However, when tested several days after training, children performed better on words trained in the causal condition. These results demonstrate that the well-documented effect ...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Amy E. Booth Tags: EMPIRICAL REPORT Source Type: journals

Cognitive and Neural Development of Individuated Self-Representation in ChildrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close others. To test developmental hypotheses concerning the self, this study examined the relation of memory for self- and mother-referentially processed information in participants age 7[ndash]13 years (Experiment 1: N = 37; Experiment 2: N = 14). Memory for words encoded with reference...
Source: Child Development - July 14, 2009 Category: Child Development Authors: Rebecca D. Ray, Amy L. Shelton, Nick Garber Hollon, Bethany D. Michel, Carl B. Frankel, James J. Gross, John D. E. Gabrieli Tags: SPECIAL SECTION EMPIRICAL ARTICLES Source Type: journals