Banding Together: New Horizons in Lifelong Music Making

New Horizons Bands are wind and percussion bands designed for both novice and former musicians over the age of 50. This article describes the Iowa City, Iowa, program from the director's observations and from excerpted comments by participants. Not only does the band program fulfill musical aspirations, but it also provides meaningful interpersonal relationships for the adult learners and their families, the college-aged instructors, and the director.     

Random intercept item factor analysis

The common factor model assumes that the linear coefficients (intercepts and factor loadings) linking the observed variables to the latent factors are fixed coefficients (i.e., common for all participants). When the observed variables are participants' observed responses to stimuli, such as their responses to the items of a questionnaire, the assumption of common linear coefficients may be too restrictive. For instance, this may occur if participants consistently use the response scale idiosyncratically. To account for this phenomenon, the authors partially relax the fixed coefficients assumption by allowing the intercepts in the factor model to change across participants. The model is attractive when m factors are expected on the basis of substantive theory but m + 1 factors are needed in practice to adequately reproduce the data. Also, this model for single-level data can be fitted with conventional software for structural equation modeling. The authors demonstrate the use of this model with an empirical data set on optimism in which they compare it with competing models such as the bifactor and the correlated trait-correlated method minus 1 models.     

Change Over Time: Conducting Longitudinal Studies of Children's Cognitive Development

Developmental scientists have argued that the implementation of longitudinal methods is necessary for obtaining an accurate picture of the nature and sources of developmental change (Magnusson & Stattin, 2006 Magnusson , D. , & Stattin , H. ( 2006 ). The person in context: A holistic-interactionistic approach . In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development ( , 6th ed. , pp. 400 – 464 ). Hoboken , NJ : John Wiley & Sons . [Google Scholar]; Morrison & Ornstein, 1996 Morrison , F. J. , & Ornstein , P. A. ( 1996 ). Cognitive development . In R. B. Cairns , G. R. Elder & E. Costello (Eds.), Developmental science (pp. 121 – 134 ). New York , NY : Cambridge University Press . [Google Scholar]). Developmentalists studying cognition have been relatively slow to embrace longitudinal research, and thus, few exemplar studies have tracked individual children's cognitive performance over time and even fewer have examined contexts that are associated with this growth. In this article, we first outline some of the benefits of implementing longitudinal designs. Using illustrations from existing studies of children's basic cognitive development and of their school-based academic performance, we discuss when it may be appropriate to employ longitudinal (vs. other) methods. We then outline methods for integrating longitudinal data into one's research portfolio and contrast the leveraging of existing longitudinal data sets with the launching of new longitudinal studies to address specific questions concerning cognitive development. Finally, for those who are interested in conducting longitudinal investigations of their own, we provide practical on-the-ground guidelines for designing and carrying out such studies of cognitive development.     

The effects of violent video games on aggression.

Violent content video games such as Mortal Kombat and Doom have become very popular among children and adolescents, causing great concern for parents, teachers, and policy makers. This study cumulates findings across existing empirical research on the effects of violent video games to estimate overall effect size and discern important trends and moderating variables. Results suggest there is a smaller effect of violent video games on aggression than has been found with television violence on aggression. This effect is positively associated with type of game violence and negatively related to time spent playing the games. Directions for future programmatic research on video games are outlined.     

A survey of people's attitudes and beliefs about false confessions

The attitudes and beliefs of jury eligible individuals regarding false confessions were investigated in order to uncover potential biases. Survey respondents provided perceptions of factors related to false confessions (e.g. their frequency and likely situational and dispositional risk variables). Results indicate that people possess an awareness that false confessions can occur and believe that a confession should not be taken as an absolute indicator of guilt. However, their understanding of predisposing and situational factors that contribute to false confessions was incomplete, as was their understanding of interrogation practices. Furthermore, respondents showed a marked bias against believing that they personally would ever falsely confess, which is discussed in the context of potential inconsistencies between people's self-report and their actual behaviors in naturalistic situations.     

The Socialization of Children’s Memory: Linking Maternal Conversational Style to the Development of Children’s Autobiographical and Deliberate Memory Skills

Data from a large-scale, longitudinal research study with an ethnically and socioeconomically diverse sample were utilized to explore linkages between maternal elaborative conversational style and the development of children’s autobiographical and deliberate memory. Assessments were made when the children were aged 3, 5, and 6 years old, and the results reveal concurrent and longitudinal linkages between maternal conversational style in a mother–child reminiscing task and children’s autobiographical memory performance. Maternal conversational style while reminiscing was also significantly related to children’s strategic behaviors and recall in 2 deliberate memory tasks, both concurrently and longitudinally. Results from this examination replicate and extend what is known about the linkages between maternal conversational style, children’s abilities to talk about previous experiences, and children’s deliberate memory skills as they transition from the preschool years to early elementary school years.     

Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school

Although much is known about the development of memory strategies and metamemory during childhood, evidence for linkages between these memory skills, either concurrently or over time, has been limited. Drawing from a longitudinal investigation of the development of memory, repeated assessments of children’s (N = 107) strategy use and declarative metamemory were made to examine the development of these skills and the relations between them over time. Latent curve models were used first to estimate the trajectories of children’s strategy use and metamemory and then to examine predictors of children’s performance in each of these domains. Children’s metamemory at the beginning of Grade 1 was linked to child- and home-level factors, whereas the development of both skills was related to maternal education level. Additional modeling of the longitudinal relations between strategic sorting and metacognitive knowledge indicated that metamemory at earlier time points was predictive of subsequent strategy use.     

Examining Maternal Elaborative Reminiscing as a Protective Factor in the Intergenerational Transmission of Psychopathology

Most research examining the impact of early parental depression on the developing child has focused on the nature of parenting practices observed in depressed adults. Maternal elaborative reminiscing, or the extent to which mothers elaboratively discuss past shared experiences with their children, has a considerable influence on children’s emotional and social development and is understudied within the context of maternal depression. The current study is the first to examine whether maternal elaborative reminiscing in middle childhood mediates the association between exposure to maternal depressive symptoms in infancy and later internalizing and externalizing problems. The study included 206 mother–child dyads recruited from the community who participated in a prospective longitudinal study. Maternal depressive symptoms were assessed when offspring were 6-months old. At 5-years old, dyads were observed during a free play task to measure sensitive and harsh-intrusive parenting and during a reminiscing task to measure maternal elaboration. Teacher-reported internalizing and externalizing problems were collected at age 7. A saturated path model revealed that maternal elaborative reminiscing, but not sensitive or harsh-intrusive parenting, fully mediated the association between maternal depression in infancy and externalizing, but not internalizing, problems. Reduced maternal elaboration during parent–child reminiscing constitutes one way in which risk from early maternal depression is associated with later externalizing problems.

     

Linking Teacher Instruction and Student Achievement in Mathematics: The Role of Teacher Language

Although high-quality early educational environments are thought to be related to the growth of children’s skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers’ language while teaching mathematics and their students’ growth in mathematical skill during the 2nd grade. Specifically, the extent to which mathematics lessons included cognitive-processing language (CPL)—instruction that is rich in references to cognitive processes, metacognition, and requests for remembering—was related to changes in students’ math achievement. Demonstrating the role of the language of instruction, the findings indicated that children whose 2nd-grade teachers included greater amounts of CPL during instruction evidenced greater growth in math fluency and calculation than did their peers whose teachers employed lower levels of CPL.