Neighborhood Contextual Factors and Early-Starting Antisocial Pathways

This paper examines research investigating the effects of neighborhood context on the onset and persistence of early-starting antisocial pathways across middle and late childhood. The review begins by presenting theory and research mapping the early-starting developmental pathway. Next, sociologically and psychologically based investigations linking neighborhood context and early antisocial behavior are examined, in order to posit and evaluate the effects of community economic disadvantage, exposure to neighborhood violence, and involvement with neighborhood-based deviant peer groups on the development of antisocial behavior. It is suggested that middle childhood may represent a critical developmental period during which children are at heightened risk for neighborhood-based effects on antisocial behavior problems. Key methodological issues are addressed, and recommendations for future research integrating developmental pathways and neighborhood theory and research are advanced.     

Acknowledgment of Reviewers

Dedication

Acknowledgment of Reviewers     

The Exchange Boundary Framework: Understanding the Evolution of Power within Collaborative Decision-Making Settings

Many community decision-making bodies encounter challenges in creating conditions where stakeholders from disadvantaged populations can authentically participate in ways that give them actual influence over decisions affecting their lives (Foster-Fishman et al., Lessons for the journey: Strategies and suggestions for guiding planning, governance, and sustainability in comprehensive community initiatives. W.K. Kellogg Foundation, Battle Creek, MI, 2004). These challenges are often rooted in asymmetrical power dynamics operating within the settings (Prilleltensky, J Commun Psychol 36:116–136, 2008). In response, this paper presents the Exchange Boundary Framework, a new approach for understanding and promoting authentic, empowered participation within collaborative decision-making settings. The framework expands upon theories currently used in the field of community psychology by focusing on the underlying processes through which power operates in relationships and examining the evolution of power dynamics over time. By integrating concepts from social exchange theory (Emerson, Am Soc Rev 27:31–41, 1962) and social boundaries theory (Hayward, Polity 31(1):1–22, 1998), the framework situates power within parallel processes of resources exchange and social regulation. The framework can be used to understand the conditions leading to power asymmetries within collaborative decisionmaking processes, and guide efforts to promote more equitable and authentic participation by all stakeholders within these settings. In this paper we describe the Exchange Boundary Framework, apply it to three distinct case studies, and discuss key considerations for its application within collaborative community settings.     

Manipulation of visual information does not change the accuracy of distance estimation during a blindfolded walking task

While humans rely on vision during navigation, they are also competent at navigating non-visually. However, non-visual navigation over large distances is not very accurate and can accumulate error. Currently, it is unclear whether this accumulation of error is due to the visual estimate of the distance or to the locomotor production of the distance. In a series of experiments, using a blindfolded walking test, we examine whether enhancing the visual estimate of the distance to a previously seen target, through environmental enrichment, visual imagery, or repeated exposure would improve the accuracy of blindfold navigation across different distances. We also attempt to decrease the visual estimate in order to see if the opposite effect would occur. Our results would indicate that manipulation of the static visual distance estimate did not change the navigation accuracy to any great extent. The only condition that improved accuracy was repeated exposure to the environment through practice. These results suggest that error observed during blindfold navigation may be due to the locomotor production of the distance, rather than the visual process.     

Fostering First Graders’ Fluency With Basic Subtraction and Larger Addition Combinations Via Computer-Assisted Instruction

Achieving fluency with basic subtraction and add-with-8 or -9 combinations is difficult for primary grade children. A 9-month training experiment entailed evaluating the efficacy of software designed to promote such fluency via guided learning of reasoning strategies. Seventy-five eligible first graders were randomly assigned to one of three conditions: guided subtraction (e.g., If 5 + 3 = 8, then 8 – 3 is 5), guided use-a-10 (e.g., If 10 + 7 = 17, then 9 + 7 is 16), or an unguided-practice condition for 30-minute sessions twice a week for 12 weeks. An ANCOVA revealed that at the delayed posttest, the guided-subtraction group outperformed both comparison groups on unpracticed subtraction combinations. Analyses of gains in slow but appropriate use of reasoning and decreases in inefficient strategy use indicated that both types of guided training promoted the learning of a targeted reasoning strategy.     

Functional Analysis Identified Habit Reversal Components for the Treatment of Motor Tics

This study included brief functional analyses and treatment for motor tics exhibited by two children with Tourette Syndrome. Brief functional analyses were conducted in an outpatient treatment center and results were used to develop individualized habit reversal procedures. Treatment data were collected in clinic for one child and in clinic and school for the other child. Brief functional analysis results were mixed for each child, but provided useful information for informing unique habit reversal components for each child. Treatment results indicated reductions in motor tics for each child. Results are discussed in terms of utility of functional analysis for tics.     

Assessing Young Children's Number Magnitude Representation: A Comparison Between Novel and Conventional Tasks

Previously, researchers have relied on asking young children to plot a given number on a 0-to-10 number line to assess their mental representation of numbers 1 to 9. However, such a (“conventional”) number-to-position (N-P) task may underestimate the accuracy of young children's magnitude estimates and misrepresent the nature of their number representation. The purpose of this study was to compare young children's performance on the conventional N-P task and a “modified” N-P task that is more consistent with a discrete-quantity view of number and with measures of theoretically related mathematical competencies. Participants (n = 45), ranging in age from 4;0 to 6;0, were administered both versions of the N-P task twice during 4 sessions in 1 of 2 randomly assigned and counterbalanced orders. Between and within conditions, children were significantly more accurate on the modified version than on the conventional task. The results indicate that the conventional task, in particular, may be confusing and that several simple modifications can make it more understandable for young children. However, when performance on theoretically related number tasks is taken into account, both the conventional and the modified N-P tasks appeared to underestimate competence.