Development of conduct problems and peer rejection in preschool children: A social systems analysis

The development of impulsive-aggressive problem behavior and peer rejection was examined in sixty 4- to 5-year-old boys from low-income family backgrounds. Children's sociometric status and behavioral adjustment were assessed longitudinally at the beginning and end of the preschool year, and related to measures of peer interaction at three different points in time. Boys identified as socially rejected and aggressive in the beginning of the year were highly likely to be identified as such at the end of the year. Early in the preschool year, these children contributed to their own rejection by initiating socially aversive exchanges with peers. Although peers clearly perceived these problems, they did not reciprocate with counteraggression at first. However, as time passed, peers began to actively victimize these children, and most of the aggression on the part of victims became reactive in nature. Thus, the current findings strongly support a transactional model of the development of early peer rejection and conduct problems.The author is indebted to the Head Start teachers, children, and parents who participated, and to the following individuals for their invaluable help with data collection and coding: Margo Bonner, Beth O'Connell, Cindy Friedman, Elizabeth Jamner, Karen Lifgren, Marina Post, Jacqueline Raznick, Lisa Walsh, and Karen Weitzner.     

The development of infants' preference for motherese

Generally, infants prefer infant-directed (ID) to adult-directed (AD) speech. Mostly, researchers have used unfamiliar female voices in these studies. We investigated preferences for maternal ID speech in 1- and 4-month-olds. Using a procedure in which infants controlled access to voices by fixating a visual display, infants listened to recordings of natural female ID and AD speech. In Experiment 1, 1-month-olds heard recordings of maternal ID and AD speech, but these infants showed no preference for maternal ID speech. In Experiment 2, 1-month-olds heard the same ID and AD speech tapes but were not familiar with the speakers. Contrary to Experiment 1, these infants preferred ID speech. In Experiment 3, 4-month-olds heard recordings of maternal ID and AD speech and showed a significant preference for ID speech. Collectively, these results suggest that infant attention to ID speech depends on both speaker-general and speaker-specific characteristics, with interesting developmental changes occuring during early infancy.     

The effects of sex-role taking on children's responses to aggressive conflict situations

The effects of sex-role taking on children's responses to aggressive conflict situations were investigated in the present study. Subjects were 40 boys and girls aged 8–9, who were asked to take the role of boy and girl story characters involved in the following kinds of aggressive situations: victim of a verbal attack, victim of a physical attack, and witness to an attack upon a friend. A significant interaction effect between type of conflict situation and sex of story character was obtained. Subjects expected boy characters to retaliate more strongly than girl characters when intervening in an attack upon a friend, and girl characters to retaliate more strongly than boy characters when being verbally or physically assaulted. These findings suggest the importance of situational factors in determining children's sex-stereotyped expectations for aggressive retaliation.     

Perceived duration,visual persistence,and neural integration

Varying stimulus intensity while measuring the perceived duration/visual persistence of brief light flashes has yielded disparate results. Some studies have found a direct relationship between the two variables; others have found an inverse relationship. Several models have been suggested to unify this behavioral literature. They invoke the absolute intensity and the nature of the judgment as explanatory variables. We now present physiological data whose analysis was motivated by these models. We measured the duration of photoreceptor potentials as a function of light intensity and response measure. One response measure was. the length of time required for the response to decline from the peak by a criterion amount. The other response measure was the length of time a response stayed above a criterion level. These data suggest that each behaviorally based model captured a different aspect of a single underlying mechanism and that a melding of the two critical concepts would harmonize all of the results: In this melding, the sensory signals that mediate visual perception would have the type of complex intensity- and time-dependent properties found in real neural responses.     

Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings

We compared long-term growth patterns in teachers’ and mothers’ ratings of Overt Aggression, Covert Aggression, Oppositional Defiance, Impulsivity/inattention, and Emotion Dysregulation across developmental periods spanning kindergarten through grade 8 (ages 5 to 13 years). We also determined whether salient background characteristics and measures of child temperament and parenting risk differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 549 kindergarten-age children (51% male; 83% European American; 17% African American) whose problem behaviors were rated by teachers and parents each successive year of development through 8th grade. Latent growth curve analyses were performed for each component scale, contrasting with an overall index of externalizing, in a piecewise fashion encompassing two periods of development: K-1and grades 1–8. Our findings showed that there were meaningful differences and similarities between informants in their levels of concern about specific forms of externalizing problems, patterns of change in problem behavior reports across development, and in the extent to which their ratings of specific problems were associated with distal and proximal covariates. Thus, these data provided novel information about issues that have received scant empirical attention and have important implications for understanding the development and prevention of children’s long-term externalizing problems.     

Emotional Expressiveness during Peer Conflicts: A Predictor of Social Maladjustment among High-Risk Preschoolers

Preschool boys' emotional displays during conflicts with mixed-sex peers were related to individual differences in peer sociometric status and teacher ratings of disruptive behavior. Participants were 60 4- to 5-year old boys from low-income families who were videotaped with a small group of classmates in a Head Start preschool classroom. Conflicts were identified and emotional displays were coded from videotape. Results indicated that conflicts were more negative in emotional tone at the end than at the beginning of the year. Furthermore, children tended to mirror each others' emotional displays at the end but not the beginning of the preschool year. In addition, gleeful taunting, a form of emotional aggression, more strongly predicted negative peer nominations and teacher ratings than anger, suggesting that anger may be a more socially accepted form of emotional expression during conflicts among preschool-age children. Implications and directions for future research and interventions are discussed.     

Image Theory and the Appraisal of Employee Performance: To Screen or Not to Screen?

ABSTRACT: The authors tested the predictions of image theory [Beach, 1990 Image theory: Decision-making in personal and organizational contexts. Chicester, England: Wiley] by examining the decision making processes underlying performance evaluation. Across three experiments, over 400 participants evaluated the performance of a book store employee with varying degrees of good and bad performance behaviors. Results indicated that: (1) performance judgments were linearly related to the number of good and bad behaviors present in the scenarios, (2) promotion decisions initially followed image theorys screening process, as participants focused only on the employees bad behaviors, and (3) the introduction of a contrast manipulation (Experiment 2) resulted in participants abandoning the screening process for the promotion decision, until we included instructions against comparing employees (Experiment 3). Consistent with image theory, but moderated by contrast effects, promotion decisions relied on screening based solely on the employees bad behaviors, whereas performance judgments involved compensatory use of both the employees good and bad behaviors. We argue that how participants perceive the decision making scenario influences whether or not they will screen decisions.