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961.
《European Journal of Developmental Psychology》2013,10(5):622-631
ABSTRACTWe evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioural DIT (bDIT), measuring the development of moral reasoning. About 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. 相似文献
962.
《European Journal of Developmental Psychology》2013,10(2):189-206
Both theory and empirical evidence suggest that adolescents engage in risk behaviour to gain mature status, thereby becoming popular among their peers. Using a cross-sectional design with 20 school classes from higher secondary schools in Austria and the Netherlands, associations between risk behaviour and social status in late adolescence were examined (N = 408, Mage = 16.95, SD = 0.81, 50% male). Popularity and likeability were assessed as distinct facets of social status in adolescence using peer nominations. Self-reported risk behaviour included alcohol, tobacco and marijuana use, as well as sexual intercourse. Using a latent variable approach, results showed that in accordance with our assumptions, risk behaviour was strongly associated with popularity, but not with likeability. This study shows that in Austria and the Netherlands, associations between risk behaviour and social status among peers are in line with findings from outside of Europe. Theoretical and practical implications of these results are discussed and proposals for future research are given. 相似文献
963.
《European Journal of Developmental Psychology》2013,10(5):561-577
We used the diffusion chain method in order to investigate whether irrelevant actions would be transmitted along chains of 3- and 5-year-old children. Four chains of eight children witnessed a trained “expert” child perform a sequence of actions in order to retrieve a reward from either a transparent or an opaque puzzle box. The action sequence involved both goal relevant and goal irrelevant actions. In the transparent box chains the participants could potentially determine which of the actions were irrelevant as the causal effects were clearly visible. Results indicated that irrelevant actions transmitted down chains of 3-year-old children irrespective of box transparency. In contrast, irrelevant actions dropped out of the transparent box chain extremely quickly at 5 years, but were maintained within the opaque chain. These findings highlight the power of the diffusion chain method as a tool for exploring cultural learning. 相似文献
964.
《European Journal of Developmental Psychology》2013,10(6):696-716
This study aimed to explore the peer group's role in childhood aggression. Participants (N = 356), aged 8.92 to 13.67 years (M = 11.22, SD = .96), were asked to pretend that they had been placed in a team and were then provided with information regarding their team's norms (aggression vs. helping) and their position within the team (prototypical vs. peripheral). Subsequently, participants were asked to rate the likelihood that they would directly or indirectly aggress towards another team. When compared to children in the helping norm condition, those in the aggression norm condition reported a significantly higher likelihood of engaging in direct and indirect aggression. For indirect aggression, prototypical members of aggressive groups also reported being more likely to engage in such behaviour than peripheral members of these groups did. Further, peripheral members of aggressive groups reported a greater likelihood of engaging in indirect aggression than either peripheral or prototypical members of helping groups. The contribution of these results to our understanding of the group mechanisms underlying childhood aggression is discussed. 相似文献
965.
《European Journal of Developmental Psychology》2013,10(5):634-641
This study evaluated a short friendship questionnaire providing a balanced assessment of positive (e.g., support) and negative (e.g., jealousy) friendship features. In addition, associations with indices of adaptive functioning versus psychopathology were tested. The friendship questionnaire was presented to 548 typically developing children and young adolescents (M age = 11;01 years). Results confirmed validity and independence of the two friendship features, and showed that negative friendship features were uniquely associated with symptoms of psychopathology, whereas both positive and negative features were, in opposite directions, uniquely associated with aspects of socioemotional functioning. 相似文献
966.
the BASIS team 《European Journal of Developmental Psychology》2013,10(1):18-35
Analyses were conducted in order to investigate motor development in younger siblings of children diagnosed with autism spectrum disorder (ASD). Infants at familial risk and low risk of developing ASD were tested longitudinally between the ages of 7 and 36 months. Data were analysed from motor scales on the Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales at each age point. Significantly lower motor scores in at-risk infants were evident from the age of 7 months compared to the low-risk group. Infants who were later diagnosed with ASD demonstrated significantly poorer Fine Motor skills at 36 months than at-risk infants without any developmental difficulties. In addition, Gross Motor scores were highly correlated across the two measures for low-risk infants and infants who later developed ASD. Early motor difficulties may be an early indicator of a number of neurodevelopmental disorders, including ASD. 相似文献
967.
《European Journal of Developmental Psychology》2013,10(3):292-304
This study explores the effects of violating socially shared versus situationally defined norms on the understanding of ironic statements in 70 Italian-speaking five- and seven-year-old children. We also considered the possible relationships between irony understanding, receptive and metacognitive vocabulary, and false belief understanding. The results showed that violating socially shared norms does not benefit younger children's understanding of irony, although it does help older children's understanding. Ironic utterances that violate situationally defined norms were understood similarly across the two age groups. First- and second-order false belief understanding did not predict children's ability to interpret irony, although metacognitive vocabulary did predict interpretation for the seven-year-old group in instances of violating a situationally defined norm. 相似文献
968.
《European Journal of Developmental Psychology》2013,10(3):279-291
Children with language impairment (LI) and children with typical development (TD) were assessed by their respective parents using The MacArthur Communicative Development Inventories (Swedish version SECDI) and Greenspan Socio Emotional Growth Chart (GSEGC). The aim was to investigate socio-emotional and language development in children with LI and TD with respect to possible differential patterns and relations between the groups. The results highlight a clear association between language and socio-emotional development. Children with LI were rated similar to young language-matched children with TD, but significantly lower relative to age-matched TD children, particularly concerning symbolic stages of development: the use of linguistic symbols as well as related areas such as symbol play and symbolic mental ability. The results are discussed in light of presumable background factors and possible consequences for children or sub-groups of children with LI. 相似文献
969.
《European Journal of Developmental Psychology》2013,10(2):269-284
The aim of this study was to examine whether personal value priorities, measured by Schwartz et al.'s method, change during higher education, whether moral reasoning measured by the DIT develops and whether values predict gain in moral development. Moreover, we explored the simultaneous changes in value priorities and moral reasoning. Our sample consisted of 132 students from a university of applied sciences who filled out the value measure and the DIT both at the beginning and at the end of their studies. The results revealed that universalism and security values became more important whereas achievement decreased in importance during the three-year period. We also found significant gain in moral development and that universalism and hedonism values predicted this gain significantly. Significant correlated change was found between moral reasoning and stimulation, conformity and security values. The meaning of the results is discussed in terms of the theories of Schwartz and Kohlberg. 相似文献
970.
《European Journal of Developmental Psychology》2013,10(3):305-318
This study adds to the research on theory of mind (ToM) and school achievement by testing whether the mediating effect of sensitivity to criticism is significant when considered longitudinally and using an index of academic performance that incorporates both direct and indirect measures. A group of 49 children was tested during the last year of kindergarten (Time 1, mean age = 5 years and 6 months), in Year 1 (Time 2, mean age = 6 years and 5 months) and Year 5 (Time 3, mean age = 10 years and 2 months) of primary school. Children's ToM and verbal ability were tested at each time point, sensitivity to criticism at Time 2 and school achievement at Time 3. Results showed that sensitivity to criticism (as indexed by self-reported ability rating) mediates the relationship between Time 1 ToM and Time 3 school achievement. Practical implications of this pattern of associations are discussed. 相似文献