A Cross-Domain Growth Analysis: Externalizing and Internalizing Behaviors During 8 Years of Childhood

In a sample of 405 children assessed in kindergarten through the seventh grade, we determined the basic developmental trajectories of mother-reported and teacher-reported externalizing and internalizing behaviors using cross-domain latent growth modeling techniques. We also investigated the effects of race, socioeconomic level, gender, and sociometric peer-rejection status in kindergarten on these trajectories. The results indicated that, on average, the development of these behaviors was different depending upon the source of the data. We found evidence of the codevelopment of externalizing and internalizing behaviors within and across reporters. In addition, we found that African-American children had lower levels of externalizing behavior in kindergarten as reported by mothers than did European-American children but they had greater increases in these behaviors when reported by teachers. Children from homes with lower SES levels had higher initial levels of externalizing behaviors and teacher-reported internalizing behaviors. Males showed greater increases in teacher-reported externalizing behavior over time than did the females. Rejected children had trajectories of mother-reported externalizing and internalizing behavior that began at higher levels and either remained stable or increased more rapidly than did the trajectories for non-rejected children which decreased over time.     

Describing the Acquisition of Determiners in English: A Growth Modeling Approach

This paper, based on naturalistic data, describes the acquisitional course and use of the articles a and the in young English-speaking children (18-61 months), with special emphasis on the role of individual variation. A growth modeling approach to the data reveals that children's individual acquisition schedules are similar in trend, but vary in the rate at which they omit determiners at a given point of time. This picture suggests that an analysis that presumes homogeneous development will seriously misrepresent the fluctuations between and within individuals. Interestingly, this variation does not reflect a variation in children's abilities to use determiners correctly-irrespective of the rate in which they used determiners, children seldom used determiners incorrectly. The analysis also reveals that children's optional omission of determiners in obligatory contexts, beginning at 18 months of age, gradually decreases on average by 3-4% a month until 36 months of age, and thereafter plunges by a factor of 10 to an average of 0.3% per month. At 36 month of age the majority of children use determiners at a near-mastery level (Brown, 1973). These findings provide a useful framework for theorizing about possible mechanisms underlying the nature of early language development pre- and post-36 months of age.     

Turning Fantasies About Positive and Negative Futures into Self-Improvement Goals

Contrasting fantasies about the future with reflections on reality that impedes fantasy realization creates a tight link between expectations of success and forming commitments to self-improvement goals. This effect applies to both fantasies about a positive future contrasted with impeding negative reality as well as fantasies about a negative future contrasted with impeding positive reality. In Study 1, with 63 student participants, contrasting positive fantasies about benefiting from a vocational training with negative reflections on reality impeding such benefits led to expectancy-dependent willingness to invest in the training, more so than indulging in the positive future and than dwelling on the negative reality. In Study 2, with 158 high school students from former East Berlin, contrasting negative, xenophobic fantasies about suffering from the influx of immigrants with positive reflections on reality impeding such suffering led to expectancy-dependent tolerance and willingness to integrate the immigrants. Findings are discussed in terms of how mental contrasting facilitates self-improvement and personal development by making people form expectancy-dependent goal commitments to approach positively-perceived as well as negatively-perceived futures.     

Principles for Designing Randomized Preventive Trials in Mental Health: An Emerging Developmental Epidemiology Paradigm

An emerging population-based paradigm is now being used to guide the design of preventive trials used to test developmental models. We discuss elements of the designs of several ongoing randomized preventive trials involving reduction of risk for children of divorce, for children who exhibit behavioral or learning problems, and for children whose parents are being treated for depression. To test developmental models using this paradigm, we introduce three classes of design issues: design for prerandomization, design for intervention, and design for postintervention. For each of these areas, we present quantitative results from power calculations. Both scientific and cost implications of these power calculations are discussed in terms of variation among subjects on preintervention measures, unit of intervention, assignment, balancing, number of pretest and posttest measures, and the examination of moderation effects.     

学前儿童“朴素生物学理论”发展的实验研究──对“生长”现象的认知发展

从学前儿童对生物生长现象的认知入手探查了学前儿童朴素生物学理论的发展,探查了发展中的个别差异和个体内部差异。研究发现：（１）学前儿童在生长维度上逐渐形成了朴素生物学理论;（２）不同教育条件下的儿童对生长的认知存在差异;学前早期儿童的认知成绩更多地受实验任务变式的影响,而学前晚期儿童的个体内部差异则较小。     

Inaction inertia in retirement saving

In retirement saving, many people miss out on early opportunities to save and subsequently fail to take adequate actions for a long time thereafter. We examined whether these two observations—the initial failure to act and the subsequent inertia—could be related through the phenomenon of inaction inertia. In Experiment 1 (N = 180), participants were less likely to save for retirement when the difference in annual return between the current opportunity and the missed opportunity was large versus small. In Experiment 2 (N = 180), participants were less likely to start saving for retirement when reminded of a missed opportunity 10 years ago versus 1 year ago. These data constitute the first demonstration of inaction inertia in retirement saving: People's reluctance to act on attractive saving opportunities may be induced by their previous inaction. In Experiment 3 (N = 340) and Experiment 4 (N = 628), we find that the observed inertia is the product of a tendency to underestimate exponential growth combined with a focus on past opportunities. Building on this mechanism, Experiment 5 (N = 916) provided evidence for a potential remedy; the inaction inertia effect completely disappeared when focus was shifted from required contributions to future outcomes.     

Principles of Discipleship and Church Growth from Acts 2:46-47

The purpose of this article is to make a comprehensive exegesis of the text of Acts 2:46-47 and to extract basic biblical principles for the work of discipleship. Along with this topic, this article also analyzes the aspect of the growth of the church, since the study text indicates that the Lord added new converts to the church, although the church itself had an internal task to fulfil. Even though church growth has generally been distanced from doctrinal catechesis in the church in the same way that theology is divorced from ecclesiastical practice, this work attempts to show that a responsible and simple exegesis of the text can integrate the “theory” of doctrine with missionary practice and the responsibility to make disciples, so that the church increases in membership.     

Classifying the sense of community trajectories among South Korea adolescents

We examined the longitudinal patterns of the sense of community among the middle and the late adolescents. For this purpose, we used the latent class growth analysis to explore the trajectories of the sense of community, and multinomial logistic regression was conducted to identify the significant predictors. The data for this study were taken from the Korean Children and Youth Panel Survey from 2010 to 2016. The major findings are as follows. First, three latent classes were identified: low‐, middle‐, and high‐level increasing group. Gender, mobile phone addiction, parental affection, household income, peer and teacher relationship, and school activities were significantly associated with the latent classes. On the basis of the results, implications with suggestions for future research were discussed.