Childhood Peer Relationship Problems and Young People's Involvement with Deviant Peers in Adolescence

Using prospective longitudinal data from the Christchurch Health and Development Study, this article examined the relationship between children's peer relationship problems in middle childhood and their subsequent risk of forming deviant peer affiliations in adolescence. The analysis proceeded in three steps. First, a structural equation model demonstrated a moderate association between early peer relationship problems and later deviant peer affiliations (r = .27). Second, the model was extended to include a latent variable measure of early conduct problems. This analysis revealed that when the confounding effects of concurrently measured conduct problems were taken into account, peer relationship problems in middle childhood were no longer significantly related to young people's choice of deviant peers in adolescence. Third, the model was further extended to include lagged variables, permitting an examination of possible reciprocal relationships between early conduct problems and peer relationship problems. Results suggested that both early peer relationship problems and adolescent deviant peer involvement are symptomatic of early child behavioral adjustment. The implications of these findings for explanations of deviant peer selection are discussed.     

A grouping interpretation of the modality effect in immediate probed recognition

In a series of experiments on immediate probed recognition for eight 3-digit numbers, it was shown that if the target modality involved auditory components and the effect of the similarity of the modality of the probe to that of the targets was controlled, unequivocal evidence was obtained for an auditory superiority effect (modality effect) for hit rates for the final items of the list. Moreover, false-alarm rates were significantly lower following targets with an auditory component than they were following silently seen targets. It is argued that this pattern of hits and false alarms is consistent with the idea that targets that have an auditory component yield memory representations that are better grouped as units than are those for targets that are only silently seen; in particular, if a new probe has a first digit that accidentally matches the first digit of a target item, it is more likely that the subject will mistakenly identify this new probe as old (give a false alarm) if the target has only been partially encoded because it was only silently seen.     

Parent,child, and contextual predictors of childhood physical punishment

Data gathered over the course of an 18‐year longitudinal study of 1025 New Zealand children were used to: (a) develop a profile of the maternal, child, and contextual factors associated with differing levels of exposure to maternal physical punishment, and (b) identify the key predictors of maternal physical punishment as reported by young people at age 18. Results revealed the presence of clear linear associations between the extent of young people's reported exposure to physical punishment and a wide range of maternal, child, and contextual factors. The key predictors of physical punishment suggested that the psychosocial profile of those mothers at greatest risk of physically punishing or mistreating their child was that of a young woman with a personal history of strict parenting who entered motherhood at an early age, and who was attempting to parent a behaviourally difficult child within a dysfunctional family environment characterized by elevated rates of inter‐parental violence and childhood sexual abuse. These findings were consistent with a cumulative risk factor model in which increasing risk factor exposure is associated with increasing levels of child physical punishment/maltreatment. Copyright © 2002 John Wiley & Sons, Ltd.     

An analysis of confusion errors in many-to-one matching with temporal and nontemporal samples

In experiment 1, pigeons were trained to match temporal (2, 8, and 10 s of houselight) and location (feeder light, left key, center key illumination) samples to color comparison stimuli. Red choices were correct following the 2-s and feeder light, orange choices were correct following the 8-s and center key, and green choices were correct following the 10-s and left key. Samples that were harder to discriminate (8- vs 10-s, and left vs center key) were mapped onto comparisons that were easy to discriminate (orange vs green), while samples that were easier to discriminate (2- vs 8-s, and feeder light vs left key) were mapped onto comparisons that were hard to discriminate(red vs orange). The pattern of errors for temporal and location samples indicated that these samples were not represented by a common code even though they were associated with the same comparison stimuli. In experiment 2, the same pigeons were trained with visual samples in which samples that were hard to discriminate (triangle vs circle) were mapped onto comparisons that were easy to discriminate (orange vs green), while samples that were easy to discriminate(plus vs triangle) were mapped onto comparisons that were hard to discriminate (red vs orange). Following acquisition of the visual discrimination, the temporal samples were re-introduced and many-to-one training was continued. During delay testing, the pattern of errors for temporal and visual samples was equivalent and consistent with the hypothesis that visual samples were being coded in terms of the duration appropriate for the temporal sample with which it shared a common comparison response. Data from no-sample test sessions ruled out a simple response bias explanation of the data. The properties of common codes for temporal and nontemporal events can be somewhat flexible and more complicated than previously envisaged. Received: 21 January 1998 / Accepted after revision: 5 April 1998     

Clinical Correlates of Co-occurring Psychiatric and Autism Spectrum Disorder (ASD) Symptom-Induced Impairment in Children with ASD

Although psychiatric symptom severity and impairment are overlapping but nevertheless distinct illness parameters, little research has examined whether variables found to be associated with the severity are also correlated with symptom-induced impairment. Parents and teachers completed ratings of symptom-induced impairment for DSM-IV-referenced syndromes, and parents completed a background questionnaire for a consecutively referred sample of primarily male (81 %) 6-to-12 year olds with autism spectrum disorder (ASD) (N?=?221). Some clinical correlates (e.g., IQ?<?70, maternal level of education, pregnancy complications, current use of psychotropic medication, season of birth) were associated with impairment for several disorders, whereas others were correlated with only a few syndromes (e.g., gender, co-morbid medical conditions) or were not related to impairment in any disorder (e.g., family psychopathology). There was little convergence in findings for parents’ versus teachers’ ratings. Some clinical correlates (e.g., season of birth, current psychotropic medication, maternal education) were unique predictors of three or more disorders. Pregnancy complications were uniquely associated with social anxiety and schizoid personality symptom-induced impairment. IQ was a unique predictor of schizophrenia, ASD, oppositional defiant disorder symptom-induced impairment. Children whose mothers had relatively fewer years of education had greater odds for symptom-induced impairment in social anxiety, depression, aggression, and mania and greater number of impairing conditions. Season of birth was the most robust correlate of symptom-induced impairment as rated by teachers but not by parents. Children born in fall evidenced higher rates of co-occurring psychiatric and ASD symptom-induced impairment and total number of impairing conditions. Many variables previously linked with symptom severity are also correlated with impairment.     

A Sequential Analysis of Externalizing in Narrative Therapy with Children

Externalizing, or separating the person from his/her problem-saturated story, is a central approach in narrative therapy. Michael White, one of the therapy’s founders, lately revised his map of the externalizing process in therapy according to Vygotskian theory. In this study we sought to determine whether White’s proposed process was evident in therapy sessions. Sequential analysis indicated that therapists scaffolded children’s responses according to White’s map, and therapists’ and children’s utterances tended to advance across the levels of the map over the course of a session, indicating that White’s model of narrative therapy matched the therapy’s empirical process.     

Relation of perinatal risk and early parenting to executive control at the transition to school

Executive control (EC) develops rapidly during the preschool years and is central to academic achievement and functional outcome. Although children with perinatal adversity are at known risk for EC impairments, little is known about the underlying nature of these impairments or the mechanisms that contribute to their development over time. Drawing on a cohort of 110 high‐risk children born very preterm (VPT; < 33 weeks / < 1500 g) and 113 healthy full‐term children, this study examined the implications of perinatal adversity and early parenting for children's EC as they transitioned to formal schooling. Parent supportive presence, intrusiveness, and parent–child synchrony were observed during a series of problem‐solving tasks at ages 2 and 4 years. At age 6, children completed a comprehensive battery of EC tasks. Academic outcomes were assessed at age 9. The VPT group showed global EC impairments at age 6, although the unitary factor that best characterized the structure of EC was the same in both groups. High‐risk dyads were characterized by more intrusive and less synchronous parent–child interactions in early childhood, which in turn predicted poorer child EC at age 6. EC partially mediated the relation of risk status to poorer academic achievement at age 9. Findings demonstrate the cumulative effects of perinatal adversity on children's EC in the crucial transition to schooling. They also highlight the importance of the parent–child relationship as a target for intervention efforts to help mitigate these effects.     

Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands

Background. In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. Aims. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Samples. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Method. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers’ gender, teaching experience, and the quality of parent-school contact as environmental factors. Results. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. Conclusions. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a suggestion in the data that accelerated students are more socially competent than non-accelerated students. The findings in this study can reassure those parents and teachers who worry about the social-emotional consequences of acceleration in school: If a student is gifted, acceleration seems to be a sound and, in many cases, appropriate measure in gifted education.