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Using Multivariate Statistics

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

/pdf/from-neurons-to-neighborhoods-the-science-of-early-childhood-3bfl5g72ow.pdf

From Neurons to Neighborhoods: The Science of Early Childhood Development

“WHAT can men do, what do they do, and what do they want to do ?”—these are the uestions that Prof. Thorndike seeks to answer in a very comprehensive and elaborate treatise. His undertaking is inspired by the belief that man has the possibility of almost complete control of his fate if only he will be guided by science, and that his failures are attributable to ignorance or folly. The main approach is through biological psychology, but all the social sciences are appealed to and utilized in an effort to deal with the human problem as a whole. The relative immaturity of the sciences dealing with man is continually stressed, but it is claimed that they provide a body of facts and principles which are “far above zero knowledge”, and that even now they are capable of affording valuable guidance in the shaping of public policy. Human Nature and the Social Order By E. L. Thorndike. Pp. xx + 1020. (New York: The Macmillan Company, 1940.) 18s. net.

Human Nature and the Social Order

Principles and Practice of Structural Equation Modeling (2nd ed.)

Mind, Self and Society from the Standpoint of a Social Behaviorist

/pdf/children-s-problems-caused-by-consistent-rejection-in-early-2f0enob0xl.pdf

Children's Problems Caused by Consistent Rejection in Early Elementary School.

The signifi cance of peer relations is a well-documented fi nding in the study of human development [see, for instance, Hartup, 1983]. Ever since Jacob Moreno published his book Who Shall Survive? in 1934, research psychologists, clinicians, and practitioners alike have been interested in understanding the peer relations of children and youth, the structure of their social groups in schools and neighborhoods, and the traits and behaviors associated with children’s social position in their peer groups. The past 25 years in particular have seen an exponential growth of interest in the topic of peer relations [e.g., Rubin, Bukowski, & Parker, 1998]. One reason for this interest was a concern for children and adolescents who are not doing well in the peer group, and the behavior problems displayed by them, such as aggressive or withdrawn behaviors. Another reason was the recognition that aggression and antisocial behavior among youth, on the rise in the 1970s, often occur in interactions with peers and are often sustained by those peers [see, for instance, Coie & Dodge, 1998]. Karen Bierman is a child clinical and developmental scientist who has made signifi cant contributions to understanding children’s peer relations and peer diffi culties over this time period. Her book Peer Rejection: Developmental Processes and Intervention Strategies, is a refl ection of this experience, covering behavioral processes, assessment strategies, and intervention methods for peer rejection and rejection-related problems from the perspective of a researcher and interventionist who has been at the center of this fi eld for the last quarter century. This book is a comprehensive review of research fi ndings on the correlates of peer rejection, of methods to assess rejected status in the peer group, and of interventions to change the plight of the rejected child. It comes with a foreword by John Coie, one of the leaders of the peer relations fi eld and a long-time collaborator of Bierman in the Conduct Disorder Prevention Research Group [e.g., CDPRG, 1992,

Peer Rejection: Bridging Theory and Application

Students in the social margins of their classroom peer group, in the current study operationalized as students who are often by themselves, do not belong to a group of friends, and are unpopular, are hampered in their social development. In line with social referencing, which states that teachers can affect peer perceptions through their interactions with students, we hypothesized that teachers may contribute to the social participation and integration of these students, by modeling frequent and positive interaction with them. We therefore explored teacher behavior with socially marginalized students, and how these interactions were related to changes in the severity of their social marginality over time. Multilevel analyses were performed with a sample of Dutch 824 fifth-grade students (Mage = 10.63) and their 32 teachers. Teachers had less frequent interactions with students in the social margins of the group, particularly when these students were unpopular. Nonetheless, we found some evidence for a social referencing mechanism: latent growth modeling showed that when teachers acted less negatively toward socially marginalized as well as rejected students, they became more socially integrated in their peer-group over time.

/pdf/teacher-behavior-with-upper-elementary-school-students-in-4b1ru3ukha.pdf

Teacher behavior with upper elementary school students in the social margins of their classroom peer group

Interference control refers to the ability to selectively attend to certain information while ignoring distracting information This ability can vary as a function of distractor relevance Distractors that are particularly relevant to an individual may attract more attention than less relevant distractors This is referred to as attention bias Weak interference control and altered reward sensitivity are both important features of attention deficit hyperactivity disorder (ADHD) However, interference control is typically studied in isolation This study integrates both Youths (aged 9 to 17 years) with ADHD (n = 37, 25 boys) and typically-developing controls (n = 38, 20 boys) completed a Stroop task using appetitive words and matched neutral words to assess whether appetitive distractors diminished interference control more in youths with ADHD than controls In order to test for specificity, aversive words were also included As expected, appetitive words disrupted interference control but this effect was not stronger for youths with ADHD than the controls Aversive words, on the other hand, facilitated interference control Dimensional analyses revealed that this facilitation effect increased substantially as a function of ADHD symptom severity Possible mechanisms for this effect include up-regulation of interference control as a function of induced negative mood, or as a function of increased effort In conclusion, appetitive words do not lead to worse interference control in youths with ADHD compared with controls Interference control was modulated in a valence-specific manner, concurrent with mood-induced effects on cognitive control

https://www.tandfonline.com/doi/pdf/10.1080/09297049.2017.1296940

Does an attention bias to appetitive and aversive words modulate interference control in youth with ADHD

In peer nomination research, individuals who do not provide nominations (nonparticipants) are often included on rosters as potential nominees This can present ethical questions regarding informed 

/pdf/effects-of-including-versus-excluding-nonparticipants-as-4phw7drt5d.pdf

Effects of including versus excluding nonparticipants as potential nominees in peer nomination measures

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