The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience data, is achieved through a universal constraint that language places on writing and through the tuning of reading procedures imposed by specific features of writing systems. Children acquire skill in reading through increasing specialization of procedures tuned to their writing system, while also acquiring more general (universal) procedures that serve language mapping and cognitive control. For the second adaption (writing to language), we present examples from several languages to suggest that writing systems tend to fit their linguistic properties, thus providing adaptive variation in writing-to-language mapping. We suggest that this writing-language fit facilita...

/pdf/universal-reading-processes-are-modulated-by-language-and-35uvshowe6.pdf

Universal Reading Processes Are Modulated by Language and Writing System.

Bullying is a significant problem in U.S. schools. The purpose of the present study is to examine the impact student bullying has on avoidance behaviors and fear at school among youth nationwide. Data from the School Crime and Safety Survey was analyzed. Participants included 5,784 U.S. students in grades 5 through 12. Almost one-third of students reported being bullied in the past year. Females, junior high school students, and public school students were significantly more likely to report being bullied than their counterparts. Students who were bullied were significantly more likely than students who had not been bullied to report fear and avoidance. Prevention and intervention programs are needed to reduce bullying and negative consequences associated with the behavior.

School bullying and student trauma: Fear and avoidance associated with victimization

Revenge is seductive, if not sweet: Why friends matter for prevention efforts

Emotional sensitivity before and after coping with rejection: A longitudinal study

Latent class analysis (LCA) is a useful statistical approach for understanding heterogeneity in a population. This article provides a pedagogical introduction to LCA modeling and provides an example of its use to understand youths’ daily coping strategies. The analytic procedures are outlined for choosing the number of classes and integration of the LCA variable within a structural equation model framework, specifically a latent class moderation model, and a detailed table provides a summary of relevant modeling steps. This applied example demonstrates the modeling context when the LCA variable is moderating the association between a covariate and two outcome variables. Results indicate that students’ coping strategies moderate the association between social stress and negative mood; however, they do not moderate the social stress-positive mood association. Online supplemental materials include R (MplusAutomation) code to automate the enumeration procedure, ML three-step auxiliary variable integration, and the generation of figures for visually depicting LCA results. 

The Utility of Latent Class Analysis to Understand Heterogeneity in Youth Coping Strategies: A Methodological Introduction

The risk and protective variables for Latino students’ experience of depression, college adjustment, and drop-out intentions were examined. Perceived bicultural competence emerged as a protective f...

Conflicting Cultural Pressures and the Adjustment of Latino College Students

Victims of school-based peer harassment face a range of risks including psycho-social, physical, and academic harm. The aim of the present study was to examine the behavioral coping responses used by early adolescents when they face peer victimization. To meet this aim, 216 sixth grade students (55 % girls) from two urban middle schools and 254 students (50 % girls) from one suburban middle school completed structured open-ended questions about a recent peer victimization experience. In both school settings, the results supported both previously- and newly-identified coping responses that fit within the approach-avoidance coping framework, reasoning that maps on to social information processing models, and systematic associations between reasoning and the coping responses adopted by the adolescents. In both school settings, approach responses were associated with having the goal of defending oneself against the victimization whereas avoidance responses were associated with wanting to prevent the escalation of the peer victimization event. The discussion argues that knowledge about the link between reasoning and coping responses can be informative to understanding what coping responses are effective for victims.

The Reasons Behind Early Adolescents’ Responses to Peer Victimization

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Conflicting Cultural Pressures and the Adjustment of Latino College Students

The Reasons Behind Early Adolescents’ Responses to Peer Victimization