Journal Alert: DEVELOPMENTAL PSYCHOLOGY

> Journal Name: DEVELOPMENTAL PSYCHOLOGY (ISSN: 0012-1649)
> Issue: Vol. 49 No. 1, 2013
>
>
>
> *Pages: 1-3 (Editorial Material)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000001
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>
> Title:
> Deficit or Difference? Interpreting Diverse Developmental Paths: An Introduction to the Special Section
>
> Authors:
> Akhtar, N; Jaswal, VK
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):1-3; JAN 2013
>
> Abstract:
> How should differences between "typically developing" children and other
> populations be interpreted? To what extent should the emphasis be on
> advocating remediation for children who are on a developmental
> trajectory that differs from the norm versus embracing different
> developmental trajectories as equally valid contributions to the
> diversity of human experience? The 6 target articles and 2 commentaries
> in this special section offer a diverse set of perspectives on the
> tensions and responsibilities inherent in interpreting and acting on
> differences between children of different cultural, ethnic, linguistic,
> socioeconomic, and neurological backgrounds.
>
> ========================================================================
>
>
> *Pages: 4-14 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000002
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>
> Title:
> Interpreting the Early Language Trajectories of Children From Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps
>
> Authors:
> Hoff, E
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):4-14; JAN 2013
>
> Abstract:
> On average, children from low socioeconomic status (SES) homes and
> children from homes in which a language other than English is spoken
> have language development trajectories that are different from those of
> children from middle-class, monolingual English-speaking homes. Children
> from low-SES and language minority homes have unique linguistic
> strengths, but many reach school age with lower levels of English
> language skill than do middle-class, monolingual children. Because early
> differences in English oral language skill have consequences for
> academic achievement, low levels of English language skill constitute a
> deficit for children about to enter school in the United States.
> Declaring all developmental trajectories to be equally valid would not
> change the robust relation between English oral language skills and
> academic achievement and would not help children with poor English
> skills to be successful in school. Remedies aimed at supporting the
> development of the English skills required for academic success need not
> and should not entail devaluing or diminishing children's other language
> skills.
>
> ========================================================================
>
>
> *Pages: 15-30 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000003
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>
> Title:
> Language and Literacy Development of Deaf and Hard-of-Hearing Children: Successes and Challenges
>
> Authors:
> Lederberg, AR; Schick, B; Spencer, PE
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):15-30; JAN 2013
>
> Abstract:
> Childhood hearing loss presents challenges to language development,
> especially spoken language. In this article, we review existing
> literature on deaf and hard-of-hearing (DHH) children's patterns and
> trajectories of language as well as development of theory of mind and
> literacy. Individual trajectories vary significantly, reflecting access
> to early identification/intervention, advanced technologies (e.g.,
> cochlear implants), and perceptually accessible language models. DHH
> children develop sign language in a similar manner as hearing children
> develop spoken language, provided they are in a language-rich
> environment. This occurs naturally for DHH children of deaf parents, who
> constitute 5% of the deaf population. For DHH children of hearing
> parents, sign language development depends on the age that they are
> exposed to a perceptually accessible 1st language as well as the
> richness of input. Most DHH children are born to hearing families who
> have spoken language as a goal, and such development is now feasible for
> many children. Some DHH children develop spoken language in bilingual
> (sign-spoken language) contexts. For the majority of DHH children,
> spoken language development occurs in either auditory-only contexts or
> with sign supports. Although developmental trajectories of DHH children
> with hearing parents have improved with early identification and
> appropriate interventions, the majority of children are still delayed
> compared with hearing children. These DHH children show particular
> weaknesses in the development of grammar. Language deficits and
> differences have cascading effects in language-related areas of
> development, such as theory of mind and literacy development.
>
> ========================================================================
>
>
> *Pages: 31-44 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000004
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>
> Title:
> Removing Obstacles for African American English-Speaking Children Through Greater Understanding of Language Difference
>
> Authors:
> Pearson, BZ; Conner, T; Jackson, JE
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):31-44; JAN 2013
>
> Abstract:
> Language difference among speakers of African American English (AAE) has
> often been considered language deficit, based on a lack of understanding
> about the AAE variety. Following Labov (1972),. Wolfram (1969), Green
> (2002, 2011), and others, we define AAE as a complex rule-governed
> linguistic system and briefly discuss language structures that it shares
> with general American English (GAE) and others that are unique to AAE.
> We suggest ways in which mistaken ideas about the language variety add
> to children's difficulties in learning the mainstream dialect and, in
> effect, deny them the benefits of their educational programs. We propose
> that a linguistically informed approach that highlights correspondences
> between AAE and the mainstream dialect and trains students and teachers
> to understand language varieties at a metalinguistic level creates
> environments that support the academic achievement of AAE-speaking
> students. Finally, we present 3 program types that are recommended for
> helping students achieve the skills they need to be successful in
> multiple linguistic environments.
>
> ========================================================================
>
>
> *Pages: 45-58 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000005
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>
> Title:
> Difference or Disorder? Cultural Issues in Understanding Neurodevelopmental Disorders
>
> Authors:
> Norbury, CF; Sparks, A
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):45-58; JAN 2013
>
> Abstract:
> Developmental disorders, such as autism spectrum disorder and specific
> language impairment, are biologically based disorders that currently
> rely on behaviorally defined criteria for diagnosis and treatment.
> Specific behaviors that are included in diagnostic frameworks and the
> point at which individual differences in behavior constitute abnormality
> are largely arbitrary decisions. Such decisions are therefore likely to
> be strongly influenced by cultural values and expectations. This is
> evident in the dramatically different prevalence rates of autism
> spectrum disorder across countries and across different ethnic groups
> within the same country. In this article, we critically evaluate the
> understanding of developmental disorders from a cultural perspective. We
> specifically consider the challenges of applying diagnostic methods
> across cultural contexts, the influence of cultural values and
> expectations on the identification and treatment of children with
> suspected disorders, and how cross-cultural studies can help to refine
> cognitive theories of disorder that have been derived exclusively from
> Western North American and European investigations. Our review
> synthesizes clinical, cultural, and theoretical work in this area,
> highlighting potential universals of disorder and concluding with
> recommendations for future research and practice.
>
> ========================================================================
>
>
> *Pages: 59-71 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000006
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>
> Title:
> Deficit, Difference, or Both? Autism and Neurodiversity
>
> Authors:
> Kapp, SK; Gillespie-Lynch, K; Sherman, LE; Hutman, T
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):59-71; JAN 2013
>
> Abstract:
> The neurodiversity movement challenges the medical model's interest in
> causation and cure, celebrating autism as an inseparable aspect of
> identity. Using an online survey, we examined the perceived opposition
> between the medical model and the neurodiversity movement by assessing
> conceptions of autism and neurodiversity among people with different
> relations to autism. Participants (N = 657) included autistic people,
> relatives and friends of autistic people, and people with no specified
> relation to autism. Self-identification as autistic and neurodiversity
> awareness were associated with viewing autism as a positive identity
> that needs no cure, suggesting core differences between the medical
> model and the neurodiversity movement. Nevertheless, results suggested
> substantial overlap between these approaches to autism. Recognition of
> the negative aspects of autism and endorsement of parenting practices
> that celebrate and ameliorate but do not eliminate autism did not differ
> based on relation to autism or awareness of neurodiversity. These
> findings suggest a deficit-as-difference conception of autism wherein
> neurological conditions may represent equally valid pathways within
> human diversity. Potential areas of common ground in research and
> practice regarding autism are discussed.
>
> ========================================================================
>
>
> *Pages: 72-79 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000007
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>
> Title:
> Cultural Mismatch and the Education of Aboriginal Youths: The Interplay of Cultural Identities and Teacher Ratings
>
> Authors:
> Fryberg, SA; Troop-Gordon, W; D'Arrisso, A; Flores, H; Ponizovskiy, V;
> Ranney, JD; Mandour, T; Tootoosis, C; Robinson, S; Russo, N; Burack, JA
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):72-79; JAN 2013
>
> Abstract:
> In response to the enduring "deficit" approach to the educational
> attainment of Aboriginal students in North America, we hypothesized that
> academic underperformance is related to a cultural mismatch between
> Aboriginal students' cultural background, which emphasizes connectedness
> and interdependence, and the mainstream White model of education, which
> focuses on independence and assertiveness. The participants included
> virtually all the secondary students (N = 115) in the Naskapi community
> of Kawawachikamach, Quebec, Canada. We obtained self-reports of
> identification with Aboriginal and White culture, teacher reports of
> assertiveness, and official grades. We found that high identification
> with either Aboriginal or White culture was related to higher grades,
> regardless of whether the students were perceived as assertive by their
> teacher. Conversely, at low levels of cultural identification toward
> Aboriginal or White culture, being perceived as low in assertiveness by
> one's teacher predicted lower grades. This suggests that both high
> cultural identification and assertiveness can contribute to enhancing
> the educational outcomes of Aboriginal students, but that Aboriginal
> students with low levels of both cultural identification and
> assertiveness are at particular risk as they are mismatched with the
> culture of mainstream schools and do not benefit from the protective
> effects of identity. The relationships among identity, cultural values,
> and academic performance point to the need to reject the notion of an
> inherent deficit in education among Aboriginal youths in favor of a
> different framework in which success can be attained when alternative
> ways of being are fostered and nurtured in schools.
>
> ========================================================================
>
>
> *Pages: 79-79 (Correction)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000008
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>
> Title:
> Mastering Developmental Transitions in Young and Middle Adulthood: The Interplay of Openness to Experience and Traditional Gender Ideology on Women's Self-Efficacy and Subjective Well-Being (vol 48, pg 1774, 2012)
>
> Authors:
> Weiss, D; Freund, AM; Wiese, BS
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):79-79; JAN 2013
>
> ========================================================================
>
>
> *Pages: 80-83 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000009
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>
> Title:
> Commentary on Special Section: Deficit or Difference? Interpreting Diverse Developmental Paths
>
> Authors:
> Callanan, M; Waxman, S
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):80-83; JAN 2013
>
> Abstract:
> In this special section, 6 articles address the provocative question of
> how to determine the boundary between difference and deficiency, for
> children who differ from the mainstream in some way language, hearing,
> cultural background, socioeconomic status, or social understanding. Our
> commentary considers these articles in light of current models of
> cultural diversity, raising 4 warning signals about the danger of
> assuming deficits. Whereas children's school success is understandably a
> concern, we must be cautious about the known harmful effects of negative
> labeling and deficit assumptions.
>
> ========================================================================
>
>
> *Pages: 84-91 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000010
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>
> Title:
> Differences and Deficits in Psychological Research in Historical Perspective: A Commentary on the Special Section
>
> Authors:
> Cole, M
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):84-91; JAN 2013
>
> Abstract:
> This commentary traces discussions of psychological differences and
> deficits from the mid-1950s to the current day, positioning the
> disciplinary discussions in the social historical context in which they
> took place. The challenges of assessing diagnoses of deficit and the
> potential harms that result when misdiagnosis is implemented as social
> policy pervade the discussion over time.
>
> ========================================================================
>
>
> *Pages: 92-108 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000011
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>
> Title:
> Marital Conflict and Growth in Children's Internalizing Symptoms: The Role of Autonomic Nervous System Activity
>
> Authors:
> El-Sheikh, M; Keiley, M; Erath, S; Dyer, WJ
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):92-108; JAN 2013
>
> Abstract:
> We assessed trajectories of children's internalizing symptoms, indexed
> through anxiety and depression, with a focus on the role of interactions
> between interparental marital conflict, children's sympathetic nervous
> system activity indexed by skin conductance level (SCL), and
> parasympathetic nervous system activity indexed by respiratory sinus
> arrhythmia (RSA) as predictors of growth. Children participated in 3
> waves of data collection with a 1-year lag between each wave. At T1, 128
> girls and 123 boys participated (M age = 8.23 years; SD = 0.73). The
> most important findings reveal that girls with either low RSA in
> conjunction with low SCL (i.e., coinhibition) at baseline or with
> increasing RSA and decreasing SCL in response to a challenging task
> (i.e., reciprocal parasympathetic activation) are susceptible to high or
> escalating anxiety and depression symptoms, particularly in the context
> of marital conflict. Findings support the importance of concurrent
> examinations of environmental risk factors and physiological activity
> for better prediction of the development of anxiety and depression
> symptoms.
>
> ========================================================================
>
>
> *Pages: 109-126 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000012
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>
> Title:
> The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward Over Time
>
> Authors:
> Fraley, RC; Roisman, GI; Haltigan, JD
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):109-126; JAN 2013
>
> Abstract:
> Psychologists have long debated the role of early experience in social
> and cognitive development. However, traditional approaches to studying
> this issue are not well positioned to address this debate. The authors
> present simulations that indicate that the associations between early
> experiences and later outcomes should approach different asymptotic
> values across time, given alternative assumptions about the
> developmental significance of early experience. To test the predictions
> of alternative developmental models, the authors examine data from the
> National Institute of Child Health and Human Development (NICHD) Study
> of Early Child Care and Youth Development (SECCYD) on maternal
> sensitivity in the first 3 years of life and its association with social
> competence and academic skills through age 15. Across multimethod,
> multi-informant outcome data, results suggest that there may be enduring
> effects of early caregiving experiences in both of these domains.
>
> ========================================================================
>
>
> *Pages: 127-137 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000013
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>
> Title:
> Emotional Reactivity and Regulation in Infancy Interact to Predict Executive Functioning in Early Childhood
>
> Authors:
> Ursache, A; Blair, C; Stifter, C; Voegtline, K
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):127-137; JAN 2013
>
> Abstract:
> The relation of observed emotional reactivity and regulation in infancy
> to executive function in early childhood was examined in a prospective
> longitudinal sample of 1,292 children from predominantly low-income and
> rural communities. Children participated in a fear eliciting task at
> ages 7, 15, and 24 months and completed an executive function battery at
> age 48 months. Results indicated that the relation of child negative
> emotional reactivity at 15 months of age to executive functioning at 48
> months of age was dependent on observed emotion regulation. High levels
> of executive function ability were observed among children who exhibited
> high levels of emotional reactivity and high levels of the regulation of
> this reactivity. In contrast, low levels of executive function ability
> were observed among children who exhibited high levels of reactivity but
> low levels of regulation. Among children exhibiting low levels of
> emotional reactivity, emotion regulation was unrelated to executive
> functioning. Moreover, emotionally reactive infants exhibiting high
> levels of emotion regulation were more likely to have primary caregivers
> who exhibited high levels of positive parenting behavior in a parent
> child interaction task. Results provide support for a neurobiologically
> informed developmental model in which the regulation of emotional
> arousal is one mechanism whereby supportive environments are associated
> with higher levels of self-regulation ability for highly reactive
> infants. Findings are discussed with implications for differential
> susceptibility and biological sensitivity theories of child by context
> interaction.
>
> ========================================================================
>
>
> *Pages: 138-145 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000014
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>
> Title:
> When Familiar Is Not Better: 12-Month-Old Infants Respond to Talk About Absent Objects
>
> Authors:
> Osina, MA; Saylor, MM; Ganea, PA
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):138-145; JAN 2013
>
> Abstract:
> Three experiments that demonstrate a novel constraint on infants'
> language skills are described. Across the experiments it is shown that
> as babies near their 1st birthday, their ability to respond to talk
> about an absent object is influenced by a referent's spatiotemporal
> history: familiarizing infants with an object in 1 or several nontest
> locations before the study interferes with their ability to respond to
> talk about the object when it is out of view. Familiarity with an object
> may not always strengthen infants' object representations and therefore
> facilitate their ability to appropriately react to the mention of absent
> objects. On the contrary, early in development, irrelevant information
> about prior location may be bound to representations of familiar objects
> and thus interfere with infants' ability to respond to talk about absent
> things.
>
> ========================================================================
>
>
> *Pages: 146-160 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000015
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>
> Title:
> An Assessment of the Validity of the ECERS-R With Implications for Measures of Child Care Quality and Relations to Child Development
>
> Authors:
> Gordon, RA; Fujimoto, K; Kaestner, R; Korenman, S; Abner, K
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):146-160; JAN 2013
>
> Abstract:
> The Early Childhood Environment Rating Scale Revised (ECERS-R) is widely
> used to associate child care quality with child development, but its
> validity for this purpose is not well established. We examined the
> validity of the ECERS-R using the multidimensional Rasch partial credit
> model (PCM), factor analyses, and regression analyses with data from the
> Early Childhood Longitudinal Study Birth Cohort. The PCM identified
> rating category disordering, indicating previously unrecognized problems
> with the scale's response process validity. Factor analyses identified
> neither a single factor nor the ECERS-R six subscales, replicating prior
> research regarding the scale's structural validity. Criterion validity
> results were mixed, with small effect sizes for regressions predicting
> child outcomes and moderate effect sizes for regressions predicting
> teacher-reported quality. Our results lend empirical support to recent
> critiques of the ECERS-R, and we discuss implications for its future use
> and for the development of future measures.
>
> ========================================================================
>
>
> *Pages: 161-176 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000016
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>
> Title:
> Developmental Trajectories of Part-Based and Configural Object Recognition in Adolescence
>
> Authors:
> Juttner, M; Wakui, E; Petters, D; Kaur, S; Davidoff, J
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):161-176; JAN 2013
>
> Abstract:
> Three experiments assessed the development of children's part and
> configural (part-relational) processing in object recognition during
> adolescence. In total, 312 school children aged 7-16 years and 80 adults
> were tested in 3-alternative forced choice (3-AFC) tasks. They judged
> the correct appearance of upright and inverted presented familiar
> animals, artifacts, and newly learned multipart objects, which had been
> manipulated either in terms of individual parts or part relations.
> Manipulation of part relations was constrained to either metric
> (animals, artifacts, and multipart objects) or categorical (multipart
> objects only) changes. For animals and artifacts, even the youngest
> children were close to adult levels for the correct recognition of an
> individual part change. By contrast, it was not until 11-12 years of age
> that they achieved similar levels of performance with regard to altered
> metric part relations. For the newly learned multipart objects,
> performance was equivalent throughout the tested age range for upright
> presented stimuli in the case of categorical part-specific and
> part-relational changes. In the case of metric manipulations, the
> results confirmed the data pattern observed for animals and artifacts.
> Together, the results provide converging evidence, with studies of face
> recognition, for a surprisingly late consolidation of configural metric
> relative to part-based object recognition.
>
> ========================================================================
>
>
> *Pages: 177-183 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000017
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>
> Title:
> The Relations of Arab Jordanian Adolescents' Perceived Maternal Parenting to Teacher-Rated Adjustment and Problems: The Intervening Role of Perceived Need Satisfaction
>
> Authors:
> Ahmad, I; Vansteenkiste, M; Soenens, B
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):177-183; JAN 2013
>
> Abstract:
> Although the effects of important parenting dimensions, such as
> responsiveness and psychological control, are well documented among
> Western populations, research has only recently begun to systematically
> identify psychological processes that may account for the cross-cultural
> generalization of these effects. A first aim of this study was to
> examine whether perceived maternal responsiveness and psychological
> control would relate differentially to teacher ratings of adolescent
> adjustment in a vertical-collectivist society (i.e., Jordan). The most
> important aim of this study was to examine, on the basis of
> self-determination theory, whether these associations would be accounted
> for by perceived satisfaction of the basic psychological needs for
> autonomy, competence, and relatedness. Results in a large sample of
> Jordanian adolescents (N = 545) showed that perceived maternal
> psychological control and responsiveness yielded, respectively, a
> positive and negative association with teacher-rated problems, whereas
> psychological control was negatively related to teacher-rated
> adjustment. Further, these 2 parenting dimensions related to adjustment
> and problems via perceived satisfaction of the basic psychological needs
> for autonomy and competence (but not relatedness). The findings are
> discussed in light of the ongoing debate between universalistic and
> relativistic perspectives on parenting and adolescent adjustment.
>
> ========================================================================
>
>
> *Pages: 184-195 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313472000018
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>
> Title:
> Peer Sexual Harassment and Disordered Eating in Early Adolescence
>
> Authors:
> Petersen, JL; Hyde, JS
>
> Source:
> *DEVELOPMENTAL PSYCHOLOGY*, 49 (1):184-195; JAN 2013
>
> Abstract:
> Peer sexual harassment is a pervasive problem in schools and is
> associated with a variety of negative mental health outcomes.
> Objectification theory suggests that sexual attention in the form of
> peer harassment directs unwanted attention to the victim's body and may
> lead to a desire to alter the body via disordered eating. In the current
> study, we used latent growth modeling with a sample of 406 U.S.
> adolescents to examine the relationship between longitudinal trends in
> peer sexual harassment from 5th to 9th grade and disordered eating in
> 9th grade. Longitudinal trends in self-surveillance were proposed as a
> mediator of the relationships. Results indicated that the relationship
> between upsetting sexual harassment at 5th grade and disordered eating
> symptoms at 9th grade was mediated by self-surveillance at 5th grade.
> Girls reported more upsetting sexual harassment, more self-surveillance,
> and thus more disordered eating than boys did. These results are in
> accord with objectification theory, which proposes that sexual
> harassment is a form of sexual objectification and may lead to
> self-surveillance and disordered eating.
>
>