Extending the Discourse on Developmental Appropriateness: A Developmental Perspective

This article makes the argument that the present discourse on developmental appropriateness needs to be expanded. Four points are made: First, the present discourse assumes a consensus about child development that is more apparent than real; second, it is premised on a suspect notion of broad, universal stages; third, it ignores an important alternative perspective to the dominant individualist perspective on learning and development; and fourth, it ignores an important alternative perspective to the dominant view of the relationship between learning and development. Critiques are made and alternative perspectives presented.     

Extending the Discourse on Developmental Appropriateness: A Developmental Perspective

This article makes the argument that the present discourse on developmental appropriateness needs to be expanded. Four points are made: First, the present discourse assumes a consensus about child development that is more apparent than real; second, it is premised on a suspect notion of broad, universal stages; third, it ignores an important alternative perspective to the dominant individualist perspective on learning and development; and fourth, it ignores an important alternative perspective to the dominant view of the relationship between learning and development. Critiques are made and alternative perspectives presented.     

发展心理学研究的新视角——进化发展心理学

进化发展心理学是在现代生物学、生态学等学科的影响下形成的一个新的学科分支,走一种从种系发生来解释人类发展的新理论视角。它试图以达尔文进化发展的机制来解释人类各种心理与行为的进化意义,并通过汇总各个领域的研究资料、设计进化实验等途径和方法来探讨人类心理和行为产生与发展的机制。     

论邓小平以发展为取向的稳定观

邓小平的稳定观是动态的,以发展为取向的稳定观,它是相对稳定和相对不稳定的有机统一.稳定是发展的前提和保障,没有稳定的环境,发展就失去了依托,不可能继续下去.稳定的目的在于发展,中国解决一切问题的关键要依靠自己的发展.同样,只有发展,才能获得真正的稳定.对于当前中国在转型期所出现的不稳定因素,唯一的途径是通过深化改革、促进发展去解决.     

Developmental Students: The Challenge of Peer Relationships

Despite increased program offerings at many community colleges, the retention and success of developmental students are often extremely low. Research has indicated that a complex set of challenges complicates developmental student success, but students' experiences with these variables are not well understood. In this paper, I report findings from a qualitative study that was conducted at a community college in New York City to explore the ways in which developmental students describe and understand their experiences with education. Findings indicated that students viewed their decision to attend college as a separation from high school peers whom they associated with academic failure; they continued to differentiate themselves from their peers when they entered college and were wary of developing college friendships because they viewed peers as a hindrance to educational success. However, relationships with like-minded college peers might prove to be a necessary source of support that is essential to their retention and success. These results indicate that students may need great assistance to develop the peer support networks that could assist them in pursuit of their educational goals. I offer recommendations for future research as well as specific suggestions to address developmental students' possible resistance to peer interaction including tutoring and learning community designs and collaborative/cooperative learning approaches.     

同伴拒绝情境下大学生自尊补偿效应的研究

研究以67名大学生为被试,采用实验和问卷调查相结合的方法主要考察了内隐自尊补偿效应。结果表明大学生被试在被同伴拒绝后整体外显自尊水平显著降低;被同伴拒绝且进行了低自我肯定的被试表现出了内隐自尊补偿效应;大学生被试的外显和内隐自尊变化没有显著性别差异。     

Vulnerability in Research: A Developmental Perspective on Research Risk

Assessing potential risks to children who participate in developmental research is a challenging task because children are a heterogeneous population, varying in developmental competencies and in background characteristics. This essay offers a developmental perspective on research risk, emphasizing that children's vulnerability to research risk changes in complex ways: some risks decrease with increasing age, some increase as the child matures, others change in a curvilinear fashion, while some remain essentially stable with development. Because vulnerability in research does not simply decline linearly with age, assessments of research risk must entail multidimensional considerations that vary over developmental time. In a similar manner, individual characteristics of children at any age (e.g., maltreatment, at-risk status, etc.) may also heighten their vulnerability to certain risks which require special consideration by researchers. Finally, this discussion of developmental vulnerability and the principles underlying research ethics suggests that in addition to the conventional risk/benefit analysis, researchers are in an optimal position to establish and maintain standards of decent treatment of children in research that safeguard their rights as research participants. Suggestions for fostering this process in the research community are outlined.     

Emotion Expression Processes in Children''s Peer Interaction: The Role of Peer Rejection, Aggression, and Gender

The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls.     

A Developmental Hierarchical-Integrative Perspective on the Emergence of Self-Regulation: A Replication and Extension

This study replicated and extended the Feldman (2009) study by applying the developmental hierarchical-integrative model to understand the emergence of self-regulation. Participants included 360 children (48.6% boys; 62.8% identified as Caucasian and 36.9% African American) and their families, predominantly from a low-income, rural background. Families completed assessments on child physiological, attention, emotion, and self-regulation when children were 6-, 15-, 24-, and 36-month-old, when caregiver sensitivity was observationally assessed. A path model revealed that child attention regulation at 6 months predicted physiological regulation at 15 months, and child attention regulation at 15 months predicted emotion regulation at 24 months. Attention regulation at 24 months predicted better self-regulation at 36 months. Notably, caregiver sensitivity moderated several developmental pathways. Findings support a continuous model of early self-regulation development and the ongoing individual-environment interplay in early childhood.     

论隐喻的话语衔接机制：认知语用视角

隐喻与话语衔接的关系问题是隐喻的话语功能研究的核心话题。从认知的层面看,隐喻表达式可以通过概念上的框定或组合在话语中产生各种语义关系和衔接方式。从语用的角度讲,语境因素对话语中隐喻表达的理解和组织也会产生影响。     

Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment

Although peer-rejected children appear to be at risk for later difficulties, the contribution of preadolescent friendship to adaptive adjustment lacks an empirical foundation. In this 12 year follow-up investigation, 30 young adults who had a stable, reciprocal best friend in fifth grade and 30 who had been chumless completed measures of adjustment in multiple domains. Friendship and peer rejection were found to have unique implications for adaptive development. Lower levels of preadolescent peer rejection uniquely predicted overall life status adjustment, whereas friended preadolescents had higher levels of general self-worth in adulthood even after controlling for perceived competence in preadolescence. In contrast, peer rejection and the absence of friendship were both associated with psychopathological symptoms in adulthood, although neither was uniquely predictive of symptomatology.     

Stability and Change in Prosocial and Antisocial Behavior Across the Transition to School: Teacher and Peer Perspectives

Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day care to 1st grade. Teacher ratings and peer nominations for prosocial and antisocial behavior were obtained for 248 children belonging to 2 cohorts: school transitioning (n = 118) and day care remaining (n = 130). Data were gathered again from all children 1 year later, following the older group's entry into school. Teacher ratings of prosocial and antisocial behavior significantly predicted teacher ratings of the same behavior at Time 2 for both cohorts. Peer reports of antisocial behavior also showed significant stability, whereas stability of peer-reported prosocial behavior varied as a function of behavior type. Practice or Policy: The results contribute to understanding of trends in early childhood social behavior that potentially influence long-term developmental trajectories. Identification of some behaviors as more stable in early childhood than others, regardless of school entry, provides useful information for both the type and timing of early interventions.     

儿童隐喻习得研究综述

以隐喻的认知定义,即隐喻属于普通语言[非比喻性语言]为基础,综合考察了学龄前儿童隐喻能力发展的特点及研究走向。着重介绍国内外学者对影响儿童隐喻能力即年龄、语境、试验任务等因素进行综合分析。     

Social Exclusion in Childhood: A Developmental Intergroup Perspective

Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully–victim relationships. In contrast, intergroup exclusion focuses on how in‐group and out‐group attitudes contribute to social exclusion based on group membership, such as gender, race, ethnicity, culture, and nationality. It is proposed that what appears to be interpersonal rejection in some contexts may, in fact, reflect intergroup exclusion. Whereas interpersonal rejection research assumes that victims invite rejection, intergroup exclusion research proposes that excluders reject members of out‐groups to maintain status differences. A developmental intergroup social exclusion framework is described, one that focuses on social reasoning, moral judgment, and group identity.     

Relations Among Chronic Peer Group Rejection,Maladaptive Behavioral Dispositions,and Early Adolescents' Peer Perceptions

Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative sample of youth (N = 477; 50% female) for whom data had been gathered from fifth grade (M_age = 10.61) through eighth grade (M_age = 13.93). Results revealed that both enduring individual vulnerability (i.e., chronic withdrawn or chronic aggressive behavioral dispositions) and interpersonal adversity (i.e., chronic peer group rejection) were linked with either differences or changes in adolescents' perceptions of their peers' supportiveness and trustworthiness across the early adolescent age period.     

A Developmental Perspective on Vocational Behaviour: Career Patterns, Salience, and Themes

Donald E. Super's signal contribution to the science of vocationalpsychology and the practice of career counselling arose from his takinga developmental perspective on occupational choice and work adjustment.He asserted that the individual differences view of occupations andworkers ignored the longitudinal vantage point from which one canobserve how individuals expand their vocational coping repertoires andmove into more congruent positions. From this seminal insight, heelaborated important hypotheses about career maturity, salience, stages,patterns, and themes. Super's models and measures of these constructsremain as valuable today as when he first introduced them in the1950s.     

Peer Status and Aggression in Boys'' Groups: Developmental and Contextual Analyses

The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions.     

Cognitive and Neurological Mechanisms of Cuteness Perception: A New Perspective on Moral Education

Effects of cuteness‐perception on individual cognition, emotion, behavior have significant implications for moral education. On the one hand, cuteness perception will make individuals think that moral violations are more serious and lead to tougher moral judgments; on the other hand, cuteness perception can activate moral emotions such as compassion and empathy, and induce to expand the scope of moral concern. Cuteness perception can also promote people to engage in altruistic moral behaviors such as donating, helping, etc. Based on these findings, we suggest to provide the lively content of moral education with diverse educational forms and take advantage of the anthropomorphic effect of cuteness while reduce the negative effects of cuteness.     

Developmental Pathways of Emotion Regulation in Childhood: A Neuropsychological Perspective

This article presents a model featuring two types of emotion regulation—reactive and deliberate—and discusses the developmental trajectory of both types. We argue that the later-developing capacity for deliberate control builds on and coevolves with earlier-developing reactive control. Findings from the field of developmental neuroscience are mapped onto this model. The focus is on specific neural "hubs," such as the anterior cingulate cortex and the orbitofrontal cortex, which serve as epicenters for the coupling of cortical and subcortical processes. We propose that an increasing coordination between brain regions during emotional situations subserves more effective and efficient regulation with development. This framework can be used to explain different developmental pathways of regulatory styles that can, for example, lead to aggressive versus anxious modes of emotion regulation. The implications of this framework can help guide educational policy by supporting prevention and intervention strategies for children exhibiting difficulties with emotion regulation.     

Developmental Pathways From Childhood Aggression–Disruptiveness,Chronic Peer Rejection,and Deviant Friendships to Early‐Adolescent Rule Breaking

Childhood aggression–disruptiveness (AD), chronic peer rejection, and deviant friendships were examined as predictors of early‐adolescent rule‐breaking behaviors. Using a sample of 383 children (193 girls and 190 boys) who were followed from ages 6 to 14, peer rejection trajectories were identified and incorporated into a series of alternative models to assess how chronic peer rejection and deviant friendships mediate the association between stable childhood AD and early‐adolescent rule breaking. There were multiple mediated pathways to rule breaking that included both behavioral and relational risk factors, and findings were consistent for boys and girls. Results have implications for better understanding the influence of multiple social processes in the continuity of antisocial behaviors from middle childhood to early adolescence.