Statistical Power of the Multiple Domain Latent Growth Model for Detecting Group Differences

The latent growth model (LGM) in structural equation modeling (SEM) may be extended to allow for the modeling of associations among multiple latent growth trajectories, resulting in a multiple domain latent growth model (MDLGM). While the MDLGM is conceived as a more powerful multivariate analysis technique, the examination of its methodological performance is very limited. Hence, the present study compared the power of the MDLGM with that of a set of univariate LGMs for detecting group differences in growth rates over time using a Monte Carlo study with a two-group and two-domain design. The results indicated that there were different scenarios where the power rates for the MDLGM were greater than that of the set of LGMs (and vice versa) due to a joint function of the two domains’ intercorrelation size and the group difference effect size.     

The perception of smiling and its experiential correlates in three-month-old infants

We studied individual differences in 3-month-olds' perceptions of smiling and the experiential correlates of those differences. In the laboratory, infants saw a graduated series of smiles that grew in intensity of expression. As a group, 3-month-olds preferred increasingly intense expressions of smiling, but individually they showed different growth rates of preference across the smiling series. Further, infants' preferences related to their home experiences: Infants who showed greater sensitivity to smiling had mothers who more frequently encouraged attention to themselves when they were smiling and their infants were looking at them. Infant discrimination within and between categories of facial expression and the relative strengths of association between different kinds of naturally occurring experiences and infant perceptual sensitivity are discussed.     

From natural numbers to numbers and curves in nature —I

The interconnection between number theory, algebra, geometry and calculus is shown through Fibonacci sequence, golden section and logarithmic spiral. In this two-part article, we discuss how simple growth models based on these entities may be used to explain numbers and curves abundantly found in nature     

An empirical taxonomy of youths' fears: Cluster analysis of the American fear survey schedule

Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006.     

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.     

Development of emotional and behavioral regulation in children born extremely preterm and very preterm: biological and social influences

This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.