The representation of emotion knowledge across development

The present study examined how children spontaneously represent facial cues associated with emotion. 106 three- to six-year-old children (48 male, 58 female; 9.4% Asian, 84.0% White, 6.6% more than one race) and 40 adults (10 male, 30 female; 10% Hispanic, 30% Asian, 2.5% Black, 57.5% White) were recruited from a Midwestern city (2019–2020), and sorted emotion cues in a spatial arrangement method that assesses emotion knowledge without reliance on emotion vocabulary. Using supervised and unsupervised analyses, the study found evidence for continuities and gradual changes in children's emotion knowledge compared to adults. Emotion knowledge develops through an incremental learning process in which children change their representations using combinations of factors—particularly valence—that are weighted differently across development.     

Methodological Issues in Ethnic and Racial Identity Research With Ethnic Minority Populations: Theoretical Precision,Measurement Issues,and Research Designs

This article takes stock of research methods employed in the study of racial and ethnic identity with ethnic minority populations. The article is presented in three parts. The first section reviews theories, conceptualizations, and measurement of ethnic and racial identity (ERI) development. The second section reviews theories, conceptualizations, and measurement of ERI content. The final section reviews key methodological and analytic principles that are important to consider for both ERI development and content. The article concludes with suggestions for future research addressing key methodological limitations when studying ERI.     

Forbidden friends as forbidden fruit: parental supervision of friendships, contact with deviant peers, and adolescent delinquency

Spending leisure time with deviant peers may have strong influences on adolescents' delinquency. The current 3-wave multi-informant study examined how parental control and parental prohibition of friendships relate to these undesirable peer influences. To this end, annual questionnaires were administered to 497 Dutch youths (283 boys, mean age = 13 years at baseline), their best friends, and both parents. Cross-lagged panel analyses revealed strong longitudinal links from contacts with deviant peers to adolescent delinquency, but not vice versa. Parent-reported prohibition of friendships positively predicted contacts with deviant peers and indirectly predicted higher adolescent delinquency. Similar indirect effects were not found for parental control. The results suggest that forbidden friends may become "forbidden fruit," leading to unintended increases in adolescents' own delinquency.     

Evidence for distinct serial processes in animals: The multiplicative-factors method

The assumption that responses are controlled by distinct serially arranged processes was used by Sternberg (1969a) to explain the result, observed in many human experiments, that two factors have additive effects on reaction time (RT). With slight changes, Sternberg’s explanation of additive factors with RT also explains the result, observed in animal experiments, that two factors have multiplicative effects on response rate. This article describes and interprets 17 examples of multiplicative factors from response-rate experiments with rats, pigeons, and goldfish, as well as some other animal evidence for distinct serial processes. The examples suggest and/or support new and old ideas about generalization, attention, timing, learning, motivation, and response production. Most important, the animal evidence makes the case for distinct serial processes considerably stronger. Since the procedures used in the two sets of experiments (human and animal) have little in common, distinct serial processes may control behavior in a very wide range of situations.     

Fidelity of Implementation and Instructional Alignment in Response to Intervention Research

In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn. Results suggest that fidelity of implementation is typically monitored at Tier 2 and that alignment between tiers of intervention is often apparent yet not explicitly stated. However, researchers frequently neglect to report on fidelity of intervention in Tier 1, potentially limiting claims that can be made about the efficacy of subsequent Tier 2 intervention. Limitations and implications for future research are discussed.     

Reconceptualising elite athlete programmes: ‘undoing’ the politics of labelling in health and physical education

High-performance sport is a big business, with nations such as Australia and New Zealand dedicating hundreds of millions of dollars in the development of facilities and in creating sporting centres of excellence. Historically, high-performance sport and elite athlete programmes (EAPs) were regulated to an extra-curricular space in schools or local communities, but over the last couple of decades, schools in Australia and New Zealand have introduced EAPs into health and physical education (PE). Recent work has begun to explore the rationale for these programmes and their educational priorities, but little research has explored how the elite athlete body is being constructed within this curriculum space. In this paper, I consider two interrelated problems. The first concerns the conflicting discourses of winning in high-performance sport versus getting everyone healthy and active in health and PE. The second involves an explanation of how the elite athlete body is being constructed in these programmes. I argue the juxtaposition of the elite athlete body as disciplined, attractive and healthy to other bodies as lazy, unattractive and unhealthy renders the other bodies as pathological or resistant to disciplinary institutions of the school. In particular, I focus on the ways in which young people's bodies are conceptualised within EAPs in relation to recreation, health, PE and other curriculum spaces. Throughout this paper, I provide examples to illustrate how EAPs may perpetuate normative ways of thinking that legitimatise elitism in schools. I propose that under radical reform, EAPs may have the potential to provide educational value and opportunities to students. I conclude by offering the cultural studies curriculum model that retains sport and desirable educational outcomes for health and PE as an alternative to elite athlete or talent development models.