Developmental Psychology

Publisher: American Psychological Association, American Psychological Association

Description

  • Impact factor
    3.21
  • 5-year impact
    5.12
  • Cited half-life
    0.00
  • Immediacy index
    0.48
  • Eigenfactor
    0.03
  • Article influence
    2.20
  • Other titles
    Developmental psychology (Online), Developmental psychology, Developmental psychology monograph
  • ISSN
    1939-0599
  • OCLC
    60623414
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

American Psychological Association

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print on a web-site
    • Pre-print must be labeled with date and accompanied with statement that paper has not (yet) been published
    • Copy of authors final peer-reviewed manuscript as accepted for publication
    • Post-print on author's web-site or employers server only, after acceptance
    • Publisher copyright and source must be acknowledged
    • Must link to APA journal home page or article DOI
    • Article must include the following statement: 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
    • Publisher version cannot be used
    • APA will submit NIH author articles to PubMed Central, after author completion of form
    • Wellcome Trust authors may comply using Paid Option.
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study of a cohort of 451 adolescents examined associations between trajectories of problem behaviors and the timing of entry into work, marriage, and parenthood. We used data from 12 assessments across adolescence, through emerging adulthood and into young adulthood. We employed 2-phase mixed-effects models to estimate growth in substance use and antisocial behavior across adolescence, deceleration in the period that follows, and the change point that marks the transition between the 2 phases. We then examined the degree to which the timing of entry into a specific adult role was associated with change in problem behaviors and the change point between the 2 phases. We hypothesized that earlier entries into adult roles would be associated with earlier transitions to the decline in problem behaviors generally observed during adulthood but that later entries would be associated with more quickly declining rates of problem behaviors during adulthood. As proposed, earlier entries into marriage and parenthood predicted earlier transitions to declining trajectories in both substance use and antisocial behavior during adulthood. The findings also indicated that delayed marriage and parenthood were associated with more quickly decreasing rates of change in substance use, but not antisocial behavior, during adulthood. Thus, the results are consistent with the idea that substance use decreases earlier but not as quickly during adulthood for those with earlier entries into marriage and parenthood. However, the timing of entry into work did not predict trajectory changes. http://psycnet.apa.org/psycinfo/2014-39084-001/
    Developmental Psychology 09/2014;
  • Developmental Psychology 07/2014;
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    ABSTRACT: Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm. Results showed ToM development to be a life span phenomenon for deaf and hearing people alike. Native and late signers were outperformed by hearing peers on advanced ToM in childhood (M = 9 years), but in adulthood (M = 40 years), native signers had caught up, whereas late signers had not. Findings highlight the extended importance of conversational interaction for ToM growth. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014;
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    ABSTRACT: The articles in this special section bolster the already strong evidence base that personality differences in the trait of conscientiousness predict health. What is now needed is a research agenda for translating documented risk associations between low conscientiousness and poor health into policies and interventions that improve health outcomes for individuals and populations. In this commentary, we highlight 1 such avenue: introducing brief personality assessment into primary care practice. We provide examples of how conscientiousness assessment may help health care professionals get to know their patients better and potentially serve as a guide for more personalized care. We also raise key considerations for implementation research aimed at examining the feasibility and utility of integrating conscientiousness assessment into primary care settings. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014; 50(5):1475-7.
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    ABSTRACT: In this commentary, the common themes from the interesting articles in this special section of Developmental Psychology are considered as they illuminate the potential ontogenetic sources of the conscientiousness-well-being-longevity interconnections that have emerged in recent research. In particular, consideration is given to the changing nature of the expression of conscientiousness over the life course and the importance of the causally linked chain of developmental events associated with the sustenance of this trait from early childhood to later life. Methodological as well as conceptual issues are part of the common thematic analysis provided. In addition, several more or less neglected issues are addressed in the commentary. These include an examination of the potential roles of self-presentation social context and social aggregation in the developmentally emergent conscientiousness-well-being relationship. Further, the potential downside of the moral tinge of the conscientiousness construct is considered, as is the cultural variation in the benefits of conscientiousness to well-being. Finally, the applied significance of research on the conscientiousness-well-being link to health promotion over the life course is addressed. The commentary concludes with reflections on the transformation of 1970s trait-like conceptions as unbending tautological predictors of behavior into the situationally and developmentally nuanced conceptions of conscientiousness provided in these collected articles. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014; 50(5):1460-4.
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    ABSTRACT: In this special section, 9 studies and 6 commentaries make a unique contribution to the study of personality. They focus on the five-factor model and, in particular, one of those 5: conscientiousness. This trait has had astonishing success in the actuarial prediction of adaptive outcomes in adulthood and aging, but we have little understanding of the mechanisms that account for this actuarial success. The current studies and comments marshal current knowledge of conscientiousness to advance a mechanistic understanding of these predictions and to exploit that understanding toward interventions to enhance robust adult development and healthy aging. In this introductory article, we underscore the strategy we used to invite presentations and commentary. First, we sought a clearer definition of conscientiousness and a review of its assessment. Second, we sought a review of how the components of this complex trait develop in childhood and are assembled across development. Third, we sought an understanding of how mechanisms linking conscientiousness and health might be transformed across the life span. Fourth, we scrutinized naturally occurring factors that moderate the links between conscientiousness and health for clues to successful interventions. Finally, we sought ways to pull these analyses together to outline the framework for a program of interventions that, collectively, might be applicable at specific points across the life span. Six commentaries place this project in sharp relief. They remind us that the causal status of the associations between conscientiousness and health, reported throughout our 9 studies, are uncertain at best. Second, they remind us that the concept of conscientiousness is still too spare: It fails to embody the social skills required for conscientious behavior, the moral judgment of self or other implicit in its assessment, or the neurobiological mechanisms that might account for differences among individuals. Third, they raise a potent counterfactual: What, in a practical sense, does conceptualization or assessment of conscientiousness contribute-if anything-to the design of interventions to enhance conscientious behavior? (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014; 50(5):1303-14.
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    ABSTRACT: In reviewing this impressive series of articles, I was struck by 2 points in particular: (a) the fact that the empirically oriented articles focused on analyses of data from very large samples, with the articles by Friedman, Kern, Hampson, and Duckworth (2014) and Kern, Hampson, Goldbert, and Friedman (2014) highlighting an approach to merging existing data sets through use of "metric bridges" to address key questions not addressable through 1 data set alone, and (b) the fact that the articles as a whole included limited mention of neuroscientific (i.e., brain research) concepts, methods, and findings. One likely reason for the lack of reference to brain-oriented work is the persisting gap between smaller sample size lab-experimental and larger sample size multivariate-correlational approaches to psychological research. As a strategy for addressing this gap and bringing a distinct neuroscientific component to the National Institute on Aging's conscientiousness and health initiative, I suggest that the metric bridging approach highlighted by Friedman and colleagues could be used to connect existing large-scale data sets containing both neurophysiological variables and measures of individual difference constructs to other data sets containing richer arrays of nonphysiological variables-including data from longitudinal or twin studies focusing on personality and health-related outcomes (e.g., Terman Life Cycle study and Hawaii longitudinal studies, as described in the article by Kern et al., 2014). (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014; 50(5):1465-9.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The articles appearing in this special section discuss the role that conscientiousness may play in healthy aging. Growing evidence suggests that conscientious individuals live longer and healthier lives. However, the question remains whether this personality trait can be leveraged to improve long-term health outcomes. We argue that even though it may be possible to design therapeutic interventions that increase conscientiousness, there may be more effective and efficient ways to improve population health. We ask for evidence that a focus on conscientiousness improves behavior change efforts that target specific health-related behaviors or large-scale environmental modification. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 05/2014; 50(5):1478-81.
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    ABSTRACT: The present study addressed whether developmental improvement in working memory span task performance relies upon a growing ability to proactively plan response sequences during childhood. Two hundred thirteen children completed a working memory span task in which they used a touchscreen to reproduce orally presented sequences of animal names. Children were assessed longitudinally at 7 time points between 3 and 10 years of age. Twenty-one young adults also completed the same task. Proactive response sequence planning was assessed by comparing recall durations for the 1st item (preparatory interval) and subsequent items. At preschool age, the preparatory interval was generally shorter than subsequent item recall durations, whereas it was systematically longer during elementary school and in adults. Although children mostly approached the task reactively at preschool, they proactively planned response sequences with increasing efficiency from age 7 on, like adults. These findings clarify the nature of the changes in executive control that support working memory performance with age. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 04/2014;
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    ABSTRACT: Relational integration refers to the process whereby several variables are integrated within a single cognitive representation. In cognitive and developmental science, it is regarded as a central function of working memory that may contribute to the development of higher order processes, such as reasoning and fluid intelligence. In the present experiment, we administered the Relational Integration Level Assessment Task (RILAT), a novel experimental task designed to assess children's level of relational integration, to participants aged 5-12 years, along with a measure of fluid intelligence. Results yielded age norms for the development of successive levels of relational complexity and indicated a smooth progression rather than abrupt, stage-like transitions. Relational integration was found to be closely associated with fluid intelligence, as measured by Raven's Progressive Matrices. Analyses of age-related changes in this association revealed that the relationship was strongest during the stabilization periods for each level of relational complexity. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 04/2014;
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    ABSTRACT: This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 04/2014;
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    ABSTRACT: School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 04/2014;