Gender variation in developmental trajectories of educational and occupational expectations and attainment from adolescence to adulthood.

Adolescents' future expectations are a potentially important precursor of adult attainment and may illuminate how males and females vary in schooling and work. Thus, this longitudinal study examined gender variation in developmental trajectories of educational and occupational expectations from adolescence to adulthood and in connection to corresponding adult attainment. National data (NELS:88) including individuals aged 14 to 26 and hierarchical linear modeling analyses yielded several findings: Males and females had similar developmental trajectories of educational expectations from adolescence to adulthood with the sample average expecting to attend college. Probabilities of expecting a professional occupation were lower for males than females. Adolescent educational and occupational expectations predicted corresponding attainment in adulthood, although the relationship varied by gender. Males who reported high occupational expectations in adolescence had higher occupational attainment in adulthood compared to males with low occupational expectations, whereas females' adult occupational attainment did not vary by their adolescent occupational expectations. Gender variation in expectations and attainment is discussed in light of historical changes, and future directions of research are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains.

The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.

Reviews conceptual and measurement issues surrounding externalizing behavior problems and academic underachievement, the strength and specificity of the covariation between these domains, and the viability of explanatory models that link these areas. In childhood, inattention and hyperactivity are stronger correlates of academic problems than is aggression; by adolescence, however, antisocial behavior and delinquency are clearly associated with underachievement. Whereas investigations with designs that allow accurate causal inference are scarce, unidirectional paths from one domain to the other have received little support. The overlap of externalizing problems with cognitive and readiness deficits early in development suggests the influence of antecedent variables. Low socioeconomic status (SES), family adversity, subaverage IQ, language deficits, and neurodevelopmental delay are explored as possible underlying factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence.

The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word ID, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for Letter-Word ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during 1st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic prejudice in childhood and early adolescence.

Four cross-sectional studies are presented that investigated the automatic activation of prejudice in children and adolescents (aged 9 years to 15 years). Therefore, 4 different versions of the affective priming task were used, with pictures of ingroup and outgroup members being presented as prejudice-related prime stimuli. In all 4 studies, a pattern occurred that suggests a linear developmental increase of automatic prejudice with significant effects of outgroup negativity appearing only around the ages of 12 to 13 years. Results of younger children, on the contrary, did not indicate any effect of automatic prejudice activation. In contrast, prejudice effects in an Implicit Association Test (IAT) showed high levels of prejudice independent of age (Study 3). Results of Study 4 suggest that these age differences are due to age-related differences in spontaneous categorization processes. Introducing a forced-categorization into the affective priming procedure produced a pattern of results equivalent to that obtained with the IAT. These results suggest that although children are assumed to acquire prejudice at much younger ages, automatization of such attitudes might be related to developmental processes in early adolescence. We discuss possible theoretical implications of these results for a developmental theory of prejudice representation and automatization during childhood and adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactive personality-environment transactions and adult developmental trajectories.

[Correction Notice: An erratum for this article was reported in Vol 42(6) of Developmental Psychology (see record 2006-20488-034). In the article, Figures 2 and 3 are reversed. The figure and caption that appear on page 882 are incorrectly labeled "Figure 2" when they should be labeled "Figure 3." The figure and caption that appear on page 883 are incorrectly labeled "Figure 3" when they should be labeled "Figure 2."] The possibility, which is based on the concept of reactive personality-environment transactions, that individuals learn different things from the same experience as a function of personality differences may help explain individual differences in adult developmental trajectories. In an analogue, longitudinal design, business students were taught about stock market investing, and they engaged in 5 practice investment sessions. Although all participants earned the same returns on their investments, they varied in the expectancies they formed about stock investing as a function of their personality status. As anticipated, behavioral inhibition (heightened sensitivity to punishment) facilitated formation of negative investing expectancies and antagonized formation of positive investing expectancies, and behavioral activation (heightened sensitivity to reward) facilitated formation of positive investing expectancies and antagonized formation of negative investing expectancies. Differential learning in a task that approximated skill acquisition for a developmental transition implies that personality may help shape individual developmental trajectories in the adult years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tumors in childhood and adolescence

Amplification behavior of one chromosome locus (D17S5), widely used in identification studies, is investigated. The effect of preferable amplification of alleles, characteristic of this locus, often leads to an erroneous conclusion about homozygosity. Our studies showed, that along with the hazard of typing false homozygotes in analysis of locus D17S5, more intricate cases with genotype distortion can occur in expert practice, which may be characterized not only by partial loss of the true alleles, but even by amplification of nonspecific (nonallele) fragments simulating the false-heterozygotic allele profile. Analysis of the stability of amplification profile helps solve this problem.     

Migraine in childhood and adolescence

A 62 years old man was admitted to hospital because of fever; a small superficial hepatic nodule was showed by ultrasonography. Blood cultures grew Salmonella enteritidis. Cefotaxime was administered for ten days. Fever promptly disappeared but one week later recurred with abdominal and back pain. Cultures grew again Salmonella enteritidis. Biopsy of the hepatic nodule showed hepatocarcinoma. Computed abdominal tomography showed a paraaortic mass. Angiography demonstrated hematoma communicating with the aortic lumen. The patient underwent revascularization of the involved aortic tract and resection of the hepatic nodule. Histology showed suppurative aortic endarteritis and a well-differentiated hepatocellular carcinoma with a large area of suppurative necrosis. The recovery of Salmonella species as of any uncommon bacteria from blood should warrant a through research of underlying disease, especially cancer.     

Spondylolisthesis in childhood and adolescence

Isthmic spondylolisthesis occurs in 4.4% of children. In general it is a benign condition. The majority of individuals with mild or moderate isthmic vertebral slip remain free of symptoms or get only mild symptoms. In children and adolescents with mild slip, primary treatment of pain symptoms is non-operative. Young children before the growth spurt need radiological follow-up for documentation of possible slip progression. If the slip exceeds 25% in a child, segmental fusion to prevent further progression should be considered. Uninstrumented posterolateral fusion is the method of choice for treatment of pain symptoms not responding to conservative measures in slips up to 50%. In severe slips (> 50%), anterior or combined fusion is necessary to prevent further progression of lumbosacral kyphosis. The clinical and subjective results of in situ fusion in this age group are satisfactory in 80-90% of cases. Slip reduction is possible. It requires internal fixation and is connected with a higher risk of complications. The results of slip reduction have not yet been shown to be superior to results after in situ fusion. It may be performed in cases of spondyloptosis with severe impairment of function and sagittal malalignment of the spine.     

A developmental psychopathology perspective on adolescence.

Developmental psychopathology offers an integrative framework for conceptualizing the course of development during adolescence, with particular relevance for understanding continuity and the emergence of psychopathology during this and subsequent developmental periods. In this article, the utility of a developmental psychopathology perspective for informing the design of research, prevention, and intervention is highlighted. Interdisciplinary, organizational models of development, emphasizing the dynamic relations between the developing individual and internal and external contexts, are discussed. Examination of boundaries between abnormal and normal development during adolescence offers important vantage points for articulating diversity in the developmental course during this period. Conceptualizing divergence and convergence in developmental pathways, continuity and discontinuity in development, and the transactions of risk and protective processes leading to maladaptation, psychopathology, and resilience are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping with stress during childhood and adolescence.

In this article, research on how children and adolescents cope with stress and coping's role in reducing the adverse psychological states associated with stress is reviewed. Child and adolescent coping is reflected in seven different lines of research—infants' responses to maternal separation, social support, interpersonal cognitive problem-solving, coping in achievement contexts, Type A behavior pattern in children, repression–sensitization, and resilience to stress. A variety of different coping resources, styles, and specific strategies are important in successfully adapting to stress, including efforts that focus directly on the problem, as well as attempts to deal with adverse emotions associated with stress. Directions for future research are identified, emphasizing the need for more systematic comparisons of coping across different types of stress and over time in response to a single stressful episode. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genetic and environmental influences on academic achievement trajectories during adolescence.

Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11 through 17. Hierarchical linear growth curve modeling showed main effects on initial reported Grades for all variables, and IQ mitigated the deleterious effects of family risk and externalizing. Only engagement affected change in Grades through adolescence. Influences on initial Grades were strongly genetically influenced, associated primarily with IQ, engagement, and externalizing behavior. Shared environmental influences on initial Grades linked engagement, IQ, and family risk. Genetic influences on change in Grades were substantial, but they were not associated with the academic, family risk, and mental health covarying factors. These results indicate that age 11 achievement and change in achievement through adolescence show systematic patterns and document the existence of individual differences in the commonly shared developmental experience of adapting to the school environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hemifacial spasm in childhood and adolescence

Hemifacial spasm (HFS), a hyperactive dysfunction of the facial nerve, is rarely seen in young people. Between 1984 and 1994, we treated 924 patients with HFS by microvascular decompression at our institution. Of these, 8 (0.9%) were younger than 30 years. In most of the older patients with HFS, the offending artery which compresses the root exit zone was elongated, redundant, and focally arteriosclerotic as a result of hemodynamic effects due to aging or hypertension. On the other hand, the offending artery did not exhibit such characteristic changes of the vasculature in children and adolescents with HFS. In all of the young patients who underwent initial microvascular decompression at our clinic, the arachnoid membrane around the facial nerve was thickened and encased the artery, resulting in compression of the root exit zone of the facial nerve. Such thickening of the arachnoid surrounding the offending vessel may play an important role in the pathogenesis of HFS by trapping and encasing the artery to compress the root exit zone, particularly in the young patients.     

Depression and the social developmental context of adolescence.

Examines the interrelations of personal and social factors in fostering longitudinal patterns of depressive symptoms, using 3 waves of data from high school students in the Boston area. Previously depressed and nondepressed youths differed markedly in their emotional responsiveness to family and friend relations. Chronically depressed youths were unresponsive to family problems, but were highly reactive to peer relations. Among previously asymptomatic youths, family relations exerted greater effects on depressed mood than relations with peers. Further analyses suggest a process through which chronic family turmoil shapes long-term mental health while also intensifying the distancing from family and investment in peer relationships that typically occurs in adolescence. Findings illustrate the importance of modeling transactions between personal and environmental factors in research on adolescent mental health and development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nasopharyngeal carcinoma in childhood and adolescence

BACKGROUND: This study reviews the authors' experience from 1979 through 1996 in the management and outcome of 56 patients with nasopharyngeal carcinoma who were under 20 years of age. PROCEDURE: There were 33 males and 23 females, their ages ranging from 7 to 19 years (median: 16 years). Forty patients had World Health Organization type III carcinomas, 16 had T4 tumors, 41 had metastatic cervical lymph nodes, and 50 were at stage III or stage IV. Thirty-two patients were treated with radiation therapy alone and 24 with the addition of chemotherapy. Cumulative radiation dose to the primary tumor ranged from 18 to 70 Gy (median: 66 Gy) and radiation dose to metastatic cervical lymph nodes ranged from 18 to 70 Gy (median: 66 Gy). RESULTS: Follow-up ranged from 0.1 to 16.8 years (mean: 9 years). Locoregional tumoral complete response was achieved in 49 patients. Locoregional tumoral failure was observed in 12 patients and systemic failure in 11. Overall, locoregional failure-free, metastases-free, and disease-free survival rates at 5 years were 49%, 62%, 79%, and 47%, respectively, for the entire group of patients, 42%, 61%, 72%, and 42%, respectively, for patients treated with radiation therapy alone, and 58%, 63%, 87%, and 54%, respectively, for patients treated with the addition of chemotherapy. Advanced T-stage and lower radiation doses worsened locoregional failure-free survival, whereas advanced N-stage and exclusion of chemotherapy worsened metastases-free survival. CONCLUSIONS: In children and adolescents with nasopharyngeal carcinoma, radiation therapy alone results in an improved locoregional tumoral response rate and a reduced locoregional tumoral failure rate at higher radiation doses, while the addition of chemotherapy results in a reduced systemic failure rate.     

Transcranial revascularisation in childhood and adolescence

Fifteen patients under the age of 20 years underwent transcranial revascularisation surgery: 13 presented with acute strokes or recurrent transient neurological events, one with progressive dementia and one with recurrent syncope. Five underwent unilateral and seven bilateral anastomosis of the superficial temporal artery to a branch of the middle cerebral artery (STA-MCA bypass). One patient aged 22 months underwent bilateral encephaloduroarterisynangiosis (EDAS). Three patients deteriorated postoperatively: one died from a probable cardiac cause, one had subarachnoid haemorrhage and the patient who underwent EDAS suffered further permanent ischaemic damage. No further permanent ischaemic events occurred following STA-MCA bypass (median follow-up 41 months). Transient ischaemic events persisted postoperatively in four cases, but with reduced severity. The results suggest that STA-MCA bypass may be effective in protecting young patients from further permanent ischaemic events in the treated vascular territory.     

Five types of personality continuity in childhood and adolescence.

This study examines 5 types of personality continuity--structural, mean-level, individual-level, differential, and ipsative--in a representative population (N=498) and a twin and sibling sample (N=548) of children and adolescents. Parents described their children on 2 successive occasions with a 36-month interval using the Hierarchical Personality Inventory for Children (I. Mervielde & F. De Fruyt, 1999). There was evidence for structural continuity in the 2 samples, and personality was shown to be largely differentially stable. A large percentage had a stable trait profile indicative of ipsative stability, and mean-level personality changes were generally small in magnitude. Continuity findings were explained mainly by genetic and nonshared environmental factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research.

Progress and issues in the study of coping with stress during childhood and adolescence are reviewed. Definitions of coping are considered, and the relationship between coping and other aspects of responses to stress (e.g., temperament and stress reactivity) is described. Questionnaire, interview, and observation measures of child and adolescent coping are evaluated with regard to reliability and validity. Studies of the association of coping with symptoms of psychopathology and social and academic competence are reviewed. Initial progress has been made in the conceptualization and measurement of coping, and substantial evidence has accumulated on the association between coping and adjustment. Problems still remain in the conceptualization and measurement of coping in young people, however, and aspects of the development and correlates of coping remain to be identified. An agenda for future research on child–adolescent coping is outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrieval processes underlying confidence in comprehension judgments.

People's ratings of confidence in ability to answer questions about previously studied expository passages are virtually uncorrelated with test performance. This correlation would be attenuated if confidence ratings were influenced by momentary accessibility (e.g., latency to initial access of probed information) and if test performance were influenced by other aspects of retrieval (e.g., total recall over an interval). To see if momentary accessibility influences confidence ratings, Experiment 1 manipulated accessibility by using self- versus other-generated title probes. Both confidence and accessibility measures varied with generation condition. Experiment 2 provided three findings. First it assessed whether accessibility is the only common factor underlying confidence and domain familiarity ratings by observing whether confidence and familiarity covary wth accessibility partialed out. Marginal covariation implied either some common factor other than accessibility, imperfect measurement of accessibility, or both. Second, negative correlations of rating latencies with rating magnitudes implied that access latency, momentary access rate, or both, affect the ratings. Third, calibration of comprehension was poor, but nonzero. (PsycINFO Database Record (c) 2010 APA, all rights reserved)