Relation of weight to body image in pubertal girls and boys from two communities.

Community and gender differences in body image were examined in a randomly selected sample of 284 young adolescent boys and girls from 2 middle-class communities. Data gathered from interviews and questionnaires supported hypothesized Community?×?Sex interactions and sex differences. Specifically, girls' body image and weight satisfaction were higher in 1 community and lower in the other. Demonstrating no community differences, boys reported more positive body image and satisfaction with weight and perceived themselves to be more average in weight than did the girls. Community differences were found in girls' participation in school-related activities, satisfaction with athletic strength, and degree of perceived school cliquishness. When these variables were covaried in several analyses of covariance, community and sex differences in body and weight satisfaction were eliminated or reduced considerably. A series of regression analyses confirmed the importance of these variables to the body perceptions of these adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of methods for transformation skinfolds data to normality for boys and girls from 7 to 19 years old

The most popular method to estimate fatness is anthropometry, especially measurement of skinfold thicknesses. However, such kind of data seriously departs from normal distribution. The present study reviews some methods not age or sex dependent for normalizing triceps and subscapular skinfolds data distribution. Material consists 1408 boys and 1390 girls aged 7-19 from Warsaw measured in 1987-88. The following methods were tested: log(x), log(x-c), -1/x, -1/square route of x. Approximation to the normality were judged by means of the Shapiro-Wilks W test. The results indicate that log(x-c) gave the best transformation of triceps skinfold for boys and girls. The best method for subscapular site appeared -1/x for boys and -1/square route of x for girls. The most popular log(x) is not sufficient for correct normalization. Nevertheless, none of methods have brought required distribution in each age class. It is suggested, depending on the character of material being transformed, to use all reviewed methods in order to achieve proper distribution in each age class.     

Cognitive and empathic factors in role-taking by schizophrenic and brain damaged patients.

A comparison of schizophrenics and organics on their capacity for role-playing indicated that although both groups fared worse than normals, the incapacity to role-play for each pathological group could be accounted for differentially. Cognitive deficits seemed to inhibit the organics; schizophrenics seemed to lack empathy (seen in a capacity to predict the performance of another person). 32 refs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting mathematics performance in high school girls and boys.

Ninth-grade scores for 157 females and 148 males for 3 cognitive tests (Test of Academic Progress, Quick Word Test, and Space Relations Test of the Differential Aptitude Tests) and the 8 Fennema-Sherman Mathematics Attitudes Scales were used to predict mathematics performance: grades in a 2nd, 3rd, and 4th yr of theoretical math (latter, females only, 30 Ss) and scores of senior girls on the Mental Arithmetic Problems test (85 Ss). Using multiple regression, 9th-grade scores significantly predicted mathematics performance 1–3 yrs later. Spatial visualization was an important variable, significantly predicting geometry grade for girls, but not for boys. Aside from math achievement, spatial visualization was the only other variable with a significant weight in predicting mathematical problem-solving scores for girls over a 3-yr period. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlates of physical activity in a national sample of girls and boys in Grades 4 through 12.

Psychological, biological, social, and physical environmental variables were examined for their association with physical activity of young people. A national sample of 1,504 parents and children in Grades 4–12 were interviewed by telephone. Twenty-two potential determinants were assessed along with an 11-item child physical activity index (α?=?.76). Hierarchical multiple regressions were conducted separately for 6 age–sex subgroups. Percentage of variance explained ranged from 18% for boys in Grades 4–6 to 59% for girls in Grades 10–12. Three variables had strong and consistent associations with the child physical activity index that generalized across subgroups: use of afternoon time for sports and physical activity, enjoyment of physical education, and family support for physical activity. These 3 variables should be targeted for change to promote physical activity in all groups of young people. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paternal behavior and intellectual functioning in preschool boys and girls.

A study of 180 middle-, working-, and lower-class families indicates that less bright females flourished intellectually in a relatively permissive paternal environment; middle-class males appeared to benefit from relatively more paternal control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of ADHD boys: A 12-year follow-up.

12 yrs after initial assessment, 33 male attention deficit hyperactivity disorder (ADHD) Ss (aged 14.4–24.9 yrs) were compared with 52 normal controls. Controls (selected at follow-up) were sex-, SES-, language-, and age-matched. According to childhood scores from the IOWA Conners Teacher Rating Scale, 24 ADHD Ss were inattentive/overactive (IO) and 9 were aggressive plus inattentive/overactive (A–IO). Ss and parents were interviewed and Ss completed a battery of tests. Core deficits of the disorder persisted in more than half of the ADHD group. IO Ss did not differ significantly from the controls in psychiatric functioning, except for their persistent ADHD. A–IO Ss had received the most individual and residential treatment for their behavior problems. ADHD Ss experienced significantly more problems in high school and displayed significantly poorer spelling, arithmetic, and reading comprehension skills than did controls. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of father-absence on Norwegian boys and girls.

The effects of father-absence on boys and girls was investigated in Norwegian (sailor) families where the father was absent for 1 or 2 years and "compared with otherwise similar (Norwegian) families (of the same area) in which the father was present. The following hypotheses were made and generally supported by the findings:… father-absent boys… would show immaturity… . Being insecure in their identification with the father, father-absent boys would show stronger strivings toward father-identification… [and] compensatory masculinity… would demonstrate poorer peer/adjustment… [and] father-absent girls… would become more dependent on the mother than would father-present girls." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating biological and social processes in relation to early-onset persistent aggression in boys and girls.

This study examined the relationship between biological and social risk factors and aggressive behavior patterns in an Australian high-risk sample of 370 adolescents. Perinatal, temperamental, familial, sociodemographic, and behavioral data were collected during interviews completed during pregnancy, immediately postpartum, and when the children were 6 months old and 5, 14, and 15 years old. Youths were given tests of verbal and neuropsychological functioning at the age 5 and age 15 follow-ups. Youths were divided into early-onset persistent aggression, adolescent-onset aggression, and nonaggressive behavior groups. Results revealed that the interaction of biological and social risk factors was significantly related to early-onset persistent aggression. Gender and developmental phase of measurement moderated the relationship between biosocial risks and the outcomes of early-onset persistent aggression and adolescent-onset aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Body image and strategies to lose weight and increase muscle among boys and girls.

This study examined factors that influence body image and strategies to either lose weight or increase muscle among children. Participants were 237 boys and 270 girls. Body mass index (BMI), body dissatisfaction, cognitions and behaviors to both lose weight and increase muscles, as well as self-esteem and positive and negative affect, were evaluated. Self-esteem was associated with body satisfaction, positive affect predicted strategies to lose weight and increase muscles, and negative affect predicted body dissatisfaction and cognitions to lose weight and increase muscles. Boys were more likely to focus on changing muscles. Respondents with higher BMIs were more focused on losing weight but not muscle. The discussion focuses on health risk behaviors related to eating and exercise among children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling of sex-typed behaviors: Effects on boys and girls.

80 preschoolers observed same-sex adults exhibiting 1 or 4 motor and verbal affectionate or aggressive response sequences during incidental modeling. Significantly more direct matches resulted with the single-sequence demonstrations, while multiple demonstrations led to significantly more response class matches. Differences in girls and boys regarding affectionate and aggressive behaviors are discussed. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevalence of weight reducing and weight gaining in adolescent girls and boys.

Surveyed the prevalence of weight reducing and weight gaining in 1,373 high school students. 63% of the girls and 16.2% of the boys reported being on weight-reducing regimens; 9.1% of the girls and 28.4% of the boys were trying to gain weight. Most female reducers and male gainers were already normal weight. Whites and Hispanics were more likely to be reducing, whereas Blacks were more likely to be gaining. Exercise and moderate caloric reduction were most popular for weight reducing, and a small but significant number were regularly using fasting, vomiting, laxatives, and appetite suppressants. The rate of weight reducing in female high school adolescents has increased significantly since similar surveys of American youths 20 yrs ago. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and neuropsychological characteristics of physically aggressive boys.

Cognitive–neuropsychological tests were given to adolescent boys (N?=?177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile–lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive–neuropsychological functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' interactions with middle- and lower SES preschool boys and girls.

Compared 9 preschool and 17 Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES). Observation data indicate that teachers of lower SES children had fewer verbal communications with them and more interactions with older adults. Data indicate that teachers of middle-SES children had higher rates of positive–neutral teacher initiation to children and higher rates of positive–neutral child initiation to teachers. Teachers of middle-SES children had a higher rate of negative initiation to boys than to girls. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processes linking weight status and self-concept among girls from ages 5 to 7 years.

This study assessed the relationship between girls' weight status and self-concept and examined peer teasing and parent criticism as potential mediators of this relationship. Data were collected for 182 girls and their parents when the girls were 5 and 7 years old. At each age, girls' body mass index, self-concept, peer weight-related teasing (child report), and parents' criticism of girls' weight status (spouse report) were assessed. At ages 5 and 7, girls who were more overweight reported lower self-concept. Peer teasing and parent criticism mediated the relationship between weight status and self-concept at age 7, but not at age 5. In addition, the duration and timing of parent criticism across ages 5 and 7 mediated the association between girls' weight status at age 5 and perceived peer acceptance at age 7. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initiating moderate to heavy alcohol use predicts changes in neuropsychological functioning for adolescent girls and boys.

[Correction Notice: An erratum for this article was reported in Vol 24(1) of Psychology of Addictive Behaviors (see record 2010-05354-012). The affiliation San Diego University/University of San Diego should have read San Diego State University/University of San Diego. Additionally, in the author note M. Alejandra Infante’s affiliation is listed incorrectly. Dr. Infante is affiliated only with VA San Diego Healthcare System.] This study prospectively examines the influence of alcohol on neuropsychological functioning in boys and girls characterized prior to initiating drinking (N = 76, ages 12–14). Adolescents who transitioned into heavy (n = 25; 11 girls, 14 boys) or moderate (n = 11; 2 girls, 9 boys) drinking were compared with matched controls who remained nonusers throughout the ~3-year follow-up period (N = 40; 16 girls, 24 boys). For girls, more past year drinking days predicted a greater reduction in visuospatial task performance from baseline to follow-up, above and beyond performance on equivalent measures at baseline (R2Δ = 10%, p     

Developmental changes in gender composition of friendship networks in adolescent girls and boys.

This article describes both normative changes and individual differences in the gender composition of girls' and boys' friendship networks across adolescence and predicts variations in these changes. It also examines changes in the characteristics (context, age difference, closeness, and support) of same- and other-sex friendships in the network. Girls and boys (N=390) were interviewed annually from Grades 6 to 10 (76% retention). Growth in the proportion of other-sex friends was significantly more pronounced for girls and was related to different predictors for girls and boys. Moreover, over time, girls had other-sex friends that were increasingly older than themselves, and most of these friendships took place outside of the school, which was not the case for boys. Growth in the proportion of other-sex friends was more pronounced for secondary than for best friends. Finally, both girls and boys reported receiving higher levels of help from girls than from boys. These findings suggest that other-sex friendships might place some of the girls on a problematic developmental trajectory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reproducibility and validity of a food-frequency questionnaire designed for use in girls age 7 to 12 years

This study focused on a food-frequency questionnaire (FFQ) designed to measure nutrient intake in girls aged 7 to 12 years, inclusive. The instrument's reproducibility and validity were assessed using food records (FRs) as gold standards of measurement. Log-transformed nutrient intake estimates were compared from two FFQs and between FFQs and FRs. Intraclass correlation coefficients measuring the reproducibility of the FFQ ranged from 0.11 (starch) to 0.69 (fiber). Intraclass correlation coefficients measuring agreement between FFQ and 14l-day FR data varied between 0.15 (starch) and 0.68 (vitamin B2) for the first, and between 0.06 (starch) and 0.95 (vitamin B1) for the second FFQ. FFQs were in the best agreement with FRs for the following nutrients: fiber, vitamin B1, vitamin B2, vitamin C, and beta-carotene. Joint classifications revealed that overall, 36% of subjects were similarly categorized by FFQ and FR, and 70% of those in the lowest or highest FR quartiles were were found in the lowest or highest FR quartiles were found in the lowest or highest two FFQ quartiles, respectively.     

When girls versus boys play alone: Nonsocial play and adjustment in kindergarten.

The goal of the present study was to examine the relations between different forms of children's nonsocial play behaviors and adjustment in kindergarten. The participants in this study were 77 kindergarten children (38 boys, 39 girls; mean age?=?66.16 months, SD?=?4.11 months). Mothers completed ratings of child shyness and emotion dysregulation. Children's nonsocial play behaviors (reticent, solitary-passive, solitary-active) were observed during free play. In addition, teachers rated child behavior problems (internalizing and externalizing) and social competence; academic achievement was assessed through child interviews. Results from regression analyses revealed that different types of nonsocial play were differentially associated with child characteristics and indices of adjustment. For some forms of nonsocial play, the nature of these associations differed significantly for boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuity and change in general cognitive ability from 1 to 7 years of age.

Explored observed and latent sources of individual differences in cognitive development in data from adopted and nonadopted siblings measured from ages 12 mo to 7 yrs and identical and nonidentical twins measured from ages 12–36 mo. Longitudinal path models, designed to examine the structure of observed stability and assess the genetic and environmental sources of age-to-age change and continuity, suggest that observed continuity arises from age-specific effects that persist over time and from developmental influences that are static and unchanging. Genetic influences account for the age-specific yet persistent effects, shared sibling environment effects are constant from 1–7 yrs of age, and nonshared environmental factors are specific to each measurement age. Thus, genetic influences are a major source of both continuity and change in mental development, whereas shared and nonshared environment effects contribute to continuity and change, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)