An empirical test of prototype and revisionist models of attachment stability and change from middle childhood to adolescence: A 6‐year longitudinal study

2021 ◽  
Author(s):  
Theodore E. A. Waters ◽  
Rui Yang ◽  
Chloë Finet ◽  
Martine W. F. T. Verhees ◽  
Guy Bosmans
Keyword(s):  
Longitudinal Study ◽  
Middle Childhood ◽  
Empirical Test ◽  
Stability And Change

scholarly journals Stability and change in secure base script knowledge during middle childhood and early adolescence: A 3-year longitudinal study.

2019 ◽  
Vol 55 (11) ◽  
pp. 2379-2388 ◽  
Author(s):  
Theodore E. A. Waters ◽  
Christopher R. Facompré ◽  
Magali Van de Walle ◽  
Adinda Dujardin ◽  
Simon De Winter ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Secure Base ◽  
Stability And Change ◽  
Secure Base Script

Significance of Extreme Temperament in Infancy for Clinical Status in Preschool Years

1989 ◽  
Vol 154 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Michel Maziade ◽  
Jacques Thivierge ◽  
Robert Côté ◽  
Pierrette Boutin ◽  
Hugues Bernier
Keyword(s):  
Longitudinal Study ◽  
Birth Cohort ◽  
Clinical Status ◽  
Environmental Parameters ◽  
Positive Change ◽  
Stability And Change ◽  
Cognitive Characteristics ◽  
One Year ◽  
Long Term Prediction

Few, if any, of children's behavioural or cognitive characteristics assessed in the first years of life demonstrate stability until later childhood; early characteristics have so far failed to show an association with future psychopathology. This longitudinal study, from 4–8 months to 4.7 years old, focused on stability and change of extreme temperamental traits in groups of infants subselected from a large birth cohort. Persistent extreme temperament at four and eight months old did not increase stability of temperament to four years of age, relative to other children in the whole population. Sizeable change occurred, and the environmental parameters associated with negative temperamental change did not seem to be the same as those related to positive change. Boys with extreme scores were more stable, while girls appeared more prone to positive change. It is hypothesised that the direction of temperamental change in the first years could be more meaningful for long-term prediction of disorders than any one assessment of temperament taken at any one year.

Maternal differential treatment of siblings and children's behavioral problems: A longitudinal study

1995 ◽  
Vol 7 (3) ◽  
pp. 515-528 ◽  
Author(s):  
Shirley McGuire ◽  
Judy Dunn ◽  
Robert Plomin
Keyword(s):  
Longitudinal Study ◽  
Behavior Problems ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Differential Treatment ◽  
Children's Adjustment ◽  
Differential Attention ◽  
The Relationship ◽  
Older Siblings

AbstractResearchers have examined links between maternal differential treatment of siblings and children's adjustment; however, little is known about the longitudinal nature of these associations. The goal of this study was to examine the relationship between maternal differential treatment of the siblings, direct parenting of older siblings, and older siblings' behavior problems across middle childhood. Eighty-two families were interviewed twice in their homes when the siblings averaged 4.7 and 7.7 years of age and, again when they averaged 7.9 and 10.5 years of age. Mothers completed questionnaires about parenting and older siblings' adjustment during the summer after the older siblings' 7th and 11th birthdays. Teachers completed questionnaires about the older siblings' adjustment and returned them through the mail. There was significant stability in the mothers' reports of differential treatment and significant associations between mothers' reports of maternal differential discipline and differential attention and mothers' and teachers' reports of older siblings' externalizing problems across time. Direct parenting measures were not correlated with differential treatment or older siblings' behavior problems across time.

When Public School “Choice” Is Not Academic: Findings From the National Education Longitudinal Study of 1988

1992 ◽  
Vol 14 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Lauren A. Sosniak ◽  
Corinna A. Ethington
Keyword(s):  
Public Schools ◽  
Longitudinal Study ◽  
Public School ◽  
School Choice ◽  
Empirical Test ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Public School Choice ◽  
Education Longitudinal Study ◽  
Principles Of Practice

Public schools of choice are fast becoming part of national educational debate and practice. This article presents an empirical test of the claim that choice encourages something other than standardized education. We draw our data from the National Education Longitudinal Study of 1988. Our analyses center on questions at the heart of curriculum studies: What knowledge is of most worth and what principles of practice govern work with curricular content? Using multiple measures of curriculum content and of the procedures governing work with that content, we find little support for the argument that public school choice, as currently implemented, is an inventive mechanism for altering the academic lives of students and teachers.

Stability and change in aggression and withdrawal in middle childhood and early adolescence.

1985 ◽  
Vol 94 (1) ◽  
pp. 30-41 ◽  
Author(s):  
D. S. Moskowitz ◽  
Alex E. Schwartzman ◽  
Jane E. Ledingham
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Stability And Change

scholarly journals Stability and Change in Adult Personality Over 6 Years: Findings From the Victoria Longitudinal Study

2003 ◽  
Vol 58 (3) ◽  
pp. P166-P176 ◽  
Author(s):  
B. J. Small ◽  
C. Hertzog ◽  
D. F. Hultsch ◽  
R. A. Dixon
Keyword(s):  
Longitudinal Study ◽  
Stability And Change ◽  
Adult Personality
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