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TABLE WELCOME ADDRESS CONFERENCE ORGANIZATION SPONSORS & EXHIBITORS EUROPEAN ASSOCIATION OF DEVELOPMENTAL PSYCHOLOGY CONFERENCE VENUE PROGRAM OVERVIEW SOCIAL EVENTS OVERVIEW TIMETABLES TUESDAY 3 SEPTEMBER 2013 WEDNESDAY 4 SEPTEMBER 2013 THURSDAY 5 SEPTEMBER 2013 FRIDAY 6 SEPTEMBER 2013 SATURDAY 7 SEPTEMBER 2013 AUTHORS MAILS AUTHOR INDEX MAPS 3 4 6 7 9 12 14 17 22 34 145 263 383 410 438 456

http://www.unil.ch/ecdp2013/

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W ELCOME ADDRESS

WELCOME TO THE 16

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EUROPEAN CONFERENCE ON DEVELOPMENTAL PSYCHOLOGY

The 16th ECDP Conference is hosted by the University of Lausanne, under the auspices of the European Association of Developmental Psychology. As organizers of the 16th ECDP Conference, we are pleased and honored to welcome you in Lausanne. Purposely, the organizing committee has been composed of both clinical and developmental researchers from two Departments of the Lausanne University, the Institute of Psychology, and the Child and Adolescent Psychiatry Department. The conference aims to present an overview of current European research, with a special focus on bridging developmental psychology, developmental psychopathology, and developmental neuroscience. Renowned experts will communicate in the following domains (so-called "tracks" in the program book): family relations, cognitive science, emotional & psychobiological development, attachment and identity, psychopathology and intervention, culture and learning, victimization and quality of life, language and communication, methods. The conference will include no less than 10 keynotes, 3 round tables, 10 invited symposia, 60 symposia, 60 thematic sessions of papers, 5 posters sessions and more than 450 individual posters regrouped by theme. Lausanne is the provincial capital of the Canton of Vaud; a very rich history links back to Lousonna of the Roman Era. Its Gothic cathedral was built in the 13th century. Among other famous people, Voltaire often stayed in Lausanne. “I owe this city my happiest days”, he wrote. Other famous Lausanne inhabitants were Benjamin Constant, a writer and politician, or the painter Felix Vallotton. Closer to developmental psychology, the psychologist Jean Piaget, who for a long time was Professor in Geneva and Paris, was also Professor in psychology and sociology at the Lausanne University between 1938 and 1951. Lausanne has been designated the official Olympic Capital, a unique and prestigious title. Lausanne is also home of the famous Béjart Ballet, founded by Maurice Béjart, one of the greatest choreographers of the last century. Lausanne is also considered the capital of Art Brut (“Outsider Art”). The “creator” of Art Brut, the French artist Jean Dubuffet, was the first to recognize the worth of spontaneous and nonmainstream art, which he discovered in asylums, psychiatric hospitals, and prisons. Lausanne University, founded in 1537, counts around 11.000 students. It has the country’s largest university campus with the University of Lausanne and the Swiss Federal Institute of Technology (EPFL), an outstanding centre of innovation and competence. On behalf of the Scientific Committee and the Local Organizing Committee, we wish you a pleasant and enjoyable stay in Lausanne. Blaise Pierrehumbert (Chair of the scientific committee) Christiane Moro (Chair of the local organizing committee)

WELCOME ADDRESS OF THE PRESIDENT OF THE EUROPEAN SOCIETY OF DEVELOPMENTAL PSYCHOLOGY
Dear colleagues, As President of the European Association of Developmental Psychology (EADP), I cordially welcome you at the 16th European Conference on Developmental Psychology. This time, we have our conference in the beautiful city of Lausanne, the world’s capital of sports. I want to take hold of the opportunity to express our association's deepest gratitude to the conference organizer, Blaise Pierrehumbert, and his dedicated team of colleagues who have worked so hard to make this conference into a huge success. This is the largest conference we have ever had with contributors not only from Europe but from every corner of the world. The Scientific Committee, in close collaboration with the Executive Council of EADP, has introduced a number of new and exciting meeting formats. These innovations include a presidential symposium and a joint symposium with the Association for Psychological Science (APS). I am sure you will all enjoy and savour this rich scientific programme. On behalf of all my colleagues on the EADP Executive Council, I wish you an interesting conference, fruitful and stimulating discussions with colleagues from other European countries, and a pleasant stay in Lausanne. Please be sure to try the local cuisine and the local wines. Those of you who are not yet members of EADP and want to join our association after this nice conference experience can check out our website at http://www.eadp.info/ Luc Goossens EADP President

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Conference Organization

CONFERENCE ORGANIZATION
INITIATOR
European Society of Developmental Psychology (EADP)

HOSTING THE EADP CONFERENCE
Two departments of the Lausanne University joined to organize the 16 Th EADP Conference in 2013: the Psychology Institute (IP) and the Child and Adolescent Psychiatry Department of the Lausanne University (SUPEA). Bridging clinical and developmental psychology represents a constant preoccupation for research, teaching as well as for the students. Purposely, the organizing committee is composed of both clinical and developmental researchers. Bridging and cross-fertilizing fundamental and clinical sciences certainly represents a specific area of expertise in Lausanne, who also hosts prestigious research institutions, such as the brain mind institute at the federal institute of technology (EPFL)

SCIENTIFIC COMMITTEE
Blaise Pierrehumbert chair

University of Lausanne (Switzerland) Christiane Moro co-chair University of Lausanne (Switzerland)
Ana Almeida

Universidade do Minho. Instituto de Estudos da Criança, Braga (Portugal) Surrey University Guildford (United Kingdom)
Nicolas Favez Luc Goossens

Martyn Barrett

University of Geneva (Switzerland) Catholic University of Leuven (Belgium)
Alexander Grob

University of Basel (Switzerland)
Michèle Grossen Paul Harris

University of Lausanne (Switzerland) Harvard University Cambridge (USA)
Çigdem Kağıtçıbaşı Willem Koops

Koc University, Istanbul (Turkey) University of Utrecht (The Netherlands)
David Sam Lackland Daniel Mellier

University of Bergen, (Norway) University of Rouen (France)
Ersilia Menesini

University of Florence (Italy)
Frosso Motti-Stefanidi Simone Munsch

University of Athens (Greece) University of Fribourg (Switzerland)
Jacqueline Nadel

CNRS, Laboratoire de psycho-biologie du développement, Paris (France)
Anne-Nelly Perret-Clermont Barbara Reichle

University of Neuchâtel (Switzerland)
Nadja Reissland

Ludwigsburg University of Education (Germany)

Durham University (United Kingdom)
Matthias Reitzle

Friedrich Schiller University of Jena (Germany)
Maria José Rodrigo Claudia Roebers

La Laguna University, Tenerife (Spain) University of Bern (Switzerland)

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Katariina Salmela-Aro Daniel Schechter Christiane Spiel

Universities of Helsinki & Jyväskylä (Finland) University of Geneva (Switzerland) University of Vienna (Austria) Dagmar Strohmeier University of Applied Sciences Upper Austria (Austria)
Valérie Tartas Bente Wold

University of Toulouse (France) University of Bergen (Norway)

LOCAL ORGANIZING COMMITTEE
Christiane Moro chair

University of Lausanne (Switzerland) Blaise Pierrehumbert co-chair University of Lausanne (Switzerland)
Sandie Ackermann (SUPEA, Lausanne University) Stanislas Arczynski (SUPEA, Lausanne University) Marie Béguin (Lausanne University) Joumana Bitar Chami (SUPEA, Lausanne University) Elodie Biermannmahaim (IP,Lausanne University) Ayala Borghini (SUPEA, Lausanne University) Ingrid Carupt (IP, Lausanne University) Virginie Dutrannois (Lausanne University) Noemie Faure (SUPEA, Lausanne University) Piera Gabola (Neuchâtel University) Lydiane Gilliéron (SUPEA,Lausanne University) Stephanie Habersaat (Nancy University) Olivier Halfon (SUPEA, Lausanne University) Antje Horsch (SUPEA, Lausanne University) Antonio Iannaccone ((Neuchâtel University) Alison Mann (SUPEA, Lausanne University) Nathalie Muller Mirza (SUPEA, Lausanne University) Jennifer Nessi (SUPEA Lausanne University) Maya Suter (SUPEA Lausanne University) Raphael Thelin (Lausanne University) Raffaella Torrisi (University of Laval, Quebec) Hélène Miyuki Turpin Murata (IP, Lausanne University) Sebastien Urben (SUPEA Lausanne University) Gregoire Zimmermann (IP, Lausanne University)

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Sponsors & Exhibitors

SPONSORS
The Conference is supported by the State Council of the Canton de Vaud and the Lausanne Town Council. Financial and material support has also been provided by the Lausanne University, the Institute of Psychology of the Lausanne University, the University Hospital (Centre Hospitalier Universitaire Vaudois), the Child and Adolescent Psychiatry Department (Service Universitaire de Psychiatrie de l’Enfant et de l’Adolescent), the Foundation “Fondation pour la Psychiatrie de la Petite Enfance” and “Fondation du 450ème Anniversaire de l'Université de Lausanne”. The Jacobs Foundation supports financially 30 PhD students within the framework of collaboration with the EADP to attend the 16th European Conference on Developmental Psychology. Lausanne Tourism & Convention Bureau is the Conference organizer for registration, payement & accommodation. It is a private association and the official tourist board of the city of Lausanne (www.lausanne-tourisme.Switzerland).

EXHIBITORS

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European Society for developmental Psychology

EUROPEAN ASSOCIATION OF DEVELOPMENTAL PSYCHOLOGY
The EADP (formerly ESDP) was founded in 1994 after numerous and active debates had taken place, especially in the previous ten years under the impetus of G. Butterworth and S. Jackson. The foundation arose from the experience of managing biennale European Conferences on Developmental Psychology as regional conferences of the ISSBD. The first one was held in Groningen (1984), subsequent ones in Rome (1986), Budapest (1988), Stirling (1990), Seville (1992), Bonn (1993) and Krakow (1995). The rising number of participants and the quality of the contributions as well as the process of European Construction have led naturally to the idea of a separate organization, of a new society "of its own". Since the VIII th conference (Rennes in 1997) the European Conferences on Developmental Psychology are now held under the official auspices of the EADP, in Spetses (1999), Uppsala (2001), Milan (2003), Tenerife (2005), Jena (2007), Vilnius (2009), and Bergen (2011).

EADP COUNCIL MEMBERS
Luc Goossens

(President) School Psychology and Child and Adolescent Development (SCAD) Catholic University of Leuven (Belgium)
Frosso Motti-Stefanidi (President-elect) Maria José Rodrigo (Past President)

Department of Psychology University of Athens, (Greece)

Department of Developmental Psychology and Education University of La Laguna, Tenerife, (Spain)

Ana Almeida

(Secretary) Universidade do Minho. Instituto de Estudos da Criança Campus de Gualtar, Braga, (Portugal)
Matthias Reitzle

(Treasurer) Department of Developmental Psychology and Center for Applied Developmental Science (CADS), Friedrich Schiller University Jena (Germany)
Katariina Salmela-Aro

Helsinki University Collegium for Advanced Studies, University of Helsinki (Finland)
David Lackland Sam Valérie Tartas

Faculty of Psychology, University of Bergen (Norway) Université de Toulouse, Laboratoire Octogone-ECCD (France)
Martyn Barrett

Department of Psychology, University of Surrey (United Kingdom)
Ersilia Menesini Barbara Reiche Willem Koops

Department of Psychology, University of Florence (Italy) Ludwigsburg University of Education (Germany) (Editor of the European Journal of Developmental Psychology) Department of Developmental Psychology, Utrecht University (The Netherlands)

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EARLY RESEARCHER UNION (ERU)
The ERU program targets early researchers giving them the opportunity to communicate, interact, and learn during the special events organized for PhD students, as well as becoming more active and involved in the European Association of Developmental Psychology (EADP).

THE WILLIAM THIERRY PREYER & GEORGE BUTTERWORTH AWARDS
The William Thierry Preyer Award for Excellence in Research on Human Development 2013 goes to Håkan Stattin and the late Margaret Kerr
The William Thierry Preyer Award for Excellence in Research on Human Development is given to a European psychologist or a group of European psychologists – who is/are recognized internationally for an original and substantial contribution to a better understanding of human development and its contexts, as demonstrated by first-rate publications in scholarly journals, based on empirical research into the antecedents, processes and outcomes of human development-in-context. The William Thierry Preyer Award was donated to the European Association of Developmental Psychology (previously European Society for Developmental Psychology) by the President of the 2007 European Congress on Developmental Psychology and the Rector of the FriedrichSchiller University, Jena, Germany. William Thierry Preyer (1841-1897), born in England, was the Chair of Physiology at the University of Jena, Germany. His vision was inspired by Charles Darwin, and his main works have importance till today – “Spezielle Physiologie des Embryos” and “Die Seele des Kindes” (The Mind of the Child). Both books lead the foundation in their respective scientific disciplines, developmental physiology and developmental Psychology, and seen from modern interdisciplinary views on human development, Preyer is a major forerunner of rigorous research on human development, based on observation and experimentation. Paul Harris (Harvard, winner of the 2009 award), and Josef Perner (Salzburg, winner of the 2011 award) are part of the Award Committee 2013, with Luc Goossens (President of EADP), Frosso Motti-Stefanidi (President-Elect of EADP), Maria José Rodrigo (Past President of EADP). The 2013 Preyer Award Committee of the European Association of Developmental Psychology (EADP) had decided to offer the William Thierry Preyer Award for Excellence in Research on Human Development to Håkan Stattin and the late Margaret Kerr (wife). Håkan Stattin and Margaret Kerr are both, together and independently, recognized internationally for an original and substantial contribution to a better understanding of human development in childhood, adolescence, and young adulthood in the contexts of peers, families, and society, demonstrated by first-rate publications in scholarly journals: Håkan Stattin and Margaret Kerr from Orebrö University, Sweden, have worked in large longitudinal studies on the development of children, adolescents, and young adults across a variety of adjustment issues (antisocial behavior, delinquency, pubertal maturation, depression, shyness, anxiety, psychopathic traits, and civic engagement), "healthy functioning" and protective factors, crime prevention, parent-child interactions and communication. Especially their work on parental monitoring, knowledge and adolescent disclosure has become well-known. The Award will be given on the occasion of the XVI European Congress of Developmental Psychology in Lausanne to Håkan Stattin during the Opening Ceremony, Sept. 3rd. The awardee will address the assembly at this occasion.

The George Butterworth Young Scientist award goes to Markus Paulus for his thesis “ Development of action perception: Neurocognitive mechanisms underlying children’s processing of other’ actions”
George Butterworth was one of the two founding fathers of the European Society for Developmental Psychology. He died on February 12th; 2000. George Butterworth was an internationally respected authority on infant development. After completing his D.Phil. at Oxford, his professional stations were at Southampton University, at the University of Stirling, and ultimately at the University of Sussex. He was appointed Honorary Professor at the University of East London in 1996. His contributions to the discipline include founding both the British Infancy Research Group and the Journal of Developmental Science. The European Association of Developmental Psychology (previously European Society for Developmental Psychology) established the George Butterworth Young Scientist Award in his honour. The Award is given every two years, and it will be presented for the third time at the 16th European Conference on Developmental Psychology. The 2013 Butterworth Young Scientist Award committee is composed of: Professors Ana Almeida and Katariina Salmela-Aro, members of the EADP council, and Theo Klimstra, University of Leuven, Belgium, who received the 2011 Butterworth Award at the Bergen Conference. The 2013 awardee is Markus Paulus of the Ludwig Maximillian University in Munich, Germany. He will present the research of the dissertation as an invited address on Wednesday 4 September at 18:00 - Room B Amphipôle. The awardee is invited and supported to publish his address in the European Journal of Developmental Psychology. He is also invited to join the next award committee

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Conference Venue

CONFERENCE VENUE
THE LAUSANNE UNIVERSITY CAMPUS
The conference will take place on the University campus buildings Amphimax and Amphipôle. Transportation between downtown and the campus is very easy (10 min. by metro m1; station Unil-Sorge).

OFFICIAL LANGUAGE
The official language of the Congress will be English. No simultaneous translation will be provided.

BADGES
Upon registration, participants will receive badges with their names. The badge is an entrance ticket for all the conference sessions, so you are kindly requested to wear it. Delegates........................ Guests.............................. Exhibitors........................ Staff.................................. Accompanying persons..

REGISTRATION AND HOSPITALITY DESKS
The Registration and Hospitality desks for the conference are located on the ground floor of Amphipole building (see the map at the end of this programme booklet) Registration will start on Tuesday 3 September at 09:00 Emergency phone number: + 41 (0)21 692 25 45.

CERTIFICATE OF ATTENDANCE
Each registered participant will be e-mailed an official certificate of attendance after the conference.

ON-SITE REGISTRATION FEES
EADP members EADP non-members Student ESDP members (Student ID required on site) Student ESDP non-members (Student ID required on site) Accompanying persons Conference dinner 398 CHF (330€) 488 CHF (405€) 283 CHF (235€) 343 CHF (285€) 181 CHF (150€) 60 CHF (50€)

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Each ticket is worth one lunch. you need to: 1.PRESENTATION REQUIREMENTS Oral Presentations You will be informed on-site about the room number regarding your oral presentation. for poster sessions during allocated time. Authors are required to be present beside their posters during the coffee breaks or. Lunches are included in the registration fees. afternoon poster exhibitions start at 13:00. posters should be taken off at 18:00). Open your Firefox. 10 . COFFEE BREAKS AND LUNCHES Coffee break will be served in the main hall of Amphipôle. see the map at the end of this program booklet). room numbers will also be communicated in the final program. 3. posters should be taken off at 12:00 . Poster Presentations Presenting authors are requested to display their posters 15 minutes before the respective poster exhibition slot. It will be served in the University Restaurant at Unithèque building (also known as the « Banane ». Enter the password "ECDP" on the authentication's page EXHIBITION Visit the exhibition stands in the main hall. you are requested to have them saved on USB keys and to upload them onto the computer in the allocated room at least 15 minutes before the start of the session. (Morning poster exhibition starts at 09:00. which should be on-line several days before the Conference If you use PowerPoint presentations. Safari etc. Lunch Tickets will be included in your conference packet. Connect to the "guest-unil" Wi-Fi 2. Please note that beverages and desert are not included. (Amphipôle). INTERNET AVAILABILITY To use the internet access. Please note that we will not connect your own computer to the projection system.

PRE CONGRESS PUBLIC CONFERENCE (IN FRENCH) ON MONDAY 2 SEPTEMBER 2013 11 .

Brain Mind Institute. Université de Neuchâtel (Switzerland. Evaluation and Clinical Work Satellite Meeting of the Adoption Research Network AAARN EADP – Jacobs Foundation pre-conference workshop Family.Program Overview PROGRAM OVERVIEW TRACKS All communications (symposia. Lausanne( Switzerland) Thursday 5 September. and Relevance-based reasoning in young infants” Gyorgy Gergely. Barcelona (Spain) Thursday 5 September. thematic sessions and poster session) have been regrouped in tracks. Dijon (France) Wednesday 4 September. 11:00-11:45 am “Brain plasticity and the emergence of individuality” Pierre Magistretti. 15:15-16:00 “Social interactions. Reference. Ecole Polytechnique Fédérale. Budapest (Hungary) Wednesday 4 September. 15:15-16:00 “Creeping and scooting on two languages” Núria Sebastián-Gallés. Central European University. 11:00-11:45 12 . 9:45-10:30 “Understanding Communicative Agency: Ostension. 9:00-9:45 “Creative Agency and Emotional Sympathy of Infants: Descriptive Psychobiology of Early Stages of Cultural Intelligence and Language” Colwyn Trevarthen. thinking space and psychological development” Anne-Nelly Perret-Clermont. Université de Bourgogne.) Friday 6 September. Mental Health and Intergenerational Relationships Treating posttraumatic stress disorder (PTSD) after traumatic Childbirth with cognitive behavioral therapy (CBT) ADHD and development (in French) POST CONFERENCE WORKSHOPS Different ways to leave the common trail – How to model change and development more appropriately Developing evidence-based guidelines for cyber bullying prevention PRE-CONGRESS SYMPOSIA Understanding environmental and genetic influences on neurocognitive development (APS/EADP) Understanding contributions and threats of sport and physical activity to children development (UNIL/IOC) KEYNOTE ADDRESSES “Olfaction. Centre des Sciences du Goût. cognition and adaptive responsiveness in early life” Benoist Schaal. Universitat Pompeu Fabra. which are symbolized by colors to help participants choose sessions : Track 1: Family relations Track 2: Cognitive science Track 3: Emotional & psychobiological development Track 4: Attachment & Identity Track 5: Psychopathology & Intervention Track 6: Culture and learning Track 7: Victimization & quality of life Track 8: Language & communication Track 9: Methods PRE-CONGRESS WORKSHOPS Mentalization: Theory.Institut de psychologie et éducation. University of Edinburgh (United Kingdom) Wednesday 4 September.

National and Kapodistrian University of Athens (Greece) Friday 6 September. recent data that test elements of this framework. school achievement. Archives Jean Piaget. University of Minnesota. Their adaptation with respect to three core developmental tasks. integrating the risk and resilience developmental perspective with key concepts and evidence from the acculturation and social psychological literatures (Motti-Stefanidi.and contextual-level predictors of these differences. 10:45-11:30 PRESIDENTIAL KEYNOTE ADDRESS “Immigrant youth adaptation in context: Risk and resilience processes“ Frosso Motti-Stefanidi EADP President-elect University of Athens (Greece) Chair: Luc Goossens EADP President Catholic University of Leuven (Belgium) Are the adolescent children of immigrants at high risk for adaptation and/or mental health problems? Who succeeds in doing well in the new country and why? These are the main questions that will be addressed in this talk based on recent data from the Athena Studies of Resilient Adaptation (AStRA) project.15-19. serves as the basis for organizing the results of our studies. The quality of adaptation of over 2000 immigrant adolescents. social adversity and discrimination) and resources (such as family functioning and personality characteristics) for their adaptation were examined using mostly self-reports.30 “Only three subjects. Kinugasa Research Organization.45-12. the infant observation journals by Jean and Valentine Piaget. FPSE – University of Geneva (Switzerland) Friday 6 September 18. but 6000 observations.. Minneapolis (USA) President of SRCD (Society for Research in Child Development) Saturday 7 September. Berry. were assessed using multiple methods and informants.“The visual narratives and cultural representations of life-span development“ Yoko Yamada. University of Florence (Italy) Wednesday 4 September 18. Thursday 5 September. Sam. The main goal of the AStRA project is to examine individual and group differences in immigrant youth adaptation in the school context. Chryssochoou.15-19. 15:15-16:00 “Resilience in Science and Action: Promoting Success in Homeless and Highly Mobile Children” Ann S. Masten.e.University of Leuven ( Belgium) EADP President Saturday 7 September 11:45 -13:00 13 . and their adaptation with respect to acculturative tasks. as well as their psychological well-being. 2012). 18:15-19:00 ROUND TABLES “Translating developmental Psychology into practice: Challenges in prevention and clinical interventions” Menesini E.00 PRESIDENTIAL SYMPOSIUM BY LUC GOOSSENS “Gene-Environment Interaction and Methylation in Human Development” Luc Goossens. was examined in one cross-sectional and one threewave longitudinal study.. and second.00 “History and developmental Psychology” Koops W. i. I will first briefly present this conceptual framework. 11:45-12:30 “Examining cognitive development from a conceptual change point of view“ Stella Vosniadou. Furthermore. Institute of Child Development. 1925-1932” Ratcliff M. potential risks (such as immigrant status. Utrecht University (Netherlands) Thursday 5 September 11. and on individual. enrolled in 15 middle-schools in the extended Athens area. and their non-immigrant classmates. A conceptual framework.. & Phinney. Rhitsumeikan University. Kyoto (Japan) Friday 6 September. positive conduct and popularity.

Rue de Bourg 51 . ERU POSTER SESSION FOR THE BEST POSTER AWARD Friday 6 September 11:00-12:30 The 15 students who receive the Jacobs Foundation fellowship selected will be invited to give a five minute presentation chaired by the president of the ERU. 1003 Lausanne Telephone: + 41 (0)21 340 69 14 . In case of questions.EADP BUSINESS MEETING Thursday 5 September 19:00 – 20:00 ERU EVENTS ERU GENERAL ASSEMBLY Wednesday 4 September 19:00-19:45 ERU Social Event (registered participants only) Thursday 5 September 20:00-Midnight | Le Bourg. SOCIAL EVENTS OVERVIEW OPENING CEREMONY AND WELCOME RECEPTION Tuesday 3 September 18:15.ch).ch) ERU LECTURE ON PRESENTATION SKILLS Thursday 5 September 11:45-12:30 "Lecture on Presentation Skills" by Rens van de Schoot and Dorothea Dette-Hagenmeyer. ERU BEST POSTER AWARD During the closing ceremony The best poster and the first and second runner-up will be made known. please contact Noémie Faure (Noemie.Ackermann@chuv. Rens van de Schoot.1003 Lausanne (downtown) An informal get-together of all the young researchers who previously registered by e-mail.ch) or Sandie Ackermann (Sandie.TurpinMurata@unil.30) MAD CLUB Rue de Genève 23. Dr.21:30 The official Opening Ceremony of the 16th European Conference on Developmental Psychology will take Place in Amphimax on September 3rd at 18:15. Hélène Turpin (HeleneMiyuki. Ceremony is followed by Welcome reception CONFERENCE DINNER Friday 6 September (starting 19.Faure@chuv.

Stop : Beaulieu-Jomini.30-13. 6th September 2013. 12.30 "L'esprit des lieux et leur histoire" Historical walking tour of the campus and its buildings Thursday. des Bergières CH .30-13. 5th September.30 "Technologies.30 "Lausanne insolite: ballade entre vieille-ville et verdure" A walking tour of Lausanne and its surrounding area Friday. architecture and nature: The Rolex Centre as a 'landscape building' ART BRUT “Outsider Art” Discover the collection of the Musee of 'Art Brut' . 4th September 2013. Collection de l’Art Brut 11. Please note that the guided tours will be conducted in French by the ethnographer and writer Pierre Corajoud. architecture et nature: Le Rolex Center comme 'bâtiment-paysage'" Technology. n° 3 et n° 21. Information and inscription at the information desk.30-13.brut@lausanne.1004 Lausanne Tél. 12. av. 19.ch Public transportation buses nº 2.00-20.00.ACCOMPANYING PERSONS PROGRAM The following different outings are organised for accompanying persons. From the train station : bus nº 3 et nº 21 Stop: Beaulieu-Jomini 15 . All interested conference delegates are welcome.30 "Au fil de l'eau et de la forêt" A pleasant walk along the lake and in the forest Thursday. 12. Wednesday.Guided tour in English on Wednesday 4 September 2013 at 15 :30 and Saturday 7 September 2013 at 15. +41 21 315 25 70 art. 5th September 2013.

You are welcome to participate in the BRAGA RECEPTION – Thursday September 5th 2013 –starting 19:00 16 .

2 AAARN 4 Jacobs 5 FMHIR 6 PTSD 10:00 10:15 10:30 10:45 Break 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 13:00 13:15 13:30 13:45 Lunch R e g i s t r a t i o n 14:00 14:15 14:30 14:45 3 ADHD 15:00 15:15 15:30 15:45 16:00 16:15 16:30 16:45 Break Opening symposium EADP .TIMETABLES TIME TABLE | TUESDAY 3RD SEPTEMBER 08:00 08:15 08:30 08:45 09:00 09:15 09:30 09:45 Pre-conference workshops 1 Mental. Stattin 19:00 19:15 19:30 19:45 20:00 Welcome reception 17 .APS Opening symposium UNIL .IOC 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 Opening ceremony Prayer award address H.

1 SY 3.3 SY 2.TIME TABLE | WEDNESDAY 4TH SEPTEMBER 08:00 08:15 08:30 08:45 09:00 09:15 09:30 09:45 Keynote B.1 TS 1. Gergely Break Parallel sessions IS 3 SY 3.6 P S 1 R e g i s t r a t i o n P E 1 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 Lunch Parallel sessions IS 2 SY 2.6 WK 2 TS 2.6 P E 2 13:00 13:15 13:30 13:45 14:00 14:15 14:30 14:45 15:00 15:15 15:30 15:45 Keynote G.4 SY 1.5 SY 3.2 TS 3.3 SY 1.3 SY 3.1 TS 2.1 SY 1.4 SY 2.4 TS 1.3 TS 1.3 TS 2.5 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 Round Table RT1 E.2 SY 1. Schaal Keynote C.1 TS 3.5 WK 1 TS 1.2 TS 2.4 SY 3.2 TS 1.1 SY 2.3 TS 3.2 SY 2. M. Trevarthen Break Parallel sessions IS 1 SY 1.5 TS 2. Paulus 19:00 19:15 19:30 19:45 ERU meeting 20:00 Guests dinner 18 .5 TS 1.4 TS 2. Menesini Butterworth address.4 TS 3.5 SY 2.6 WK 3 TS 3.2 SY 3.

5 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 Presidential Address F.1 TS 5.4 SY 4.4 TS 6.1 TS 6.3 TS 4.3 TS 5. Motti-Stefanidi EADP business meeting Braga reception ERU event Braga 19:00 19:15 19:30 19:45 20:00 19 .3 SY 4.1 SY 6.3 TS 6.1 SY 4.2 SY 5. Magistretti Break Parallel sessions IS 6 SY 6.4 SY 5. Koops Lunch Parallel sessions IS 5 SY 5.6 P E 3 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 13:00 13:15 13:30 13:45 14:00 14:15 14:30 14:45 15:00 15:15 15:30 15:45 Keynote P.1 TS 4.5 TS 5.6 TS 5.2 TS 5.6 WK 6 TS 6.2 SY 4.4 TS 5.5 SY 5.6 Break Keynote N.5 TS 4.TIME TABLE | THURSDAY 5TH SEPTEMBER 08:00 08:15 08:30 08:45 09:00 09:15 09:30 09:45 Parallel sessions IS 4 SY 4.2 TS 6.2 SY 6.3 SY 6.4 SY 6.5 SY 6.5 SY 4. Sebastián-Gallés Round Table RT2 W.2 TS 4.6 P E 4 ERU lecture P S 2 R e g i s t r a t i o n WK 4 TS 4.1 SY 5.3 SY 5.4 TS 4.

5 SY 8.3 TS 8.1 TS 8.6 WK 8 TS 8.3 SY 9. Perret-Clermont Keynote Y.2 TS 9.TIME TABLE | FRIDAY 6TH SEPTEMBER 08:00 08:15 08:30 08:45 09:00 09:15 09:30 09:45 Parallel sessions IS 7 SY 7.1 TS 7.6 P E 6 P S E R U P S 3 R e g i s t r a t i o n WK 7 TS 7.2 SY 7.5 TS 7.5 TS 9.4 TS 7.5 SY 7.6 P E 5 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 13:00 13:15 13:30 13:45 14:00 14:15 14:30 14:45 15:00 15:15 15:30 15:45 Keynote S.2 SY 8.2 SY 9.2 TS 7.4 SY 7.4 SY 9.4 TS 9.6 Break Keynote A.6 WK 9 TS 9.1 TS 9.3 SY 7.1 SY 8.3 TS 9.-N.6 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 Round Table RT3 M.5 SY 9. Vosniadou Break Parallel sessions IS 9 SY 9.1 SY 9.4 TS 8.5 TS 8. Ratcliff Braga Conference dinner 19:00 19:15 19:30 19:45 20:00 20 . Yamada Lunch Parallel sessions IS 8 SY 8.4 SY 8.1 SY 7.2 TS 8.

2 10.TIME TABLE | SATURDAY 7TH SEPTEMBER 08:00 08:15 08:30 08:45 09:00 09:15 09:30 09:45 Parallel sessions IS 10 SY SY SY SY SY SY WK TS TS TS TS TS TS 10.5 10.6 10 10.3 10.1 10.4 10.6 Break Keynote A.5 10.4 10.3 10. Masten P o s t c o n f e r e n c e w o r k s h o p 1 P o s t c o n f e r e n c e w o r k s h o p 2 R e g i s t r a t i o n 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 Presidential Symposium L.1 10. Goossens 13:00 13:15 13:30 13:45 Closing ceremony / Jacobs poster award Farewell happy hour 14:00 14:15 14:30 14:45 15:00 15:15 15:30 15:45 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 19:00 19:15 19:30 19:45 20:00 21 .2 10.

3 SEPTEMBER 2013 22 .TUESDAY.

Evaluation and Clinical Work Chair: Ayala Borghini University of Lausanne (Switzerland). publication policy. Maternal sensitivity also plays a role in the development of delinquent behavior. In this presentation we specifically focus on the development of externalizing problem behavior of adopted adolescents. Mentalizing can be defined as the set of processes by which children and adults understand themselves and others in terms mental states underlying behaviors.TUESDAY. The findings suggest that effortful control is an important predictor of both aggressive and delinquent behavior. Missing data were handled with multiple (10-fold) imputations with predictive mean matching. but also in later life for the prevention or reduction of antisocial behaviors. Importantly. 3 SEPTEMBER 2013 PRE-CONGRESS WORKSHOPS 09.reported delinquent and aggressive behavior. ruling out genetic resemblance as a confounding variable. With the participation of: R. these relations were found in a sample of parents and their genetically unrelated adopted children. Femmie Juffer and Marinus van Ijzendoorn Leiden University (The Netherlands) In the Leiden Longitudinal Adoption Study (LLAS) we followed a sample of 160 adopted children and their families from infancy to adolescence. Struggling with these processes may impact emotional and behavioral regulation leading ultimately to psychopathology. (Switzerland) 2 University of Nancy (France) Co-Chairs: Marie Stievenart Marta Casonato Université Catholique de Louvain-la-Neuve (Belgium) University of Torino (Italy) AAARN ("Attachment Adoption Adolescence Research Network") is a group of researchers from all continents. Lower levels of effortful control in infancy predicted higher levels of maternal sensitivity in adolescence which in turn predicted less adolescent delinquent behavior.00 – 16. P. followed by a business meeting of the AAARN (data merging. 1 University of Lausanne. 23 . Preventive interventions for at risk groups and adoptive families may use this insight by incorporating continuous family support from early childhood to adolescence. buffering a lack of effortful control. This pre-conference workshop will be dedicated to the theory (revisiting attachment and psychoanalysis theories). Results showed that lower levels of effortful control. concurrent as well as 7 years earlier. Communications: “Delinquent and aggressive behaviours in early . in responding effectively in interpersonal situations.00 – 16. evaluation (proposing new instruments of mentalization assessment) and clinical work (focalizing on Mentalization-Based-Treatment) around this realm. SD=5. These processes have an essential role in treating selves and others as psychological agents and. but is not related to aggression in adolescence. Debbané2. therefore. mother-reported effortful control and teacher. All children were adopted at an early age (mean age at arrival=10.00 | Room 413 Amphimax Chairs: Blaise Pierrehumbert1.adopted adolescents: Longitudinal predictions from child temperament and maternal sensitivity “ Anja van der Voort. Benmiloud2 1 2 University of Lausanne (Switzerland) University of Geneva (Switzerland) Satellite Meeting of the Adoption Research Network AAARN 09. Structural equation modeling was used to test the relations between early and concurrent observed maternal sensitivity. We conclude that sensitive parenting may not only be important in early childhood when children are forming attachment relationships with their primary caregivers. predicted higher levels of delinquency in adolescence and higher levels of aggression in middle childhood and adolescence. working on attachment and early relational deprivation.53).Cascone2 and J. Stephanie Habersaat2. Torrisi1. funding. M.00 | Room 412 Amphimax Mentalization: Theory. Teams from several countries will present their data (oral communications).76 weeks. future research orientation).

Santelices) and imaginary genogram (D. it is expected that: 1.. Attachment disorders in institutionalized children in Kinshasa Mbiya M. They invite us to relativize the impact of it and revisit the potential influence of adoptive parents on the psychological construction of the adopted child. According to the NGO REEJER report. Thus. scripts .. Our research team is free genogram assistant (Mr.. Our assumptions are as follows: We assume that the transmission of history generational adoptive family plays a role as vital as that of the original story of the child in the development of attachment representations (MIO) adolescents. during 2009-2011. Child Behavior Checklist (CBCL).. and School Success Profile (SSP). transmitted to the raw state. The information collected on 56 cases of adoptees and their adoptive parents will be statistically analyzed in order to highlight the common pathway when children are securely attach as well as the common aspects when the adoptees has an insecurely attachment to their adoptive parents. We used including: video moments of everyday life for the analysis of the interaction "care givers. The protocol includes several questionnaires attachment: FFI (friend and family interview). preventive action for children who arrive baby in institutions. within the framework of a national research project on domestic adoption in Romania. This second type of transmission will tend to prevent the consolidation family. The predominant type of family transmission (inter-or trans-generational) of the adoptive family has an influence on the quality of attachment representations of adolescents (secure / insecure). Methods: Our investigations are based on the self-reports done by the adopted children and adoptive parents. Catholic University of Louvain (Belgium) Background: Kinshasa is a city of 10 million of habitants where many cases of abandoned children are regularly attends. whose origin is often a crypt forming a secret with basically a shameful and traumatic event. Lachance. Methods: Our study focused on attachment and interactive capabilities of abandoned children was carried out in two of the host institutions for abandoned children.children. Objective: We try to see if there are common aspects in the profiles of 56 adopted adolescents in Romania in relation with the quality of their attachment. including the "holding" and "handling" offered in institutions. Violeta Stan West University in Timisoara (Romania) Child development is based on the genetic and environmental conditions. 2. The results challenge the widespread belief that the quality of attachments is attributable exclusively to the initial trauma of abandonment. is important. Véronique Delvenne Université Libre de Bruxelles (Belgium): It is to present the results of our research on attachment in adoptive families in adolescence. Mampunza M. M.“Attachment in adoptive families in adolescence“ Zoe Rosenfeld. Mihaela Tomita. If the process of adopting reciprocal is present. the second is the transmission of non-produced. Children 4-7 years are here concerned. Perspectives: To the extent that some of these children are expected to be adopted. "Common aspects regarding the adoptees development within the Romanian adoptive families" Ana Muntean. Conclusions: Factorial profiles will be developed for the two types of attachment. Results: The results revealed that many children. Charlier. PDI (developmental parental interview) and DAI (Dvptal attachment interview).). Isabelle Duret. The cognitive level of these children is significantly lower compared to the children living in families with same social conditions. despite the guard they enjoy in institutions remain fragile and develop serious attachment disorders. The results will be discussed in the light of the cultural aspects regarding child rearing practices. F.000 cases of abandonment of children are annually registered in Kinshasa where the streets teem with children in vulnerable situations nicknamed "shégués. rites. "the Attachment Story Completion Task" to examine aspects of the attachment. an initial difficult start in the life and the given family and social environment provided through adoption. Blaise Pierrehumbert (Switzerland). The adopted child develops within the adoptive family based very often on an unknown heredity. Jordan-Ionescu and J. Roxana Ungureanu. Their perceptions are collected with Friends and Family Interview (FFI). the Congolese government and non-government organizations try to collect some of the younger in institutions where they are supported in the event of event of finding a family for reintegration or for adoption." To face this phenomenon." . We are a part (ULB) Belgian division (UCL and ULB) an international research supervised by Dr.Mikolajzack D. 24 . 20. the child has a tendency to build the same type of attachment representations as its parent. the Raven matrices for cognitive level and the family drawing test according to C. We differentiate the intergenerational and transgenerational transmission: the first concerns the transmission of elements from the sense of supporting family (myths. Parents Development Interview (PDI). Mérigot) in order to identify more precisely the type of dominant transmission of the families interviewed.

Although referred to a small sample. confirming the RF role in the transmission of attachment security. Interclass correlation coefficient was calculated in order to detect relationships between Parental (mothers’ and fathers’) RF scores and adolescents’ mentalization. countries as a consequence of international migration or displacement. p = 0. Bresgi & Kaplan. Berger. our data support the interest of include RF function as a specific factor in analyzing adopted adolescents development. Jacobs Foundation Rens van de Schoot. it provides services to more than 50’000 persons throughout the world each year.50. Each year. we compared parental RF and the level of attachment security in adolescents’ attachment organization. et al.Geneva – (Switzerland) The International Social Service (ISS) helps individuals. p = 0. 2008). 1985). Another semi-structured interview. EADP – Jacobs Foundation pre-conference workshop 09. President of EADP(Belgium) Gelgia Fetz. exploring the parental representations of the ongoing relationship with their children. or more. Pierrehumbert. its connection with maternal RF was rather significant (ICC = . Slade. Method: A measure of parental RF was derived from the Parent Development Interview (PDI: Aber. Alessandro Decarli2 1 2 University of Torino (Italy) University of Trento (Italy) Introduction: Several studies have analyzed the role of reflective function (RF) in parent-child relationships. 2011) have applied this concept to a non-biological bond. dismissing. President of ERU Maria José Rodrigo “The myth of evidence-informed practice: Lessons learned from the Commissioning Toolkit“ Kirsten Asmussen (United Kingdom) “Parenting benefits from early childhood educational interventions: Results from multiple RCTs“ Craig T. it is active in around 140 countries through a network of national branches. “Pavia adoption study” Francesca Lionetti. Steele. Barbara Ongari2. Marta Casonato1. Kerns & Richardson.05). These findings support results found in literature. Lavinia Barone University of Pavia (Italy) Protecting children and uniting families across borders Hervé Boéchat ISS/IRC Director. especially during the first years of life (Fonagy. aged from 11 to 16 years. High scores of parental RF require the ability of reading and modulating the child’s internal state. and disorganized attachment) and of metalizing abilities. preoccupied. addressed to adoptive mothers and fathers separately. 2008. Each interview has been video-taped.05). Arnott & Meins.00 – 16. ISS Under General Secretary International Social Service (ISS). empathy and realism. Steele. the Friends and Family Interview (FFI: Steele.Giorgia Manavella1°. furthermore. Our study aims at analyzing relationships between parental RF and security of attachment in a sample of thirty Italian adopted adolescents. and the capacity of showing developmental perspectives. few of these studies (M. Results and discussion: Preliminary results showed a moderate correlation between maternal RF and adolescents’ mentalization (ICC = . a semi-structured interview. affiliated bureaus and correspondents. 2005).00 | Room 415 Amphimax “Evidence-Based Parenting Programs to Promote Positive Parenting“ Welcome Luc Goossens. All the variables derived from the PDI and FFI were rated on a 4 point scale.39. transcribed and double-coded. such as the adoptive one. With respect to security of attachment. However. Steele & Steele 1991. allowing the evaluation of each attachment category (secure. was administered to adolescents. Ramey (USA): “A multi-pronged parenting intervention to prevent neglect: The 4-site “My Baby and Me” program“ Sharon Landesman Ramey (USA) 25 . children and families confronted with social problems involving two..Attachment and reflective function in a sample of Italian adopted adolescents Paola Molina1. As an international not-for-profit organisation.

d) parents and day-care providers waiting list control. Results showed that the variability in the short-term changes had an influence on the quality of home environment and professional development one year later. including a pretest-posttest evaluation (experimental group. a slight impact.Poster presentations and discussion: I “Intervention programs for at-risk groups“. instructing parents to develop age appropriate expectations and using positive discipline techniques to manage the emotional problems of children. Sensitive parents – healthy children” addresses pediatricians and midwifes. In this pre-post control group design. This intervention aims at: a) developing a nurturing relationship between parents and children. and 249 non-referred parents. of Pedagogy and Psychology. This program integrates psycho-educative and community models and it is based on participative and experiential methodology. lower risk levels were needed in order to learn positive parental practices and diminish coercion and laxness. Evidenced-based programs to promote positive parenting . Universal-preventive programs are important for the acceptance of parenting programs in the society. no impact or even a negative impact so as to understand the importance of family-oriented and community-based preventive intervention. the program Formación y Apoyo Familiar (FAF) was based on a previous needs study. It is implemented in several Spanish Communities at the level of the municipal social services. Problem-solving consultation as an early preventive intervention: The effects on toddlers. child-rearing practices and parental agency. One year later. internalizing. Sonia U of La Laguna. day-care providers (n = 8) in four conditions: a) problem-solving consultation with parents and day-care providers. U Tirana (Albania) Preventive interventions starting as early as possible are promoters of young children’s lifelong well-being. parents and daycare providers Hamzallari Oriola Dept.from universal to selective prevention Künster Anne Katrin University Clinic Ulm. Tenerife (Spain) The Personal and Family Support program for at-risk families living in adverse circumstances is aimed at promoting parental competences to face their parental role in a flexible and adaptive way according to the developmental needs of their children. toddlers (n = 40) at age 1 to 3 are selected based on the externalizing. Subsequently. 26 . U Sevilla ( Spain) Congruent with an evidence-based philosophy. and a rigorous program evaluation has been followed. A total of 496 parents participated.of Developmental and Educational Psychology. c) assessing toddlers’ social-emotional and behavioral problems before and after the consultation period to examine which condition has the most positive impact. Department of Child and Adolescent Psychiatry and Psychotherapy ( Germany) To promote positive parenting community-wide. As an example. b) providing empirically-based approaches to improve the interaction between day-care providers and toddlers and promoting preliteracy skills in toddlers. The E-Learning program “Prevention and Early Intervention in Child Protection” addresses professionals who deal with pregnant women and young families. Effectiveness moderators of a psycho-educative intervention program for families at psychosocial risk Jimenez Lucia Dept. Training covers the complete field of preventive child protection with a focus on parental sensitivity. The selective-preventive “Developmental Psychology Counseling” is an attachment-based program which helps parents to enhance positive parenting via video-feedback. research has shown that selective-preventive programs for families with special needs like teenage parents or parents with mental illness are more likely to enhance positive parenting in a family. their parents and their providers are selected in one of the four conditions. Cluster analyses were applied to capture variability in the pre-post tests in several outcomes: implicit theories. They serve as an entrance to the network of professionals (child welfare as well as health care) to support young families preventively. programs on different levels of prevention are needed. maladaptive behaviors they display in daycares. problem-solving consultation is used as a preventive intervention with parents (n = 40). For the ECDP Congress efficiency evaluation will be also included. moderation analyses have showed that parents who accumulated several risk factors and needed for social support improved emotional matters and family dynamics after the intervention. However. For efficacy and efficiency evaluation a quasi-experimental design has been followed. Therefore three evidenced-based programs will be presented with empirical data: two universal-preventive programs promoting positive parenting indirectly via training of professionals and one selective-preventive program addressing families with special needs directly. The goal of the present study is to examine to what extent the variability in the pre-post changes obtained after the program may affect the long-term impact of the program on the quality of family environment and the professional development. c) problem-solving consultation with day-care providers. Initially. It is a parenting program for families at psychosocial risk to be applied by family preservation services (FPS) and consists of a two-year group intervention guided by a psychologist. 247 parents referred by the municipal social services in the Autonomous Community of Castile and Leon (Spain). The program “The chance of the first months. However. b) problem-solving consultation with parents. Observation measures of the implementation were also included. n = 115) controlling for a comparison group (n = 66). Chair: María José Rodrigo Long-term impact of the variability of changes in the Personal and Family support Program for families at psychosocial risk Byrne. At Tenerife Winter School the global efficacy of FAF was proved: change on central topics of FAF and other psychosocial dimensions were showed. Results about family profiles that benefit more from the intervention will be discussed. Via courses or a book including a DVD these health care professionals are trained in assessing parental sensitivity and in counseling parents. 20% of the sample of participants selected by random were followed at home and were evaluated by an external agency that did not know the families and their performance during the program.

the effectiveness of FAF (based on pretest-posttest evaluation) was related to several characteristics of the intervention (i. Such self-efficacy manipulation is hypothesized to improve parent-child interaction. which have also been positively assessed by an expert group Results about intervention characteristic that benefit effectiveness of the FAF program are discussed. is common but may become problematic if it persists overtime. Gorney. number of sessions. of Psychology. Longitudinally data will be collected at the baseline (T1). resilience and positive parenting and included elements previously shown to be valuable to vulnerable mothers (Nelki. our study aims to disentangle these variables and test the causal relationship between parenting and EB. To accomplish the second aim. such as aggressiveness. The effects of self-efficacy manipulation are measured in a laboratory observation of parent-child interactions. England (United Kingdom) Children of traumatised refugee parents typically experience impaired mental health and educational achievement compared to children of non-traumatised refugee parents. As an example. Hassan & O’Shaughnessy. irritability.e. However. focused on attachment. using false-positive feed-back to the mother. London EC1V 0HB. 2001). Northampton Square. Results are discussed both for research and clinical purposes. Evaluating an intervention for refugee mothers who have been trafficked to the UK and their infants: qualitative findings of the mothers’ experience of taking part O’Toole Thommessen Sara Amelie Psychology Department. These programs have shown a positive impact on both parenting skills and child behavior. Researchers will be blind to which group a subject will be part of. 2008) will be implemented and tested on a sample of adoptive families with preschool aged children using a randomized three-step longitudinal study. Based on a randomized controlled trial with 43 preschoolers and their mother. the most positive results were found for the cluster characterized by: a long intervention. Secondly. and baby massage encouraged mother-infant bonding. Externalizing Behavior (EB). an attachment evidence-based intervention (VIPP-SD) using video-feedback (Juffer et al. regarding self-esteem. Intervention effectiveness will be tested using multi-methods and multi-informants procedures. In general. The results of this analysis offered three different kinds of interventions.. intervention as usual) or the intervention group (n=40 video-feedback intervention) within 3 months from the adoption placement.and post. cluster analyses were performed in order to develop a typology of interventions. Weekly sessions including artwork. in particular to coercive childrearing behavior and to low parental self-efficacy beliefs. We also provide an example of how a short and cost-effective intervention can lead to positive changes in a group of vulnerable women. U of Pavia (Italy ) Following guidelines on evidence-based programs to promote positive parenting (Rodrigo et al. Families will be randomly assigned to the control group (n=40. of Developmental and Educational Psychology. We offer evidence that interventions presented early in the child’s development can minimise or prevent the intergenerational transmission of trauma and enhance children’s ability to integrate into society successfully and maximise their opportunity to develop their full potential. The structure and elements of the sessions and pre. poetry. trafficked to the UK. repeated measures Manova analyses were run to study the impact of the three clusters on psychological dimensions after the intervention. 2008). and their infants. Shore. This behavior is one of the main focuses of evidence-based parenting programs for preschoolers. First. large size of the group. of Psychology.. changes to parenting abilities and the motherinfant relationship. they do not allow the identification of which of the parenting variables has the most effect on EB since several variables are manipulated together. poor and who experience discrimination create disadvantages which extend to later social and educational settings. including psycho-educative and community models throughout a participative and experiential methodology. Impact of a parent education program “Formacion y Apoyo Familiar”: The role of application features Lorence Lara Barbara Dept. According to the first aim. 27 .assessment comparisons are presented as qualitative analyses including quotes relating to the experience of taking part. 2012. is designed for at-risk families who received a psychosocial intervention by Social Services for family preservation reasons. Intergenerational transmission of trauma and the effects of being parented by mothers who are typically isolated. the effectiveness of the FAF program depended on the intervention cluster. our data based on a sample of 80 adoptive families show that parents’ attachment protects against adoptees’ disorganization and socio-emotional problems. (2) to tailor subsequently an evidence-based intervention to promote positive parenting. parent responsiveness to the child). after 3 (T2) and 12 months (T3) from the intervention completion. Parent self-efficacy reinforcement: effects on parent-child interaction and child behavior Mouton Benedicte Dept. 2011. This program has been implemented since 2007. implementation by professionals with a positive perception of FAF. U Huelva (Spain) The program Formación y Apoyo Familiar (FAF). In an experimental design. For the evaluation of this program. a lot of sessions. 2003) and considering challenges to the development of attachment relationships faced by adoptive families (Dozier & Rutter. positive effect.e. disobedience and agitation. self-efficacy beliefs are manipulated independently from childrearing. group size. the present research has a twofold aim: (1) to identify protective and risk factors in late-adoption through an attachment-based study. Kumpfer & Alvarado. An intervention designed for refugee women. Catholic University of Leuven / Louvain (Belgium) In most young children (3-6 years old).. City University London. childrearing and child behaviors (i. using the Crowell procedure with frustration tasks. and professional’s valuation about the program). since numerous studies documented the relation between EB and parenting.When fundamental research meets applied research: Promoting positive parenting in adoption Lionetti Francesca Dept. based on a previous needs study.

In order to enhance practitioner’s competencies to provide empowerment-orientated text-based consultations. 28 .. attachment. parenting. of Psychology. co-parenting.g. U Utah. ‘Parent Start . For example.The beginning counts’ is a structured. a theoretically grounded model has been developed for training purposes. labeled praise was less effective than unlabeled praise at promoting child compliance. Piquero et al.g. During this workshop. email consultations are used to alleviate daily parenting stress or worries. we tested the well established—but never experimentally tested—parenting advice to use labeled rather than unlabeled praise to reinforce children’s positive behavior (e. Disentangling parent training program effectiveness: The search for effective components Leijten Patty Dept. The outcomes were compared using SFP data with Portuguese families in the USA and in Portugal with SFP international norms using a quasiexperimental 2 repeated measures (pre. one-response email consultation may enhance the empowerment of parents. Ludwigsburg (Germany) The transition from couple to family is one of the biggest ones in adulthood. SFP was equally effective for girls as for boys because girls are more impacted by family relationships. and whether the SFP is equally effective for girls and boys. In a field experiment with children (aged 4-8) and their parents—as naïve confederates—we tested the effects of labeled and unlabeled praise on children´s compliance. but no distinct methodological approach has been found. Dorothea Dept.. Hence a culturally-adapted version was developed for Portuguese families. of Health. U Amsterdam (The Netherlands) Web-based technologies offer many opportunities to supply information and support to parents. Typically. Strengthening families program 6-11 years among US Portuguese immigrant families and families in Portugal Magalhães Catia Dept. E.The beginning counts’ (3rd version) aims to assist first time parents during their transition into parenthood and help support them by (1) promoting positive coping and preventing problematic coping. D. like in chat or email consultations.to posttest) by 3 group design. Preliminary results of the program evaluation support the notion of a beneficial effect of a preventive intervention with first time parents. Young parents are faced with a completely new situation and requirements but limited resources often resulting in a decrease in marital satisfaction after the birth of the first child. The outcome effect sizes are somewhat larger for the girls than for the boys in the gender analysis for the total SFP sample for girls and boys. Standardized test scales were used and measured 21 risk and protective factors. (2) examine the extent to which these components contribute to (or actually compromise) program effectiveness. A content analysis of consultations shows that practitioners use a range of instruments to write their text-based advice. We discuss possible explanations for our findings and implications for parenting theory and program development. communication. more severe or long-lasting situations have been put forward in parenting questions. The study aimed to determine if the Portuguese culturally-adapted SFP is as effective for Portuguese families in Portugal and USA as the original SFP is for USA families. child behavior. showing a more pressing need for guidance in the process towards empowerment. Statistically significant positive results were found in Portuguese and USA Portuguese families.. Our results do not support the assumption that labeled praise is superior to unlabeled praise. The workshop will focus on online interactions between parents and parenting practitioners. especially when provided by parents who routinely used relatively much unlabeled praise in daily parenting. (2) facilitating the development of a secure parent-child attachment relationship and positive parenting styles by improving parents’ knowledge and competencies. 2009). A randomized controlled trial shows that a short. Ten 90-minute-modules cover topics such as life management. and (3) inform parenting theory and program development.. It can be concluded that Portuguese families and US Portuguese families benefitted substantially from SFP participation. and anger management. Parenting professionals have begun to employ these technologies for their work and since 2003 some of these programs have been evaluated. This knowledge would enable the improvement of parent training program effectiveness and cost-effectiveness. Empowering parents through online communication Nieuwboer Christa C. and both parental and practitioner’s satisfaction with the use of this medium are high. My colleagues and I have proposed a model in which small scale randomized trials (1) examine the effectiveness of individual program components. Ludwigsburg U of Education. These interactions are mostly text-based. in Incredible Years and PCIT). showing opportunities for short-term in-depth counseling towards positive parenting. A child gender analysis has never been conducted for SFP. Utrecht University (The Netherlands) Calls are rising in the field of intervention research for the need to identify the effective components of parent training programs (e. Salt Lake City (USA) A Cochrane Collaboration review concluded that the Strengthening Families Program (SFP) is the most effective school-based substance abuse prevention program and is also cost effective. But also. this model will be illustrated with examples from a number of email consultations. of Psychology and Sociology. showing positive outcomes. The preventive intervention program ‘Parent Start . In fact.II “Universal programs and research questions“ Chair: Barbara Reichle Parent Start: A preventive intervention with first time parents Dette-Hagenmeyer. of Education. Dept. fully manualized couples’ group training for expecting first parents and parents in their first year of parenthood. and (3) creating a positive developmental background for children by promoting caregiving skills and reducing emotional strain during the transition to parenthood. Evaluation of the program takes place within a pre-post-follow-up design comparing intervention parents with controls.

employment status) and intervention characteristics (e. The dropout is defined as any participant evaluated in pre-test but not evaluated. high arousal. maternal attribution for child misbehaviour. Additionally. Results of possible associations of intra.g.3%) were dropouts. 29 . 1997). Using repeated measures data. 2010. Larzelere. not only with the goal to avoid the removal of children.Socolar. Dept. noncompliance. This process contains critical developmental tasks on an individual level but also on a systemic level of the whole family triad. provision of transportation). and prudential).g. we examined whether the situational effects vary across mothers and interact with mothers’ emotion regulatory style and child difficult temperament. but mainly to reinforce and optimize family functioning (Chaffin. conventional. participant characteristics (e. Our presentation will focus on this issue. our study examined specific parental DT and their mode of delivery. Becoming a Family: The dynamic relation of maternal intrapersonal qualities and triadic interpersonal relatedness in the family Schroeck Felicia University Clinic Heidelberg. using multi-level analyses. Therefore attrition rates are a main concern for both the promoters and the professionals that implement them. of Psychology and Education.00 – 16. BSI).Predictors of dropouts in parenting programs Marinho Sylvie Dept. The mother`s personality structure (OPD.g. Bonner. & Hill. Mental Health and Intergenerational Relationships 09. We also examined the impact of MNA during the discipline encounter on maternal use of DDA. 2001). Assessing modes of discipline and types of child misbehaviours Passini Christina Dept. this pre-congress workshop will offer an opportunity to work together for one full-day on three priority social topics in Europe: family. of Psychosomatic Cooperation Research and Family Therapy ( Germany) During the past decades research on developmental psychology has given insight into the far-reaching consequences of the process of becoming a family on the psychic development of everybody involved. controlling for childcentred or mother-centred attribution made by mother and for rate of child misbehaviour. mental health and intergenerational relationships. although this is rarely done in the parenting domain. research with the Lausanne Trilogue Play (LTP) by Fivaz-Depeursinge and her colleagues has impressively demonstrated the infants’ triadic relatedness in the primary triangle of mother. perception of social support network).and interpersonal qualities are drawn from an empirical database of 40 families and will be presented. Logistic regression analyses were employed to determine factors that were predictive of group membership (dropouts and completers).00 | Room 340 Amphipôle Chair: Marta Gonçalves Instituto Universitário de Lisboa (Portugal) As preparation of the Twentieth Anniversary of the International Year of the Family 2014. In effect. The present study investigates the dynamic relation of maternal intrapersonal qualities and triadic interpersonal relatedness in the family. The unique and combined influences of key situational and person-related variables on the discipline process were explored. intrapersonal aspects and interpersonal aspects of the family has mostly concentrated on dyadic mother-infant interaction. commonly experienced maternal negative affect (MNA). This study aims to analyze the predictors of the dropouts in 68 parent education intervention groups developed in Portugal and evaluated through a pre-post-test design. From the 592 participants that were evaluated in the pre-test. Different models were tested including pre-test measures (e. social support) of the family are assessed. two forms of dysfunctional discipline administration (DDA). of Psychology and Educational Sciences. University of Geneva (Switzerland ) There are conceptual. DDA and specific DT. The workshop will allow a discussion of implications for action. already at the age of three months. Family. policy and future research within the three topics at European level and promote networking among the participants. collected in a sample of 32 mother-toddler dyads in the course of 10 days using ambulatory assessment. in the post-test. ensuring their presence along the duration of the programs. & Owens. This study highlights improvements to be made in order to enhance adhesion of parents into parenting programs. father and child. DEQ) and mental health (CES-D. structural and dynamic aspects of the interpersonal relatedness in the LTP as well as (perceived) qualities of the social surrounding (e. at least in one measure. We explored real-life variations of and the linkages among types of child misbehaviour (moral. policy. namely over reactive and lax discipline. Minho University (Portugal) Family preservation has increased in the last years. were studied. and practical benefits of making a distinction between discipline tactics (DT) and discipline delivery (seeBaumrind. Empirical research on the dynamic relation of individual.g. 49 (8. However. One main indicator of the efficacy of parenting programs is the adhesion of the parents. also looking at a possibly moderating role of the social surrounding.

Olivier Halfon University of Lausanne. ADHD AND DEVELOPMENT (In French) 14. (b) understand cognitive models of PTSD and the evidence for trauma-focused CBT. The focus of this skills-based workshop will be on developing specialist skills in assessment. From infancy onwards. Un accent sera porté sur l'interdépendance des aspects pluridimensionnels et sur le rôle central des composantes développementales et environnementales pour la compréhension de l'hétérogénéité des profils cliniques. role plays. The first two will examine how electrophysiology has enhanced our understanding of emerging phenotypes in infants from families with low social economic status and in individuals with autism. not predetermined. “Family Poverty Affects Neural Activity Already in Infancy“ Przemek Tomalski University of Warsaw (Poland) Family socio-economic status (SES) impacts both structural and functional brain development in childhood. Despite the progress in mapping the influence of SES on the developing brain.00 | Room 350-351 Hamburger Amphimax An integrative science symposium co-sponsored by the European Association for Developmental Psychology and the Association of Psychological Science Chair: Luc Goossens School Psychology and Child and Adolescent Development (SCAD) Catholic University of Leuven (Belgium) Phenotypes are emergent. genetic and environmental vulnerabilities influence gene expression as well as neural. cognitive and behavioural developmental trajectories. Participants will (a) learn about diagnostic criteria. OPENING SYMPOSIA These opening symposia are open to everyone UNDERSTANDING ENVIRONMENTAL AND GENETIC INFLUENCES ON NEUROCOGNITIVE DEVELOPMENT 16. The symposium comprises four talks. and (c) develop specialist evidence-based skills in assessment. (Switzerland) Les aspects développementaux du déficit d'attention avec/sans hyperactivité (TDAH/ADHD) représentent un paradigme fondamental de l'expression symptomatique en lien avec les processus de maturation cérébrale et psychique.30 – 18.00 – 16. The third talk will uncover how brain imaging and animal models have enriched our knowledge of the development of fear and anxiety in adolescence. epidemiology and risk factors for postnatal PTSD. psychodynamiques et familiales seront aussi développées à partir de vignettes cliniques. and discussion of case examples. using video clips.Treating posttraumatic stress disorder (PTSD) after traumatic childbirth with cognitive behavioral therapy (CBT) 09.00 | Room 414 Amphimax “Les Aspects Développementaux du Déficit d’attention Avec/Sans Hyperactivité: de L’enfant à l’adulte“ Chair: Michel Bader . Les approches cognitives. formulation and trauma-focused cognitive-behavioural therapy for PTSD following traumatic childbirth. it 30 . Cet atelier abordera les caractéristiques cliniques et les enjeux des prises en charge du TDAH de l'âge préscolaire à l'âge adulte.00 – 16. with recent data revealing significant long-term influences on language and attention. The final speaker will discuss how neurocomputational modelling has furthered our understanding of developmental regression in toddlers with autism. formulation and trauma-focused cognitive-behavioural therapy for this population. The symposium provides an overview of different methods used to uncover the complexities and varieties of emergent phenotypes over developmental time.00 | Room 321 Amphipôle Chair: Antje Horsch University of Lausanne (Switzerland) This workshop will draw on cognitive models to conceptualise PTSD following traumatic childbirth.

Casey Sackler Institute. One way to investigate this is to record online brain electrical activity during item recognition in individuals with ASD compared to age. 2001).g. The model has three main virtues. One of the most commonly used therapies to treat these disorders is exposure-based cognitive behavioral therapy that relies on basic principles of fear learning and extinction. The profile of development and loss. Second. but 40-50% do not. A substantial portion of patients improves with this therapy. exposure based treatment may be most effective for treating individuals with anxiety disorders “Regression in Autism: A Neurocomputational Approach “ Michael Thomas Neurocognitive Development Lab. potentially pointing to very early risk in infancy for subsequent atypical developmental trajectories. Birkbeck. However. New York (United States of America) Anxiety disorders (e.. We used this method to explore neural activity underlying recognition memory in ASD. social phobia.remains unknown how early such effects can be demonstrated. the hypothesis generates a number of novel predictions that are both unique and testable via emerging research which is following the development of infants at risk of autism. where regression is not observed because the underlying development is slower and/or because the aggressive pruning occurs earlier. This presentation will outline the results of a study of 6-9 month-old infants living in areas of East London with high socio-economic deprivation. pruning may explain other developmental trajectories of autism.. during development. These findings will be placed in the context of eye-tracking data from a larger sample of infants with respect to difficulties in processing social and speech cues. University of London (United Kingdom) 31 . I use a neurocomputational model to argue that regression in autism is caused by aggressive pruning of brain connections. Behavioural data revealed no overall differences in recognition memory between the ASD and comparison groups. that is. This study is the first to reveal atypical old/new ERP repetition effects in ASD. 2000). separation and generalized anxiety) are the most common of the psychiatric disorders with a lifetime prevalence of nearly 20% and peak in diagnosis during adolescence. Birkbeck. Our results indicate that the effects of SES disparities on brain activity and attention to social stimuli can already be detected in early infancy. compared to words correctly rejected as ‘new’ (old/new ERP effect). especially during adolescence. University of London (United Kingdom) Recognition memory in ASD (Autism Spectrum Disorder) tends to be comparable to typically developing individuals (Bowler et al. This presentation will provide an overview of our recent empirical studies employing both human imaging and mouse genetics to examine how fear related processes differ across individuals and across development. despite a deficit in social skills characterising the adult phenotype Summary and Discussion Annette Karmiloff-Smith Centre for Brain & Cognitive Development. an exaggeration of a normal phase of brain development that occurs during early childhood. including the loss of previously established skills. An example is developmental regression which occurs in a subset of young children with autism. Similar region-specific power differences were found when comparing infants according to maternal occupation. aggressive pruning may allow us to link the regressive subtype of autism to the broader phenotype. mainly at the central and fronto-central scalp sites. ERP data yielded diminished old/new ERP effects in the ASD group. It constitutes an apparent reversal of cognitive development in the second year of life. yet it is unknown whether their memory processes rely on similar or qualitatively different neural mechanisms from the typical case. University of London (United Kingdom) Neurocomputational models are essential tools for investigating the mechanistic causes of developmental deficits. The enhanced ERP positivity for old words in typical individuals is assumed to reflect the engagement of cognitive strategies to aid the recognition of an old word (Cycowicz et al. has proven hard to explain. In this presentation. the pruning hypothesis predicts that the earliest symptoms in the emergence of autism should be sensory and motor rather than social.. First. Implemented models force specification of the details of the developmental processes that have gone awry. Birkbeck. and demonstrates that normal recognition behaviour can result from a pattern of differing cognitive and neural processes “Development of Fear and Anxiety: Human Imaging and Mouse Genetics“ Betty J. The short-lasting and diminished old/new ERP effect in individuals with ASD indicates that they do not utilise cognitive strategies in a similar manner to typically developing individuals.and high-income families revealed significantly lower frontal gamma power in infants from low-income homes. “Electrophysiological Measures in Autism Differentiate Behavioural from Neural Processes Esha Massand Centre for Brain & Cognitive Development. Third. Weill Cornell Medical College. Spectral power of resting brain activity in EEG was measured in the awake state. it can explain the source of variability observed in the severity and prognosis of regression. genetic and brain imaging data will be provided to offer insights for whom may be at risk for anxiety and for whom and when. with the infants from lower occupational status groups yielding lower power. Previous event-related potential (ERP) studies on typical individuals have shown that recognition of studied words is accompanied by enhanced positive potentials of words that are correctly identified as ‘old’ from an earlier study phase.and IQ-matched healthy controls. Behavioral. Models often lead to novel testable predictions. Most notably. by specifying protective and risk factors for the pruning of network connectivity. Between-subject comparisons of infants from low. as well as the variability in outcome.

00 | Room A Amphipôle An integrative science symposium co-sponsored by the International Olympic Committee and UNIL. EADP President Franciska Krings. Silbereisen2 1 University of Leuven (Belgium). IOC Medical Commission Sport Medicine Physician. and 2 University of Jena (Germany) The George Butterworth Young Scientist award goes to Markus Paulus for his thesis “Development of action perception: Neurocognitive mechanisms underlying children’s processing of other’ actions” Chair: Ana Almeida Universidade do Minho. Endocrinology.Understanding contributions and threats of sport and physical activity to Children development 16. Diabetes & Metabolism Service CHUV Lausanne University (Switzerland) “Studying the development of elite sport performance using the sporting life course approach“ Denis Hauw. University of Lausanne (Switzerland) Opening Ceremony 18:15–19:00 | Room 350-351 Hamburger Amphimax Christiane Moro. Instituto de Estudos da Criança.30 – 18. Chair: Fabien Ohl & Patrice Cholley (Switzerland) “Protection of the Elite Child Athlete: IOC Recommendations“ Margo Lynn Mountjoy. Vice Rectrice Lausanne University Awards The William Thierry Preyer Award for Excellence in Research on Human Development 2013 goes to Håkan Stattin and the late Margaret Kerr Chair: Luc Goossens1 and Rainer K. Braga (Portugal) 32 . Chair of the Scientific committee Luc Goossens. McMaster University School of Medicine (Canada) “Psychological and physiological health in Children and prevention of Childhood obesity“ Jardena Puder Privat-Docent & Senior Lecturer. Senior Physician. Chair of the local committee Blaise Pierrehumbert.

Preyer Award Address 19:00–19:45 | Room 350-351 Hamburger Amphimax "Beyond monitoring" Stattin Håkan Orebrö University (Sweden) Chair: Luc Goossens1 and Rainer K. Silbereisen2 1 University of Leuven (Belgium) 2 University of Jena (Germany) Welcome Reception 20:00-21:30| Hall Amphipôle 33 .

WEDNESDAY. 4 SEPTEMBER 2013 34 .

When such fetal odor stimuli are re-encountered postnatally they elicit for some time after birth (up to several months or years) adaptive state control. and that attract cooperative emotional connection with parents and other persons.Wednesday 4 September 2013 KEYNOTES K1 OLFACTION. These chemoperceptual abilities are further expanded in the context of the mothers’ body. Such odour tags may facilitate the assimilation of perceptual discontinuities. inventive. informative and imperative forms of communication with the child regulate the collaborative learning of social habits. In recent years. and prepare the infant to cope with the odor environment at large. Odor cues conveyed by the breast or in milk are then inseparably involved in the control of feeding and in the establishment of social processes (recognition. especially those to which it has been attuned by fetal experience. Lausanne (Switzerland) Experimental tests of perceptions. attachment. emotional reactions and object concepts of single infant subjects. Dijon (France) Chair: Blaise Pierrehumbert1& Christiane Moro2 1 University of Lausanne . Lausanne (Switzerland) Olfaction has long been overlooked in humans. SUPEA. technologies and systems of belief in historic communities. IP. and their codification in symbolic rituals. Odor cues were indeed shown to promote or modulate visual attention and orientation during development as well as they do at adult age. A progressive growth of motives for intimate. sensory discrimination and affective appraisals. this olfactory tagging phenomenon also invites to assess whether conditioned odours presented separately later have the potency to retrieve the associated group of non-olfactory reminiscences. In general. show how the innate powers of the human being are uniquely adapted for both affective attachment and cooperative awareness in companionship. The neonatal brain is already keenly reactive to odor stimuli. It is particularly salient in early life and infants do then benefit from it to face the multiple challenges of early development. have produced conflicting theories of the primary processes of human intelligence and cultural learning. olfaction contributes to open the developing brain to the multisensory stream of information. including those that sensitively coordinate body movements and regulate shared autonomic contact with the mother’s vitality before birth. emerges from detailed ethological description of spontaneous movements driven by emotions of playful curiosity and preferential engagement with affections. the tutoring power of the olfactory system has been shown to pervade into multisensory processes. Lausanne (Switzerland) 2 University of Lausanne . These natural developments of human consensuality. But. olfaction may be considered as a key sense in the multisensory organization of early cognitive and emotional life. and the effects of environmental risks and benefits. including the subject’s own internal states. arts. interests and interpretations of known companions. but recent psychological and psychobiological research has rekindled scientific interest for this modality. Smell and Food Science. memories. in that their prior association with familiar contexts confers on them reassuring or incentive value that enhances the sustained intake of information in novel situations. orientation and appetitive behaviors. stressrelief). odours operate as sensory tags for other attributes of objects. Age-related advances in rhythmically integrated activities. are clarified by findings of comparative and developmental brain science. persons or contexts. practices and language. arts. COGNITION AND ADAPTIVE RESPONSIVENESS IN EARLY LIFE 09:00 – 09:45 | Room: 350-351 Hamburger Amphimax Benoist Schaal Center for Taste. measuring responses in controlled conditions. 35 . Accordingly. K2 CREATIVE AGENCY AND EMOTIONAL SYMPATHY OF INFANTS: DESCRIPTIVE PSYCHOBIOLOGY OF EARLY STAGES OF CULTURAL INTELLIGENCE AND LANGUAGE 09:45 – 10:30 | Room: 350-351 Hamburger Amphimax Colwyn Trevarthen University of Edinburgh (United Kingdom) Chair: Christiane Moro1 Blaise Pierrehumbert2 1 University of Lausanne. This ubiquitous “associability” of olfaction is backed by persistent memory processes. IP. breast and milk odors. which work then both as sources of information and as reinforcers that promote rapid learning. A more coherent picture of the motives that animate and child’s experience. as suggested by studies on longterm consequence of traumatic life events. SUPEA. CNRS. By its regulatory functions. Lausanne (Switzerland) 2 University of Lausanne . Such odour tags can then work in various domains of adaptive responsiveness in tracing at least partially continuous cues in the otherwise constantly changing multisensory environment.

rural subsistence based farmers with low formal education. Larger pockets of the world’s population (e. Second. This finding. Is Attachment Avoidance a Predominant Risk for Parenting in Relational Cultures? Comparing the US and Turkey Nebi Sümer Middle East Technical University. Stijn Van Petegem. In this study. wishes and intentions of the baby. We presented a vignette depicting PGI and compared adolescents' perceptions and coping strategies in this vignette to those of two other vignettes. With these assumptions. autonomy. attachment avoidance predicted lower level of parenting behavioral control (parental knowledge and child disclosure) in Turkey. was examined on mothers having children in middle childhood from the US (N = 92) and Turkey (N = 96). Though conceptually highly relevant for one another. an explicitly controlling (PEC) vignette and an autonomy supportive (PAS) vignette. it has been argued that controlling parenting frustrates children's universal and basic psychological needs for autonomy. the Bowlby-Ainsworth tradition conceives of attachment as a universal need that follows the same developmental logic across cultural environments (assumption of universality). Attachment theory and research emerged as a special area in developmental Psychology. few offspring and nuclear families. Bart Soenens & Maarten Vansteenkiste Ghent University (Belgium) Research shows that controlling parenting is related to maladaptive developmental outcomes across different cultures. often as a factor challenging some of the assumptions made regarding these psychological phenomena.40 % of the world’s population) emphasize hierarchical relatedness as a closely knit fabric of responsibilities and social obligations as the basis of self development. mean age = 14. Third. Koc University (Turkey) Co-Chair: Blaise Pierrehumbert2 Lausanne University SUPEA (Switzerland) 11:00 – 12:30 | Room A . These are ‘autonomy-relatedness’ and ‘Attachment’. emotional warmth.7) and Chinese adolescents' (N = 316. This cultural model is adaptive to Western middle class families (minority world of less than 5 % of the world population) with a high degree of formal education. between PEC and PAS. does not preclude the possibility of cross-cultural differences in the way how specific parental practices relevant to controlling parenting are perceived and dealt with. the power of attachment anxiety and avoidance in predicting a number of parenting behaviors including the dimensions of psychological and behavioral control. an emphasis on the mental world of wishes. mean age = 15. WHAT IS CULTURAL? Chair: Çigdem Kağıtçıbaşı. rejection. Examination of culturally relevant parenting behaviors can shed some light on the dynamics of cultural variation in both attachment orientations and parenting behaviors. Autonomy is action based to 36 . including attachment are emotional bonds that are negotiated between independent individuals. emotions. attachment theory embodies the cultural value of psychological autonomy. and parental competency. around 30 .e. (Turkey) Because of their diverging cultural functionalities. Considering that the incongruence between parenting socialization goals and the pattern of attachment orientations create a risk factor for cultural adaptiveness. therefore. Although need frustration was associated with more oppositional defiance across the two samples. late parenthood. attachment anxiety in the collectivist relational cultures and attachment avoidance in individualistic cultures are relatively high. Turkish mothers reporter higher levels of attachment anxiety and psychological control than the US mothers. cognitions. early parenthood.4) perceptions of and reactions towards parental guilt induction (PGI). many offspring and large multigenerational households.relatedness derived from a ‘self’ orientation in personality/social Psychology. Wim Beyers. Culture figures significantly in this symposium. we found evidence for cross-cultural similarities and differences in the way adolescents react to PGI and subsequent need frustration. Where Do the Cultural Differences Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Control Beiwen Chen. preferences and intentions. First.Amphipôle This invited symposium concerns two key topics in social development in cultural context. we found cultural differences in vignette perception. This is at least partially due to the different theoretical and research traditions involved. but not in the USA. i. On the basis of this finding. however. Belgian adolescents perceived PGI to be equally controlling as PEC whereas Chinese adolescents perceived PGI to be moderately controlling. It is based on the conception of an agentic infant that has the right of a responsive environment. relatedness and competence. controlling parenting predicted more experiences of need frustration across the two samples.g. Relationships. As expected. Chinese adolescents also reported that they would engage more often in compulsive compliance and less often in negotiation than Belgian adolescents. Different Faces of Attachment Heidi Keller University of Osnabruck (Germany) Based on evolutionary thinking and allied assumptions. This study investigated Belgian (N = 341. The discussion focuses on the way how culture-specific patterns of responses towards controlling parenting can be reconciled with the notion that universal psychological processes would account for the effects of controlling parenting. Although attachment anxiety did not predict the majority of parenting behaviors in both cultures. these topics are rarely studied together in unison. endeavours to highlight points of intersection as well as to reconcile differences between these important theoretical perspectives.INVITED SYMPOSIUM IS1 ATTACHMENT AND AUTONOMY/RELATEDNESS: WHAT IS UNIVERSAL. This symposium. whereas. it can be assumed that attachment anxiety in individualist and attachment avoidance in the relational/collectivistic cultures would be a predominant risk factor. Attachment qualities are the consequence of the quality (sensitivity) of early interactional exchanges to meet the needs.

and more importantly. These presentations will be followed by a discussion from a School bullying expert.. it is essential to facilitate teachers’ recognition of peer-victimized students.and explores which specific forms of support predict victimization. Study 3 compares levels of depression and social anxiety in victims belonging to classrooms where the number of victims has decreased in one year and in victims belonging to classrooms where it has increased or remained stable. such as peer status or social support from adults. This discussion/presentation endeavours to integrate aspects of autonomy-relatedness and attachment and indeed to identify the points of convergence between them. In order to improve the effectiveness of anti-bullying interventions. It also comes in as a corrective in demonstrating the varied ways in which these psychological processes are manifested in behavior.. N = 12 915. Victims differ from one another in their degree of internalizing problems as well as in their social position and social interactions. France and Italy to take a closer look at peer-victimized youth and the variability of their condition with the presentation of four papers. A precise understanding of the heterogeneity of peer-victimized Children and adolescents is thus needed to guide antibullying intervention efforts. Chronic Victimization: A Challenge for Identification Anne Haataja University of Turku (Finland) Teacher interventions in cases of bullying can be helpful at stopping or decreasing the behavior. and ‘individualism-collectivism’ paradigm that claim autonomy and relatedness to be conflicting orientations. It is concluded that attachment is indeed a universal human need but that its development and its appearance grossly differ across cultures Autonomous-Related Self and Attachment: Overview and Discussion Cigdem Kagitcibasi Koc University (Turkey) The presentations in this symposium reflect markedly different perspectives on the topics of the symposium . This presentation explores the basic assumptions of attachment theory and contrasts it with anthropological and cultural psychological evidence of early caregiver child relationships in different eco-social environments. this study controls for the effects of classroom norms for defending victims and supporting bullies. grade level. However. Research provides empirical evidence for this assumption. ‘separation-individuation’. the situation of victimization is not identical for all targets of harassment. These points of convergence hold only if autonomy and relatedness are considered to be compatible . a nationwide antibullying program in Finland. some of them persisting well into adulthood (Ttofi et al. both relatedness and autonomy are ingrained in attachment in the sense that in secure attachment autonomy develops out of (within) relatedness.support early independent contributions to the household. Culture emerges as a key construct here in pointing to non-individualistic contexts where autonomy and relatedness are indeed compatible. we focused on a subsample of students who undoubtedly should have 37 . A short-term longitudinal design (6 months) provided us with a unique opportunity to assess the proportion of students suffering from prolonged victimization for whom a targeted intervention by the school personnel took place. The main points of discussion are that first of all. 2008). teachers and family members . However. & Salmivalli. Using student questionnaires (117 schools. Study 4 focuses on social support from different sources . as well as bullying. and those who go unnoticed.A view which is endorsed by Kagitcibasi’s ‘Autonomous-Related Self Model’ and Ryan & Deci’s ‘Self-Determination Theory’ and which differs from such views as ‘emotional autonomy’. The sample of students and school personnel in the present study were participating in the evaluation phase of KiVa. Contextual variations may also explain differences in victims’ individual adjustment. both perspectives have a universalist stance in making the basic assumption that attachment as well as autonomy and relatedness are fundamental human needs. Kagitcibasi’s ‘Autonomous-Related Self’ Model will be used as the basis of this endeavor. Gender. Study 1 focuses on an essential difference among victims of bullying: those who are recognized as such and whose case is addressed by School personnel. SYMPOSIA SY1. Study 2 considers victims’ differences in peer-perceived popularity and examines whether popular and unpopular targets are subjected to the same forms of aggression. This symposium brings together researchers from Finland. Secondly. These points of convergence concern their main conceptual orientations rather than their specific formulations. ‘conflict theories of personality’. This study aims to identify factors that predict such recognition.1 HETEROGENEITY OF PEER-VICTIMIZED CHILDREN AND ADOLESCENTS: EXAMINING INDIVIDUAL AND CONTEXTUAL DIFFERENCES 11:00 . bully-victim status and victimized students´ decision to disclose the harassment were investigated. one of the reasons why school bullying is so difficult to tackle is that teachers are not always aware of the victimization that some of their students endure.Amphipôle Chair: Claire Garandeau University of Turku (Finland) Disscussant: Ersilia Menesini University of Florence (Italy) Being victimized by one’s peers at School is always a painful experience: Peer victimization leads to numerous psychological difficulties (Isaacs. grades 2-9).. Hodges. The symposium is distinguished by its emphasis on culture as the significant context providing meaning to the psychological phenomena involved.12:30 | Room B .peers.Autonomy-Relatedness and Attachment. This study aims to identify factors that promote or hinder this recognition. In addition. 2011).

less depressed.14. At the classroom-level. & Lagerspetz. A sample of 17.001). The present study integrates these findings by concurrently investigating how perceived individual support from various agents and classroom norms. 2010).05).to sixth-graders in 77 Finnish schools (including 50% intervention schools implementing the KiVa anti-bullying program and 50% control schools) at two time points: Before program implementation (T1) and 9 months after implementation (T2). we examined differences between popular (26. always related to low perceived popularity (Rodkin & Berger. but not from other agents. we take a closer look at popular versus unpopular victims: Are they bullied in distinct ways? The popular victims can be expected to be bullied in hidden ways because of the threat involved in bullying them directly. p<. The overall mixed profile of popular victims will be discussed. Furthermore. p<. however. A “negative” context can thus protect individual victims. being also perpetrators themselves? We may also wonder whether the two types of victims are equally maladjusted. As expected. Individual-level predictors included gender and perceived social support from families. There was no effect of gender. In comparison to their unpopular counterparts. but whether other children share the same plight makes a difference: In classrooms where many are targeted.006) and social anxiety (p <.704 fourth. These findings confirm the importance for victims of reporting their abuse to an adult and the necessity to consider effective strategies for school personnel to recognize victims of bullying.026. 2012).3% of victims scoring above average in popularity) and unpopular victims. boys were recognized more often than girls. Social support. Another line of research has emphasized the importance of classroom behavioral norms in explaining the prevalence of bullying and victimization. although significantly only in primary school (p < . predict bullying and victimization. popular victims were less anxious (p < . Sainio. Our analyses focused on the 262 children who remained victims at both time points. victims are better accepted.037. peers and teachers. Results revealed domain-specific links between perceived social support and the two outcomes. Data were collected from 8. stable victims in classrooms with decreasing victimization experienced higher levels of depression (p <. 1982). This study sheds new light on the possible adverse outcomes of anti-bullying interventions The Role of Specific Social Support in Bullying and Victimization Kristel Campaert University of Florence (Italy) Bullying and victimization problems often stem from a combination of individual risk factors and contextual influences. Sainio. though not lower in depression nor higher in self-esteem. An analysis of covariance was used to test for mean differences in psychological adjustment at T2 between two classroom victimization contexts. Victimization and Popularity: A Closer Look Miia Sainio. namely victim-defending and bully-supporting norms. negatively predicted bullying (Z = . In order to safely demonstrate their power.001). but not with support from teachers or peers. There were 1187 victims at T1 and 704 at T2. popular victims bullied others more.. 2008. Logistic regression analyses showed no main difference in identification between primary and secondary schools. Documentation from school personnel gathered throughout the pilot year indicates that less than 20% of chronic victims received support from school personnel. Seeing others being subjected to similar maltreatment may decrease victims’ tendencies for self-blaming attributions.001). they were also better accepted and less rejected by peers (ps < . We used measures of depression (7 items from the Beck Depression Inventory) and social anxiety (9 items capturing social avoidance and fear of negative evaluation). was found to play an important role in these issues: While victims tend to lack support from all sources.006) at T2 compared to those in classrooms with stable or increasing victimization. There was no difference in victimization by spreading rumors. and higher in self-esteem (Huitsing. 2010) compared to those in classrooms where few are victimized. Telling an adult about one’s plight increased the likelihood of recognition. Victimization is not.256 students (grades 3–6 and 7–8) answered the question “Who are the three most popular peers in your class?” The number of received nominations were summed and divided by the number of nominators for each student (M = . We hypothesized that when classroom victimization decreases.05).raised concern among school personnel: students who reported being victimized both before (pre-test) and during (first post-test) the implementation of the KiVa program (n = 395). Veenstra. 1996). & Salmivalli. victimization was negatively associated with family support (Z = . whereas being a bully-victim decreased it. University of Turku (Finland) Bullying is often viewed as strategic behavior to gain status and dominance within the peer group (Björkqvist.100 students reporting victimization at least two or three times a month (Olweus. popular victims were less often verbally victimized and excluded. Classroom-level predictors included victimdefending norms and bully-supporting norms. Huitsing. & Salmivalli. but curiously. bullies avoid targeting high status peers (Salmivalli. Stable Victims’ Anxiety and Depression in Contexts of Decreasing and Non-decreasing Victimization Claire Garandeau University of Turku (Finland) Being victimized at school leads to psychological adjustment problems. sexually and via internet or mobile phone. Victims were identified through self-reports. 38 . the remaining victims feel even worse off than before. defended other victims more. from peers. In this study. However. Controlling for sex and grade level. Among the 2. Or perhaps popular victims are aggressive. Multilevel analyses were conducted on a sample of 688 Italian adolescents (55 % male) from 41 classrooms (mean age = 15). but more often targeted physically. Longitudinal data were used to investigate the adjustment of stable victims in classrooms where the proportion of victims has decreased in one year and in classrooms where this proportion has remained stable or increased. Ekman. bullies generally do not experience less peer support than uninvolved children.001). while controlling for intervention status (KiVa vs control) and grade level. Veenstra. as compared with unpopular victims (ps < ..18). Support from teachers. family or teachers. SD = .

Both brain maturation at birth and environmental factors early in development can have an incidence on the language outcomes for this at risk population and might explain the heterogeneity that is often found in the literature. bully-supporting norms positively predicted bullying (Z = 3. Measures on communicative and linguistic abilities and quality of mother-infant interaction up to the age of two years will also be offered and. p<. language acquisition being among the affected areas. discriminate. Behavioural data on word segmentation abilities by the end of the first year of life will also be analyzed. the positive association between bully-supporting norms and victimization suggests that these group norms can have an influence over and above the effect of perceived individual support SY1. Neurospin/CEA (France) Premature birth can have a negative impact on neurocognitive development.effects of victim-defending norms were not significant. though the latter finding was marginally significant. A total of 132 infants.2 RE-ASSESSING THE IMPACT OF PREMATURE BIRTH ON LANGUAGE ACQUISITION AND PROCESSING 11:00 . 39 . finally.10).and long-term effects of premature birth on language outcomes will be discussed. The link between maturation at birth and the timing of the word segmentation ability will be analyzed. Research comparing data from different populations of full-term and preterm infants and children has very often revealed the presence of difficulties or delays in several developmental domains.16. However their brain is very immature and many neurons are still on their migrating way. even in classes where bullying is sustained by bullyingreinforcing norms. Data from an ongoing research project on word segmentation abilities in groups of participants with different gestational ages will be presented. what is important to learn your native language? Ghislaine Dehaene-Lambertz INSERM U992. Neurospin/CEA (France) During the first year of life. Moderate preterm participants could only succeed in the task at the older age tested. speech perception becomes attuned to the native language. The symposium will bring together researchers from different European centres and presentations will include brain and behavioural data from studies on preterm infants and children differing in gestational age and tested at different stages of development.89. while very preterm participants’ groups yielded no clear evidence of successful word segmentation at neither age tested. Support from family members specifically protects students from victimization by peers. it is possible to test infants at the earliest age and describe their capacities in relation with cortical maturation. long-term effects of preterm birth on speech and lexical processing trough ERP responses at age nine years will be described. and the impact of brain lesions on these circuits.12:30 | Room: 415 Amphimax Chair: Laura Bosch Universitat de Barcelona (Spain) Co-Chair : Alessandra Sansavini University of Bologna (Italy) Disscussant: Ghislaine Dehaene-Lambertz INSERM U992. Studies exploring early segmentation abilities in this population can contribute to a better understanding of preterms’ delays in first vocabulary building. They experience face-to-face interactions with their caregivers. However. The role of maturational and environmental factors in the short. This ability is considered to be linked to the early building of a first lexicon: infants who can successfully solve word segmentation tasks while still at the pre-lexical stage are likely to have larger vocabularies when measured at 18-24 months. Delayed ability to segment words from fluent speech in infants born preterm Laura Bosch University of Barcelona (Spain) Evidence of infants’ ability to segment possible word-forms from fluent speech can be found around age 7 months in normally-developing full-term infants. Language delays and a slower rate of lexical development have been repeatedly described in infants born very preterm. These results indicate that adolescents who feel supported by their teachers bully less. In this symposium data from recent research on healthy preterm participants exploring specific abilities related to speech and language processing as well as communicative development will be offered. Data revealed that only the groups of full term participants succeeded at segmenting and recognizing word forms at both ages. 33-36 weeks and >38 weeks of gestation) were tested on a behavioral word segmentation task using natural language passages in the familiarization phase and word lists on the test. Preterm infants receive broad speech stimulation several weeks earlier than full-terms. and sensorimotor and auditory feedback from their own vocalizations.001) and victimization (Z = . I will discuss the type of circuits necessary to perceive. which contrasts with the low-passed filtered speech foetuses hear in the womb. Maturational age and Environment. p<. Electrophysiological and optical spectroscopy data assessing auditory discrimination abilities in very young infants will be first presented. How do preterms process speech and what is the impact of the external world on this immature brain? Thanks to the development of non invasive brain imaging techniques. grouped into two age levels (8 and 11 months) and three gestational ages (≤32 weeks. but also remember the external world. They hear the full frequency range of speech. However.

Studies of adults’ attitudes towards punishment (e. Till now. 4. Seventeen monolingual Italian extremely preterms without severe cerebral damages and neurosensorial impairments (GA <28 weeks) were compared to 11 monolingual Italian full-terms. The methodological implications of this approach will also be considered. Keller. Oswald. Paper 1 further demonstrates that when given the option of paying to restore resources to the victim of a selfish act. Papers 1 and 2 also take comparative perspectives. fiveyearolds choose punishment.Early lexical processes and the role of early mother-infant interaction in extremely preterm infants Alessandra Sansavini University of Bologna (Italy) Recent studies have shown that lexical development can be affected by preterm birth with delays with respect to typically developing children. and indeed whether they punish at all. Results demonstrate only 5 year olds systematically oriented punishment toward the stingy puppet. Jensen and Pollock (Paper 2) likewise demonstrate the emergence of a tendency to engage in costly punishment. demonstrating the importance of the existence of other forms of redress. but in their context punishment emerged between six and eight years. Reward and Punishment: Developmental and Cross-Cultural Differences in Children’s Restorative Justice Erin Robbins Emory University – Atlanta – Georgia (United States of America) Here we report developmental and cross-cultural findings regarding children’s proclivities to engage in costly restorative justice. As Disscussant Gollwitzer will use social and cognitive perspectives on punishment developed in the adult literature to link these findings of punishment by young children to modern theories of the psychology of punishment. Paper 1 demonstrates cultural differences in punitive tendencies between Samoan and US fiveyearolds. Amphipôle Chair: Ben Kenward Uppsala University (Sweden) Disscussant: Mario Gollwitzer Philipps-Universität Marburg (Germany) Third party punishment is an important factor enabling human’s complex cooperative networks (Nowak & Sigmund 2005). The study further demonstrates that fiveyearolds will punish not only puppets but even antisocial humans adults. as well as the dynamics of mother-infant interaction and communicative style. or paying to punish the selfish individual. The results showed that the MMN response is atypical in children born preterm at the age of 9 years as it was shown by our earlier studies to be the case at the age of ½. In addition to these results the results of the N400 in the same children will be presented in the symposium. either by punishing perpetrators or compensating victims of unfair sharing. identically 40 . but sevenyearolds choose restoration. At an age when punitive tendencies are increasing (Paper 2). The aim of our study was to investigate CAP in 9-yearold children born preterm with very low birth-weight and in their controls to reveal whether CAP was linked to language abilities still at that age. In control conditions where puppets were identically stingy. The role of early positive and co regulated mother-infant interaction in relation to lexical production at 24 months as well as the dynamic process of lexical building through multimodal communication will be discussed. Stucki. and 6 years. preterm children’s early lexical processes have not been enough investigated as well as the role of early mother-infant interaction in building infants’ lexicon. have hardly been investigated. Afterward. & Gollwitzer. PUNISHMENT. In Study 1. punitive behaviour can nevertheless decrease when restorative justice is a possibility (Paper 1). Robbins and Rochat (Paper 1) demonstrate that a tendency to pay a cost to punish selfish behaviour develops between three and five years.Kenward (Paper 3) indicates that fouryearolds’ enactment of punishment is motivated by punitive sentiment rather than the copying of adult punishment . We addressed this issue by examining extremely preterm infants’ communicative and linguistic abilities. although only anonymously. 1. becoming more evident at 24 months. CAP was studied by using the mismatch negativity (MMN) in response to speech syllables and by the N400 in response to words and pseudo words. 3 to 5 year olds (N=104) exchanged valuable coins with selfish and generous puppets in a multi-round. Well-functioning auditory processing is crucial for language development. quality of dyadic co regulation and maternal communicative function as well as direct (Bayley-III) and indirect (MB-CDI) measures of infants’ linguistic and cognitive development were employed. Our results may bring new understanding in speech processing and language learning in children born preterm. 2010) have begun to investigate the motives underlying punishment.3 CRIME. SY1.they corrected stories in which an adult had perversely punished an attack’s victim rather than the perpetrator. however. and that deficits in CAP correlate with language acquisition. AND RESTORATION: MOTIVES BEHIND COST IMPOSITION BY YOUNG CHILDREN 11:00 . 2011). and Paper 2 compares the results to those from other primate species. Central auditory processing (CAP) continues to be aberrant in children born preterm at the age of 9 years Eira Jansson-Verkasalo Turku University (Finland) Even 60 % of prematurely born children have language and learning difficulties. At 24 months the same direct and indirect measures and a lexical test (Picture Naming Game) were administered. Pathogenic pathways for language deficits are not fully understood. Linguistic and cognitive difficulties were found in extremely preterm infants through direct and indirect tools and observational measures already at 12 months. At 12 months infants’ observational measures of communicative and linguistic abilities. triadic sharing game (Robbins & Rochat. Earlier studies have shown that many infants and children born preterm have deficits in central auditory processing (CAP) at the level of sound feature encoding and central auditory discrimination early in life. However.g. compared to those of typically developing (TD) children.12:30 | Room 315. young children’s motivations for punishment. children could sacrifice their own coins to punish puppet(s) of their choosing.

but only US children systematically engaged in costly punishment oriented toward the stingy puppet. SY1. one of which is always unfair (disadvantageous) to the responder (Falk. The mini . we interpret these findings as expression of an ethical stance emerging by 5 years in which children begin to make principled decisions toward others. but only 21% of giving-in-person participants did so (p = . In Study 2. suggesting a willingness to pay a punishment cost. 3 to 7 year old US children (N=62) earned an endowment of valuable coins before observing stingy and generous puppets exchange coins. By 5 years. 2003). suggesting the important role of culture in sanctioning norm violations. they usually tended to change the punishment target following inconsistent punishment so that the perpetrator. and having concern for methodological standards. and not until about 8 years that they pay a cost to punish unfairness. Preliminary analyses suggest that it is not until about 6 years that children reliably reject any offer. researchers include standards of evaluation in order to assist practitioners and policy makers to determine which parent education programmes are effective (Flay et al. 1982). collectivistic.generous.12:30 | Room: 410 Amphimax Chair: Lucia Jimenez Garcia Seville University (Spain) Disscussant: Ana Almeida University of Minho (Portugal) In the last few years the emphasis on implementing evidence-based practices has been seeing great gains in impact (Spiel.g. the proposer should offer the smallest amount possible. Neutral adults were almost never allocated unpleasant items. The purposes of the current studies were to establish whether preschoolers would assign negative outcomes to antisocial individuals and to investigate their motives for doing so. and knowing this. Schmittberger & Schwarze. at 7 children (76. several evaluation strategies can be followed. not simply a tendency to act in the way that adults do. Results indicate a strong interaction of age and condition. Call & Tomasello. children (82%) engaging in costly sacrifice were significantly more likely to restore equity through punishment than reward. 2012). in contrast. This threat of punishment induces proposers to be more generous than they would if the responder is powerless (dictator game). presented as real and shown on video. children of both ages punished at chance levels and did not orient punishment toward one particular puppet.4 EVIDENCED-BASED PARENT EDUCATION PROGRAM: DIFFERENT EVALUATION APPROACHES 11:00 . Jensen. we tested over 700 children (3 to 13 years of age) in a novel mini-ultimatum game with theft in which proposers can steal a portion of the responder’s share (Kaiser. for instance. Adults are less likely to reject unfair outcomes. We also compared 5 year old children from the US (N=14) and a traditional.8%) were significantly more likely to reward than punish (Fishers exact tests. A useful tool for determining how the threat of punishment increases fair division of resources is the ultimatum game (Güth. Participants did sometimes copy the punishment of the victim in inconsistent trials. with some evidence of cultural variations. 2005). or portrayed as passive recipients. To explore sensitivity to unfair intentions. Children could sacrifice coins to either give coins to (reward condition) or take coins from (punishment condition) the puppet(s) of their choosing. 82% of participants allocated unpleasant items to the antisocial adult. However. thus becoming moral agents proper. In study 1. 2009). which itself is known to be very strong (Nielsen & Blank. under review).05). if the proposer is faced with identical options (8/2 vs 8/2). and positive parenting movement has been permeated by this concern (e. When anonymous. As a consequence. because doing so results in the proposer getting nothing. fiveyearolds therefore allocated unpleasant and pleasant items to neutral and antisocial adults. on the other hand. but little is known about whether they might actually act out such punishment. These results demonstrate that fiveyearolds spontaneously punish antisocial adults although they do not dare to do so in person. These results will be compared to work on chimpanzees and bonobos to consider the evolution of punishment. In Study 2.. responders routinely reject offers. Five year old children.008. 2012). 32 fouryearolds retold doll stories in which an adult punished either the perpetrator (consistent punishment trials) or victim (inconsistent punishment trials) of an unprovoked attack. Fehr & Fischbacher. Their selection of punishment targets is therefore at least partially motivated by a sentiment that wrongdoing merits punishment. One group allocated anonymously whereas a second group were informed they would give in person (N = 24 per group). Smetana. but not a sensitivity to relative outcomes or the intentions behind them (Wittig. p=.ultimatum game provides pairs of choices to the proposer. 2011). Preschoolers’ punishment of antisocial individuals is motivated by punitive sentiment and extends to real adults Ben Kenward Uppsala University (Sweden) Preschoolers advocate punishment for moral transgressions (e. 2006). reject unfair offers only when the option is a fifty-fifty split. Children of both cultures were equitable in the triadic sharing game. A proposer is given an endowment that can be shared with a responder who can accept or reject it. small scale society in Samoa (N=14). but not before. Fisher’s exact test). Jensen & Tomasello. not the victim was punished (story changing was more frequent in inconsistent trials.g.004. both p<. In this symposium five 41 .. The expectation of simple maximisation is that the responder should accept any nonzero offer. Punishment and spite in an ultimatum game with theft Keith Jensen Manchester University (United Kingdom) An important component for maintaining cooperation against free-riding and cheating is punishment. sign test). In all. Fouryearolds’ tendency to select a moral rule violator as a target for punishment is therefore stronger than their tendency to copy the actions of adults. To get this aim. However. The use of dolls as punishment targets raises questions as to whether results generalize to real situations. even though it is costly to do so. EJDP special issue 1.

The evaluation adopted a mixed methodology. The participants in the discussion groups were taken from a random sample of 2/3 families (parents and children) from each of the groups in the programme from the different cities participating. We have studied the pre-post-test differences in parental competences and attitudes. the usefulness and satisfaction of the programme. In the follow-up evaluation 20% of the sample of participants were selected randomly. with new focuses in parental competences and a positive vision of family intervention in the family preservation perspective. showing a diverse but integral view of parent education programme evaluation strategies respectful toward methodological standards. that consists of a psycho educative programme to promote child development for parents with children between 0 and 5. Fifth. According to the methodology adopted. The Delphi technique (administered to parents. 42 . so a total of 95 parents participated. to understand the subjectivity between them and to look into proposed themes for discussion. Thus. It includes a pre-post-test and follow-up assessment controlling for parent and programme differences. The results indicate that implementation process factors are highly related to the effects of the program. as well as making the participants more aware of the importance of the theme.7% of them referred by the municipal social services. in total 35 discussion groups were made. Fourth presentation refers to a national study aimed at drawing a global picture about different community led group-based parent education programmes in terms of their implementation conditions and participants’ data. and 57. for mothers/fathers and for the whole family together. focusing on the long-term effects (follow-up) on the families and the professionals according to the implementation process characteristics. It includes focus-groups with content-analyses concerning motivation. 1270 took part in the programme (609 parents. (2) To analyze the factors which contribute to the development. Ángeles Balsells University of Lleida (CAT) (Spain) The programme “Learning together. and on the other hand. Third presentation displays the results from a parent education program for at-risk families. It is carried out in groups and has three intervention levels with sessions for sons/daughters. different institutions have developed programs and plans to support the strengths and capacities of the families to be able to face the parenting exercise. and is aimed at families who are in a situation of poverty and vulnerability. Lleida Social services and Tenerife island Social services and educational centres. educators and community figures concerning beliefs about education and development) is introduced as a valuable strategy for promoting the cultural adaptation of the evaluation designs. it is Growing Happily at Home program (Crecer Felices en Familia). Learning together. mainly mothers. the drawing in and the initial evaluation of the families. Follow-up evaluation of the Personal and Family support Program for families at psychosocial risk Sonia Byrne La Laguna University (Spain) The Personal and Family Support program for at-risk families living in adverse circumstances has been evaluated according to its immediate effects in promoting parental competences to face their parental role in a flexible and adaptive way according to the developmental needs of their children. The results indicate that the program have positive effects attending to specific circumstances.3% where non at-risk families. using standard quantitative questionnaires and focus-groups with a quantitative content analysis. This work presents the results concerning the specific objectives corresponding to the analysis of qualitative data about the implementation of the programme: (1) To identify the elements which help the selection.evaluation approaches are presented and discussed. This established a dialogue between the participants. a qualitative approach for the evaluation of a parent education program for at-risk families is presented. developed in Junta de Castilla y León Social services. 42. Out of a total of 1834 people participating. and 564 children) (296 parents and 268 children) being the control group. The participants of this study were 180 parents referred. growing up in a family” was designed to promote development and harmony in family life in the 6-12 years age-group by means of encouraging a positive relationship between parents and children in line with positive parenting. (3) To look at the changes made during the learning process of positive parenting. 61 groups were formed in 12 cities using 138 professional staff. The Program growing happily at Home: Immediate effects evaluation Míriam Álvarez La Laguna University (Spain) The full implementation of the Council of Europe Recommendation on positive parenting requires that parenting programmes are based on international standards and promote more rigorous research on effective parenting programmes. discussion groups were chosen as a way of collecting information. The goal of the present study is to explore the long-term effects of the program on the families and the professionals according to the characteristics of the implementation process. a cross-national evaluation of a parent education program is introduced. growing up in a family: The qualitative evaluation of a psycho-educational programme M. parents proceeding from educational centres without psychosocial risk factors. Second speech refers to the immediate effects of a program for parents with preschool-aged children. The results from a prepost-test evaluation about several psychosocial indicators are showed. on one hand by the social services for showing negligent behaviors with their young children with three different levels of risk. learning and parent practices perceived by both parents and children. In these line of action. as well as potential moderating effects of family and contextual factors. First. The main objective of this study is to evaluate the efficacy of the program in order to produce changes in the parents.

This conception is grounded in Vygotskian framework and Moro & Rodríguez works on early infancy. in educational situation.. shape children’s cognitive. with the aim to be overspread. family and school for the society. a number of scholars have highlighted the role of language and gesture. In nursery and elementary schools.Promoting parental competence: Effectiveness of group-based parent education programmes Ana Almeida University of Minho (Portugal) Embedded in late Portuguese initiatives on child protection and positive parenting a national study on parent education characterized different community led group-based programmes in terms of their implementation conditions and participants’ data. the psychological significance of object and gestures linked with objects (what we globally call materiality) have tended to be downplayed. In contrast. particularly in Spanish-speaking countries. There is consensus about the standards of evidence must include not only criteria for efficacy and effectiveness. as well as on the influence of some identified factors on the effectiveness of the parenting interventions. As a first step for the cultural adaptation of the evaluation design of a parent education programme. excluding the role played by object in communicative and linguistic development. positive outcomes were related to some parent characteristics (education level and child protection referrals) as well as to a number of programme characteristics (e. SY1. In day care centres. Consistent intervention effects were maintained at the follow-up assessment on parental and social support measures.12:30 | Room: 315. However.5 TAKING « MATERIALITY » SERIOUSLY IN PSYCHOLOGICAL DEVELOPMENT: A SKETCH OF NEW METHODS IN DEVELOPMENTAL PSYCHOLOGY 11:00 . length. transportation. or in cognitive development where communication and cognition are considered as tightly intertwined which constitutes one of the bases of psychological development. The second and third papers highlight the role of materiality in the construction of skills in day care centres and French nursery and elementary schools. there is a gap about how to guarantee the cultural adaptation of a parent education program evaluation. it is argued that materiality constitutes a resource in teaching-learning situations and that forms of functions of materiality change all along development of reading.1 Amphipôle Chair: Virginie Dutrannois Lausanne University (Switzerland) Disscussant: Christiane Moro Lausanne University (Switzerland) In developmental psychology. it is necessary both to control of a set of biases common to all transcultural research. as perceived by parents. adult and objects triadic interactions. (2) role of childhood. yet no positive effects were registered on all the dimensions of child behaviour and emotional difficulties. A group of 30 mothers and fathers users from a parent education program in family preservation services (pre-test evaluation). and to consider the specific characteristics of the evaluation studies. The results showed the need for adapting evaluation designs to the cultural context. In this presentation we will refer to the outcome results from the pre-post-test study and one follow-up (12 months) assessment controlling for parent and programme differences to measure the effects of parenting interventions of five hundred and one participants corresponding to fifty-six (56) parenting groups that attended either manualized and tailored interventions. In that symposium. provision of specific training). either in communicative and linguistic development. These findings are discussed in terms of targeting needs and impact to the families involved and their implications at the level of primary and secondary prevention for child protection needs as well as for the refinement of the research and practice on parenting programmes. A few exemplary programmes had been replicated by independent research teams in multiple trials with longitudinal outcomes with large effect sizes. (3) functions of family and school for child development. through their uses and public meanings. manualized versus tailored. including 50 questions about (1) relevance of several contexts for child development. To move forward. and two rounds of the Delphi technique were performed. Moreover.g. social support network. in this presentation cultural differences on beliefs about education and development between Peru and Spain are showed. In that symposium. The results focus on the effects of parenting interventions on parental stress. but for dissemination. children’s behavioural and emotional difficulties. and to include measures from a macrosistemic level. It is argued that objects. and (4) children’ and adolescents’ needs. The papers presented here emphasize the role of objects (re)considered as artefacts in gestures.e. i. analyses are constrained to participants who completed the three assessments. the role of objects in gestures. parental practices. the papers reconsider this missing link. it will be demonstrated that materiality is. The first paper highlights the role of objects as artefacts (related to culture) in gestures directed to oneself by the child (a blind spot of gesture studies) in settings organized around child. communicative and linguistic (here reading) development. an indicator of psychological development. 30 educators and 15 authority figures at a community level were interviewed. For this project the Delphi technique was administered in Seville (Spain) and Leymebamba (Peru). Cultural differences on beliefs about education and development between Peru and Spain: A first step to guarantee programme dissemination: Lucia Jimenez Seville University (Spain) Evidence-based parent education programmes have proved to be effective in strengthening family systems and improving children and adolescent’s quality of life. we will focus on the variety of methods used by researchers in order to connect psychological development with culture throughout materiality in these different settings and institutions 43 .

By analysing online the materiality produced by the childcare worker. we will focus on gestures toward oneself produced by the child from 8 to 16 months old in the context of appropriation of use of object. Our study shows that the materiality allows the pupils to become readers at the end of the last year. we will demonstrate that micro genetic analyse of triadic interactions is essential to understand how psychological development is let off in quasi-ordinary situations. holder of materiality. materiality (i. he produces gestures linked to objects to construct with children shared meanings around the painting situation. the educational situation is where psychological development occurs. In macro genetic analysis. The painting situation was selected after an exploratory research done in order to draw up an inventory of educational situations displayed ordinarily in the childcare centre. an indicator of psychological development. Consequently. we have shown that gestures and objects are tightly integrated in early childhood in the process of the appropriation of uses of objects by child from 7 to 13 months old. Gestures that involve objects considered as cultural entities in respect to their canonical uses are rare compared to studies on objects as mere physical entities. The significant sequences are constituted by remarkable events that are used for micro genetic analysis. Which methodology for highlighting the materiality rolled out in reading teaching-learning in ordinary classroom situations? Claire Taisson-Perdicakis Université Nancy 2 (France) Our study bears on a longitudinal research where one cohort of pupils has been followed up in ordinary classroom situations from the ultimate level of French nursery-school (5-6 years-old pupils) till the second level of French elementary school (7-8 years old pupils). These observations are completed by semi-structured and self-confrontation interviews and by the investigation of official’s school curricula. In line with works of Moro & Rodríguez. We also assume that as soon as children have constructed shared meanings: 1. childcare worker’s gestures decrease. In these works.e. we realize the synopsis of the situations from which significant sequences come out.Non verbal signs directed to oneself between 8 to 16 months old: A new topic on the agenda of the historico-cultural research Virginie Dutrannois Lausanne University (Switzerland) Within the important body of literature on gestures. Then we will present our analysis of gestures to oneself (their forms. 2. In these school levels. each two months) are videotaped in naturalistic conditions. we make the hypothesis that these basic abilities related to materiality constitute a resource in teaching-learning situations and that the forms and functions of this materiality change all long the development of reading. Educational situations and psychological development in childcare centres: Materiality as an indicator of psychological development Sophie Tapparel Ecole d'Educateurs/trices de l'enfance Genève (Switzerland) Our research takes place in the historico-cultural and semiotic approach of psychological development of Vygotski. 1934/1997). Finally. The data is constituted by ethnographic observations realized four times a year. sign and their respective relations in the context of our research. Two of them were filmed at the beginning of the year and the third was filmed in the middle of the year. gesture. 2. pupil yet has at one’s disposal semiotic abilities related to both knowledge of the material objects and their uses. in that research. In other words. In our talk. We will illustrate our talk by playing three video extracts of the painting situation. When learning to read. the role of gestures that involve objects has received little attention despite their importance in communication and cognition. Six children interacting with one of their parents with two different objects (for 7 minutes with each one. objects and gestures linked to objects) plays a central role on psychological development. We consider that the development of reading skills (potential developmental level) is built on the pupil’s actual developmental level (Vygotski. functions and relations to semiotic systems) through an on line micro genetic and semiotic analysis inspired from Peirce’s semiotics. In this contribution. either toward oneself. 44 . it has been noticed that when children has appropriated the canonical use of the object (between 10 to 13 months). our contribution highlights that the so far used methodology then becomes inoperative because the language prevails on the materiality in the last filmed session. we will focus on the materiality produced by a childcare worker in a painting situation organised for 2-to-3-year-old children. Our present contribution will concentrate on the methodology used to highlight the materiality and its evolution throughout the three schoolyears. they become able to produce gestures related to these uses directed either toward other people. we consider that: 1. From a pragmatic and semiotic perspective based upon Vygotsky’s theory. and of basic gestures and their meaning (what we globally call materiality). one of the main curriculum objectives is the development of competency to read. Every observation was analysed macro genetically (synopsis and table of sequences) and micro genetically (transcription of verbal and non verbal aspects of some selected triadic interactions children-childcare worker-object). in educational situation. we will conclude our talk with a discussion on action. Therefore materiality is. The situation was filmed six times during one year. new activities or new objects are introduced. We will assume that the childcare worker stages paint objects in order to transmit to children what they have to do with the objects in the situation. We will present through paradigmatic video examples some of the key aspects of the methodology used for the elaboration of triadic interaction sequences and the multimodal annotation of the data through ELAN.

Kumpfer. the SFP has been translated and culturally adapted for about 26 countries with support from the United Nations Office of Drugs and Crime (UNODC) in Vienna. Because of positive results in a NIDA RCT. Because of this program’s effectiveness. The project to adapt the SFP two Spain was begun in 2003 on the basis of a study and a prior selection of effective prevention programs that could be applied to selective groups involved in drug use. the cultural adaptation must remain faithful to the program. will also be the discussant of the implications global dissemination of SFP for improving multiple child outcomes and reducing health and social costs to different nations. Monika Finsterwald Pro Mente-Kinder Jugend Familie (Austria) It is a generally accepted assumption that the mental health of children and adolescents is best served if the context in which they live especially their families are taken into consideration. and the results obtained in the implementation of the program in several high-risk groups in several Spanish autonomous communities. suggest that cultural adaptations can substantially improve both take-up and acceptance of the program.Ch. A road map depicting the next steps planned. The results showed that a broader discussion concerning the organization's main goals with regard to “family involvement” was needed. delinquency. Our interest in applying it and validating it with drug-using families (father or mother or both) relates to our intention to support the prevention of drug abuse in communities at high risk of drug use. who is the original program developer. et al. Effectiveness reviews (Cochrane Reviews-Foxcroft. Training.. The presentation will focus first on the road map developed for enhancing the family approach in general in the organization and secondly we will report on the SFP courses carried out recently and the F. The results of adaptations of the SFP. PCF) in the version validated for Spain. We will discuss necessary (cultural) adaptations and present evaluation results. and these reports were subjected to a content analysis. Ch. Recent RCT SFP studies also found SFP reduced by 50% substance use. and consequently it has been adapted to the sociocultural characteristics of families being treated for drug addiction as part of the pilot validation study. multicomponent program to prevent drug use and other problem behaviors originally designed for US families—to the Spanish social and cultural context. —a selective. To successfully transfer the program and to achieve results similar to those obtained in its original form. The user profile for which the North American program was designed did not match the profile of potential users in Spain. The four presenters in this oral symposium will discuss their reasons for selecting SFP. Each service domain summarized the main results of their discussions. implementation challenges and successes and results for four different countries US (Kumpfer). Hence. 45 . Portugal (Magalhães) and Austria (Spiel). as was improvements of the interventions taken to reach these goals. find the Strengthening Families Program (SFP) is the most effective substance abuse prevention program. Implementing “Positive Parenting” in Carinthia / Austria Georg Spiel. Process and results of the adaptation of the SFP in Spain Carmen Orte University of the Balearic Islands (Spain) The GIFES research group at the University of the Balearic Islands has adapted.. In the last years we fostered the family orientation of our projects systematically. 2012). validated and applied the Strengthening Families Program (SFP). in the sense of organizational development was developed. It has been tailored to different age groups of children from birth to 16 Years of age and culturally adapted and evaluated by independent research teams with basically the same outcomes as the original study. as well as families known to social services in subsequent experimental applications. 2003. SFP reduces health and social costs. depression/anxiety. both in the USA and in other countries. interventions and pitfalls and to gather ideas for potential improvements. and HIV risk in genetically at-risk youth having short alleles of the 5HTTLPR serotonin transporter gene (Brody. 2012) and days in foster care for children of addicted parents (Brook. Secondly we implemented “Fostering Changes” (F. It consists of an integrated network of different service domains. Within the framework of quality assurance. Spain (Orte). family services agencies. 2008). We present the process of cultural adaptation carried out of the SFP in Spain.WORKSHOP WK1 EFFECTIVENESS OF CULTURALLY ADAPTED STRENGTHENING FAMILIES PROGRAM IN FOUR COUNTRIES 11:00-12:30 | Room: 210 Amphipôle Chair & Disscussant: Karol Kumpfer University of Utah (United States of America) The Strengthening Families Program (SFP) is a 14-session family group skills training program originally designed to help children of parents with substance use disorders to have better developmental outcomes. The first step was to implement the “Strengthening Families Program” (SFP) to enhance positive parenting. “Pro Mente Kinder Jugend Familie” is a community based non-governmental organization (NGO) dedicated to fostering the positive development of children and adolescents with mental health problems. drug treatment centres and clinics. 2012) and cost-benefit studies (Miller & Hendrie.) a program to support foster carers and other professionals in their everyday pedagogic routine.. language and cultural adaptation methods. et al. A central issue of this NGO is to provide support for children/ adolescents and their families. Dr. Bangkok and also the Pan American World Health Organization (PAWHO). SFP has been widely disseminated through schools. although each of the different service domains tries to reach this goal in its own way. The issues of culture and fidelity are two key aspects that were taken into account for the Spanish adaptation of the Strengthening Families Program (Programa de Competencia Familiar. group discussions on “family involvement” were conducted in order to assess the corresponding goals. et al.

2003) concluded that the Strengthening Families Program (SFP) is the most effective schoolbased substance abuse prevention programme and also cost effective (Miller & Hendrie. involvement. et al. delinquency. et al. SFP reduces health and social costs. stress and sense of competence). as well as in mother. it analyzes the impact of both negative (conflict) and positive (enrichment) work-family dynamics in parenting experience (satisfaction. Hence. 2012). culture-relevant language. depression/anxiety.500 families. family relations and children’s behaviours. Recent SFP studies also found SFP reduced by 50% substance use in genetically at-risk youth (Brody. Technical University Lisbonne (Portugal) Evidence-based parenting and family interventions are effective in improving parenting skills. Amphipôle 2 Faculty of Psychology and Educational Sciences. Using a sample of 200 Portuguese dual-earner couples with preschool children. More specifically. The results will be presented and implications of the use of computer technology (DVD and web delivery. 244 parents of 6th and 8th graders completed the DVD at home or in US school evening groups. Comparisons were made to the 7-session SFP 10 to 14 Years and 14-session SFP 12-16 year norms by matching families on demographic and risk level at pre-test from a SFP database of 4. the same SFP parent survey was used for data collection. selecting a family EBPs that best match the local family needs and culturally adapting is the best route to positive family outcomes vs. discipline and relational frustration). Methods. Statistically significant positive results (p. this study explores how the conflicting and enriching balance of work and family roles echoes in parenting experience. colloquialisms and examples. SFP is costly to administer—$880 to $1400/family for a 7.or 14-week family group course. However. To allow comparisons using a quasi-experimental 2 group x 2 repeated measures (pre-and post-test) ANOVA analysis design. creating a new unproven programme. Conclusions. (Portugal) University of Houston (United States of America) Based on a systemic and ecological perspective. 2008). To reduce costs to $5/family a new 11-session. The DVD group outcomes were significantly better than the regular SFP12-16 Year or SFP 10-14 Years norms. Since 2003.. 2008). and HIV risk in genetically at-risk youth having short alleles of the 5-HTTLPR serotonin transporter gene (Brody.05) were found for 16 or 76. Families can benefit substantially from SFP participation to improve parenting skills. A Cochrane Collaboration review (Foxcroft. et al. et al. Contrasting with the limited examination of couple level work-family relationships. but larger positive changes in the youth. Effectiveness of the Strengthening Families Program 8-16 Years Home Use DVD and Group Versions in US schools Karol Kumpfer University of Utah (United States of America) Significance. 2003. Lopez Frederick 2. THEMATIC SESSIONS TS1. parents and children outcomes using the standardized SFP instruments. Effectiveness reviews (Cochrane Reviews-Foxcroft.2% of the 21 outcomes measured for Portuguese families. find the Strengthening Families Program (SFP) is the most effective substance abuse prevention program. et al.and fatherchild relationship (attachment.. Magalhães & Xie. Recent RCT SFP studies also found SFP reduced by 50% substance use. aps) in reducing delivery cost of family interventions to improve social and mental health developmental and health care outcomes in youth. Evidence-based family skills training programs are the most effective method for reducing mental health and substance abuse disorders in high risk youth. Statistically significant positive results (p. <. 2012).. by addressing one of the major gaps in existing research: the marginal study of the effects of WF dynamics on parenting and parent-child relationship outcomes. Hence a culturally-adapted version was developed for Portuguese families. culture-relevant definitions of undesirable behavior and culturally and context-appropriate systems and service providers. These cultural adaptations point out. 2012) and cost-benefit studies (Miller & Hendrie.05) were found for family. using Actor- 46 . et al. SFP has been culturally adapted and tested for use in 26 countries and found to be equally effective while increasing recruitment and retention of families by 40% (Kumpfer. SFP reduces health and social costs. University of Porto.1 MARITAL RELATIONSHIP AND CONFLICT Chair: Joëlle Darwiche University of Lausanne (Switzerland) Effects of Work-Family Dynamics on Parenting: A Couple-Level Analysis Vieira Joana1. Home Use DVD was created and tested in schools.. 2012) and days in foster care for children of addicted parents (Brook. 2012). culturally accepted norms of role behavior. 2012) and days in foster care for children of addicted parents (Brook. this study focuses on a dyadic approach. Hence. Hence. Matos Paula1 1 11:00-12:30 | Room: 319. The Home Use DVD had almost as large Cohen’s d effect sizes for improving parenting and family outcomes.. Results.. the main goal of the study here presented is to contribute to a more comprehensive understanding of the work-family (im) balance complexities. positive parent/child relations and children’s developmental outcomes.Positive Parenting: Effectiveness of the Strengthening Families Program 6-11 Year among Portuguese Families Catia Magalhães. <.

and Academic Performance are Affected by Parental Marital Relationship Mohd-Zaharim Norzarina. Group leader-reported data (n=22) revealed strong intervention effects on children’s positive adjustments (d=1. and focused on children aged 8 years and older. well-being. self-concept. and emotional intelligence. available preventive support for children of divorce is mostly local. self-efficacy.1 1 2 TNO Behavioral and Societal Sciences (The Netherlands) University Medical centre Groningen (The Netherlands) Parental divorce impacts strongly on children within a family. Findings indicated that: (1) parental marital status had significant effects on children’s mental health and well-being. parental relationship and conflict. 47 . optimism. divorce predicted a more positive development in LS and PA than staying in the relationship.life satisfaction (LS) and positive affect (PA). More knowledge about when divorce is positive versus negative for SWB among parents of young children is therefore needed. respectively. Among resilient factors for children include self-esteem. and number of children. Hashim Intan Universiti Saints Malaysia (Malaysia) Children’s mental health.("actor effect") and across-dyad ("partner") effects. In the Netherlands. They score lower on measures of wellbeing. well-being. psychological adjustment. However. Divorce is negatively related to SWB. and academic performance. and compared effects of CODIP-NL to effects found in previous US research. parents´ depressive symptoms. At ECDP2013. Malaysian Children’s Mental Health. and academic performance. d=. such as parents´ socioeconomic status. Pannebakker Fieke1. sample elements of intervention content will be shown. de Wolff Marianne1. and results of our pilot will be presented. selfefficacy. These findings are discussed within the framework of optimal child development. when the quality of the broken relationship was very poor. Child Adjustment in Divorced Families: Can We Successfully Intervene with Dutch 6. but recent research has indicated that divorce can be positive for SWB under some circumstances. and academic performance.000 mothers of young children (0-3 years of age). a positive trend was found in motherreported total difficulties scores. We examined mother and group leader reported differences in child positive functioning before and after participation. and academic performance may be affected by parental marital relationship. emotional intelligence. Knowledge about development of SWB among parents is thus important to improve such intervention strategies. Subjective well-being (SWB) is recognized as a major component of mental health. This positive effect of divorce was stronger regarding LS than regarding PA. Mother-reported child adjustment did not show significant pre. Divorce and Subjective Well-Being among Parents of Young Children Gustavson Kristin Norwegian Institute of Public Health (Norway) Background: Parents’ mental health can have major consequences for their children. Method: The current study used a sample of more than 30. Reijneveld Sijmen2.to 8-Year-Olds? Klein Velderman Mariska1. However. well-being. conduct. we found modest but promising first results indicating that participation in CODIP-NL can be a feasible way to contribute to prevention of divorce related problems in-8 years old children in the Netherlands. If relationship quality is relatively good.64).03) and on total difficulties (d=. family and parental roles.64). However.44) as found in the US. The primary aim of this study was to explore the relationships between parental marital relationship and children’s resilience. Finally. and social relations.to post-test differences. and children who are more resilient should be able to weather difficulties in their parents’ marriages better than those who are less resilient. Understanding development of mental health among parents is therefore needed to design effective intervention strategies for families. They responded to a questionnaire containing nine sections: demographic background. self-esteem. In sum. Change in SWB over a three-year period was compared between women who divorced and women who stayed in the same relationship over this period. Well-Being. provided to 23 children dealing with divorce. d=. Aim of this study was to assess the feasibility of introducing an adapted CODIP module (CODIP-NL) for 6-8 year old children in the Dutch setting. This was true for both LS and PA. being a parent of small children is associated with several challenges. A pilot study was conducted consisting of four CODIP-NL support groups. Participants were 1077 Malay-Malaysian children age 11. mental health. These findings could have consequences for marital counselling of parents of small children. and parent-child attachment style. (2) parent-child attachment style had significant effects on children’s mental health. and consequences of divorce may be different among persons in this phase of life than in the population in general. Results: Divorced women showed a more negative development in SWB than not-divorced women over the three-year period.39) was smaller than increases reported in US research among CODIP participants (n=50. not proven effective. Both cognitive and affective aspects of SWB were measured . optimism. well-being. well-being. Conclusion: Among parents of small children. Cloostermans Anne1. This was in line with a strong effect on group leader reported child adjustment (d=1. staying in the marriage may be more beneficial than leaving.Partner Interdependence Models (APIM) to examine both within. and this way accounts for interdependence within families. The US Children of Divorce Intervention Program (CODIP) is an evidence-based intervention to prevent divorce related problems in children of different age ranges. mental health. divorce may be beneficial for SWB if relationship quality is very poor. and (3) emotional intelligence and self-efficacy mediated the links between parental relationship and conflict and children’s mental health. These analyses are performed while controlling for the effects of some variables which have been linked to significant work-family and/or parenting findings. the results of the present study will be discussed regarding their implications for intervention programs directed to cover specific needs of working parents for (re)balancing their work. The increase in mother-reported child positive functioning (n=20.

2]. and to study the links of PM with RM and with EF. PM is related to RM and EF abilities. 2000). Orriols Eric1. Department of Psychology. There is also a correlation between WM development and future academic performance in general (Blair. University of London.3 1 2 Paris Descartes University. especially for children. Partial correlations (age controlled) show that PM scores correlate with RM. Osaka University (Japan) Reminiscence seemed to be a phenomenon occurred generally in elders. Generational and national differences were found. As to national differences. and tasks often differ from everyday life conditions. Results: The study shows that the IG reaches further WM development than the CG. Piolino Pascale 1. Elders recall events arouse around 20 years-old and this characteristic distribution is named reminiscence bump (e. Rural students present disadvantages in their cognitive development in comparison with children urban areas (MINEDUC. whereas the children more frequently chose the picture of middle aged and older grandparents. Institute of Psychology. 2010). this task being more sensitive than the standard PM task. Before and after the intervention. EF scores and with a standard PM score. The program was applied during 16 sessions (30-minute). The age effect is more important in VR than the standard PM task. or remembering to do specific things in the future. There is also an Age x Task type interaction. a controlled but close to everyday life environment. Our goals were to test normal PM development with a new virtual reality (VR) task [5]. and a type of task effect (better results for EB and AB actions than for TB). a WM test (AWMA) and a reading competences (RC) test (Tejas LEE) were applied. 2006). triggered at a certain moment) and activity-based (AB. The present study investigates the three generational perceptions of grandparents’ representations in children’s books in the in the United Kingdom. triggered by another activity) actions [1.2 MEMORY Chair: Koviljka Barisnikov Child Clinical Neuropsychology Unit. the Greeks more than the British and the Italians considered the pictures of middle age and older grandparents as fair representations and chose these pictures as the best representations of grandparents. Italy and Greece A total of 180 participants. However those generality of reminiscence and memory distribution is mainly based on experiments in laboratory in western countries. both in the visual-spatial (VS) (p2 Goldsmiths. This study underlines for the first time normal PM developmental mechanisms in such a wide age range and validates the new VR task as a suitable test from age 5 that could be applied in child neuropsychology. in vulnerable urban and rural areas. Amphipôle Virtual Reality in the Ecological Study of Prospective Memory Development Abram Maria1. Children learn and develop attitudes towards grandparents in part through books and media representations. EF and standardised PM tests.TS1. Implications of these different perceptions are discussed. Individual Differences in Involuntary Memory Recall among Japanese Elders Nomura Haruo Graduate School of Human Sciences. Moreno-Ríos Sergio2 1 2 Pontificia Universidad Católica De Chile. Results: ANOVAs show an age effect (better results for adults and adolescents than for children). Objective: To promote the development of WM in pre-kindergarten children through a specially created computer program. with pre and post measurements being made. They also performed RM. 20 children. The present study investigated distribution of autobiographical memory recalled involuntarily with diary studies and examined generality of 48 . Förster Marín Carla E1. University of Geneva (Switzerland) 11:00-12:30 | Room: 340. TB difficulties being the most important in children. It also has been promoted in therapeutic situations such as life review or reminiscence therapy (Butler. Discussion: the results confirm an age effect on PM and show that TB actions are the most difficult. The design was quasi-experimental. 4]. Methodology: N=286 children (143 rural /143 urban). Memory and Cognition Laboratory (France) Franche Comté University (France) 3 INSERM U 894 Psychiatry & Neurosciences Centre (France) Introduction: prospective memory (PM).. PM is linked with retrospective memory (RM) and executive functions (EF) abilities [3. Grandparents play an important part in the in the lives of their grandchildren as they provide emotional. includes event-based (EB. Method: 36 subjects (aged 5 to 25) memorized 16 actions (EB.. Impact of a Program for the Stimulation of Working Memory in Pre-Kindergarten Children from Vulnerable (Rural and Urban Areas Rojas-Barahona Cristian A1. 2005) and pre-schoolers (Welsh et al. average age: 4 years and 5 months.g.. By contrast these pictures were viewed by parents and grandparents as stereotyped and not reflecting the beliefs about grandparenthood today.. PM has not been studied much in children. 2 times per week. Picard Laurence2. time-based (TB. TB and AB) they later had to remember to do while navigating in a familiar virtual town. Facultad De Educación (Chile) Universidad de Granada (Spain) Background: Working memory (WM) has been shown to be essential for the emergence of early literacy skills in both school-age children (Fuchs et al. The analysis consisted in repeated measures ANOVA and multiple regressions. 20 parents. practical and educational support.. 2010). Therefore it is necessary to scrutinize reminiscence in more natural settings in other culture. Independently of age. A comparison group (CG) and an intervention group (IG) were used. Rubin et al. Grandparents considered the picture of younger grandparents as the best representations. and 20 grandparents in each country were interviewed while being shown a selection of illustrations of grandparents from children’s books (Sciplino et al. 1986). triggered by an external cue). 1963).

limitations and chances of WM trainings are discussed. In light of these findings. time. The first. The Influence of Training on Working Memory (WM) Development: Invariabilities and Changes on Performance and Neural Efficiency Nussbaumer Daniela1. However those results consisted of individually different types of recall. First. Stern Elsbeth1 1 ETH Zürich (Switzerland) University of Göttingen (Switzerland) 3 University of Trier (Germany) 2 Recent studies show controversial results on whether development of WM capacity. In the EEG results. The total results showed frequent recall of 60s and 10s and indicated recency effect and reminiscence bump. content of event). Interactions emerged when a concurrent task was introduced. Second. the efficiency of both mechanisms improves from 6 to 9 and. Baddeley. a non-adaptive WM tasks with constant moderate demands. and a control reaction time task. can be provoked through training. Reminiscence bump could be a composition of different types of memory recall and should be scrutinized in consideration of individual and contextual differences. & Camos. children also use attentional refreshing. an increase in neural efficiency was seen after training. To conclude. a limiting factor of human cognition. As expected. The present study implies individual or contextual differences in involuntary memory recall among Japanese elders. concurrent tasks were performed either silently or aloud. average age 63. recall performance increased with age. & SabatosDeVito. there is the possibility that WM training can reduce brain activity. The present study included 3 experiments aiming at evaluating the interplay between these two mechanisms from 6 to 9. this opportunity was manipulated by varying the attentional demand of the concurrent task. mathematical or intelligence transfer tasks before and after training when also their brain activity was measured. we manipulated the use of attentional refreshing by varying the number of time that they have to perform a concurrent task. According to the neuronal efficiency hypothesis this makes individuals more efficient and thus could help participants with lower IQ. Inactive Recall type recalled under 10 events. it might be possible to enhance this specific component of WM. By means of electroencephalography (EEG) we additionally investigate if potential behavioral changes are reflected in changed general cognitive activity patterns. Some participants classified in Recent Recall type ruminated about recent stressful events such as family conflicts. The significance of the present results is threefold. learning. 16 Japanese elders over 60 years of age (8 women and 8 men. activity. the latter impeding the use of sub vocal rehearsal. originally described in Baddeley’s (1986) model is already in use at 7 (Tam. and Remote Recall type (4 participants) recalled mainly events in 10s. Items recorded were situation of recall (date. to manipulate the opportunity to use rehearsal. a mechanism described in the time-based resource-sharing (TBRS) model (Barrouillet. We investigated whether participants improve performance in trained and untrained tasks as a result of WM training. Jarrold. Moreover. affect) and content of recall (time of event. Developmental Improvement of Maintenance Mechanisms of Verbal Information in Working Memory between 6 and 9 Oftinger Anne-Laure. the interaction between rehearsal and refreshing as well as the 3-way interaction varied with the manipulation of the attentional demand. Some participants classified in Inactive Recall type preoccupied in daily activities such as leisure. At similar age. In the first experiment using a Brown-Peterson paradigm. On these 2 experiments. the opportunity for using the attentional refreshing was manipulated by introducing a concurrent task before the recall of verbal items. WM training had positive effects on trained tasks as well as on untrained tasks with a similar surface structure. Camos Valérie Université de Fribourg (Switzerland) Past research in adults shows the existence of two maintenance mechanisms of verbal information in working memory: articulatory rehearsal and attentional refreshing. Third. Schneider Michael3. Tasks that differed in various characteristics showed no WM transfer gains depending on the three experimental groups.4) recorded at most 3 involuntary memory recalls per day in a portable diary during a week.2. increasing the attention demand of the concurrent task reduced recall. Moreover.such distribution. In the second experiment. but not when its attentional demand varied. prompt. our results suggest that WM training is of limited use to develop WM capacity and thereby enhance human cognition in general. Grabner Roland H. Ninety young adults trained over a two week period (7. and the concurrent articulation had a detrimental effect on recall regardless age. However. as in adults 49 . 2010). In the last experiment with a Brown-Peterson task. and Scattered type (3 participants) could not be classified in 3 types above and recalled events in various ages. half of the children had to say “oui” for all beeps that they heard in headphones. The present findings show that task specific characteristics could be learned but that there was no transfer between trained and untrained tasks which had no common elements. Recent Recall type (6 participants) recalled mainly events in 50s and 60s. using a complex span paradigm. 2010). as positive transfer occurred between two tasks focusing on inhibitory processes.5 hours total) in one of the following conditions: an adaptive WM task with increasing difficulty. All three groups where presented with the same WM. refreshing and rehearsal are independent in children.

The population was eight children. were not reliably related to reading fiction. Results show that the two different ways of operationalization significantly affect the predictive effect of ToM and metacognitive vocabulary. ToM predicts irony comprehension. They performed three types of perspective-taking task (perceptual.TS1. one-hundred and two 4th-graders (87 girls). 2000). since they build hybrid categories for each inference and the get integrating the different elements included in the metaphoric image. Readers of fiction tend to have better abilities of affective perspective-taking. 2010). and ninety-four 6th-graders (79 girls). Reading fiction and perspective-taking ability in elementary school children Tamura Ayana1. Tsunemi Kohei2 1 2 Showa Women’s University – Tokyo (Japan) Iwaki Junior College (Japan) This research examined whether reading fiction was related to the perspective-taking ability in elementary school children. children's irony understanding has been often studied in conjunction with theory of mind development to understand how the ability to interpret this typology of figurative language needs meta-representational skills. which is the explicit utterance. The methodology was multiple cases study and micro genetic method.26 months). A visual metaphor is defined as a new visual object comprising one or more elements. was presented with metaphoric images during 10 sessions along a six month period. mean age = 78. generally incompatible. intentions. In fact. conceptual.25. whereas the metacognitive vocabulary explains a significant portion of its variance. as well as answered a question of how much they read fiction. by coordination. The ANOVA on the affective perspective-taking level revealed a significant effect of the amount of fiction. and an intended level. Glenwright. and full hybridization. Creusere. when belief and intentions are considered as independent. p<. The Mind Gaze In Children between Three and Four Years Old de La Rosa Adriana Universidad Autónoma de Occidente (Columbia) This paper presents the results of a study of the process of understanding complex images and visual metaphors in 3. This finding suggests that reading fiction plays an important role for affective perspective-taking ability. Complex reading of metaphors reveals that children made four different types of hybridization. 1999). Performance on the affective perspective-taking task correlated positively with ratings of reading fiction. The results of the study indicate that understanding implies that the children make adductive inferences. and affective). one-hundred 5th-graders (81 girls). These different types of categories are evidence of the cognitive flexibility of children and. that is. Recently. A set of irony tasks was administered to 70 Italian children (34 females. and beliefs (Gibbs. 2007). 1996. These findings contribute to the debate about the relationship between irony understanding and metarepresentational abilities. 378)=4. In fact. Valle Annalisa1. when the intention understanding depends on belief. Our work aims to compare two different ways to operationalize irony understanding deriving from these two perspectives. by spatial relations. irony implies a literal level. F(1. Some authors argue that speaker’s beliefs understanding is necessary for the comprehension of communicative intentions (Pexman. by constitution. Walferdange (Luxembourg) 11:00-12:30 | Room: 201 Amphipole Children’s Irony Understanding between Speaker’s Belief and Intention Massaro Davide1. Perceptual and conceptual perspective-taking performance. at the same time. The predictive effect of theory of mind (ToM. however.5-4 year old children. which is the speaker’s communicative intention and attitude.3 SOCIAL COGNITION IN CHILDREN Chair: Isabelle Albert Université du Luxembourg. Contrary to earlier studies. Children of four different grades (n=392) participated in the study: ninety-six 3rd-graders (87 girls). 50 . Marchetti Antonella1 Università Cattolica Del Sacro Cuore (Italia) Irony is a mental state jointly created by communicative partners to convey emotions. namely 1st and 2nd order false beliefs) and metacognitive vocabulary was also explored. It is traditionally defined as an expression in which the intended meaning is the opposite of the literal meaning (Clark. assessing the ability to understand speaker’s beliefs and communicative intentions. other authors consider that the communicative intentions can be understood without the representation of speaker’s beliefs (Filippova. of the complexity of process of visual metaphors comprehension. Astington. it was found that children understand more easily interpenetrations than iconic tropes. Children were participated in this study as a class.05.

Amphipôle Evaluation of physical appearance. or appearance could become a focus of attention as well as concentrating on appearance and weight were also significantly higher than in patients aged 20-25 years.the Big Five personality traits. 1996). 1970) seven times. the Center of Epidemiological Studies-Depression Scale (CES-D) (Shima. Results: To examine the effects of life event and personality on depression and self-esteem. The results revealed significant differences between both clinical groups. This study examined elementary school children’s (N= 1658. Self-Esteem Scale (Hoshino. The effects of life event and personality on depression and self-esteem in a longitudinal sample of college students Tani Iori1. with the set of personality traits adding an additional 2-17% (p<. Findings validate Harter’s four-dimensional model of self-perception. every three months in two years. 1985). A strong correlation between (1) body weight dissatisfaction and current body size as well as (2) social activities and interoceptive awareness were found in both groups. Erikson. positively related to depression in every time. Rousse. indexed by qualitative differences in early self-representation. These developmental trends appeared earlier among girls.20) and 36 patients aged 20-25 years (mean age 22. We used the Contour Drawing Rating Scale (Thompson & Gray. Secondary K-Means analyses indicated that children at each age-level could be classified as Competent. Rousse Judith Université Bordeaux Segalen (France) Two distinct approaches have inspired empirical research on the emerging sense of self. The results show following. ages . 1998). the Body Image Avoidance Questionnaire (Rosen et al.4 IDENTITY AND SELF ESTEEM Chair: Anna Brytek-Matera University of Social Sciences and Humanities (Poland) 11:00-12:30 | Room: 321.TS1. (1)Neuroticism is significantly. similar effects for boy emerged one to two years later. in patients aged 16-19 years avoiding social situations in which food. relative to young adults aged 20-25 years with eating disorders. Hue. 1979.). The joint use of psychometric and person- 51 . 1995). behavioural component of body image avoidance and interoceptive awareness in older adolescents aged 16-19 years. Igarashi Motoko2. Method: Participants (n =198. psychodynamic investigations emphasize differences in early personality. Francis. In contrast. requiring quantitative analysis of multidimensional judgments shaped by different experiences during early childhood. Results corroborate and extend prior empirical work on the development of self-perception during middle childhood. Most of the 6 and 7 year-olds were classified as having either Competent or Inferior selfimages (Adler. Academic. 1982).38 ± 1. In addition. (2) Negative life events are significantly. Social. weight. aged between 18 and 21 years) completed the Big-five scale (Wada.01) of the unique variance in depression. 1956). The research consisted of 57 female patients diagnosed with anorexia and bulimia nervosa.) perception of personal competence using Harter’s psychometric scales (Harter.17 ± 1. (4) Self-esteem could not be explained consistently among seven times. (3) A total of 20-38% of the variability in depression was accounted for. Investigation of the factors related to depression is important to prevent of depression in college students. Behavioural component of body image disturbance and poor interoceptive awareness should be regarded as an essential clinical appearance and considered in psychotherapeutic treatment of eating disorders. However. there was a linear decrease in such bi-polar self-representation and a corresponding increase in the number of children reporting the more nuanced Academic. Our study showed that having difficulties recognising bodily sensations was higher in older adolescents than in young adults with eating disorders. Developmental changes were examined by ANOVA. and included 21 patients aged 16-19 years (mean age 17. Sportive or Inferior.6 to 12 yrs. with age accounting for 1-3% (n. Stability of the factor structure was examined using multiple population analysis in the SEM. and (3) Step 3-life events. Asai. Changes in Self-Image during Childhood Strayer F. Social or Sportive self-images. 1983). This study examined prospectively the effects of personality and life events by self rating scales on depression and self-esteem in a Japanese longitudinal sample of college students. Moriyama Masako3. Kitano. (2) Step 2. Olmsted & Polivy. negatively related to depression in three times and R2 Changes is significant. Kitamura.. Person-centred cluster analyses revealed five types of self-representation that were quite similar at each age-level. with increasing age. particularly in older adolescents with eating disorders. The effects of life event and personality on depression and self-esteem were examined by hierarchical multiple regression analysis.age. body image disturbance and interoceptive awareness among Polish older adolescents and young adults with eating disorders Brytek-Matera Anna University of Social Sciences and Humanities (Poland) The purpose of this study was to examine physical appearance. and clarify earlier findings on self-image by tracking additional patters of self-representation. 1991) and the Interoceptive Awareness Scale (Garner. Bon & Strayer (2009) argue that person-centred analyses of quantitative measures offer a potential bridge between these two domains of self-representation research.s. Life Event in interpersonal and achievement domain Scale (Takahira.59). Bettayeb Nahèma. we conducted a hierarchical multiple regression analysis with the following order of entry: (1) Step 1. 1954. Sugimoto Hideharu 1 2 Tokai Gakuen University (Japan) Joetsu University (Japan) 3 Aichi Konan College (Japan) Objectives: The high rate of the depression among college students is consistently pointed out in several studies in Japan. Psychosocial research frames the study of the selfconcept as a normative question. Initial findings indicated significant decreases in positive self-evaluation for both boys and girls as a function of age.

exploration in breadth. the identity formation processes were studied by various psychological instruments. but no significant relationship for implicit self-esteem and test anxiety. 119 gifted and 96 normal students from Khorasan Razavi were selected by available sampling and completed the package of instruments including test anxiety scale (carver and shyer. ruminative exploration . pupils are really able to use memory strategies effectively. According to Arnett. Mohammadi Mostafa2. shows evidence of importance of contextual diversities. gender. General Health Questionnaire-12 (Goldberg. family life characteristics. 1992) of clustering can be used effectively by pupils at around 10 years of age. Cummings Anna. How are memory capacity and the use of different strategies linked? 4. We suggest that high levels of commitment making and identification with commitment are expressions of achieved adulthood. especially the effective use of memory strategies. Käser Udo Department of Psychology. such as marriage age. The relationship between mental health and test anxiety in the gifted and normal students SabzehAra Langroudi Milad . in relation to age. 1998). The findings of cognitive developmental psychology clearly show that already in elementary school children can be proficient in simple memory strategies and that the “mighty strategy” (Perleth. The current research utilized Dimensions of Identity Development Scale (DIDS) for the first time with this specific aim. How well do children memorise? 2. To which extent is clustering used in particular? 5. Mehri Yadollah2 .Tbilisi – (Georgia) Emerging adulthood is a relatively newly developed notion of one of the stages of psychosocial development.make grounds for suggesting that emerging adulthood is not widespread in Georgia. This quasi-experimental study (N = 1301) examines the questions to which extent school achieves this objective and. These findings provide hope for the eventual integration of psychosocial and psychodynamic accounts of the developing self. Which strategies are used by them in general? 3. currently developing country in the stage of transition to the free market and democracy. As identity formation is one of the central psychological issues of emerging adulthood life stage. How are memory capacity and clustering connected to learning mode.centred methodologies provides a more robust basis for examining developmental changes in self-representation. Academic and social context of gifted and normal students is essential for determination of their level of self-esteem and dominance on academic challenge. introduced by Jeffrey Arnett. Pope Self-Esteem Scale (Pope. 1989) and Implicit Association Test (Greenwald. and school type? 52 . The socio-cultural factors. Also there was no significant difference between two schools in test anxiety and global self-esteem. The analysis of some contextual factors – mean age of marriage. The comparison of these constructs between talented and normal schools student was assessed as well. as the scale proved to be a significant and reliable measure for identity formation processes. and others greatly contribute to the existence of emerging adulthood. In our study mean values on commitment making and identification with commitment were high in comparison with exploration dimensions. because the acquisition of metamemorial competencies enables pupils to learn how to learn. exploration in depth. Research in different parts of the world validates its existence and. This research was aimed at checking emerging adulthood stage occurrence in Georgia. McGhee and Schwartz. Identity Formation and Emerging Adulthood in Young Adults Skhirtladze Nino1. TS1. Results showed a significant relationship between explicit self-esteem and test anxiety. along with socio-cultural characteristics emerging adulthood is expressed in psychological aspects of personality development. 1972). Pucker Katrin. identification with commitment. career choice opportunities. Talei Ali3 1 2 Faculty of Social and Political Sciences (SSP) Institute for Social Sciences – Geneva – (Switzerland) University of Tehran (Iran) 3 Shahid Beheshti University (Iran) The aim of this study was to investigate the relationship between mental health and implicit-explicit self esteem with test anxiety.confirmed expected outcomes.5 SCHOOL AND COGNITIVE PROCESSING Chair: Stéphanie Breux University of Neuchâtel (Switzerland) 11:00-12:30 | Room: 412 Amphimax Age differences in memory capacity and in successful use of memory strategies of German pupils from third to fifth grade Dahlmanns Fiona. Javakhishvili Nino1 1 Ilia State University. 1981). at the same time. The comparative mean values of five identity formation processes – commitment making. It develops between the adolescence and adulthood stages. The following questions are analysed: 1. and vocational development tendencies . age. University of Bonn (Germany) A core task of school is to promote cognitive development.

juridical discourse. learning skills. University of Bonn (Germany) Although German fourth-graders can be found in the upper third of the current international study TIMSS. it was analysed how this development is correlated with previous knowledge. Results indicated that home chaos was not related to children’s cognitive performance. 53 . Children behavioral problems and cognitive ability were assessed using the Parent and Teachers Rating Forms of the Behavioral Assessment System for Children and the Ravens Standard Progressive Matrices. Gilani Nighat2. QUA. our interest is devoted to better understand children’s argumentative thinking in cognitive activities. more than studying children’s argumentations. Perret-Clermont Anne-Nelly University of Neuchâtel (Switzerland) In his early work. Piaget wanted to create a method to empirically observe the structures of children’s thinking through their judgments and reasoning (Piaget. Piaget wanted to see if children were able to support their views with arguments. as rated by both mothers and teachers. In the present study we were intended to test if the same pattern of associations can be replicated in a non-western developing country. 2009). We are more particularly interested in how children are developing their standpoints in the interactions and how these standpoints are related to the main issue proposed by the adult. Wachs Theodore. but are discussing about other issues in sub-discussions. Few studies (Muller Mirza & Perret-Clermont. Home Chaos. respectively. Breux Stéphanie. he would engage children in “critical interviews”. In addition to that. In addition children from high chaotic families exhibited significantly low academic achievement as compared to children from low chaotic families. higher home chaos uniquely predicted elevated levels of internalizing and externalizing behavioral problems and lower levels of adaptive behavior in Pakistani children. D3 1 2 Govt. However a closer analysis of the data highlights that they tend to be indirectly linked together and form a sophisticated argumentation. the topic of children’s cognitive argumentation is rarely approached in contemporary studies on argumentation theory. In light of this result. In our study. and confront them with different opinions. According to van Eemeren and colleagues (1996. 2012). often around cognitive tasks. etc (Rigotti & Greco Morasso. we investigate children's argumentations around the « tricked dice task »: the adult asks children (4-7 and 9-11 years old) to discover the tricked dice among five. 2008) and the results of TIMSS (Institut für Schulentwicklung. and academic self-concept. These sub-discussions may seem irrelevant in the adult’s eyes. replicating the same pattern of findings from western developed countries. Degree College (Pakistan) NIP. Isl (Pakistan) 3 Purdue University (United States of America) Research findings from western developed countries have found strong associations between home chaos and children’s cognitive performance and behavioral problems. To assess home chaos the Confusion. weaknesses still prevailed in arithmetic. Hubbub. Our data offers us to observe that children do not always stick to this issue. Their development in mental arithmetic was examined at three measurement points with an interval of about two months. The results will be discussed against the background of curricular objectives (Ministerium für Schule und Weiterbildung NRW. Cognitive Performance and Social-Emotional Adjustment of Pakistani Primary School Children Shamama-tus-Sabah Kazim Syeda1. 2009) explicitly consider how children's argumentative discourse is dependent on the social context. Despite growing interest in argumentation. Argumentation has been studied in many contexts such as political discourse. The basis for answering these questions is provided by the results of a longitudinal study with 54 pupils of fourth grade. In order to access their reasoning. he was focusing on the logical structure of their arguments. and Order scale was translated into Urdu and was administered to mothers. However. an argumentation implies two parties involved in a difference of opinion and an issue which is discussed. intelligence. Bönniger Meta Department of Psychology. For this reason. The sample consisted of 203 Pakistani primary school children. The development of mental arithmetic’s in German fourth-graders Käser Udo. 2009). The question arises. 1926). Academic Achievement. Academic achievement of children was assessed by taking the average of their two consecutive examinations from the archival records of school examination branch. But in fact. it is interesting to focus on the ability to perform mental arithmetic.Children’s cognitive argumentations: the construction of argumentative sub-discussions Miserez-Caperos Céline. how well fourthgraders can solve arithmetic problems mentally and how this ability develops during fourth grade.

it examined how elderly persons represent themselves and their relationships with their children. I first examine how Japanese university students depict their life stories on a single sheet of paper in the form of sugoroku (a Japanese board game similar to Snakes and Ladders). the findings show different and significant aspects of the development of narratives and self-narratives in children’s speech. (1) The ‘life story sugoroku’ of Japanese university students can be classified into three main types: (a) convoluted.TS1. The main findings are as follows. The results we obtained first demonstrated that contextual indicators were more significant than age in narrative production: conversations with parents were significantly more interactive whereas interactions between children turned out to be more regressive (i. I also developed a career education program on the basis of ‘life story sugoroku’ through which young people can understand themselves and develop a perspective on life. including Correspondence Analysis. the data were morph syntactically annotated and processed using multivariate exploratory techniques. (2) Young people enjoy depicting their life stories in the sugoroku format. First. Depicting Life Stories in the Sugoroku Format: Visual Narratives of Life (2) Ieshima Akihiko.(3) The process of creating. Poudat Céline2 . and (c) loop. supporting. These fundamental patterns were common to the young adults’ drawings depicting their relationships with their mothers.9 years). present. simplified vocabulary. which includes a representation of their philosophy of life. Thus. rule. I selected a few cases of ‘life story sugoroku’ as visual narratives and analyzed them using the KJ method. independent story (moving from dependence to independence). as children seem to show greater language control with unfamiliar adults. siding. (b) zigzag. (ii) at school with peers and (iii) with a researcher in psychology. Various types of ‘life story sugoroku’ were collected from more than 300 Japanese university students.e. females: 34. episode. 136 children aged from 3 to 13 have been recorded 50 minutes in each situation. during adolescence. and the following nine fundamental patterns of relationship were observed: wrapping. looking after. Gauthier Jean-Marie1 1 2 Université de Liège (Belgium) Université de Paris (France) The aim of this study is to explore the development of children’s narratives in three different contexts that are favorable to the production of (self-) narratives: (i) at home with parent(s). Principal Component and Classification Analysis. it identified the narrative themes that structured visual life stories of the past. and discussing ‘life story sugoroku’ can be a good incorporation into a career education program. Second. and consistent story (no changing among three fundamental patterns from past to future). The situation with the psychologist was the one leading to the more elaborate narratives. and future. present. Once transcribed. and future relationships) were collected from 70 participants (males: 36. Three kinds of drawings (of past. sharing. facing. Ieshima Akihiko2. age naturally impacts the complexity of narratives. reversal story (from caring for to being cared for). it compared the patterns characterizing these relationships with those in the drawings of young adults taken from previous studies. and punishing. However. classifying patterns of their ‘life story sugoroku’ in terms of shape. leading. giving. Yamada Yoko2. average age: 70. setting the roots of the future self-narratives the subjects will be able to develop later. both on the lexical and morph syntactic levels.6 LIFE NARRATIVES Chair: Ayala Borghini University of Lausanne. demonstrative pronouns). Urata Yu3 1 2 Ritsumeikan University (Japan) Shimane University (Japan) 3 Kyoto University (Japan) This study had three purposes. theme. considering age and context. Four narrative structures and themes were identified: cycle story (the future pattern resembling the past). SUPEA (Switzerland) 11:00-12:30 | Room: 413 Amphimax The Development of Children’s and Pre-Adolescent’s Narratives Boulard Aurore1. Third. Images of the Relationship between Elderly Persons and their Children: Visual Narratives of Life (1) Yamada Yoko1. 54 . they also suggest the relevance of the application of text statistics methods to clinical psychology. The results we obtained enabled us to observe a gradation in the complexity of textual productions. separating. and so on. Last but not least. storyline. Urata Yu3 1 2 Shimane University (Japan) Ritsumeikan University (Japan) 3 Kyoto University (Japan) The purpose of this study is twofold.

Pinto et al. The way children spend their time in child care has proven to be associated with the developmental adequacy of the opportunities they encounter and the way the learning settings are organized (de Kruif & McWilliam. Initially..Faculty of Psychology and Educational Sciences (Portugal) 11:45-12:30 | H2 Amphipôle Hall The study of child engagement during the first years of life is especially relevant. 2003). A repeated-measures semistructured observational approach was used to study naturally-occurring pretend play behaviour. data on the meaning of life narratives was collected both in student samples and quotations from eminent people (e.75. 2003. 1998). thus gaining insights into other’s thoughts. McWilliam. suggesting that cultural values.g. SD = 1. Children develop and maintain their play episodes through collaborating in narrating stories involving familiar and fantasy themes. and (b) narrative construction: communication strategies used to enter the play episodes. 1999. This suggests the important distinction between the sources of meaning people believe in and the ways they believe in them. 2005). Casey & McWilliam. as it is assumed to describe the process through which children acquire knowledge. sustain the pretend episodes and resolve conflicts. & Kim. and process quality (McWilliam.. events and situations. 2006). they tell stories that relate to their past experiences and narrate fantastic tales. & Ridley. By documenting the linkages between child care quality and child engagement 55 . the degree to which they engage during such interactions has been considered a critical factor for optimal levels of learning and development to occur (McWilliam & Bailey.68. Nobel Laureates. 2001. community and cultural values and norms acquired during daily activities and conversations (Engel. indicating that child engagement is associated with child characteristics (de Kruif & McWilliam. Raspa et al. which referred to both the personal and universal meaning of life. as well as with classroom structure quality (Raspa. Stories from Children’s Imaginary Worlds: a Longitudinal Cross-Cultural Study of Children’s Developing Narrative Skills Lim Ai Keow University of Edinburgh (United Kingdom) Children’s language and social skills become increasing sophisticated between 2 and 4 years of age. These samples were also compared with the narratives of eminent people. POSTER SESSIONS PS1. discussing pretend scripts.79) at 2½. Children’s narrative ability and styles reflect family. For the student samples. This method is based on a visual model constructed using the methodology of model construction based on the qualitative data. Then. Urata. 1999).84) and 38 Singaporean children (M = 43. philosophers. SD = 2.. Ieshima Akihiko3 1 2 3 Kyoto University (Japan) Ritsumeikan University (Japan) Shimane University (Japan) This study explored a new method to assess the meaning of life narratives. suggesting that the observation of child engagement ought to be used as an indicator of child care quality as it provides information on children’s experiences (McWilliam et al. The discussion will focus on culture and biological differences in the development of narrative skills. Considering that toddlers and preschoolers learn essentially through play and other interactions with people and objects in their daily environments. 3 and 3½ years. 2011) measuring the extent of importance of each source of meaning. Two aspects of developmental patterns will be compared: (a) narrative content: types of stories children tell. Play narratives provide valuable opportunities for children to discuss about the mental-states of playmates and characters enacted.. Several studies have analyzed the role of individual engagement in explaining the effects of child care quality on children’s developmental outcomes. a global assessment of the sources of meaning was made by asking the participants to rate the Important Meaning Index (IMI. 2001) Based on the ecological perspective and on the socio-cultural approach to development and learning. 1985. 1999. This paper presents a longitudinal cross-cultural study of the development patterns of narrative content and construction between 36 UK children (M = 42. norms and beliefs are transmitted to children from an early age. During shared play. ISSUES ON CONTEXT QUALITY AND CHILD ENGAGEMENT IN DAILY ENVIRONMENTS Chair & Disscussant: Ana Isabel Pinto University of Porto . assigning roles and attributing pretend properties to objects. the studies presented on this symposium consider engagement as a process proximal to day care quality. Pinto. Yamada Yoko2. Preliminary descriptive results indicate that the stories that children enacted and styles of narrative construction are culturally-specific. Yet there has been little cross-cultural evidence about the development of narrative content and construction (communication strategies) between a Western and a hybrid culture. Tonyan & Howes.1. illustrating the child’s interactive competencies in natural settings.Assessing the Meaning of Life using Network Illustration: Visual Narratives of Life (3) Urata Yu. feelings and perspectives (Kavanaugh & Engel. 1995). and physicists). The majority of the children were paired into same-gender dyads matched for age in order to reduce gender bias and to control for between-dyad differences. participants were asked to describe how these sources were related to each other. and as a potentially critical factor for optimal learning and developmental change. The qualitative data were transformed into network illustrations of the visual model by the researcher. The result showed that the narratives about similar sources of meaning might differ depending on their level of integration or elaboration. Scarborough. This approach will contribute not only to develop the research methodology to assess the depth and breadth of meaning but also help people find new options to view the meaning of life. 2006).

The results showed that students spent about 90% of the observation time engaged in appropriate behaviors. Children with disabilities spend less time in mastery level engagement. Effect of teacher-child interaction and children characteristics on observed engagement Catarina Grande. Bagby. thus supporting the use of CISSAR in Portuguese elementary school settings.Faculty of Psychology and Educational Sciences (Portugal). While in most studies quality has been assessed at classroom level. high-quality center-based child care on children’s cognitive. results provide evidence on the reliability and validity of the obtained data. de Kruif & McWilliam. Polytechnic Institute of Porto 2 A great deal of evidence suggests the short and long-term effects of developmentally appropriate. Engagement has been defined as the amount of time children spend interacting with adults. Fifty children with disabilities and fifty special educations teachers participated in this study. 1995). and social outcomes as well as on later school achievement (Vandell. 1999). It includes observational data assessed at classroom level measured by the ITERS and the ECERS-R for global quality. In addition. Zulli. The individual child observation focuses on the sophistication of child engagement.Faculty of Psychology and Educational Sciences (Portugal) Considering that research suggests the importance of students’ engagement for their learning and development (McWilliam & Bailey. 1985). Raspa et al. In T1 four children per classroom were observed (120 children/30 classrooms) and in T2 three to eight children per classroom were observed (98 children/24 classrooms).Faculty of Psychology and Educational Sciences (Portugal) Teacher-child interactions are considered to be developmentally appropriated when teachers respond contingently and warmly to children. 1997). data regarding process quality experienced by individual children is scarce. Smidt. Data used in this study was drawn from a longitudinal study and considers two data points: during the toddler years (T1). Process quality in center-based child care and individual child engagement Ana Isabel Pinto1. Results are discussed highlighting the implications for improving inclusive practices of children with special educational needs in preschool settings. Scarborough. 2001). Research comparing quality at the two levels of assessment identified several differences between quality at classroom level and quality at individual child level (Kuger. during the preschool period (T2). Burchinal. Results indicate that older children. Joana Cadima1. and more time in unsophisticated engagement (McWilliam & Bailey. peers or materials in a developmentally and contextually appropriated manner at different levels of competence (McWilliam & Bailey. 1998) was used to measure children’s observed engagement. Engagement Quality Observation System III (McWilliam & de Kruif. Belsky. McWilliam. children with lower levels of disability. Eighty-four children. 1998) for group engagement. The purpose of this study is to analyze the relative influence of child characteristics (chronological age and disability status) and teacher’s interactive styles on observed engagement of children with disabilities in inclusive settings. Greenwood. provide a variety of opportunities to participate in a two-way communication. 1999. & Rossbach. interests. Vera Coelho University of Porto . the main purposes of this study were to describe student engagement in 4th grade classrooms and to examine the psychometric properties of the data collected in Portugal with the Code for Instructional Structure and Student Academic Response (CISSAR. results have obvious implications for politicians and for educational practice in the field of early education in general and specifically for children with disabilities. 56 . The current study analyzes associations between two measures of process quality assessed at classroom level and individual child engagement.). based on their experiences and behaviors. influencing the quantity and quality of children’s engagement (de Kruif. & Vandergrift. Susanne Kuger2. Kamps. McWilliam. 1998). Studies show that teachers’ interactive styles are related to child engagement. Ana Isabel Pinto. Children’s Disability Profile was assessed using Abilities Index (Simeonsson & Bailey. Analyzing such quality at individual child level may provide evidence on the goodness-of fit between the learning environment and children’s characteristics. & Dunst. and children whose teachers use elaborative-responsive behaviors more often and redirect behaviors less often. 1991). although the academic responses were less frequent than task management responses. and by the EC II (McWilliam. Carta. & Sweeney. Manuela Pessanha3 1 University of Porto . 1997). 1995. language. & Sloper. 1997). 3 School of Education. The question is: to what extend the two levels of assessment are related with each other.at early ages. Special education teachers’ interactions were rated based on the Teaching Styles Rating Scale (McWilliam. and their elementary teachers were observed in three sessions during one school day. identifying and elaborating on children’s feelings. Steinberg. inprep. spend more time on more sophisticated levels of engagement and less time in unsophisticated behaviors and nonengaged. Sílvia Barros. Correlation analyses display a pattern of relations among aspects of process quality at classroom level and child level. and activities (NAEYC. German Institute for International Educational Research (Germany). Teresa Leal. attending the 4th grade. Observation of student engagement in Portuguese elementary schools Joana Cadima. Ana Isabel Pinto University of Porto . Quantitative and qualitative differences in engagement were also found depending on children’s developmental status. Trivette. Observation of child engagement has been used as an indicator of child care quality. Scarborough. as it provides information both on children’s experiences and on their developmental competences (McWilliam & Bailey. 1992. McWilliam & Scarborough. 2010). 19952. & Delquadri..

and academic achievement) will be focused. compliance is considered as the ability to use internalized rules and standards to help regulate behavior adaptively (Blair. on the one hand. 57 . No group differences could be found in the updating and shifting performance. & Campbell. There is a lot of interest regarding different aspects of self-regulation during the preschool years – as predictors of school readiness. and under stimulus control) (Willoughby et al. 2004. Physical activity seems to be one potential factor that affects EF throughout lifespan. University of Bern. 2008) and Körperkoordinationstest für Kinder (Kiphard. with 2 components: cool executive control (CEC: more affectively neutral. Future studies should investigate if variations in duration or content of the sport lesson lead to different results regarding affected EF-domains or continuance of effects. Effects of physical education on executive functions in school children Katja Jäger University of Bern (Switzerland) Because of the importance of executive functions (EF) in everyday life and especially in school functioning. are implicated in what Denham et al.04. Self – regulation and body/motor coordination in 5 to 6 year old children in Romania Raluca Sassu "Lucian Blaga" University of Sibiu (Romania) Self-regulation is an important issue studied in the past years among preschool children. affective/motivational and behavioral aspects/processes of the self-regulation. physical variables such as physical activity and motor coordination will be discussed. this study also showed that the effects did not persist over time.. Bern (Switzerland) Disscussant: Claudia M. Our aim is to establish the relation between self-regulation and body/motor coordination at 5 to 6 years old children in Romania. The aim of the present study was to investigate the acute effects of a sport lesson on EF in school children. This multifaceted construct encompasses higher-order cognitive abilities. and cognitive factors (theory of mind.03) indicated. We use HTKS . including the inhibition of task-irrelevant stimuli or responses. immediately after (post). social and behavioral factors such as peer relations and eating habits. and 20 min after (follow-up) the intervention or the control condition respectively. While the EG participated in a sport sequence of 20 min length which included cardiovascular and cognitively demanding physical activities. As factors potentially fuelling development of EF. 2010). EF was assessed by an n-back and a modified flanker-task. Before (pre). The third component is the one about the behavioral process. However. that the EG improved more from pre to post than the CG. or the flexible shift of the focus of attention. while the age-homogeneity of the examined children (middle childhood) allows for comprehensive conclusions across the different contributions. University of Bern. 2012 involves the cognitive. The symposium unites studies from different nations and presents an interesting variety of considered external factors and methodological approaches. term executive control. supported as they are by cortical involvement. early developing. the CG listened to an audio drama. attention. which also found effects of physical activity mainly on inhibition. We are also interested in designing an intervention program for improving the motor skills of the children. The current symposium focuses. 102 second grade children were randomly assigned to an experimental (EG) and a control group (CG). and developing) and hot executive control (HEC: more reflexive.Head-Toes-Knees-Shoulders (McClelland. 2011). EXECUTIVE FUNCTIONS AND THEIR RELATION TO SOCIAL. n2p = . Cameron. p = . the significant interaction (F (200.PS1. executive functions (EF) have been evaluated as a strong predictor of later academic achievement in the preschool and early school period. Kochanska. This symposium shall be understood as contributing to the embedding of the theoretical construct of EF into capacities which are relevant to children’s everyday lives. MOTOR. 2002. which attend preschool institutions. empirical findings regarding effects of physical activity on EF in children are rare and the duration of potential effects are unclear.58. While this so-called ‘umbrella term’ displays heterogeneity in terms of involved processes. The results indicate that a special form of physical education seems to have immediate positive effects on inhibition but not on updating and shifting performance in school children. ‘‘behavioral regulation’’ (Ramani. the focus on outcome measures recently gained a growing interest of research. 2) = 2. As candidate factors which are explained by EF performance.2. 2002). fast acting. Such cognitive and affective/motivational processes. Between post and follow-up however. AND COGNITIVE OUTCOME VARIABLES IN MIDDLE CHILDHOOD 11:45-12:30 | H4 Amphipôle Hall Chair: Sarah Loher Institute of Psychology. specifically. updating of newly acquired memory contents. But in inhibition. On the other hand. The 3 factors model of Denham et al. However. on aspects which fuel the development of EF. Brownell. Roebers Institute of Psychology. Eisenberg & Spinrad. EF and their ability to either explain individual differences or growth over time in external factors will be evaluated. Bern (Switzerland) In the context of the development of domain-general cognitive skills. Schilling. the benefit of the EG compared to the CG levelled out. slow acting. 2007) on a sample of 150 preschool children in Romania. program that can be implemented by the kindergarten teachers. various forms of intervention programs targeting EF have been designed in recent years. These results correspond to previous studies.

at re-evaluating the relationship between EF and SA in order to strengthen the assumption of some common involved processes. flexibility and working memory) as well as ‘hot’ affective EF (decision making and delay of gratification abilities) were assessed on 1650 primary school children (6-10 years) using different experimental tasks specially developed for children. switching (Cognitive Flexibility task and advanced Dimensional Change Card Sort task). At the same time. a Stroop and a working memory task were employed. Data on children’s eating styles was collected via parent questionnaires. ToM and antisocial behavior in school-aged children. it remains unclear exactly which components of EF (‘hot’ vs. inhibition (Fruit/Vegetable Stroop task and Flanker task). attention has previously been stated as one of the strongest predictors of later academic achievement in preschool children. As measures of antisocial behavior parent reports of disruptive behavior (CBCL) and conduct problems (SDQ) were employed. The measures of hot EF used were a child-version of the Iowa gambling task and a delay of gratification paradigm. By doing so. The current research still is correlational and our ongoing research seeks to test the relationship between EF and eating behavior on longitudinal data in order to determine the direction of effects. namely academic achievement tests (math and literacy) and teacher-rated learning related behavior. we found evidence of differential patterns of performance predictions. Preliminary analyses show significant associations between particular EF measures and eating styles/BMI. ToM was assessed using a cartoon paradigm consisting of a cognitive and an affective condition. EF have repeatedly been proven to predict scholastic achievement and behavior which is related to successful learning. Data collection is about to be completed. ‘Cool’ cognitive EF (inhibition. and working memory (backward digit recall and backward colour recall) were assessed individually. the question of EF and SA showing joint or differential patterns of prediction of academic performance in the first primary school years has not been approached so far. Executive functioning (EF) refers to higher-order processes considered fundamental for cognitive. Executive functions and sustained attention as joint or differential predictors of academic achievement in primary school children? Sarah Loher University of Bern (Switzerland) The successful execution of enduring academic tasks requires the joint performance of executive functions (EF) and sustained attention (SA). preliminary analyses point to small but significant associations between EF and SA. Even though both EF and SA have showed to share common processes. The present study aimed. predictor (EF vs. the prediction of Interindividual differences in academic achievement by EF and SA both as joint and separate predictors. Studies on adult patients suggest that deficits in EF may precede or even contribute to the development of eating or weight-related disorders. theory of mind and antisocial behavior in school-aged children Gina Austin University of Potsdam (Germany) Recent research has identified executive functioning (EF) and theory of mind (ToM) as intrapersonal risk factors for antisocial behavior. on the other hand. cognitive and affective ToM and antisocial behavior. ‘cool’) and ToM (‘affective’ vs. Executive functioning and eating behavior in middle childhood Karoline Groppe University of Potsdam (Germany) . These findings enhance our understanding of the precise kind of link between particular ToM and EF components and their relation to antisocial behavior in middle childhood. The main focus of the study was. An elaborate latent structure model of associations will be presented including possible moderating variables. The aim of this study was to examine how different components of EF (previously shown to be impaired in eating disordered or obese patients) and eating styles are correlated in a non-clinical population of school-aged children. affective and behavioral control. two aspects of academic achievement were considered. As for EF. Furthermore. varying as a function of age (grade). In addition.Executive functioning. EF was assessed via teacher ratings (planning/organizing abilities) and parent ratings (inhibition and emotional control). however. More interestingly. postulating shared processes. The data were collected on 6 to 10-year olds (n=1650). Preliminary results show significant associations between various EF components. So far. 58 . Results show that different EF components play an important role in the early development of eating styles that indicate early precursors of eating disorders or obesity. However. SA) moreover differing for achievement tests compared to learning related behavior. In addition to the experimental tasks. maintain newly acquired memory contents and flexibly adapt the activity according to current task demands while sustaining the focus of attention. As measures of cool EF flexibility. including subscales for food approach and food avoidance. Thereby. children´s body mass index (BMI) was determined. there have been few studies examining early associations between EF and eating styles in children. however. ‘cognitive’) are of importance and whether one of these risk factors contributes more strongly to the development of antisocial behavior in middle childhood. parent-evaluation of emotional control and inhibition as well as teacher-evaluation of planning/organizing was assessed. the child needs to inhibit irrelevant stimuli. The aim of this study was to relate EF. on one hand.

3. selfesteem and level of claims were lower than within children from complete families. Amen). and in complete . The present study aimed to investigate child rearing styles and family functions across three generations of 138 Turkish fathers (46 grandfathers. 4. the overall crisis and individual symptoms such as rigor. 5. In one-parent families we found higher scores on hyperprotection. Mean age of their children was 26 months (SD = 4. Thus. 46 grandsons). Parenting style to a greater extent determines negativistic symptoms of the crisis. Children from one-parent families had higher indicators of anxiety. Conclusions: 1. “Parenting Styles Scale. 32% of the mothers did not endorse a specific role model presence in their lives. Çorapçı Feyza Bogazici University (Turkey) Social learning models underscore the importance of observation and modeling of parental behaviors as a major mechanism for the intergenerational transmission of behaviors in later behaviors or relationships. insecurity. Father and Grandson: The Relation between Parenting Styles of Three Generation Fathers and Their Family Functions and the Mediator Role of Acceptance/Care Perceived from Father in This Relation Karadeniz Gülçin.4). In addition the mediating role of mothers’ child rearing styles on family functions of fathers will be examined. Dorci. The sample consisted of 34 mothers (mean age = 33 years. Temml. Kaya Balkan İdil. Vasilenko Viktoria. projective method House-Tree-Man" by John Buck. and calm attitude in mother-child interactions. personal experience. Children from one-parent families had more pronounced neutral symptoms. The goal of this study was to examine how Turkish mothers construed the role of their own parents in their family of origin on their current caregiving role. The program Social Science Statistical Programme (SPSS) will be used to analyze the data. Mothers were administered a semi-structured interview that included questions about possible sources of information on parenting and their most important parenting role models. or peers as contributors to their role model. Analysis will be done when the application is finished and the results will be discussed. Benefits of the role model presence included having a model for communication and problem-solving skills. The relationships between various categories of the symptoms confirm the idea of the various components of the crisis unity and that the development of maturity occurs simultaneously in three main domains. Forty-one percent of the mothers endorsed their mothers as a role model.Schur. changing some features of the traditional family landscape to suit their emerging needs. individuals and families are finding a variety of ways of expanding their range of experiencing and relating. The research will be completed in March 2013. Anxiety was one of the characteristics most closely linked to the symptoms of the crisis. test “Ladder” (for the study of self-esteem) by V.9) from Istanbul. Fişek (2002) suggest that research in Turkey seems to indicate that while the bedrock of the traditional familial self and familial relatedness remains strong. The study involved 50 children and 31 mothers (including 28 children from one-parent families and 22 children from complete families. while hanging on to that which they find valuable. Overprotection may interfere the formation of a constructive element in the crisis. increased anxiety and feelings of insecurity. In this study. and 91% of them were employed. interest to appearance. stubbornness and whims. Savenysheva Svetlana Saint-Petersburg State University (Russia) Present research aims to identify the relationship between emotional and behavioral symptoms of the «seven year old child´s crisis» and parenting styles with concern to family status. 59 . V. 46 fathers. M. Ninety-two percent of them had at least 4-year college education.5 years).POSTER EXHIBITION PE1. 6. Aktaş Ayşenur Maltepe University (Turkey) Parenting attitudes are the main socialization tools in passing on culture and values into the next generations. acquiescing and unstable parenting type.G.1 FAMILY RELATIONS 09:00-12:30 |H3 Amphipôle Hall Emotional and Behavioural Symptoms of the “Seven Year Old Child’s Crisis” in terms of Family Characteristics Zubkova Marina. 26 boys and 24 girls (Mage =6. Families were recruited through flyers distributed to mother-toddler playgroups and through postings on the websites relevant for mothers of toddlers. 2.hypoprotection. All mothers were married. and weaknesses of their mothers such as angry attitude. Children from complete families had more frequent occurrence of common questions. of the mothers who endorsed a role model presence. dispute.or part-time. either full. self-distrust. in families with conflict relationships. SD = 2. Modelling the Mothering Role in a Sample of Turkish Mothers Yalçınöz Büşra. Methods used were: anxiety test (R. Family Assessment Device is being applied. and insecurity in parents negativistic symptoms in children are more pronounced. They listed numerous reasons including that times has changed and information about parenting from their own mother is outdated. Excessive rigor in parenting leads to a lower self-esteem of a child. «Analysis of family relationships» questionnaire by E. while 27% reported a combination of parents or parent and their instincts. autonomy. difficulties in communication and hostility. Yustitskis. “Symptoms of the «seven year old child´s crisis» questionnaire” by V. Audio taped interviews were transcribed verbatim. 39% reported that they want to parent based on how they were parented and that they have also learned how not to parent based on how they were parented. emphasis on raising children more independently. Eidemiller and V. Grandfather.Vasilenko.

and non-disclosure and ignoring the conflict in their relationships with their fathers. p < . at age 30) are measured by the Constance Parenting Questionnaire KSE (Koch. 1972). other findings revealed transmission effects of constructive parenting to be stronger in parent-son than in parent-daughter relationships (Chen 2008). Higher level of risks were associated with lower educational environments suggesting that a home intervention is required to lower the amount of risks experienced by the mothers in the family 60 .01. For sons. Attitudes towards parental control of mothers and fathers (1984 and 1985.001. Some studies on the transmission of constructive parenting highlighted stronger continuity for daughters. Particularly fathers seem to transmit their parental control attitudes to their sons. Cloetta et al.044.34. and c) the links between these strategies and the extent of adolescents’ life satisfaction. and deceit. Paired sample t-tests showed that compliance due to respect. Children adopt parental positions rather by modelling the same-sex parent. The hypothesis. on the other hand. Adolescents’ life satisfaction was also negatively linked to self-assertion in their relationships with their mothers. with decreasing frequencies. p = . this study focuses on the transmission of parenting attitudes between mothers. 1984) in its translation into Spanish by Palacios. Underlying assumption is that learning occurs more accurate from similar models. Psychosocial risk profile (Rodrigo et al. p = .47. ignoring the conflict. With respect to gender.003. compliance to avoid punishment. Results also highlighted cultural elements in regards to the relationships with parents and their implications for adolescent life satisfaction Transmission of Parenting Between Mother. compliance to avoid punishment. self-assertion. whereas it was negatively linked to non-disclosure in adolescents’ conflict resolution both with their mothers and fathers. Father and Child: Does It Work for Sons and Daughters Alike? Erzinger Andrea B Pädagogische Hochschule Saint Gallen (Switzerland) A growing body of empirical research suggests continuity of parenting across generations.03. that modeling of parenting behaviours and attitudes lead to the transfer from one generation to the next. t (137) = 4. is widespread. The influence that the quality of the family environment plays in the formation of skills. b) the differences between adolescents’ conflict resolution strategies in their relationships with their fathers and mothers. by not disclosing information to avoid conflict. Rodrigo Maria José University of La Laguna (Spain) The family is the primary interactive context for development in the first years of life and it is the primary source of learning and knowledge for the child development. The objective of this study is to analyze the quality of the home environment in families at psychosocial risk and to know the differences in the quality of the home environment in relation to the socio-demographic characteristics of the participants and the psychosocial risk level. children at age 5) and their adult children (2007. Mechanisms underlying these processes are discussed. p < . Nonetheless. withdrawal of communication. 2000) and HOME Inventory (Home Observation for Measurement of the Environment. were higher in adolescents’ relationships with their fathers than with their mothers. These strategies were followed. competencies and the development of children has been already shown. t (136) = -3. Self-assertion was the only conflict resolution behavior that was higher in adolescents’ relationship with their mothers than their fathers. Máiquez Maria Luisa. Social learning theory and value transmission theory support the notion that transmission of parenting is especially prevalent in same-sex-dyads. Unlike most studies on the issue. supporting the claim that open conflict is discouraged in some cultures. conflict resolution preferences of Turkish adolescents showed similarities to that of adolescents from collectivist cultures. non-disclosure.Turkish Adolescents' Conflict Resolution with their Parents: Links to Life Satisfaction Dost Gözkan Ayfer Özyegin University (Turkey) The present study examines a) the frequency of different conflict resolution strategies Turkish adolescents (N= 143) employed in their conflicts with their mothers and fathers. 2003). t (137) = -3. Results indicated that Turkish adolescents most often comply with their parents’ wishes due to respect for their parents and desire to compromise with their parents.001. Overall. The sample consists of 128 families based on a Swiss longitudinal study over 23 years. fathers and their child prospectively. Gonzalez and Moreno (1989). and ignoring the conflict. type of family and level of education) and their level of risk. 1992. Quality of the Family Environment in Families at Psychosocial Risk Padilla Sonia. For this study we used the following instruments: Sociodemographic family profile. The results show that the quality of the family environment was modulated by some socio-demographic characteristics of the participants (the participant's age. t (137) = -2. p = . t (137) = -3. Transmission effects are stronger in sons than in daughters when controlling for SES. Bivariate correlations indicated that adolescents’ life satisfaction was positively linked to mutual accommodation and compliance due to respect. It investigates the hypothesis of a gendered transmission. Caldwell and Bradley. The sample comprised 50 mothers with different levels of psychosocial risk referred by social services in different municipalities of the island of Tenerife through its participation in the home program Growing Happily at Home.001. research shows inconsistent findings. Capaldi et al. significant associations between harsh discipline as well as poor parenting of parents and offspring were found (Simons et al.79. Structural equation modeling reveals that parents pass on their parenting attitudes to their adult children over two decades later.

similar to those that many of them have received. coming from different contexts (peer group. The following instruments were used: Scale for the Assessment of the quality of the neighborhood (Menéndez. We analyzed data from the survey conducted in Czech Republic in spring 2012. The educational scenario is filled with other voices. In addition. Psychosocial risk profile (Rodrigo et al. Thus. Personal Self-Disclosure in Online Communities: Role of Members´ Self-Disclosure. the latter risk can be even larger and more severe. 2000) and the Spanish adaptation of the scales of Parental Monitoring. 2000). disclosing behavior of other members (representing group norm). we focused on the self-disclosure of adolescents in online communities and examined the association between this behavior and online Disinhibition. Only tendency for online Disinhibition and selfdisclosure of the members were significant predictors of self-disclosure in the online community. Dedkova Lenka Masaryk University (Czech Republic) In online communities. psychosocial risk profile (Rodrigo et al. All abovementioned variables were included in a three-step hierarchical regression model. and the fear of misusing published information. socio-demographic family profile. norms. amount of resources and degree of cohesion). claiming their share of influence on the adolescent child. Lorence. because the identity (and trustworthiness) of users is often unknown. despite the benefits of self-disclosure. Quality of the family environment in families at psychosocial risk Padilla Sonia. the psychosocial risk level and the type of family significantly predicted an increase in parental monitoring and child disclosure and a decrease in parental control after the program completion. age 10-18). and the influence of the online environment on the personal and social development of adolescent users of the Internet. For this study we used the following instruments: Sociodemographic family profile.e. competencies and the development of children has been already shown. leisure). The results are discussed with regard to the group norms of self-disclosure. Self-disclosure can be beneficial also for a whole community. Such selfdisclosure can be very beneficial as it increases popularity and facilitates development of social relationships. 1984) in its translation into Spanish by Palacios. and it can also be an outcome of adhering to community norm. because it helps to strengthen ties among members. 2008). just does not arrive. Adolescence is also a time when parents have to realize that they are not unique as agents of socialization. it is necessary to support parents by means of a parent education program. Only respondents who participated in online community and had only online contact with its members were selected (N=244. the fear of possible misuse (i. adolescence as a social phenomenon is extending beyond the arrival of the child’s majority age. dreams or experiences. adolescents find and sustain peer relationships: they share common interests. The influence that the quality of the family environment plays in the formation of skills. Sánchez & Arenas. In online community. many parents feel that they have little power of educational influence on their children. Participants in the study were 148 fathers and mothers who attended the program "Living Adolescence in the Family" implemented in the province of Lleida. socio-demographic variables and the families’ psychosocial risk level predicted changes in parental monitoring after attending a parenting program. Spain. The sample comprised 50 mothers with different levels of psychosocial risk referred by social services in different municipalities of the island of Tenerife through its participation in the home program Growing Happily at Home. Gonzalez and Moreno (1989). 2000) and HOME Inventory (Home Observation for Measurement of the Environment. Jiménez. But self-disclosure is always connected to some risks. or can become victims of some exploitation of disclosed information. Online Disinhibition and Perceived Risk among Czech Adolescents Machackova Hana. type of family and level of education) and their level of risk. Adolescents can be ignored or even refused. In this study. and sense of belonging. The objective of this study is to analyze the quality of the home environment in families at psychosocial risk and to know the differences in the quality of the home environment in relation to the socio-demographic characteristics of the participants and the psychosocial risk level.Martín Juan Carlos2 1 2 University of La Laguna (Spain) University of Las Palmas de Gran Canaria (Spain) Currently. This study examines how the quality of neighborhood. Higher level of risks were associated with lower educational environments suggesting that a home intervention is required to lower the amount of risks experienced by the mothers in the family. Caldwell and Bradley. while the information is widely accessible. as expected by parents as a signal that teenagers can reach the levels of autonomy that they claim. new technologies. Therefore. Rodrigo María José1 . Tenerife (Spain) The family is the primary interactive context for development in the first years of life and it is the primary source of learning and knowledge for the child development. Rodrigo Maria José University of La Laguna. Hidalgo. Adolescents also tend to self-disclose in these communities: they express and share their inner feelings. Máiquez Maria Luisa.Influence of Quality of Neighbourhood on Changes in Parental Monitoring in at Risks Families Rodríguez Elisa1. online risks. The results showed that the neighborhood characteristics (socioeconomic level. the effect of age and gender was also considered. The results show that the quality of the family environment was modulated by some socio-demographic characteristics of the participants (the participant's age. This makes that the reaching of maturity. the parents encounter the dilemma of how to control such attempts of autonomy without using more restrictive and authoritarian procedures. For this reason. the perceived risk) can have inhibiting effect on the disclosure. Child disclosure and Parental Control (Sttatin & Kerr. 61 .

2009.g. the program is useful to protect children from vulnerable families by providing a better home environment. Participating in the study were 120 respondents – 60 adolescents. For instance.. The most prominent associations were between mother’s depression. based upon the Compulsive Internet Use Scale (Meerkerk et al. In conclusion. adapted from Chan (2009). Thus. consequent discipline and positive parenting practices. parental responsiveness. Positive associations were found between mother’s and her son’s problematic internet use and gaming. Grusec. as well as the Trauma Symptom Inventory (Briere. guidance. who were involved in the program Growing Happily at Home in the island of Tenerife. Contreras et al. di Chiacchio Carlo3 1 LUMSA University. Correlational analysis showed children’s peer acceptance. dysfunctional mother-child interaction and perception of the child as difficult. 2006. the use of corporal punishment. inconsequent disciplining and poor monitoring in regard to adolescent male’s addictive internet use.. There was also an increase in positive parenting attitudes: appropriate expectations. In addition. Rome (Italy) 2 3 “Foro Italico” University of Rome (Italy) INVALSI Rome (Italy) Children’s abilities to regulate their emotions affect their peer relationships. we investigated whether parental practices affect children’s constructive coping strategies. 2000). and that scores on children coping strategies increased 0. Davidov. Jones et al.. but there were no gender differences in regard to problematic internet use. depression and parenting practices Miltuze Anika.. 2000. warmth and positive parental responses to children’s expression of emotion (Chan. prosocial behaviour and children’s adoption of constructive emotion-coping strategies were all correlated. 1997). Social competence in Elementary School Children: relationships between supportive maternal responses and Children’s coping strategies Fiorilli Caterina1 de Stasio Simona2. Results suggest that positive parenting facilitate the acquisition of constructive emotion-coping strategies. Participants were 80 children aged 6 to 9 years.Effects of the Home Visiting Program Growing Happily at Home on Parental Stress and Childrearing Attitudes Máiquez Maria Luisa. Our study aimed to examine the relationships between positive parenting and children’s social competence. Finally. ages 13 – 14 years old. The peer nomination questionnaire (Dodge et al. including addictive behaviors. Adolescent problematic internet use and video game playing in context of their mothers’ anger. Rodrigo Maria José University of La Laguna Tenerife (Spain) The home visiting program Growing Happily at Home is a promotional and preventive program focused on improving parenting skills and family learning environment. parental monitoring. Practical implications of the study are discussed in regard to the importance of mother’s emotion regulation. Although the influence of parenting on children’s development of social competence has been well established. to promote the family wellbeing and prevent child abuse and negligence.. after the program mothers reported a decrease in the dimensions related to parental stress: parental distress. mothers rated children’s constructive emotion-coping strategies by means a checklist (Eisenberg et al. 2011).408 scores for each score unit increases in maternal supportive responses. and their mothers.. Moreover. research on the underlying mechanisms is relatively limited (Mize et al.or anxiety-arousing situations (a cognitive avoidance-coping strategy) have been found to be more positive in social interactions (Eisenberg et al. Teachers rated children’s prosocial behaviour by the Prosocial Behavior subscale and Peer acceptance scale (Chan. Adolescents completed a questionnaire concerning their internet use and video game playing habits. e. children constructive coping strategies was regressed on maternal supportive responses showing that the two variables share about 12% of variability. children’s social competence is linked to parenting attributes. Effects of the program were examined in parental attitudes and parental stress using the following instruments: Adult-Adolescent Parenting Inventory and Parental Stress Index. 2009). parents learn interactive activities and sequences of stimulation aimed at strengthening the parent-child relationship and to improve the child development. Padilla Sonia. Sebre Sandra University of Latvia Riga (Latvia) The aim of the study was to examine adolescents’ problematic internet use and video game playing in relation to their mother’s emotional difficulties (anger and depression) and parenting styles. Mother’s anger was associated with her daughter’s problematic video game playing. Bite Ieva. The program that lasted twelve sessions of an hour consisted of intensive sessions of training of daily life routines from a very practical orientation. It is a program based on the home visit offering individual information. empathy and autonomy. This study examined the effects of the program in 50 mothers with different levels of psychosocial risk assessed by the Socio-demographic family profile and Psychosocial Risk Profile. children able to shift their attention to neutral or positive stimuli in anger. their mothers and 3 teachers. Furthermore. 62 . advice. Mothers completed this same questionnaire. The results indicated that the home visiting program Growing Happily at Home has positive effects on the dimensions assessed. Results showed that adolescent males reported higher ratings of addictive video game playing than adolescent females. Interaction of parenting style and mother’s emotionality was demonstrated. A model of supportive maternal responses affecting children’s social competence will be discussed. practical help and emotional support to families in their homes in order to improve the home psycho-educational conditions. 1991. 2003) was used to evaluate children’s peer acceptance vs. rejection. 1993) and self-rated their responses to children’s expression emotion by MRCE. to promote the development of children between zero and five years in families at psychosocial risk. 2002). During these routines. 1995) and the Alabama Parenting Questionnaire (Frick. modified version).

Therefore. But in general. The expected findings are the followings: the degree of optimism has a positive correlation to prosocial behavior. Cart Sort. the family is still a highly important mediator of their Internet use. The data from the EU Kids Online II project (eukidsonline. including emotional and cognitive perspectives. A role-play-game of treasurehunt was designed for observing their performance of prosocial behavior. and 6 different inhibitory control tasks (Day/Night. the analysis showed large variance between European countries suggesting strong cultural influence. There are a lot of factors that would affect children’s prosocial behavior. Card Sort. Korean children's performance on inhibitory control tasks was not significantly correlated with FB understanding after controlling for age. parental mediation of adolescents’ Internet use (EIU). department of Psychology (Taiwan) Prosocial behavior covers a broad range of actions that benefits other people. Only performance on the task measuring delay of gratification was significantly correlated with it.net) were used in this study. Our contribution focuses on one aspect of the family context. There were 28 sixth-grade students attending the present research. and parents for they might play a crucial role of mediating the development of prosocial behavior. 63 . fang-ci Wu odmandakh Davaasure National Cheng Kung University. yu-yi Jheng ting-an Bao. Ninety six children participated in the study (48 3-year-olds and 48 4-year-olds). Box search 2. A random stratified sample of 11-16 year olds (N=18. FB Content). Unlike the finding in western children. The results imply that critical thinking skills and children’s optimism should gain more attention by educators.2 COGNITIVE SCIENCE 09:00-12:30 |Room H3 Amphipôle Hall Inhibitory control and theory of mind in Korean Children Lee Hyeonjin Yeungnam University (South Korea) This study examined if Korean children's performance on tasks requiring inhibitory control(IC) was related with performance on the conflictingdesires tasks as well as false belief (FB) performance. it is interesting to note that Korean children showed more advanced performance in the tasks measuring inhibitory control than western children did. Box search 1. Ólafsson Kjartan3 1 2 Masaryk University. It has also been an important issue for the long-term effects of prosocial behavior on children’s social development. (Czech Republic) University of Tartu (Estonia) 3 University of Akureyri (Iceland) The new digital media became incorporated part of everyday life for recent youth. noted by Kaltiala-Heino and Rimpela (2004). vocabulary. adolescence is a formative period for life-styles. and prosocial behavior. The CFA analysis on IC performance did not support the two-factor model with cool executive function and hot executive function. scope of online activities and adolescents’ age predicted higher EIU.709) and their parents from 25 European countries was analysed to explore to what extent different types of parental mediation and other factors predict EIU. The FB performance significantly improved with age (73. Korean children's performance on some inhibitory control tasks (Day/Night. The 3 different false belief tasks (Discrepant Belief. The finding indicated that Korean children at age 3 performed significantly better on conflictingdesires questions than on false belief questions. Delay of Gratification) was correlated with performance on tasks measuring subject (or perspective) desire understanding. 90% in 4-year-olds). the ability of critical thinking. the effect of parental mediation and rearing styles on adolescents’ EIU is rather modest. From the cross-cultural point of view. and children’s critical thinking ability also supports their prosocial behavior performance. it is worthwhile exploring the long-term attitude tendency of emotional states in terms of optimism/pessimism and critical thinking which refers to active processes involving questioning and the role-play of metacognition. They were asked to respond to a set of questionnaires concerning optimism/pessimism and critical thinking. As e. the study focuses on the relationships among the degrees of optimism/pessimism. PE1. Delay of Gratification) were used.The Effects of Optimism/Pessimism and Critical Thinking Ability on Early Prosocial Behaviour Lu shih-chin . In order to investigate the prosocial behaviors that children behave in their daily lives.g. Box search. For adolescents. and misuse of the Internet during adolescence can be more harmful than in later periods of life. aiming to shed light on the role played by parents in the form of specific behavioural strategies – namely. Kalmus Veronika2. Children and young people have become the most prominent group of Internet users who tend to be engaged in the most time-consuming online activities such as online gaming or using social networking sites. conflicting -desires tasks.. There was also developmental change in children's performance on tasks measuring inhibitory control (70% in 3-year-olds vs. The role of parental mediation in European adolescents' excessive Internet use Blinka Lukas1. Grass/Snow. Harmful online experiences.5% in 4-year-olds). teachers. hsiao-ting Lai . gender. FB Location. Grass/Snow. time spent online. especially with respect to children and adolescents. on one hand and was well described by hot and cool dimensions on the other hand. Also. Active parental involvement in the child’s Internet use (when the child had experienced online harm) and restrictive mediation were associated with lower EIU. The addictive potential of the medium has been studied and discussed.

They were then presented with more or less ambiguous toys (e. We found that imaginary body movement develops at about age four. children were allowed to count to share if they wished. If the response time of perspective-taking assumes a linear regression with the vantage points. more recent studies using non-verbal and simpler tasks have shown some form of monitoring and control of cognition in younger children (e. or metacognitive processes? Traditional studies on the development of metacognition used verbal and complex tasks derived from adult studies. 2008). For children who used counting. What is less known however. Midori Takamatsu2 1 2 Shiga University (Japan) Kyoto City Board of Education (Japan) Spatial perspective-taking consists of imaginary body movement to another vantage point in three-dimensional space and other cognitive information processing. Scheffe's multiple comparisons test revealed significant differences between the 3-5. This paradigm allows for a simultaneous measurement of 1st order decisions (choice of the correct or incorrect box) and 2nd order decisions (whether to search persistently or not). two for me: Quantitative Sharing by Young Children Walter Sarah University of Oxford. If one recipient gets double units while the other singles. We devised a video game task to get the indices. the linear function formula is applicable. almost none of the four-year-olds had difficulty solving the task. In a second study. 1/3 green) without seeing in which box the toy would be placed (toys were never really in the boxes so that we could measure how long infants were willing to search before giving up). Balcomb & Gerken.and 5-year olds share blocks in equal sharing and reciprocity situations and their number inferences about one set after counting the other. The gradient represents the speed per degree for imaginary body movement. Follow up studies are currently performed to confirm and extend these results. we explored the possibility that even preverbal infants would show evidence for metacognitive processing in implicit tasks derived from the animal literature on decision confidence. These results suggest that when they take decisions 16 months-old infants can estimate confidence based on the reliability of evidence. One for you. Infants were trained to search for blue or green toys in two colour-matching boxes. if you give two sweets for each one you keep. and most simultaneously studied ages ranging from infants to elderly people. Kouider Sid CNRS/EHESS/ENS-DEC (France) We know that even though they cannot communicate yet. when the researcher had to equalize the shares. slowly declines during adulthood. Dealing can involve one-to-one or two-to-one correspondences to build equivalent shares. The linear function formulas were calculated and the Welch's F-test for the gradients of age groups was done. Eight hundred and nineteen healthy individuals aged 3 to 87 years performed the task. 64 . Two studies analyzed how 4. Here. Consistent with our hypothesis.Are Preverbal Infants Confident about their Decision? A new Measure of Metacognition in 16 Month-olds Infants Goupil Louise. The difference between doubles (two blocks glued together) and singles was apparent and children were asked to share without counting. There are different ways to share fairly. I must do the opposite when I share to achieve equal shares. In both studies. it is not clear when and how imaginary body movement develops. Its speed increases over the next 10 years. 76-80 years group and other age groups. By comparing the indices between different age groups. Most previous research has not separated these processes. (United Kingdom) Sharing has social and cognitive significance. children were less likely to make correct numerical inferences. Almost all of the 10 three-year-olds who attempted the video game task were unable to complete it or fell under the exclusion criteria. but this did not affect the results. it should be possible to clarify how imaginary body movement and cognitive information processing develop. In the first study.g. Children succeeded more in building equivalent shares in the equal sharing than in the reciprocity condition. Lifespan Development of Imaginary Body Movement in Spatial Perspective-Taking Watanabe Masayuki1. Thus. 2/3 blue. This literature suggests that explicit metacognitive processes do not develop before the age of 4 years old at the least. and declines precipitously starting at age 75. Sixteen month-old infants performed a colour categorization task using a manual search paradigm. equal sharing involves giving two sweets to the latter whenever the former gets one. we found different patterns of searching according to performances on the categorization task and the difficulty of the trials. they first equalized the shares in the reciprocity condition and then shared the resources. children were as successful in making number inferences when shares were based on two-to-one correspondences as they were if shares were built using one-to-one correspondence. sharing was done using single and double units. A significant main effect of age group was demonstrated. leaving only one participant of this age who could be analyzed. Children can use the same dealing behaviour to attain different aims or different behaviour for the same aim. A task that can produce these indices must be something that can be easily understood and performed by young children and elderly people. 6-10. and the intercept represents the time required for other cognitive information processing. level of success did not differ between the equal sharing and reciprocity conditions. is whether young infants also have some kind of cognitive processes about their own mind. preverbal infants already have sophisticated knowledge about the physical and social world. The majority of children who shared correctly also made appropriate number inferences when shares were equivalent. However. Double units were visually distinct in some trials and not in others. In contrast.g. In reciprocity.

they might explain their mathematical underachievement. ‘Dog’. knew the correct names of animals. Tactile picture recognition by early blind Children: the effect of illustration technique Theurel Anne Faculté de Psychologie et des Sciences de l'Education (FAPSE) Université de Genève (Switzerland) This study investigated factors which influenced haptic recognition of tactile pictures by early blind children. Theories on how hearing children learn mathematics highlight that logical-mathematical reasoning. whereas another. When analyzing the reaction time data we found a main effect for “angular disparity” (F(2.33)=4. WM.05). but did not correctly identify any plants. the effect of illustration technique on picture recognition did not depend on prior practice with tactile pictures. Kyoto University (Japan) Japan Society for the Promotion of Science (Japan) Faculty of Education . Each of the predictor variables did contribute independently to the prediction of DC’s MA. and half with either no practice or infrequent practice) were asked to identify twenty-four pictures of eight objects illustrated using three techniques (raised lines. measures of non-verbal intelligence. Forty children were given one of the puppets and had to either enact the labelling task with new plants and animals from the perspective of the character. after controlling for intelligence. textures). Twenty-three early blind children (half with a regular or moderate level of practice in using tactile pictures. Nunes and Lunt.03. it is not clear to what extent preschoolers understand role-play.92. Thus. Osanai Hidekazu1. type of educational provision and non-verbal intelligence were controlled for in these analyses. University of Regensburg (Germany) Children with Spina bifida show impaired mental rotation performance compared to healthy controls.) condition. counting ability and WM are good candidate for causes of DC’s delay in mathematics: DC under-perform in each of these measures. years in education. The performance of the children with hydrocephalus only was comparable to the healthy controls. thermoforming.Predicting deaf Children's mathematical Achievement Gottardis Laura University of Oxford. counting ability and logical-mathematical skills were administered.33)=3. (United Kingdom) This study’s aim was to investigate whether working memory (WM). WM. Jansen Petra Institut of Sport Science. but not animals. studies have reported that DC lag behind their hearing peers in mathematics (Gottardis. knew the correct names of plants. Our objective was to examine the effects of three techniques used to illustrate pictures. logical-mathematical reasoning was by far the stronger predictor. It is concluded that logical-mathematical reasoning. MA was assessed. if these measures also predict DC’s MA. We developed new puppet role-playing task for preschoolers. but this aspects needs to be determined in detail in further studies. or simply predict what he would say.001). but not in the 0° (F(1.33)=1. Mental rotation performance in Children with hydrocephalus both with and without Spina bifida Lehmann Jennifer. and to find out if their effect depended on participants’ level of practice in using tactile pictures. The results revealed an impaired mental rotation performance for children with Spina bifida and hydrocephalus compared to children with hydrocephalus only. The aim of the present study was to assess the mental rotation ability in children with hydrocephalus with (12 children) and without Spina bifida (12 children) between 8 and 12 years.2. with two versions: where they enact or predict a protagonist’s actions. counting ability and logical-mathematical reasoning independently predict deaf children (DC)’s mathematical achievement (MA). These factors predict hearing children’s MA in longitudinal studies. a matched healthy control group (12 children) was included into the analysis to compare the performance of children with neurological disorder to healthy controls.05). For five decades. Do executive function skills or theory of mind abilities predict preschoolers’ role-Playing? Furumi Furmikazu1. What has not been investigated up till now is whether the impaired mental rotation performance is due to impaired motor abilities associated with the Spina bifida or cognitive constrains associated with hydrocephalus in those children. Additionally. Yanaoka Kaichi3 1 2 3 Graduate School of Education.05) condition. Shimatani Taiga3.s. At Time 1. or their roleplaying abilities. ‘Elephant’.66)=3.p<. Results showed better recognition of textured pictures than of thermoformed and raised lines pictures. Moreover. after controlling for background factors and non-verbal intelligence. In this task a puppet. Participants were also tested on false-belief. Hierarchical regressions analyses were used to evaluate the independence of the contributions of logical-mathematical reasoning. and each of them contribute to the prediction of MA. Studies that compared DC and hearing children's performance on these measures found that DC significantly underperform in each of them in comparison with hearing peers. However.79. The three groups of children differed in the 90° (F(1. The number of new items reported correctly was recorded.29.p<. few investigations have examined the links between these three topics. The results indicate that the differences in reaction times are due to the mental rotation process itself because differences were only found for the rotated conditions.p<.76. moderately to profoundly deaf) tested this hypothesis.p<.33)=3. Children with hydrocephalus showed faster reaction times compared to children with Spina bifida and hydrocephalus and similar reaction times compared to the healthy controls.2.05) and 180° (F(1. Kyoto University (Japan) Many studies have focused on the relationships between young children’s false belief skills and either their executive function. A longitudinal study with 110 DC (6-8 years old. Participants with regular or moderate practice performed better than participants with no or infrequent practice. Age. and “group” (F(2. the Dimensional Change Card Sort (DCCS) (attentional 65 . six months later. This might be attributable to the impaired motor abilities in children with Spina bifida and hydrocephalus. and counting ability to the prediction of DC’s MA.n. counting ability and WM influence children’s MA. Practical implications for tactile pictures design are discussed. and a significant interaction between both factors (F(4.p<. At Time 2.21. 2011) but the reasons for this delay are still not clear. Finally.66)=91.

The question is whether a person's age and life experience and thus her/his cognitive and social development contributes to the weakening of the stereotype “what is beautiful is good”. honesty. Children of 3 and 6 years in the study of K. secondly. they believed that unattractive children loved to scare others and could cause pain to another person without reasonable cause. Comprehension. during he borrows something to his friend. Subjects of 3 age groups: 5 year-olds. altruism.flexibility). Giannopoulou Georgia3. and Digit Span) and also the Verbal. did not like to fight and scream and did not hit another. we will refer to the output of a clustering algorithm K-means as clustering rules. Similarities. We will also present experimental results that demonstrate how clustering similarity measures can be efficiently applied to WISC-III using the set of test subscales (Picture Completion. Vocabulary. Social and Cognitive Development and “What Is Beautiful Is Good” Stereotype Nikitina Elena Institute of Psychology. The result of this research suggested that the consciousness of possession tends to decreases during the lends something to his friend. Object Assembly. Similar results were obtained for older children and adults (Dion. 66 . 9-11 year-olds and 20 year-olds estimated 32 stimuli photos of faces of newborns. we investigate the application of clustering similarity measures into WISC-III data sets. 7-year-olds. and the Happy-Sad task (inhibitory control). and 20-year-olds and elder people. Participants had to describe these people and then to rate their attractiveness. in order to diagnose several disorders in children and adolescents with the use of data mining techniques.f. Despite the best efforts of the parents and teachers to show that somebody’s look is not related to the beauty of one’s soul. The hypothesis about weakening of the correlation between attractiveness ratings and believes about personal traits with observes age has not been confirmed. multiple regressions to identify the predictors of role-playing indicated that in the sample as a whole (and separately in both role-playing subgroups) only Happy-Sad performance significantly predicted of the ability to take the puppet’s perspective. Zama-Shi. Evaluation and Support in Municipality of Arcadia (region in Peloponnesus in Greece). and 484 college students. Russian Academy of Sciences (Russia) Any social interaction with a stranger begins with the estimation of his/her appearance and then the formation of the first impression. Mikelatou Maria 1 2 3 University of Crete (Greece) University of Patras (Greece) Harokopeion University (Greece) WISC-III is the basic standardized psychometric tool for the identification of IQ in children and adolescents with special educational needs. Picture Arrangement. Participants were 202 schoolchildren. 200 children and adolescents were participated. Block Design. In order to identify this. Analysis of Wisc-III Based on Clustering Similarity Measures Gkintoni Evgenia1. These results suggest that early abilities to understand another’s perspective are determined more by the ability to inhibit a prepotent response than an ability to gauge another’s mental states. correlations show that false-belief task and the Happy-Sad inhibition task were related to DCCS performance. strength. In our study we examined believes of children and young people about the relationship of appearance and personal traits. openness and courage. Throughout this paper. Information. Thirdly. The false belief – inhibition correlation was not significant in this Japanese sample (c. the children have no doubt that the good characters are usually beautiful and vice versa. The findings of the present study and also future studies in this field could be useful tools that can help developmental psychologists and researchers to apply innovative application methods in cognitive science. and on the other hands. How does the consciousness of possession Change when he lends or borrows something with his friend? Kominato Mai Kanagawa-Ken. called Centre of Diagnosis. The present study aims to illustrate the utility and the reliability of WISC-III. health. A Clustering (one of the most well known data mining techniques) algorithm generates cluster descriptions and assigns each observation to one cluster (exclusive assignment) or in part to many clusters (partial assignment). In the study. The experiments of J. (Japan) The purpose of this report is to explain the study that aims to investigate how the consciousness of possession changed when people lend or borrow something with his friend. who belong in several diagnostic categories from urban and rural regions. intelligence. Digit Symbol. 265 junior high school students. enacting the role-play was significantly more difficult than predicting what the puppet would say. In this paper. First. Irrespective of the child’s role-playing condition. Hildebrandt & Cannan. data were collected from a public organization supervised by the Ministry of Education. Halkiopoulos Constantinos2. Performance and Full Scale Score extracted from data collected. his consciousness of possession tends to decrease. Arithmetic. Kleck & Rubenstein). Dion claimed that their attractive peers were friendly. kindness. 311 high school students. Langlois showed that even children of 2-3 and 6-8 months presented with photographs of attractive and unattractive women's faces preferred attractive images. Carlson et al’s studies in the USA). On the contrary.

If young adolescents get used to the constant switching between tasks. Weeda Wouter1. Huizinga Mariette2 1 2 Amsterdam School of Communication Research. The consent for adaptation process was granted by inventor – prof.2. Results from the questionnaire normalization process would be used to disseminate adapted tool in Poland. 815) =4.Effects of media exposure on the development of copying complex Chinese letters and figures in elementary School Children Koyasu Masuo1. p<. All gender differences indicate that girls are better at copying than boys. The present study investigated the relationship between media multitasking and executive function in 118 early adolescents (aged 11 to 13.e. working memory.. the Dots-Triangles Task. thereby engaging in ‘media multitasking’. Prevalence of eating disorders in men is estimated at 5-12% of cases (Button. and video game every day (24 hours) in 15-minute units. However. (The Netherlands) VU University. Including men in diagnosis of eating disorders while not popular in Poland is crucial and could lead to better understanding of underlying maladaptive patterns. video. shifting. The increasing prevalence of media multitasking is concerning because frequent media multitasking may be negatively related to children’s cognitive control abilities (i.92. 50% girls). Katarzyna Bochyńska1 1 2 Maria Curie-Sklodowska University in Lublin.48-0. Aldridge and Palmer. and inhibition) were measured using self-reports on daily-life functioning. In a copying tasks. Hoek and van Hoeken. the interruptive nature of media multitasking may have negative consequences for executive function.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 09:00-12:30 | H4 Amphipôle Hall Inclusion of men in eating disorders assessment Radosław Rogoza1. The results were as follows. The data were collected by mailing questionnaires to each family.05). and a Rey-Osterrieth complex figure which has been used to assess children’s visuo-spatial abilities. Media multitasking was however not related to the performance on the experimental tasks (Digit Span and Dots-Triangles Task). gender.54. the composition of two diamond shapes (F (1. The aim of this study is to adapt internationally recognized tool in the diagnosis of eating disorders as EAT-26. and to show adequate.13. p<. as well as experimental tasks (Digit Span. Ryukoku University (Japan) This study investigated the effects of media exposure on the development of copying complex Chinese letters and geometric figures in elementary school children. and the Rey-Osterrieth complex figure (F (1. and the Eriksen Flankers Task). In Poland there is currently absolute lack of questionnaires suitable for diagnosing eating disorders in men. 7). 788) =6. they may lose their ability to focus and control their attention. (Poland) Polish National Centre for Eating disorders (Poland) Epidemiology of eating disorders is estimated at 0. 8. The media exposure questionnaire is comprised of keeping a media exposure diary in a designated week. the results suggest that although media multitasking is negatively related to executive function in everyday life. PE1.23. Youth frequently use several media types simultaneously. while in girls there were a significant negative correlation between TV viewing time and copying of Chinese letters (r =-. Because media multitasking is characterized by constant switching between several ongoing tasks. 2003).01). They were asked to copy these individually by using a pencil in a non-timed condition.2. In this diary. children were asked to copy four Chinese letters which they had not learned in school but often appear in TV animation programs. David Garner.7% for Anorexia Nervosa and 1-2% for Bulimia Nervosa with additional 2-3% of population demonstrating clinical significant traits (Ackard. goal-directed behavior. parents were asked to record their child’s usage of television. Gender difference was found in Chinese letters (F (1.15. Department of Educational Neuroscience (The Netherlands) Due to the availability and easy accessibility of ever more media technologies. Media multitasking among early adolescents and its relationship to executive function Baumgartner Susanne1. 2007. 2012) and plateau period of woman eating disorders dynamics. Concerning the effects of media exposure on the development of copying. The three central components of executive functions (i. Reliability would be counted using Cronbach’s C and validated by Confirmatory Factor Analysis (CFA).05). and intelligence) revealed that media multitasking significantly predicted self-reported measures of executive function. Adolescents who media multitask more frequently reported having more problems in the three domains of executive function in their everyday lives. Goshiki Toru2 1 2 Kyoto University (Japan). Fulkerson and Neumark-Sztainer. They are a part of a group that participated in a longitudinal follow-up study starting in 2002 with support from the NHK Broadcasting Culture Research Institute. Age would range between 19 – 24 which is suitable with peak moments of development of Bulimia Nervosa in men (Abebe. p<.e. a figure which was composed of two diamond shapes. 67 . the way young people use media has changed dramatically. Lien i von Soest.05). The study is going to be conducted on a total sample of n=1000 students of University of Maria Curie – Sklodowska in Lublin between November 2012 and February 2013. Karolina Faber1. 819) =6. adolescents who engaged more frequently in media multitasking were better in ignoring irrelevant distractions in the Eriksen Flankers Task. the relationship between media multitasking and executive function has not yet been investigated. Japan. it may be positively related to specific components of cognitive processing. p<. This study would help likewise to answer for question posed by Darcya and Hsiao-Jung Lin (2012) are we asking the right questions in the assessment of male with eating disorders. Overall. The participants were 836 children (441 boys and 395 girls. 2008). Regression analyses (controlling for amount of media use. Interestingly.2.01) and a significant negative correlation between TV viewing time and copying of the Rey-Osterrieth figure (r =-. no significant correlations were found in boys. executive function). p<. University of Amsterdam. van der Heijden Lisa2 .

According to the teachers’ rating. (Poland) 3 Polish National Centre for Eating disorders (Poland) 2 In opposition to eating disorders (understood as Anorexia Nervosa. personality. Children’s colour use to represent single and mixed emotion in themselves and others Burkitt Esther University of Chichester (United Kingdom) Few studies have examined the development of children’s understanding and recognition of mixed emotion in themselves and others using non verbal measures. The mothers’ ratings are the same in the case of NPO.3 1 Cardinal Stefan Wyszynski University in Warsaw. Psychological morbidity prevalence has been explored taking into account body weight. in the case of PPO significant age differences have not been found. four factors (NPO.Weight concerns in adolescents: obesity. Feeding disorders of infancy and early Childhood. mothers and teachers also evaluated the children’s SPS in each year. impulsivity (I) and avoidance (A). Discussion of a problem in Poland Mackiewicz Marta1. but they think that their 12-year-olds show lower impulsivity and avoidance than their children of 13 and 14 years. Obese and overweight adolescents should be evaluated to assess the risk of developing psychological morbidities related to body weight. KMO above . Dara Musher-Eizenman (2007. Our research project is to investigate the true extent of the problem in Poland and to find factors (e. Beside children’s own evaluations.75 for all scales). 2010). however. depression. PPO and RPS. and the most divergent evaluations were given by teachers and mothers. Antonio Dellagiulia3.. body image distortions and dissatisfaction. 2002). eating disorder risk. the values of I and PPO decrease with age. The questionnaire of SPS was adapted (SPSI–R: S. respectively. interpersonal distrust scale. At the beginning of the study (2009) the students were 12-year-olds and they were 14 at the last time of measurement (2011). Chatoor (2009). social insecurity scale. obese and overweight adolescents showed higher scores with respect to the body dissatisfaction scale. D’Zurilla et al. respectively. depression and anxiety. however. which is a response to lack of clinical utility of DSM-IV-TR (2000) and ICD-10 (1996) systems. and the Depression and Anxiety in Youth Scale (DAYS). eating disorders risk and psychological morbidities Massimo Cuzzolaro1 Giuliano Grossi2. The psychological evaluation was performed using: the Multidimensional Self Concept Scale (MSCS).esteem. The studied SPS-factors were the following: negative problem orientation (NPO). rational problem solving (RPS). Rogoza Radoslaw2. as well as is the literature of BryantWaugh (2007. overweight and obesity corresponding to +1 body mass index standard deviation score (BMI-SDS) and +2 BMI-SDS. According to the DC:0-3R (2005) system classification. Institute of Education (Hungary) The aim of our longitudinal study (2009–2011) was to investigate the development of social problem solving (SPS) among adolescents (N=180) in Hungary. 531 adolescents (350 males and 181 females. The children-mothers correlation values and the correlations between MEL and self-assessment SPS show descending tendency with age.9% of participants were overweight or obese. eating disorders risk. In the case of gender differences. Sapienza Roma (Italy) Clinica"Villa delle Querce" Rome (Italy) 3 Salesian University Rome (Italy) Background. usually described in adolescents. RPS. Jointly with other psychological and social aspects. and bulimia scale of the EDI-2. as well as significantly higher scores were observed for anxiety and depression. Results. Our research project assumes adaptation of Comprehensive Feeding Practices Questionnaire (CFPQ) designed by prof. Conclusions. obesity and unhealthy eating habits. and self-esteem. especially because this problem seems to be ignored in Poland. self. environmental. family. terms of agreement in adaptation process have been signed at 10. Zsolnai Anikó University of Szeged.2012). 11. We hypothesized a relationship between body weight and psychological morbidities in adolescents. Hypotheses. play a pivotal role in the development of eating disorders. (Poland) Maria Curie-Sklodowska University in Lublin. the Eating Disorder Inventory-2 (EDI-2). which indicates necessity to disseminate theoretical background for polish environment. Faculty of Arts. Eleonora Poggiogalle1 1 2 Department of Experimental Medicine – Food Science and Human Nutrition Research Unit. NPO. It was 68 . the teachers’ opinions differ significantly from those of mothers and children in all years. I. 14-19 years-old) completed a questionnaire assessing body image dissatisfaction. Ammaniti (2011). positive problem orientation (PPO). The correlations between children’s and mothers’ ratings are the strongest. Children have been found to use different colours when signalling single emotions in themselves or in other people yet the impact of mixed emotion on children’s colour use has not yet been systematically explored. RPS and A show increasing tendency with age.85. The aims of this study is to assess the prevalence of overweight and obesity in adolescent students and to evaluate body image dissatisfaction. Results are intended to be used as the basis for a development programme in 2013. Method.g. Marco Tineri2. anxiety. The adapted questionnaire showed good reliability and validity (Cronbach α above . The present study therefore investigated children’s colour use in drawing tasks specifying single and mixed emotions in themselves and in an age and gender matched others. The mother’s sample represented a range of Hungarian mothers’ educational levels (MEL) in all years. temperament factors) which may be indicators of these disorders in the Polish population. Based on the self-assessment. Bulimia Nervosa and Binge Eating Disorders) the feeding disorders of infancy and early childhood remains a mysterious field in scientific and social field of cognition. A) show increasing tendency with age. Development of Social Problem Solving – A Longitudinal Study (2009–2011) in a Hungarian context Kasik László.1% and 1. When compared to their lean counterparts.

560) = 7538. these reactions were said to be self-centred in nature. Exploring the Path to Empathy Basford Yael. Participants: 1223 adolescents (556 males. Process of Change in mothers’ ability to perceive infant emotion Obara Tomoko Okazaki Women's Junior College. (Israel) This study explored empathy among infants aged 3-9 months. detachment and loneliness during adolescence Corsano Paola1. This could be a sign of psychological pain inevitably linked to the physiological processes of separation. The Louvain Loneliness Scale for Children and Adolescents (LLCA – Marcoen. High scores of Detachment seem to indicate a deficiency in relationships with peers and then a difficulty in directing their affective investments in this area. infants observed a 60-second videotape of a crying infant. Development of video clip stimulation Subjects: 127 mothers caring for an infant. The differential colour use between drawings of single and mixed emotion increased with age. Children’s colour preferences were measured in Session B. negative. and that c) an understanding and differential deception of single and mixed emotion through colour use would increase with age. The findings are discussed in terms of exercising caution when examining children’s use of colour in relation to affect in drawings of themselves and others and the need to further investigate children’s understanding and non verbal expression of mixed emotion. Corsano. Four to five infants in each age group were videotaped Scenes showing positive. Kay (1977) speculated that fluency in construction of the mother-infant interactive system is maintained by the mother’s competency. Majorano & Scarpuzzi. 2001) theory of empathy development. this study adds to a growing body of research revisiting Hoffman's theory of empathy development. Musetti Alessandro1 1 2 University of Parma. Session A measured understanding of single and mixed emotion and colour use in relation to a brief vignette. Measure: Emotional Autonomy Scale (EAS – Steinberg and Silverberg. Forty infants aged 3. While for decades studies have shown that newborns react to the perceived distress of another. Thus. 2009) during adolescence. Luyckx. We analyzed data obtained by micro genetic research as short intervals around the equifinality point of development using video clip stimulation developed to measure mothers’ ability to perceive their infant’s emotion. p Discussion: These data allow a better understanding of the connection between Detachment and worst developmental outcomes of the process of separation/individuation. based on Hoffman's (1982. 2005) and aloneness/loneliness (Goossens. & Masy. A significant effect was found for the dimensions of peer-related loneliness (F (4. “separated” and “ambivalent”) of alternative substantive models of emotional autonomy (Beyers. Lasgaard. Italian version by Meleddu & Scalas. Roth-Hanania Ronit Academic College of Tel Aviv Yaffo. In particular we expect to find a relationship between Separation-related profiles and parent-related loneliness and Detachment-related profiles and peer-related loneliness. rather. a mother’s ability to perceive her infant’s emotion may be a significant social function in emotional development of the child. (Japan) Background/Aims: We examined changes in mothers’ ability to perceive their infant’s emotion from a relational system viewpoint using the theoretical framework of Fogel et al. mainly induced by self-distress in light of perceived distress and lack of self-other differentiation. The vast majority of infants in this study showed slight to moderate empathic reactions and no distress. In particular red and blue was used when depicting a protagonist with mixed emotions and red when depicting the children’s own experiences of mixed emotion. In congruence with previous studies.The aim of the present study is to analyse the relationship between five profiles (“not yet separated”. Emotional autonomy profiles: Separation. we too have found that the infants' receptive language skills were among the factors contributing to individual differences in empathic behavior. One hundred and eighty children (90 girls and 90 boys) between 4 yr 11 mo-8 yr 1 mo (X=6 yr 6 mo) completed two test sessions in counterbalanced order. 667 females) recruited from Italian high schools ranging from 13 years to 20 years of age (M = 16. SD = 1. The present study brings evidence for the relation between affect sharing and self-regulation abilities in infancy.predicted that a) children would use colour differentially in drawings of themselves and a protagonist. Mathias. 2006) Results: We conducted the analysis of variance (ANOVA) considering the five groups of adolescents as independent variables and the scores on the four subscales of the experience alone as dependent variables. van Calster.55). emotional reactions to another’s perceived distress among infants were deemed emotional contagion as 'true empathy' develops once children have matured in other developmental domains. “detached”. in that it attempted to extend the previous findings of empathic reactions among infants to younger ages. Goossens & Caes. they tended to show concern and to try to comprehend the situation. This study contributes to several other pioneering studies in the field of empathy development in infancy. that b) children would use colours differentially in drawings of figures characterised with single and mixed emotion. the true empathic nature of these reactions has been contested. 1986. 69 . 1987. For decades. and neutral emotional expressions were selected and prepared as 15-second clips. Participants were Caucasian and from monocultural Italian families. Our study has found that infants were not distressed at the sight of another peer's distress. 2002). (2006). The infants were videotaped and their responses were coded. Majorano Marinella2 . During a home visit. Vanhalst. Italian version by Melotti. 6 and 9 months participated in the study. but also by context.33. Therefore. Children used colours differentially across drawings of themselves and other people and in relation to depicting single or mixed emotions. Goossens. High scores of Separation may signal greater suffering in the relationship with their parents. The developmental process in multiple cases was examined to verify the diversity of developmental trajectory by binding the findings. & Duriez. “typical”. Tronic & Brazelton (1980) suggested that mothers might interpret infant emotion not only from facial expressions. (Italy) University of Verona (Italy) Introduction .

but also their inner representations of parenting attitudes and principles. R1. van de Vijver Fons J. Bejcek & Vanickova. We investigated the role of age and variables related to information and familiarity in the appraisal of non-human primate emotional behavior at the zoo. zoo visits and multiple other forms of contact with animals. 83% provided a justification based on behavior. shows. How did they interpret the infants’ emotions on the clips? What context was used for assessing the emotions? The results indicated that the mothers perceived emotions not only from objective information. Considering the homogeneity of this sample. acculturation orientations. as some mothers become competent to use a wide-ranging context along with parenting experience. 169 Turks (82 girls and 87 boys) and 151 Greeks (78 girls and 73 boys) aged between 18 and 25 years completed a 143-item questionnaire that was developed by Arnett (1997).2. Children were very similar in their “exposure” variables. whereas mainstream identity and adoption were positively associated with adjustment to the host culture only. circuses with animals. Israel (Mayseless & Scharf. 2009). to sort out possible cultural effects. and both “exposure” measures and “environmental awareness” measures did not affect matches. 6. while others focused on a specific context. The effect of the coded variables was inspected for the amount of correct emotion appraisals (matches) and their justification (description of behavior/social context/ facilities/other). Emotions at the zoo . and 3. well-being. Dimitrova Radosveta1. Ethnic Identity and Maintenance Enhance Well-being of Turkish-Bulgarian and Turkish-German Adolescents Aydinli Arzu1. According to Arnett’s theory. Greece and Turkey. Argentina (Facio & Micocci. 2007) and Romania (Nelson. Gaspar Augusta. all visiting zoos. parks. 2004). semi-structured interviews were conducted in a European zoo to 68 children (ages 3-7 yrs) in front of the chimpanzee facility during emotional events. Most children appraised emotion events correctly (85% matches) and of those. However. an answer to following questions will be given: 1. being a “Pet Owner” significantly affected matches – all “dog and other mammal” owners producing matches. This measure was significantly affected by age with no matches at 3 yrs old and maximum at 6 yrs. 9. The subjects evaluated the following. but little is known about children’s perception of animal emotions (PAE).6 CULTURE AND LEARNING 09:00-12:30 | H4 Amphipôle Hall Conceptions of the transition to adulthood among emerging adults in Bulgaria. Lisbon (Portugal) Several factors are known to affect children’s perception of emotions. Which facets of the construct of adulthood are more important to them?. Youth in both cultural contexts regarded their heritage identity as more relevant than their mainstream identity and Turkish culture maintenance was more important than host culture adoption. PE1. Questions included information on pets. the distinct features of this time period set it apart as a period of development that is distinct from both adolescence and adulthood. and socio-cultural outcomes. the survey requires replication in other types of animal setting and country. and 12 months (total 20 clips). 2. 2004) has proposed a theory of emerging adulthood that attempts to characterise the development of young people roughly aged 18 to mid. Greece and Turkey Ganeva Zornitza Sofia University. In order to assess which factors could influence PAE. Esteves Francisco CIS – ISCTE. including China (Nelson. with the exception of recent work in the Czech Republic (Macek. etc. Bender Michael1. Turkish-Bulgarians also reported higher scores on host culture adoption than Turkish-Germans.to late twenties. 2004). Arnett (2000. Badger & Wu.96 years) who completed measures on ethnic identity. 2003) and Canada (Cheah & Nelson. Which factors lead to the process of emerging adulthoods? Analysis for each country individually as well as comparative analysis between the three Balkan countries will be made. (Bulgaria) Based primarily on work conducted in the United States.3 1 2 Tilburg University (The Netherlands) North-West University (South Africa) 3 University of Queensland (Australia) This study compares Turkish minority youth in Bulgaria and Germany by examining differences in ethnic identity (heritage and mainstream). Upon conducting this research. Participants were 178 Turkish-Bulgarian and 166 Turkish-German youth (mean age of 15. We conclude that Turkish ethnic identity and maintenance are salient factors for well-being of Turkish minority adolescents from two different European countries 70 . A multigroup path model showed that Turkish identity and maintenance were positively related to well-being and adjustment to both cultures. acculturation orientations (host culture adoption and heritage culture maintenance) and their influence on psychological and sociocultural outcomes vis-à-vis the Turkish and mainstream cultures. 2003).Process of change in mothers’ ability to perceive infant emotion Twenty mothers caring for 3-month-old infants were shown 20 video clips (15 seconds) of infants at each age of 3. 278 Bulgarians (147 girls and 131 boys). Variations in pattern of developmental changes were suggested. little work has been done to compare emerging adulthood in the Balkan countries sharing common border: Bulgaria. There is a growing body of work examining similarities and differences in emerging adulthood in different countries.Factors Affecting Children’s Perception of Animal Emotions – a preliminary report Rocha Sílvia. Chasiotis Athanasios1. Finally. such as emotional behavioral. What meanings do adolescents and young adults from Bulgarian Greek and Turkish origin attach to the concept of being adult?.

Authenticity Scale – Alex Wood. Method: Participants were Japanese exchange student (N = 25: 17 women and 8 men. and are related to different adjustment aspects. uniqueness. in this study. Kurman Jenny2. Ambivalent self-construal strategies for Romanian young cohorts Gavreliuc Alin.5 (SD =.Theodore M. satisfaction with life and coping style relate to the independent-interdependent self-construal.77). this research does not involve representative generational samples. is infirmed. Singelis. A study of Japanese people studying abroad. we have evidenced the ambivalent self-construal strategies activated. whereas emotional support to parents predicted Pride. their mean length of studying abroad was 10. For the social stratum analyzed (young cohorts) at least. The outcomes have indicated high scores for all the subscales of the independent self-construal . ethnic identity was a defence against an unstable ego identity. This change in the cognitive strategies. consistency and self-direction . their results should be interpreted with caution. A longitudinal study on Japanese students abroad has indicated that situations of cross-cultural transition make a person’s ethnic identity salient. authenticity. We hypothesized that the meaningful responsibilities children assume in immigrant families create a dual response of negative and positive emotions. Gavreliuc Dana. For that reason. which would protect them against negative cross-cultural experiences. Coping Style Scale – Susan Folkman. The methodological design has included a sample formed by 435 subjects (students for the Western part of Romania) and the following instruments: Self-Construal Scale . as interdependent sub-scales that describe an interdependent self-construal. Self-Efficacy Scale – Matthias Jerusalem and Ralf Schwarzer. Moreover.4 months (SD=. mean age = 20.self-reliance. Useful especially for the public policies articulated in a structural intervention in the educational system. like other similar studies and. was identified by factor analysis. This indicated that in these participants’. whereas Distress predicted psychological symptoms. Therefore. (Israel) University of Haïfa (Israel) This paper examined emotional reactions of young adults to filial responsibilities (FRs) following immigration as predictors of adjustment. Roer-Strier Dorit1 1 2 Hebrew University. in the nearest future we will extend the sample to a representative one. however. this study showed that the two emotional reactions co-exist. We concluded that social services and clinicians should address both types of emotional reactions independently (managing distress and supporting pride) when consulting young adults who experience adjustment difficulties concerning family role changes due to immigration. Indeed. which were not observed in the other 3 groups. Two components of emotional reactions to FR. have suggested that their attachment to their own ethnicity has predicted negatively in a sense of ego identity. The FRs domains differentially predicted the emotional reactions: cultural brokering predicted Distress. They also completed a questionnaire on ego identity. therefore.Dual emotional reaction to filial responsibility in immigrant children & their psychological adjustment as young adults: A retrospective study. Newly developed separate scales taping positive and negative emotional responses to FRs enabled a separate investigation of this range of reactions. Thus. on a societal level. (Japan) Introduction: Many studies have indicated that ethnic identity is correlated with psychological well-being. Satisfaction with Life Scale – Eduard Diener. The results have also shown that independent self-construal scales were positively correlated with authenticity. self-efficacy. the role of ethnic identity on ego identity was explored through protocol analysis. Faculty of Sociology and Psychology. It is suggested that attachment to one’s ethnic background predicted negatively the sense of ego identity. The self-reliance domain was the strongest predictor of Distress and was negatively related to Pride. because of its defensive role. 71 . Ciobota Cristina West University of Timisoara. in order to test all these tendencies. Ponizovsky Yael1 . Department of Psychology (Romania) Our research has examined the manner in which a set of social cognitions such as self efficacy. before studying abroad they had inferiority feelings about their ethnic background. The relationship between ethnic identity and ego identity in cross-cultural situation: with Japanese students abroad Uematsu Akiko Japan Lutheran College. satisfaction with life and coping styles.and high scores for inclusion and commitment. can only be local and decontextualized. In addition.88). Pride and Distress. Participants were interviewed individually after they came back to Japan and interview protocols were analyzed. and it is also suggested that research on the relationship between ethnic and ego identity needs qualitative approaches to clarify its functions. Results : The group with high ethnic identity had low ego identity scores. even if encouraging. suggesting that Japanese adolescents in intercultural environments as an ethnic minority might develop negative feelings. and interdependent self-construal scales were negatively correlated with the dimensions studied. due to the cultural impact. and that of disengaging social cognitions on an interpersonal level. Participants were divided into four groups using their ego identity scores based on questionnaires and ethnic identity scores based on interview protocols. in a new social and political climate. The emotional reactions demonstrated unique predictive ability above and beyond that of the FRs domains for both adjustment indicators: Pride predicted self-efficacy. the stereotypical image of Romanian collectivism. revealing a clear trend of negative implications. at the same time strong in some specific facets of interdependent and independent registers. Two aspects of adjustment were measured as well: selfefficacy and reported psychological symptoms. it has been reported that Japanese studying abroad are likely to suffer a health problems in the host country. A sample of 220 young adult immigrants from the former Soviet Union to Israel completed the Comprehensive Filial Responsibilities Inventory (CFRI) and the Emotional Reactions to Filial Responsibility Scale (ERFR). not mutually exclusive.

Experience from across the world has shown that the reform and modernization of Europe`s higher education depends on the competence and motivation of teachers and researchers. the average age is 22. Educational Reform and Modernization of Higher Education as a Function of Social Development and the Motivation of the Academic Staff Topuzova Irina South-West University Neofit Riski (Bulgaria) The present research examines the motivation of personality. We explored the retrospective adolescent experiences in the two samples: the sample 1925-1927 and the sample 2011-2012 by using the comparative analysis. (Israel) University of Haïfa (Israel) Immigration often prompts role reversal and many immigrant children assume various roles in the family . relationships with management. policy of the organization. The findings from the research indicate both the similar (increased interest to the inner world. The purpose is to establish the dominant motives for work of the academic staff and differences that exist in the motives for work depending on their gender. The results indicates that the motivation is of crucial importance and the management policies and practices should take seriously the great variety of motives of the teaching and research staff within the HEIs in order to elaborate appropriate strategies reforming the educational systems. the need for affiliation. The study retrospectively examined whether emotional reactions of young adult immigrants to filial responsibilities (FRs) are predictors of psychological adjustment. desire for independence. Vasilevskaya Ekaterina The National Research University . developed by Russian psychologist M. The results suggest the need to understand more clearly how each individual's research motivation and self-efficacy is constructed and to determine the best method of increasing motivation and self-efficacy for teaching and research. independent from the change of epochs and social context. The FRs domains differentially predicted the emotional reactions: Cultural brokering predicted Distress. the experience and the opportunity for the academic performance of the academic staff in line with the reforms and the modernization of Europe`s higher education systems. this study showed that the two emotional reactions co-exist. Roer-Strier Dorit1 1 2 Hebrew University. and are related to different aspects of adjustment. The emotional reactions demonstrated unique predictive ability above and beyond that of the FRs domains for both adjustment indicators. whereas emotional support to parents predicted Pride. role models. Implications for clinical and social work with young adult immigrants who assumed FRs in their families of origin are addressed.Intergenerational study of retrospective adolescent experiences Molchanova Olga. The self-reliance domain was the strongest predictor of Distress and was negatively related to Pride. Kurman Jenny2. relationships with colleagues. We addressed special attention to the characteristics of adolescence through "the cultural context of the environment". the social development. We conclude that there are constant key characteristics of adolescence.Rubinstein for his sample 1925-1927. Pride predicted self-efficacy. etc. academic rank and title. aspirations. the focus of attention in this research is motivation and self-efficacy for teaching and research. This study examined aspects of academics motivation with their job across the two nations (Bulgaria and Austria) and interesting patterns emerged across countries reflecting differences in the international academic climate. 813 university lecturers completed a questionnaire that includes five key factors that impact on motivation. Two newly developed scales that tap positive and negative emotional responses to FRs enabled independent investigations of these reactions. There were 129 participants in the present study – 67 women and 62 men. It is an open questionnaire conducted to determine the retrospective experiences of adolescence. they are more likely to experience the feelings of anxiety and irritability. rather than embarrassment and shame. The "Autobiographical Notes" method was applied. Two aspects of adjustment were measured: self-efficacy and reported psychological symptoms. age. but less likely to experience romantic love or sacrifice themselves for a great goal."filial responsibilities" (FRs). and personal expressions) characteristics of the participants in the two samples. experiences. were identified by factor analysis. A sample of 220 young adult immigrants from the former Soviet Union to Israel completed the Comprehensive Filial Responsibilities Inventory (CFRI) and the Emotional Reactions to Filial Responsibility Scale (ERFR). romantic aspirations.Higher School of Economics Moscow (Russia) The present research aims to illuminate psychological characteristics of adolescence in different social and historical contexts. 72 . Filial responsibility in immigration: Dual emotional reaction and psychological adjustment among young adults Ponizovsky Yael1. revealing a clear trend of negative implications. and Distress predicted psychological symptoms. The participants from the sample 2011-2012 are more likely to express protest against the adults rather than participate in their activities. Two components of emotional reactions to FR. We hypothesized that the meaningful responsibilities children assume in immigrant families trigger both negative and positive emotions that are not mutually exclusive. reflection. In addition. The results show that the participants from the sample 2011-2012 are more realistic and prefer individualistic values. Previous studies focused on the key characteristics of adolescence. feedback on performance. Therefore. total years of service. Pride and Distress. reflecting the change in "the cultural context of the environment".) and the different (changing interests. The academic staff is an important constituent group within the higher education institutions impacting the quality of the institutions and students’ success. a protest against the adults. they are more likely to start sexual and loving relationships earlier. and at the same time we emphasize the qualitative specificity of the identified features. including: content of work.

Aktaş Ayşenur. verification of the effectiveness quickly followed – all this is for many patients a special experience. 2006). during it the patient experiences changes in heart rate. irregular heart beat -have a special emotional significance for patients.26.6%) girls respectively aged 14 – 18 (M = 16.7: VICTIMIZATION & QUALITY OF LIFE 09:00–12:30 | H2 HALL Relations between marital adjustment. perceived as a kind of "rite of passage". The conclusions of this investigation show Facebook influence upon several dimensions under analysis. Its meaning in the perception of some patients (especially younger. Feeling unsafe at school can have a detrimental effect both for psychological adjustment and academic achievements and motivation as school is an important developmental context for the adolescents. the patients’ experiences related to the illness and treatment have been analyzed. has undoubtedly influenced its users both in their social relationships as in their more intimate aspects. With this research we investigated the cross lagged relationship between feeling safe at school and subjective well being over time for girls and boys separately. Salvaterra Fernanda Lusófona University Lisboa (Portugal) The way social networks have became a part of the daily life of millions of people. Life Satisfaction Scale. Karadeniz Gülçin Maltepe University Istanbul (Turkey) Although there has been considerable amount of evidence for changes that occur in marital satisfaction. The program Social Science Statistical Programme (SPSS) will be used to analyze the data. provoke increased introspection and self-analysis. which has been focusing its studies in the student population of countries with highest internet penetration rates. is being applied. The present study aimed to investigate the relations between marital adjustment. 73 . paroxysmal atrio . Dyadic Adjustment Scale and Ways of Coping Inventory.4%) boys and 928 (59.FACES IV.. The experiences of patients with cardiac arrhythmias treated with RF ablation Maryniak Agnieszka1. SD = 0. Therefore. Cardiac arrhythmias. Analysis will be done when the application is finished and the results will be discussed.PE1. Data from 1556 adolescents were collected. The measures used in this research were the Feeling of safety at school scale (Henrich et al. for which the arrhythmia was the only health problem) goes beyond the cure of burdensome disease. Feeling safe at school and subjective well being are positively correlated for both Time 1 and Time 2. The research will be completed in March 2013.periodic feeling of fast.94) participated in the research.ventricular reentry tachycardia. spiritual dimension. Based on interviews with two hundred forty patients (aged 16 . 1995). Warsaw (Poland) Cardiac arrhythmias significantly disrupt daily functioning of the patients. The second measure took place in a one time period after the first one. absorbing a substantial amount of their available time. life satisfaction and coping with stress among 300 Turkish men and women at various stages of marriage cycle. gaining a deeper. Data used for this research were taken from the ongoing Positive Youth Development project. Walczak Franciszek2 1 2 Children's Memorial Health Institute Warsaw (Poland) Institute of Cardiology. In its treatment radiofrequency catheter ablation procedure is used. due to their nature . and paroxysmal atrial fibrillation). 2004) and Subjective well being scale (Diener et al. Feeling of safety at School and subjective well being: evidence from cross-lagged relations in a 1-year longitudinal sample Raiziene Saule. Such a phenomena would certainly raise the interest of the international scientific community. may be associated with both a sense of danger to life and. The specificity of the RF ablation procedure – lasting a few hours. For girls the level of subjective well being at Time 1 has a buffering effect on feeling safe at school at Time 2 and feeling safe at school at Time 1 has a buffering effect for subjective well being at Time 2. through permanent focus on the feeling of your heart rate. The results compliment earlier studies about the differences in socialization context for boys and girls. strong. with their self-esteem (Rosenberg's self esteem scale. 1965)and family communication (Olson's Circumplex model. life satisfaction and coping with stress: Stage of Family Life Cycle Kaya Balkan İdil. to evaluate how Facebook usage is related with their social relationships. these conclusions constitute an additional contribution to demonstrate how social networks are indelibly shaping individuals and their social behavior. For both girls and boys feeling safe at school and subjective well being showed moderate stability over one year time. performed under local anaesthesia. From disease to health .73) who underwent ablation due to their arrhythmias (paroxysmal atrio ventricular nodal reentry tachycardia. time of recovery is short. The current study has set the objective to overcome this gap by surveying 1187 Portuguese adults. 628 (40. corroborating international studies.. However only feeling safe at school at Time 1 has a buffering effect for subjective well being at Time 2 for boys.a rite of passage. the research in this topic is very limited in Turkey. Self-Esteem and Family Communication on Users of Social Networks Botelho Sílvia . especially suggesting a U –shaped pattern of marital satisfaction over the life course. Garckija Renata Mykolas Romeris University Vilnius (Lithuania) Cross sectional literature suggests negative correlation between violence exposure and subjective well being.

Facebook. Untreated depression can delay recovery or worsen the outcome of other medical illnesses . life satisfaction. and its relationship with well-being. Medical illness. and 2) The “Life Goals” Questionnaire – measuring the content and formal properties of the life goals of adolescents. Relationships between Hierarchies of Adolescent Values and Their Life Goals Set for Various Time Periods Czerwińska-Jasiewicz Maria University of Warsaw. Widowed state.Brzozowski – to measure adolescents' value hierarchy. The results obtained confirmed the formulated research hypotheses. aged 18-19 years. After controlling for the time spent on Facebook and number of Facebook friends. retirement. Two research techniques were employed: 1) The “Rokeach Value Survey (RSV)” in the adaptation of P. retirement. Sousa Rocha Gabriela Griffith University (Australia) Emerging adulthood is an important new developmental period between adolescence and adulthood (Arnett. Family discordance Objectives to determine the prevalence of depression among the elderly population. 60% of sample) and adults (26 – 71 years.com. Many authors suggest that values are a fundamental criterion of life goal selection. income stressors. M ądrzycki 1996. Pune (India) Introduction: Depression is a treatable medical condition the most frequent causes of emotional distress in older adults. age. Facebook use. and general well-being. 74 . Study tool: Predesigned Questionnaire including WHO 5 Well being index and Mastering depression in Primary care version 2. medical illness and residing in a nuclear family system are strong predictors of depression in the elderly RECOMMENDATION: Social support programs for the elderly must be developed Awareness would help in designing appropriate strategies for prevention of depressive disorders in geriatric population. The significance of this relationship is supported by literature concerning the above topic (Nuttin 1980. accumulating more bonding social capital online was positively related to well-being and more bridging capital was related to both well-being and life satisfaction. its use is only associated with development and maintenance of stronger ties.2 were administered. Participants completed an online survey comprising measures of Facebook use. financial dependency were strong predictors of depression in the elderly. and staff and students at the authors’ university. Faculty of Psychology (Poland) The research concerns the relationship between adolescent value hierarchies in the final phase of adolescence (18 years of age) and their life goals (content).6% with majority in 74-80 age group. Nurmi 1991. However. Sample size: 216 . Part 2 WHO 5 Well being index and Mastering depression in Primary care version 2. education. To identify the risk factors with respect to depression in elderly Material and Methods: Study design: Cross sectional study. sex. Psychological factors increasing vulnerability for depressive disorders are: Specific stressors like widowed state. Zaleski 1991. employment status. medical illness and residing in a nuclear family system. for 10 years and for their entire life). The results also show that Facebook fosters broader well-being outcomes in emerging adults than in adults. set for various life periods (for one year. Inclusion criteria: more than 60 yrs of age. which constitutes a modification of the “Goal Questionnaire” (KCL) of Zaleski (1991). Retirement. marital status. and Well-being: Developmental differences between emerging adults and adults Hood Michelle. CONCLUSION: Widowed state. In adults. Results: The prevalence of depression was 21. The sample comprised 1200 Facebook Users (78% female) recruited from a range of nationalities and countries via Facebook profiles and groups as well as survey recruitment site. Any participants with a self-reported English-language reading ability of less than average were excluded (the survey was in English). Czerwiska-Jasiewicz 2005). These results show that emerging adults use Facebook to develop and maintain both weak and strong ties (bridging and boding social capital) whereas. 40% of sample) in the accumulation of social capital on the Social Networking Site.Czerwiska-Jasiewicz within a master's seminar in the Faculty of Psychology at the University of Warsaw. conducted under the direction of M. getparticipants.Screening for depression in elderly Anagha Raul Bharati Vidyapeeth. In emerging adults. greater use of Facebook for direct communication with others was positively related to both Internet bonding and bridging social capital in emerging adults but only to bonding capital in adults. The adolescents were in their final year of school taking their matriculation school leavers’ exam. Study area: Southern part of urban Pune city. 200 pupils from general profile upper secondary schools in Warsaw were studied. financial dependence. in adults. Study setting: Community based. 2000). online bonding capital was not related to either wellbeing outcome but greater online bridging capital was weakly related to greater well-being. Depression is NOT a part of normal aging. For the subjects not well versed with English a Marathi version was developed. Internet bridging and bonding social capital. Most (86%) spoke English as their main language. Developmental differences were found. the type of family system. Social capital. The present study examined differences between emerging adults (18 – 25 years. there are few empirical studies conducted on this topic. A significant relationship was found between the life goals of adolescents and terminal and instrumental values.2 was administered: Part 1 Socio-demographic information covered a diverse set of parameters namely.

the Hellenic version of the Psychological Well-Being Scales and a new measure of economic well-being were administered to 163 individuals. they therefore may be suffering from anxiety correlated with their school years at university. the number of variety of words are 1201 and type-token-ratio is 0. The highest occurrence words are “precious”:45. which was defined according to Ryff (1989) as encompassing what it takes to be psychologically well (namely. Methods: Seventy-seven university students between the ages of 19 to 22 participated. As for the question of message to themselves. leisure time. How do these changes in lifestyle affect the mental health in accordance with their school years? This study investigate the mental health status and lifestyle patterns among university students between the first/second and third grades. and mean length of a sentence is 12. environmental mastery. 38. Ito Takehiko2 1 2 Tohoku Fukushi University. However. In particular. and mean length of a sentence is 15. Further it became clear that they appreciated their ordinary life which they had taken for granted before the earthquake and felt pleasure and happiness. lower scores in economic well-being were related to lower scores in environmental mastery. “don’t forget: 44. This study is an initial investigation of the well-being of the Hellenic manpower at these difficult times. purpose in life. First.The result demonstrated that there are just expressions of PTG in students’ descriptions which are promoted by sharing the feeling with other peoples through hard disaster.5 letters. The research was carried out to the students of disaster areas at the beginning of June in 2012.2 for the lower group. Single individuals scored higher than married ones in personal growth and married individuals scored higher than divorced ones in economic well-being. 103 of which were women. We found that the most pervasive predictor of well-being is the working condition. Finally. there were age-related deteriorations in mental health and lifestyle patterns among the university students in accordance with school year. mean length of composition is 18 letters per a student. (Poland) 3 Region of Thessaly (Greece) The last years.5 letters per a student. students have less time to experience a healthy lifestyle. Younger individuals scored higher in personal growth. which was defined as the feelings of security that people derive from their financial condition. (Japan) Kochi University of Technology (Japan) Background: It has been recognized that university students experience dramatic lifestyle changes caused by increasing academic demands and intensive job hunting. and individuals living abroad scored the highest in economic well-being. autonomy and self-acceptance). The questionnaires addressed general health (GHQ-30) and lifestyle patterns (diet. the Hellenic Republic has been in the center of European attention because of a severe economic recession. Melissidou Gesthimani3. and purpose in life. The responses of the students in the upper group displayed a more stressful and unhealthy mental state due to having less time to relax. A text mining study of students’ narratives after 311 Disaster Nishino Misako1. There was no significant difference between the two groups in the number of students who skipped breakfast. sleeping quality. The student’ description are classified into 5 factors of PTGI made by Tedeschi & Calhoun( 1996) . In conclusion. Relationship between Mental Health and Lifestyle among university students (1): Age-related Changes Nakagawa Yoshiko1. The participants were divided into two groups by their school years (lower group: 1st and 2nd grades. sense of continuous personal growth. Nakamura Naoto2 1 2 Tokyo Future University. Total number of words are 3703. Stavrou Achilleas 1 2 General Hospital of Volos (Greece) University of Warsaw. self-acceptance. (Japan) Wako University (Japan) The purpose of this research is to make clear what internal change was caused from the unprecedented Great East Japan Earthquake. 41 students). Due to the increasing demands of academic requirements and job hunting. it focuses on psychological wellbeing. relaxation.3 for the upper group and 13. Kobayashi Kumi1.367. 36 students. Their sleeping and eating habits deteriorate as their time spent at school progresses. Education and gender were not significant predictors of well-being. Second.ratio is 0. Faculty of Psychology. environmental mastery. Wasowicz-Kirylo Grazyna2. upper group: 3rd grade.Psychological and economic well-being in times of recession Vleioras Georgios1. positive relations with others. the number of variety of words are 615 and type-token. and college workload) were administered.Question 1 is on the changes of their recognition after experiencing the Earthquake. “important” :72. Accordingly we could say that the students matured mentally and came to appreciate and have positive feeling towards other people through the warm relationship and by sharing the severe hardship with others. Conclusion: Although the college workload in the upper group was less than that of the lower group. personal growth and economic well-being. aged 21 to 65 years (average age was 35. 75 .9 years). friends and others. total sentences are 589. our results support that having a sufficient income is an important aspect related to psychological health. Residents of the province scored higher than city residents in environmental mastery and economic well-being.051. From the research we could see that the students really felt the importance of life and realized the significant ties with their families . the students in the upper group who skipped breakfast were more negatively affected than the students in the lower group who skipped breakfast.2 letters. Total number of words are 1674. The highest occurrence words are “person”: 80. A demographic sheet. 232 compositions were made an analysis by a text mining. it focuses on economic well-being. Results: An analysis using t-tests revealed that the average number of credits for one school year was 9. total sentences are 334. to determine any age-related differences and the relationship between them. individuals who work fulltime or part-time scored the highest in positive relations with others. and “live”:40. Mean length of composition is. “family” :71. This recession has brought about a dramatic decrease in the average income of Hellenic households and an equally dramatic increase in unemployment.

However. Rocio Lavigne. leisure time. 2002) in which they could take risks to earn money. There was. sleeping quality. and college workload) were administered. they don’t necessarily transpose this urge into reckless behavior. 2007) which measured their explicit current attitude towards doing something reckless.. Nakamura Naoto2. Inmaculada Quintana.01). Selfhout et al. Literature (e.g. although adolescents who listen to heavy metal might develop an explicit reckless attitude. Test de Vocabulario en Imágenes (Peabody Picture Vocabulary Test. p<. 2007) and reckless behavior was measured using questionnaires. Carrero-Francisco.. 2001.05) and sleep disturbance (t (45)=2. ter Bogt et al. no effect of the listening condition on actual reckless behavior was found (F(1. a method of dietary intake. however.. 2013) has described correlations between heavy metal music and reckless or externalizing behaviors. who listened to 12 minutes of pop music.8 LANGUAGE & COMMUNICATION 09:00–12:30 | H1 Hall Amphipôle Development of Mentalist Abilities in Deaf Children Using Current Auditory Technology María-José Linero. p < .. After this. However. Prior to the experiment sensation seeking (SSS. as well as to other variables jointed to deafness (mainly age of prosthesis). The sample consisted of 20 children (ages 6 to 13 years) with bilateral and pre-speech deafness with losses of 70 dB or more in their better ear and using digital hearing aids and/or cochlear implant. Nakagawa Yoshiko1 1 2 Tokyo Future University. that is. Roberts et al. an effect of listening. (Grammatical Structures Comprehension Test). Lejuez et al. they could lose the money again. Antonia-Mercedes González. Their mental health which is going to deteriorate as their time spent at the grade progresses. and the contents of the meal. meaning that metal fans as a group did not report more reckless attitudes or performed more reckless behaviors. if they pushed too far to earn money.01) of the GHQ-30 factors in comparison with other group. All participants were evaluated with: Theory-of-Mind Scale by Wellman and Liu (adapted and translated into Spanish). and tend to be more negatively affected at the relaxation(t (73)=-2. participants completed a state version of the SSS (De Wilde.57) = 7. 76 .505. 64 adolescents (aged 17-19) participated. Methods: Seventy-seven university students between the ages of 19 to 22 participated. who listened to 12 minutes of heavy metal music. p<. After exposure. PE1.816. De Wilde. This way the BART offers an ecologically valid simulation of risk taking. To imply causality we used an experimental study. Rubin et al.04. p<. Gender was equally distributed across these two groups. Results: The choice and behavior of dietary intake. The anonymous questionnaires addressed General health (GHQ-30) and lifestyle patterns (diet. 1998. and the contents of meal show the special relationship to some tendencies: the group of eating rice as a staple food at breakfast was lower than any other group in terms of general illness (t (45)=-1. such as dining options( to prepare by themselves. Conclusion: These data suggest that mental health of the university students has been influenced by their total choice behavior of meal. to buy something to eat so on). 2008. Participants who had listened to heavy metal reported a stronger attitude towards doing something reckless afterwards (F(1. Participants then were divided random among an experimental group. (Japan) Kochi University of Technology (Japan) Background: Higher education tends to be universal stage in many countries. Navarta.460.01.. and a control group. A number of studies provide evidence that university students experience dramatic lifestyle changes caused by several factors of college lifestyles. relaxation. The results show differences in Theory of Mind abilities not related to age but related to both lexical understanding and syntactic competence. Are metal heads “Relentless Reckless forever”? An experimental study of the effects of heavy metal on reckless behaviour among adolescents Beyers Wim. η² = . So.Concepcion University of Málaga (Spain) The aim of this work is to analyze mentalist abilities in deaf children using current auditory technology and to study the relationship between these abilities and lexical and syntactic competence.072.11). 1991. The group of much using a convenience store to get ready to meal food tend to be higher point of somatic symptoms (t (73)=-1.05) and the stresses coping (t (73)=-2. Does their choice and behavior on the meal influence on their lifestyle and the mental health? Do the contents of their meal impact on the changes of their mental health and lifestyle? The purpose of this study is to investigate the relationship between the mental health status and dietary life at college.Relationship between Mental Health and Lifestyle among University Students (2) : In The Light of the Choice and Contents Concerning Foods Kobayashi Kumi1. Analyses revealed no evidence for an effect of music preference. Arnett. usually started from skipping breakfast and then caused several mental and lifestyle problems. 32 metal fans and 32 not-fans.072. p<.01) of the GHQ-30 factors.60) < 1).. Carmen Barajas. Arijs Cedric Ghent University (Belgium) In this study we investigated effects of listening to heavy metal on reckless behavior among adolescents. participants completed the Balloon Analogue Risk Task (BART. p<. PPVT-III) and Test de Comprensión de Estructuras Gramaticales (CEG) by Mendoza et al.

“That’s really very funny!” – Ironic Hyperboles Understanding in Children Aguert Marc1. Studies with English L1 population generally indicate that the orthographic rime or VC on CVC is a strategy most frequently used in spelling-to-sound encoding process.” When a child teaches O the name of the cap owner. “This cap is xx’s. The utterances varied depending on the level that was hyperbolic. In the first experiment.g. If it is true. we focused on hyperbole (e. Martel Karine1. Three different priming conditions were used: CVC of the orthographically and phonologically overlap word condition. of CVCC sequence. the same stories were presented to 40 six-year-olds and to 39 ten-year-olds. There is another possibility. with the fastest on the CVC prime condition. no lexical hyperbole) or the words (“That’s really very funny”. The utterances were either hyperbolic (both at the lexical and prosodic levels). The participants were twenty-five EL2 adults (Japanese) and eleven EL1 adults (American). O has recorded children’s behaviors toward him in an IC recorder within his chest pocket. most frequently used in EL2 materials.. Toddlers teaching an adult Kawakami Kiyobumi1. This study brought the first empirical evidence that lexical and/or prosodic hyperbole increases irony understanding in children. hyperbole (hyperbole > no hyperbole) and contexts (strong context > slight context) were observed on irony understanding but no interaction reach statistical significance. Main effects of age (10-year-olds > 6-year-olds). in the prime-mask-target setting. The situational contexts were either slightly ironic or strongly ironic. Takai-Kawakami Kiyoko2 1 2 University of the Sacred Heart. “Showing”. suggesting that CV or L1 Japanese syllabic strategy may have been attributed some role in the EL2 situation.Subsyllabic graphophonological strategy in CVC EL2 word naming: Is CV a locus of segmental overlap or L1 transfer ? Yamada Megumi Hokkaido Pharmaceutical University. The result showed a similar tendency in naming latency between the two groups. The child doesn’t think about O’s mind and has tendencies to teach some information. Results showed that 10-year-old children better understood irony than 6-year-old children. (France) Université de Poitiers (France) Irony is defined as an incongruity between an utterance and the situational context in which this utterance is produced. and girls show the “Teaching” behaviors more than boys. In the 16 “Teaching” behaviors. Laval Virginie2 1 2 Université de Caen Basse-Normandie. CVCC with the different onset and identical rime (VCC) condition. On the other hand. There was no effect of the type of hyperbole. no prosodic hyperbole). which comes along with the theory of reading development. Beyond the contextual incongruity. A total of 149 behaviors were recorded. which is a cue to irony both at the lexical level and at the prosodic level. The first author ( O:observer ) has been conducting participant observations in a nursery. If it is true. O has played with children as a passive person. They want to teach the adult something even though they can’t speak fluently! From our data. But we must collect more data using other children and in other situations to generalize the results. In this study. Zero-year-olds did not show the “Teaching” behaviors. 12 girls and 5 boys. Otru (Japan) The present study investigated the role of sub lexical units in the phonological encoding of English single–word production in a word–naming task. We have found 16 “Teaching” behaviors in them. the speaker’s ironic intent may be displayed using various cues including prosody and linguistic cues. The percentages of intercoder agreement of “Vocalization” and “Verbalization” were 100. We have selected 10 observational categories ( ex. from 0-year-olds to 2-year-olds. Tokyo (Japan) Japan Women’s University (Japan) Although some debates on the topics of teaching in nonhuman animals. Children in sessions were 17. The role of these cues in irony understanding has not been studied much in children. either the prosody (“That’s funny”. and four hash marks of the control condition. “Pointing” ). there are only a little data on the beginning of teaching in human toddlers. Targets comprised sixty single syllabic words. she/he may think that O doesn’t know whose cap it is. The result of the present experiment indicated an onset and segmental overlap prime effect in both groups. O has attended in a one hour free play session once a week. even in the younger ones. it should exemplify that human toddlers are very social beings. short stories were presented on a laptop to 58 six-year-old children and 39 ten-year-old children. human toddlers begin teaching from the second year of life. The data of 7 weeks observations were analyzed. 15 were teaching of friend’s name to O. she/he must have a “Theory of mind”. saying “That’s really very funny!” when one is the target of a bad joke). In the second experiment. and especially with the EL2 group the involvement of an ad-hoc or alternative strategy from L1 syllabic transfer in the process of EL2 reading development was suggested. the previous experiments with EL2 learners (Japanese) revealed that the phonological encoding strategy of CV or clustering V with preceding onset C in CVC spelling produced comparable accuracies to those from the English L1 studies. Our hypothesis was that hyperboles would increase irony understanding especially when the situational contexts were slightly ironic. 77 . For example. or not. and boys did not show them.

All participants declared it is "very important" to learn English. The word and Nonword repetition task was based on Roy & Chiat (2004). 10% "personal goals" (intrapersonal tendency: changing lifestyle by living abroad).Institute of Psychology (Brazil) Introduction and hypothesis: Learning languages involves complex. Although the sample of LT is small. there are no studies carried out in Spanish with very young children. /The canistel may (seems to/must) be sweet. First. 50% "positive feelings" (feeling well. 10% declared "obligation" to study it. 60% "practical need" (professional). results show a sensitivity of the task to lexical frequency (performance is less accurate with nonwords compared to words) and item length (trisyllabic words are the most difficult to repeat) in both groups of children. Some may have learning problems related to conflicts between their own values. Koizumi (2012) reported that adults referred to not only the vague expressions but also their precedent knowledge and the kind of speakers when they judged the conviction degrees. This study is part of a broader research that compares longitudinally typically developing (TD) and late talking (LT) children. Different experimental and standardized phonological. how degree does the information think it to be reliable?” and were presented the 10 sentences. Result:The rating values of the affirmative expressions were higher than the rating values of the vague expressions. but specifically designed for Spanish language. Discussion Highest percentage scores refer to more extrinsic motivation. they were asked “When your friend (or the salesclerk) says as follows. 19 TD and 10 LT. According to Piaget (1954) affection and cognitive development are integrated. By contrast. rich). 20% feel some discomfort. In the condition that a friend explained known fruit. 2011). Besides.. Nonword repetition is related to vocabulary development: evidence from Spanish typically developing and late talking Children Mariscal Sonia1. and values of new language. But this investigation was not considered about these factors enough. MOTIVATION: 10% "abstract need" ("obligation" . I know (think) that the canistel is sweet. the conviction degree did not change. 40% "instrumental use" (reading materials).g. visiting relatives). They were asked 1 point in the 0-100 %. As in previous work (Mariscal et al.. While most studies have been conducted in English. the conviction degree changed with the difference of the vague expressions. 30% manifested negative feelings while expressing themselves. Therefore this study examined the Japanese university student's comprehension of the conviction degrees by the short sentences including the vague expressions. Clinical interviews about values students attribute to the new language. a parent report measure of expressive vocabulary was administered to children that took part of this study. only 30% declared intrinsic motivation.. 30% "social goals" (interpersonal tendency: taking courses. 1998) and learning disabilities (Alicia Fernández and Sara Paín).Studying English: values and motivation Teles Joseilde Maria University of São Paulo . Our hypothesis is that affectivity (energetic source) increases or decreases the amount and quality of motivation in the interaction with the language. UTILITY: 20% "theorical use" (do not apply the knowledge at present). the repetition task elicited high levels of response in TD children (100%). "seem”). 60% motivated to study English due to professional demand (more extrinsic motivation). GOALS: 60% "career goals" (conferences. 78 . Hypothesis: The conviction degrees of vague expressions will be affected by “the kind of the speaker” and “the presence or absence of knowledge”. personal knowledge building. 30% "intrinsic need" (always wanted to study it). Casla Marta2 1 2 Universidad Nacional de Educación a Distancia (UNED) Madrid (Spain) Universidad Autónoma de Madrid (UAM) (Spain) Research on early language development has found relationships between Nonword repetition and further language skills in young children and school-aged ones. Overall. lexical and morph syntactic tasks are used from 2 years of age up to 3. linguistic identity (Signorini. 20% "ambiguous feelings" (lost or embarrassed but it is nice). and 5 sentences explained taste of known fruit. concerned about market opportunities. Preliminary results: 10 participants were asked about: IMPORTANCE: 100% "very important" to learn English. 60% will use the language basically for professional purpose while just 10% declared personal goals. In the condition that a friend explained unknown fruit. Adult Brazilians who study English. "must") but also the vague expressions (e. proud. Conclusion: The Japanese university students comprehend the conviction degrees of vague expression with referring to “the kind of the speaker” and “the presence or absence of their knowledge”. although 20% do not use it at all in their present lives. Method: Bibliographical review on affectivity in Piagetian theory. refusal to participate in the task was high in LT children (33%). 40% "communicative use" (oral communication). The aim of this particular work is 1) to test a word and Nonword repetition task suitable for young Spanish children and 2) to examine the relationship between vocabulary development and Nonword repetition comparing both groups of children.English "universal language"). we refer to not only affirmative expression (e. Method: 126 subjects were asked to rate the sentences with the affirmative expressions and the vague expressions in Japanese. seem not to be aware of that.g. jobs). accepting different cultures and values. results already show important differences between TD and LT. 5 sentences explained taste of unknown fruit. being the former more accurate than the latter. FEELINGS: 30% "negative feelings" (strange or ridiculous when speaking). Rujas Irène2. When we judge a conviction degree of a wide variety of expression. Is the canistel sweet? :A study on measurement of judgment of the conviction degree in vague expressions Koizumi Yoshiko Shokei Gakuin University Graduate School Natori (Japan) Background: A purpose of this study is to conduct an investigation into adult's understanding of vague expressions. 06.

22 mental states (desires and intentions).. mothers and child minders were questioned about the infant’s verbal and nonverbal behavior. but significant gender effect for girls outperforming. this study undertook a large-scale survey using parental checklists for children’s expressive language for 2 to 6 year old children. 4 perception. imitation. 16 cognition. The goal of the present study is to map associations between two mechanisms. Tsuji Hiromi2. understanding other’s emotions. Yamada Chieko3. Despite numerous empirical investigations concerning mental state language. Historically.. Socio-cognitive development was assessed from 12 questions concerning joint attention. 170 children (12 to 26 months) were videotaped during joint attention episodes which were later coded based on the Early Social Communication Scale (Mundy. The present study investigated Japanese pre-schoolers’ expressive mental state language and socio-cognitive development using a large-scale survey. A hierarchical cluster analysis was conducted to organize these socio-cognitive measures into developmentally similarity groups. Findings from the present work show that Joint Attention processes as reflected in IBR were associated with infants’ levels of request. the number of emotion and cognitive terms used by the children appeared to be significant variables. The effect of joint attention processes on pragmatic communication skills in differing care contexts in infancy Witting Andrea. Toi Yoko 1 2 Graduate School of Human Development and Environment. Research on language acquisition has been providing ample of evidence. Kitano Sachiko2. These developmental clusters were examined for age and gender effects. Delgado. Japanese Early Childhood Education had a strong emphasis on fostering human relationships.083 children (529 boys. Block. Furthermore. and 3) early phonological difficulties as an early predictor of further language skills. 2003). shared emotions. Ridgeway et al. 1995) of each infant. (Japan) Graduate School of Human Development and Environment. from early on. while they learn to interact as conversational partners. The list comprised of the categories of 37 emotions (emotion and affects). There was a very small. gender and early socio-cognitive development (cluster 1). Ahnert Lieselotte University of Vienna. 1985) with modifications. relatively little has been explored using large-scale surveys. Kashiba (Japan) Osaka Shoin Women's University (Japan) 3 Miyuki Kindergarten (Japan) Mental state language has been regarded as one of the important mediums for developing social minds. i. Toi Yoko. shared 79 . To provide normative data for mental state language in Japanese. Two cluster groups: cluster 1) early socio-cognitive behaviours (9 items) and cluster 2) talks related to past and ones inner states (3 items) were obtained. Regression analyses for predicting children’s socio-cognitive development (cluster 2) revealed that beyond the age.g. and talks about other people’s minds. Kobe University. Yamada Chieko3 1 2 3 Osaka Shoin Women's University. but no age effects were found. The lists of mental state vocabulary were drawn from lists reported in Englishspeaking studies (e. Implications of these findings will be discussed. developmental norms derived from large-scale studies are scarce. Whereas most terms related to perception. (Austria). physical states. These socio-cognitive measures correlated significantly with all the categories of mental state vocabulary and syntax measures when controlling for children’s age. Venezia. Parents of 1. and syntax were mastered by the age of 4. However. 8 physical states and 10 syntax (modulation of assertions). Gender effects were found for these measures with girls outperforming boys. requests. how children rely on pragmatic information. Codings focused among others on infants’ requests for help and support (IBR: Initiating Behavioral Request) and on infants’ attempts to direct the attention of an adult partner (IJA: Initiating Joint Attention).Results encourage the discussion of a) the word and Nonword repetition task as a tool for assessing phonological development. Medical Centre Division (Japan) Mental state language has been investigated in relation to the development of socio-cognitive understanding. talks about the past and future.e. attention controls. Institute of Applied Psychology: Health-Development-Intervention. this curriculum has recently been revised to include additional emphasis on language activities. The present paper examined data from 1. pretend play. and to demonstrate adjustments of infants’ communication repertoire in differing care contexts. Kobe University. Hogan & Seibert. ANOVAs suggest that 4 year-olds used a significantly smaller number of terms compared to 5 and 6 year-olds. such as refusals.083 children between 4 and 6 years old. Development of mental state vocabulary in the Japanese language: from a large-scale study of pre-School Children Kitano Sachiko1. 16 cognition. b) the relationship between phonological and lexical development. 4 perception. 22 mental states (desires and intentions). Normative data derived from a large-scale study may be useful when examining delays in language and social development and devising activities or tasks using age-appropriate vocabulary for preschool children. mental states and cognition were mastered by the age of 6. The percentage of children who expressed each term was calculated and. 540 girls. in order to delineate the pragmatic communication profile (PCP: Dewart & Summers. Mental state vocabulary included the categories of 37 emotions (emotion and affects). those terms used by at least 75% of the children were counted as having been mastered. Relationship between mental state language and socio cognitive development: a large-scale study in a Japanese-speaking population Tsuji Hiromi1. less than half of terms related to emotion. The PCPs allowed to capture the variety and level of communication and contained various complex components. 8 physical states and 10 syntax (modulation of assertions). 14 not stated) between 4 and 6 years-old completed checklists for mental state vocabulary and behaviours related to socio-cognitive development. self-recognition. Mental state language plays an important role in nurturing children’s social minds. Gender and age effects were examined for the number of terms used by the children. joint attention processes and pragmatic communication skills. particularly for non-Anglophone languages. Kashiba (Japan) Ikoma city.

e. A variety of training methods have been proposed. However. which mostly target executive control functions. Thus.e. interventions at the cognitive level have been shown to influence brain mechanisms that support the particular skills being trained as well as learning of other material. 1998) is an online intermodal preferential looking procedure that can inform us on the speed and efficacy of word recognition in infants from 15 months. however. Papers will be discussed in relation to the new insights into enhancing cognitive resources of people across development that they provide. presenting information on the effects of training during infancy (paper 1). Salerni Nicoletta Department of Psychology. known to be important for goal-directed behavior and self-regulation. infants looked significantly more at the target than at the distracter pictures (t=-5. even if most of the studies on language development focused on speech production. These methods provide information about which words infants understand but fail to address the actual process of word recognition. no direct (i. whereas IJA correlated with levels of infants’ attention controls in everyday situations. Infants’ capability to initiate behavioral requests meeting own needs. In addition. We present research that used computerised paradigms aimed at training endogenous attentional control in infants.emotions and refusal throughout the day.. Childhood (papers 3 & 4) and elderly (paper 2). challenging the traditional view that learning and brain Plasticity are subject to sensitive periods of development after which Changes are more difficult or even not possible. Word recognition in 15-months old infants: an Italian adaptation of the Looking While Listening Paradigm Suttora Chiara. early interventions for individuals at high risk of subsequent disrupted development . non-parent mediated) methods exist that provide cognitive training targeted at individuals younger than 4 years of age. word recognition of 12 infants aged 15 months has been assessed. Results indicated that the infants exhibited good word recognition. University of Milano-Bicocca. The looking while listening paradigm (LWL) (Fernald et al. Cambridge (United Kingdom) There is widespread agreement that early interventions are desirable because neural and behavioural plasticity is greatest at very early stages of development. Infants’ productive and receptive linguistic skills were also assessed by the administration of McArthur-Bates CDI. such as fluid intelligence. IJA processes are most important for infants to adjust in differing care environments. The auditory stimuli consisted of sentences containing 8 words typically acquired by Italian infants at early ages. These were administered via an eye tracker and were gaze contingent . Studies conducted with LWL showed that infants’ efficacy in word recognition increases in the 2nd year. which were extracted from the Italian version of McArthur-Bates CDI. as well as the modulation (or lack of it) produced by genetic variation on the effects of intervention. due to the extreme methodological difficulty of training very young individuals. The training targeted working memory and attentional control. measures of word processing represent reliable predictors of later linguistic development. Studies on lexical comprehension development mostly rely on parental reports and on off-line experimental tasks. We also discuss the importance of using targeted training to address vital unanswered questions about how causal interactions operate between different cognitive domains over developmental time. These discrepancies in PCPs were specifically accentuated if infants’ IJA processes were scored low. key executive components that are disrupted early on in the development of several disorders and that are thought to be causally required for subsequent learning in areas such as language learning and learning in academic settings.i. remained unaffected by the different care contexts. This study would provide data from an Italian adaptation of the LWL developed by Fernald et al.including infants born prematurely and infants with family histories of disorders such as ADHD. Examining the proportion of looking time (accuracy) to the distracter and the target objects. We discuss current investigations into the potential of this work in preventative. benefits of training have been observed across the life span. INVITED SYMPOSIUM IS2 BEHAVIOURAL AND NEURAL BENEFITS OF COGNITIVE TRAINING ACROSS THE LIFE SPAN Chair & Disscussant: Rosario Rueda Universidad de Granada (Spain) 13:30-15:00 | Room A Amphipôle In the past decade. Improving key learning skills at early stages of development: training attentional control and working memory during infancy Sam Wass MRC Cognition and Brain Sciences Unit.048). (Italy) Infants’ receptive vocabulary shows important gains during the 2nd year of life. including results with typically developing as well as infants from low socio-economic status backgrounds. there has been a growing interest in studying the benefits of cognitive training in a variety of aspects of human development ranging from brain function to behavior. different events took place depending on where the infant was looking. Importantly. behavioral regulation and learning. information will be presented on the effect of training in the function and structure of brain networks. We present findings from two trials showing transfer to other aspects of attentional control relative to an active control group following short (5-visit. PCPs at home as compared at the child minders appeared significantly different with more variety and higher level of communication at home. 80 . (1998). 80 minutes per infant) training phases. moreover. Increasingly compelling evidence has shown that training leads to benefits in the particular cognitive function being trained as well as related domains. discrepancies were small if infants had already developed sufficient JA skills reflected in high scores on IJA. Additionally. Papers included in this symposium will convey information on recent advances in the field of cognitive training.

of Experimental Psychology and CIMCYC. Behavioral performance improvements were also associated with changes in fronto-parietal white matter pathways. and inhibitory control. much less is known about how these factors interact with each other. Importantly. DRD4. AC. temperament and genes) factors. structural MRI and diffusion tensor imaging (DTI). We found increased functional connectivity between fronto-parietal attention and medial temporal lobe memory systems. Here. Dept. To explore GxE interactions in the context of the development of executive control and selfregulation. sustained attention and conflict resolution (Rueda et al. 2012). training effects on WM and inhibitory control were moderated by genetic variation in the COMT and DAT1 genes. However. 81 . about plasticity of large-scale brain circuits that mediate learning in children. working memory span. Additionally. We found improved math problem solving skills after training.g. suggesting dynamic changes in interaction between attention and memory processes with learning. at least during a period of major development of executive control. Little is known. nutrition. University of Granada (Spain) A growing pool of evidence has shown that individual differences in children’s ability to regulate behavior are influenced by environmental (e. to examine the effects of a classroom-tested math training program in 24 third-grade children (7-9 years old). education. The training program consisted of a set of computer-based exercises designed to train inhibitory control. hippocampal volume.g. Genetic modulation of cognitive training in preschool-aged Children Joan Paul Pozuelos.e. and suggest that intrinsic brain organization before tutoring can be used to as endophenotypic markers of skill acquisition in elementary school children. working memory. however. DAT1 and COMT) were obtained for all participants. or they only underwent the first levels of difficulty in each exercise (Active control. compared to the AC group. Results showed that. Critically. Taken together. n=30).Training-related Changes in attention and memory circuits supporting the development of mathematical skills in Children Dietsje Jolles Stanford University School of Medicine (United States of America) Most current theories of functional brain development acknowledge the role of learning and experience in shaping brain function and structure. parenting. electrophysiological indexes associated with executive control such as the ERN and Pe were enhanced following training in the MF group compared to the NF group. trained children significantly improved in behavioural measures such as fluid intelligence. Participants were divided in three groups according to whether they received training with an elaborated metacognitive feedback (MF. genetic variations associated to more efficient structural and functional brain activity interact with educational interventions leading to enhanced neuro-cognitive efficiency. Moreover. n=30). as well as a shift in problem solving strategies from counting to memory-based retrieval. genotypes of various Dopamine-related genes (i. Our results suggest that. we used a multimodal network-based approach using resting-state fMRI. n=30). training with a regular correct/error feedback (RF. we carried out a study in which a large sample (n=90) of children were assessed on various tasks targeting self-regulation skills prior to and following 8 sessions of attention training. etc. particularly in academically relevant domains like mathematics.) as well as constitutional (e.. 2005. our findings provide novel insights into experience-dependent brain network changes. as well as functional connectivity between the hippocampus and prefrontal cortex predicted performance improvements with tutoring.

while dyslexic readers predominantly showed power-law distributions. as well as on children and adult reading from the viewpoint of complex systems and interaction-dominant dynamics. and are indicative of additive versus multiplicative effects. it is becoming widely acknowledged in psychology and well beyond that temporal patterns of variability constitute a rich source of information about the system under scrutiny. mixtures of nonGaussian distributions make use of this apparent paradox. Also. such as what lies on the core of developmental reading disorders. Some researchers believe that a stable performance on a genuine task indicates skilled performance. dyslexic readers also revealed predominant power-law distributions in a variety of tasks that do not include word recognition. Radboud University Nijmegen (The Netherlands) A better understanding of how word recognition comes to appear fluent promises to shed light on prominent failures to develop cognitive competencies. Interestingly. Since comorbidity has consistently been associated with a poorer prognosis and greater demands for professional help. The work presented here highlights how reading performance can be understood in terms of the global organization of the cognitive system. In particular. However. for example the question of the development of silent text reading skill in beginning readers or differences in reading fluency in adult literate readers.1 INTERACTION-DOMINANT DYNAMICS OF READING DEVELOPMENT AND DEVELOPMENTAL DISORDERS 13:30-15:00 | Room B Amphipôle Chair: Sebastian Wallot Interacting Minds Centre. One of the central tenets of interaction-dominant dynamics is that cognitive performance in reading can be understood in terms of the overall organization of the cognitive system instead of mere contributions of its component parts. this postulate could explain why developmental disorders are often accompanied by below average scores on so many distinct tasks and modalities Dispersion of response times in normal and dyslexic children Anna Bosman Behavioural Science Institute. the presented work aims at how the global organization of the cognitive system can be quantified. 82 . Radboud University Nijmegen (The Netherlands) The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However. others rather point to the importance of a ‘healthy’ degree of variation.SYMPOSIA SY2. unravelling the causality of comorbidity ranks among the top priorities in dyslexia research. since it does not assume specific component deficiencies to malfunction. It is shown that response time distributions may indicate system behavior at the edge of stabile versus flexible performance in an optimal balance. how these quantifications can be used to tackle new question in reading such the development of text reading skill in children and literate adults. Dynamics instabilities in developmental dyslexia Maarten Wijnants Behavioural Science Institute. Although the bulk of standard statistical analyses are frustrated by the presence of structure in trial-to-trial variation. two complexity measures (1/f scaling and recurrence quantification analysis) are introduced that focus solely on response variability. but a coherent picture has yet to emerge. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read. Aarhus University (Denmark) Co-Chair: Anna Bosman Radboud University. Reading is not only very practically investigated in laboratory settings. and despite this long tradition. A large number of factors have been identified that contribute to the reading process of normal or dyslexic readers. to serve as metrics of reading fluency in young readers. The starting point of this presentation is that reading performance is both organized and variable. These metrics have been proven especially powerful in clinical populations. In this presentation. In this symposium we expand the perspective on reading performance by summarizing research on dyslexia. and how interaction-dominant dynamics holds new answers to old questions. rather than from specific deficits encapsulated within components. but is a skill of high relevancy in modern society. University of Groningen (The Netherlands) The nature and assessment of reading skill is one of the oldest topics of investigation in modern psychology. research in reading has failed to deliver a clear picture of the factors that govern the development of reading skill – or disruptions thereof. and how this organization can be measured using nonlinear analysis techniques. This postulate was corroborated by a recent study that revealed clearer log-normal distributions in more fluent reading. Nijmejen (The Netherlands) Disscussant: Ralf Cox Department of Developmental Psychology. Moreover. but much more general reductions of system interactions. some areas of reading research have almost been left untouched. The observation that dyslexic children fall out on so many different tasks and modalities is not strange from a complex systems perspective.

and greater percent recurrence. Metrics from these analyses. The present study examines differences in oral and silent reading using complexity metrics from dynamical systems theory as a potential alternative to assessing fluency of silent reading. determinism and maxline. The special characteristics of bullying are often overlooked when measuring bullying. to silent reading. and for silent reading. Silent reading compared with oral reading showed higher fractal exponents. will serve as a discussant. Reading across the age groups showed increases in percent recurrence. Analyses of variance applied to the complexity metrics revealed that more fluent reading (with increasing age) was marked by more stable but flexible structure found previously with adult readers. and 6. Finally. percent recurrence and determinism and maxline. and thus show promise for an alternate way to characterize reading fluency.New approaches to measuring silent reading fluency using complexity metrics Beth O'Brien National Institute of Education (Singapore) Reading fluency assessments primarily entail oral reading rate. which can be studied in isolated words or sentences. Regional Centre for Child and Youth Mental Health and Child Welfare. Even if the focus is on bullying research. we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. which accommodate interdependent time series. the themes to be discussed are highly relevant to developmental psychological research in general. A story reading task was given to cross-sectional groups of children in grades 2. 4.2 SOME METHODOLOGICAL CHALLENGES IN BULLYING (AND OTHER) RESEARCH Chair: Kyrre Breivik Uni Health. In this study. There are some controversies in the research literature about how harmful this practice is. Half of the participants were randomly assigned to read silently and the other half read aloud. and an adult comparison group. While researchers such as Solberg and Olweus 83 . It is concluded that more fluent reading across age was marked by more stable but flexible structure found previously with adult readers. given that silent and oral readings have been shown to be independent. Distinguishing between bullying and general aggression: A bifactor analysis Kyrre Breivik 13:30-15:00 |Room 410 Amphimax Uni Health. and therefore do not capture the development shift. around grade 4. to the effect that the distinction between bullying and aggression in general is blurred. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well. Regional Centre for Child and Youth Mental Health and Child Welfare. Disscussant: Donna Cross Edith Cowan University (Australia) «There is nothing so practical as a good method». with only adult readers showing greater meanline. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents. SY2. 1999). this lack of attention is in parts also due to the lack of statistical analysis techniques. An experienced bullying researcher. the authors will focus on some methodological challenges currently facing bullying research. However. In the present symposium. Each participant’s word reading time series was subjected to fractal and recurrence quantification and cross-recurrence analyses. There was also an age by mode interaction for meanline. Christiane Spiel. Complexity metrics were more sensitive to fluency changes across grade and reading mode compared with traditional reading rate measures. Uni Research (Norway). Differences in text reading fluency in adult readers Sebastian Wallot Interacting Minds Centre. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency. however. 1993. It is problematic that there is no established measure for silent reading fluency. Such response shifts implying that the meaning of the outcome measure has changed over time could lead to biased estimates of program effects. The use of good and appropriate methodology is of great importance for the advancement of bullying research. Thérèse Shaw will focus on the importance of testing for possible “response shifts” or lack of measurement invariance in self-report outcome variables in evaluation studies. results showed greater shared structure between younger. Dan Olweus will argue and illustrate with empirical data on bullying that residual change/gain scores are not meaningful measures of change and conclusions about simple one-way or reciprocal causal effects based on residual change/gain scores (autoregressive models) are biased and misguided on both statistical and conceptual grounds. determinism and entropy. Specifically. Aarhus University (Denmark) The process of connected text reading has received very little attention in contemporary cognitive psychology. we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. including fractal scaling. were compared across the age and reading mode groups. For cross-recurrence. Uni Research (Norway) Bullying is usually defined as a subset of aggression or aggressive behavior with special characteristics such as repetitiveness and an asymmetric power relationship between aggressor/perpetrator and victim (Olweus. and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. less fluent readers. Kyrre Breivik will show through the use of bifactor models the importance of distinguishing between bullying and aggression in general.

Such differential shifts or lack of measurement invariance over time could lead to biased estimates of program effects. In line with how bullying is usually defined. Jones & Bouffard. leads to or causes increased internalizing problems such as depression or poor self-esteem at later point in time. 2012. others have claimed that bullying can be measured simply by use of items describing aggressive behavior in general without specification of the defining characteristics. Implications for school-based practice and policy will be discussed. Response shift bias in evaluations of school anti-bullying programs Thérèse Shaw . the cross-lagged (regression) coefficients have usually been used as a basis for drawing conclusions about the relative strength of the two relations or about possible reciprocal effects or influences. behavioural outcomes and academic attainment in primary and secondary schools in England. The bifactor model is in our view ideally suited to test this hypothesis as it contains both a general factor as well as domain specific factors. Uni Research (Norway) As documented in a recent meta-analysis (Reijntjes. that is. Self-reported frequency of involvement in bullying victimization and perpetration. As a result many countries have implemented programmes to address mental health and well-being in the school context (e. &Telch. after internalizing problems at the first time point have been partial led out from internalizing problems at T2. school anti-bullying programs have not been found to be uniformly successful. Kamhuis. for example. We tested our hypothesis in a large Norwegian sample consisting of 5 to 9 graders by use of bifactor analysis. The second paper (Praveetha Patalay) will examine the links between longitudinal trajectories of emotional difficulties and change in attainment over the same period. we hypothesize that it is both: Bullying behavior is both part of a general aggression factor and a reflection of a unique “bullying” construct. Kids Matter in Australia. T1. These analyses are based on socalled residual change or gain scores which are defined as what is left after the T1 scores have been (linearly) partial led out from their respective T2 scores. 2010) strongly argue that it is of fundamental importance to make sure that it is bullying one actually measures by defining bullying in the questionnaire. Regional Centre for Child and Youth Mental Health and Child Welfare. Specifically. 2010). T2. SEAL & TaMHS in England). such as educational attainment. a considerable number of longitudinal studies have attempted to find out if being bullied/victimized at a certain point in time. and on a separate domain specific bullying factor. The findings reported highlight the role of mental health and well-being to children’s functioning in the school context and indicate the importance of strategies to support and promote well-being in schools. Specifically the first paper (Jessica Deighton) will explore cross lagged models of emotional. Residual change score analysis: A misguided search for causal relations Dan Olweus Uni Health.This symposium aims to first frame the issue of child mental health and wellbeing by exploring links between key indicators of mental health and academic attainment over time. conducted in Western Australia. Several of these studies have also examined the opposite relation. but also because of its association with other key outcomes. Donna Cross 1 Child Health Promotion Research Centre. 84 .. This common practice should be abandoned and alternative approaches will be discussed. Olweus.(2003. the author will argue and illustrate with empirical data on bullying 1) that a residual change/gain score is not a meaningful measure of change and 2) that conclusions about simple one-way or reciprocal causal effects based on residual change/gain scores (autoregressive models) are biased and misguided on both statistical and conceptual grounds.3 EMOTIONAL WELL-BEING AND ACADEMIC OUTCOMES: IMPLICATIONS FOR PRACTICE IN EDUCATIONAL SETTINGS 13:30-15:00 |Room 415 Amphimax Chair: Jessica Deighton CAMHS EBPU. however. This issue will be explored using data from the Cyber Friendly Schools Project (CFSP). Means of testing for and potential consequences of this form of bias will be discussed. In studies where the relations in both directions have been examined. the possibility that internalizing problems at T1 may cause or lead to increased victimization at T2. may be subject to response shift. These controversies underline the strong need to explore whether bullying is a distinct construct or just part of a general aggression factor.g. The dominant method used in such studies has been hierarchical regression analysis in which the T2 variable was regressed on itself at T1 after which the second T1 variable was introduced in the regression. Edith Cowan University (Australia) Involvement in bullying at school is detrimental to students’ mental and physical health. The results from the present study support our hypothesis as the bullying items loaded on both a general factor (which they shared with other aggression items). SY2. A very crucial question in such analyses is what residual change scores actually measure: Can they be perceived as meaningful measures of change? In this presentation. The second part of the symposium will assess the effectiveness of two different approaches to supporting mental health and emotional well-being in educational contexts. These findings support the importance of not blurring the distinction between bullying and general aggression in future research. a change over time in the meaning the participants place on a construct. 2012). UCL and Anna Freud Centre (United Kingdom) Disscussant: Michael Wigelsworth Manchester University (United Kingdom) Mental health and emotional well-being in children has been an increasing policy priority internationally (e. a large longitudinal group-randomized trial evaluating a cyberbullying intervention. Prinzie. the third paper (Phillip Slee) reports on the findings of a two-year mental health promotion initiative for young children in early childhood education settings in Australia and the fourth paper (Neil Humphrey) presents findings of a social and emotional learning intervention in secondary schools in England. not only because it is important aspect of development. often used as outcome measures in program impact evaluation studies. ONS.g.

. Hinshaw.. universal. appears to indicate that pathways may differ based on age or stage of development (Duncan et al. and to assess whether these relationships vary based on the age group being considered. Findings showed that by the end of the trial there were practically significant improvements in children’s mental health and wellbeing.learning from the SEAL programme Neil Humphrey University of Manchester (United Kingdom) Research suggests that a significant proportion of children experience mental health difficulties that remain undiagnosed and untreated. Goodman. Adams et al. Kids Matter Early Childhood (KMEC) is a continuous improvement framework that supports early childhood education and care (ECEC) services to promote children's mental health and wellbeing.. It is expected that the findings of this study will help to elucidate the relationship between mental health problems and educational outcomes... student-teacher relationships (Pianta. the current paper employs a cross lagged panel correlation to explore the relationship between emotional difficulties. Recent years have seen increasing recognition of the role that schools can play in addressing these difficulties... 1992. 1999. Trajectories of emotional difficulties and links with academic achievement in primary and secondary schools Praveetha Patalay University College London (United Kingdom) Trajectories of emotional difficulties in young people have not been explored as much as conduct difficulties and anti-social behaviours (e. 2009) was used on the key measures of temperament (Prior et al. Drawing on two samples of school children (one aged 8-11 years.000. 2012). This approach will be used as it allows for use of the longitudinal nature of the data and for individuals to be grouped into most likely trajectories depending on initial difficulties and the course of difficulties over the 3 time points. Mingyue et al. especially in relation to importance given to provision of mental health support in schools. links between behavioural problems and academic achievement have been repeatedly demonstrated (e. Rosalind Murray-Harvey Flinders University (Australia) In this paper we report on the impact of the Kids Matter two-year mental health promotion initiative on young children’s mental health. Making the most of school-based prevention . Moilanen. 2001). trajectories of pupils self-reported emotional difficulties over the three waves will be estimated using longitudinal growth mixture modelling. a 85 . Commencing in 2009. Research that does exist. 2000). Understanding relationships between mental health and academic achievement over time has been an interest in academic research but also has implications towards policy. Associations between emotional difficulties and academic outcomes have also been observed although findings have been less consistent (Masten et al. 2010). which includes an emotional difficulties scale. the relationship between trajectory membership and academic attainment will be assessed using multi-level regressions. child-staff. 2005. with 3 per cent fewer children receiving scores in the borderline and abnormal ranges of mental health as measured by the SDQ.. existing data from the Longitudinal Study of Australian Children (AIFS. Longitudinal data were collected from a large sample of primary (8-11years.Williams. In particular.g. Pupils completed the Me and My School questionnaire (Deighton et al. and mental health strengths and difficulties (SDQ. The implications of the findings for policy and program initiatives regarding young children’s mental health are discussed. N=3300) and secondary school (11-14 years. including parents (n over 5000) and staff (n over 2300) of children aged between 1 and 5 years who were in care 10 hours or more per week. 2007. N=2700) pupils across England.. 2005). and improve understanding of how these difficulties can be addressed in the school context. 2010). one aged 11-14 years. The approach outlined in this paper is a novel way of exploring these relationships and allows us to estimate trajectories of difficulties over time and change in academic attainment over the same period. data was collected on four occasions from a nationally representative sample of 111 ECEC services. Outcomes of an evaluation of a 2 year intervention on young children’s mental health outcomes Helen Haskell. To facilitate comparisons with non-KMEC intervention sites. behavioural problems and academic attainment across two years. In this paper we aim to explore the relationship between different trajectories of self-report emotional difficulties over two years and change in academic attainment during this period. The KMEC initiative aims to enable ECEC services to implement evidence-based mental health promotion. 2001). n>4. In both instances. Scores on national standardised tests that pupils took just before and after the 3 time points were used as measures of academic attainment.000) from the UK.Psychological and academic outcomes – a cross lagged analysis Jessica Deighton Child and Adolescent Mental Health Services Evidence Based Practice Unit. 2005). Data were collected yearly in 3 waves (2008-2010) as part of a national study of mental health and mental health interventions in schools. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England. the directional nature of the relationship between mental health and academic achievement remains unclear. at all time points. KMEC focuses on areas where ECEC services can strengthen the protective factors for children’s mental health and minimise the risk factors.g. prevention and early intervention strategies. UCL and Anna Freud Centre (United Kingdom) Associations between mental health and academic achievement are acknowledged both in academic research and government policies. Theory and research in the field of SEL are discussed in this paper. a research team at Flinders University undertook a longitudinal evaluation of KMEC during the two-year trial. In the second stage of the analysis. Using a mixed method approach. Roisman et al. schoolbased social and emotional learning (SEL) programmes show great promise as an effective preventive tool. while not always consistent. In particular. First. Masten et al. n>3.

patterns and dynamics of intercultural friendship in order to implement measurements to foster positive intercultural relations. Research already identified several factors on the individual and contextual level. 196 students 86 .Friendship Patterns in Multi-Ethnic Classrooms Alaina Brenick University of Maryland (United States of America) Cross-ethnic friendships between students are important for harmonious intercultural relations at school and can have long lasting effects on social cohesion in multicultural societies as well as supporting the adaptation of immigrant children. 2009). We examine the findings of the various evaluations of SEAL and consider what learning can be taken forward to inform future attempts to prevent emotional and behavioural problems in school settings. Therefore it is necessary to study antecedents. there is robust evidence that youth show a preference for friends with same cultural or ethnic backgrounds (e. and the implementation of a multicultural education curriculum were considered..g. For this study children from multicultural classrooms were followed during their first year of secondary schools at three points of measurement. The third study investigated friendship nominations of diverse immigrant youth and addressed the question what friendship nominations would look like if the immigrant group in itself was highly diverse. percentage of students with limited language skills. Graham et al. 1954. 53% male) from 42 multi-ethnic classrooms in Southwest Germany. Hagendoorn. This study examines the patterns and antecedents of these friendships in German ethnically heterogeneous schools. still more segregated than integrated.50. Our study highlights the importance of subjective perceptions of cultural distance as well as intergroup contact norms when evaluating intergroup settings or planning interventions to foster intergroup friendships. which are related to the ethnic composition of peer networks. SDage=. despite of increasing ethnic diversity in schools. 125 students were Austrian natives.71. The aim of the study is to analyze predictors for same ethnic friendship in multicultural classrooms on the individual and class level in three ethnic groups taking the opportunity structure for each ethnic group into account. The fourth study investigated longitudinally how ethnicity or migration background determines friendship selection. Austrian Native students. and failure to use research findings to inform roll-out. On the class level ethnic diversity in classrooms. Blau & Schwartz. 1987). and the importance of educating implementers about the importance of implementation quality. Utilizing a novel approach to the study of interethnic friendships.. Turkish students and students from former Yugoslavia were investigated. and ethnic pride were investigated. On the individual level age. Popularity and reciprocation rates for friendship nominations of different ethnic groups reflect the ethnic hierarchy. 1997) and cultural distance between immigrant and non-immigrant groups (Galchenko & van de Vijver. Analyses are based on data from 842 students (Mage=11. Moreover. The second study investigated predictors for same ethnic friendship on the individual and class level in different ethnic groups in multicultural classrooms taking the opportunity structure for each ethnic group into account.flagship National Strategy under the New Labour government whose outcomes were mixed. Implications of these four studies will be discussed. with children with a Muslim background being particularly isolated from the rest. 577 students (46% girls) aged 13 to 14 years from 36 classes in secondary schools participated. the use of research to inform and improve programme design. Issues discussed include lack of methodological rigour in evaluations. It was tested whether immigrant status was ground for selection and if the selection was influenced by the group composition of the school. It was explored how perceived positive contact norms and perceptions of cultural distance predict friendship nominations of different ethnic groups. However. numbers of friends. The first study examined antecedents and patterns of interethnic friendships drawing on the research of intergroup contact and cultural distance between immigrant and non-immigrant group in German ethnically heterogeneous schools. how selection criteria change over time and how Interindividual differences predict children's intergroup contact. 1995). Perceived positive contact norms in class were the strongest predictor for friendships between immigrant and non-immigrant students when the ethnic composition of the classroom was taken into account. 2007. the need to temper expectations. PATTERNS. null results in key studies. Results revealed that cross-ethnic friendships are to a large extent formed on the basis of cultural distance. we draw on research on intergroup contact (Allport. racist victimization.4 INTERCULTURAL FRIENDSHIPS IN MULTICULTURAL CLASSROOMS: PREDICTORS. We conclude with a look forward to the future of universal SEL provision in England and internationally. Recommendations include proper trialling of SEL initiatives before they are brought to scale. gender. SY2. Individual and Contextual Predictors of Friendship Homophily in Multicultural Classrooms Elisabeth Stefanek University of Applied Science Upper (Austria) Multicultural classrooms provide important opportunity structures for the formation of intercultural friendships. The effects were largely the same for immigrants and non-immigrants. variability in implementation. For this study. AND DYNAMICS 13:30-15:00 |Room 315 Amphipôle Chair: Elisabeth Stefanek University of Applied Science Upper Austria (Austria) Disscussant: Adam Rutland Goldsmiths University of London (United Kingdom) Friendship networks are. Who is Friends with whom and Why? . The four studies of this symposium extend the existing literature in applying innovative methodological approaches. percentage of boys. there is evidence that the likelihood of intercultural friendships is higher when the percentage of same-ethnic peers in the context is lower (Hallinan & Teixeira.

Integrated or Isolated? . suggest a preference for intraethnic friendships (McPherson. Questionnaires were administered at the beginning. 27. D. Together these findings offer important insights into the dynamics of friendship formation in multicultural classrooms. Smith-Lovin. Findings also showed that cross-ethnic friendships were less stable than same-ethnic friendships. In the current study we tested whether immigrant status was ground for selection. SY2. In most multicultural societies there is an aim of integration. Second. Moreover. We draw on a unique dataset following 297 10-year-old-children from multicultural classrooms in Germany in their first year of secondary school. Classical social cognition development will be discussed first through a longitudinal research project concerning typical children and children with ASD (Thommen. Dynamics of friendship formation in multicultural classrooms: A longitudinal study from Germany Philipp Jugert University of Leipzig (Germany) Intergroup contact theory suggests that cross-ethnic friendships are one of the most promising ways to achieve intergroup harmony and integration. The analytic sample consisted of 1. our societies and consequently also our schools become more ethnically diverse. The symposium will discuss these aspects through four presentations containing data from Italy. On the class level a more ethnic diverse class as well as a higher percentage of students with limited German language skills was associated with more Homophily in the group of Austrian native students. Network analyses revealed that immigrants showed a tendency for other immigrant friendships. Findings from stochastic actor oriented models (SIENA) revealed that friendship segregation between native German children and children with migration background was stronger than segregation between ethnic groups.immigrant schools this selection effect was stronger. Molina.1 Amphipôle Chair: Evelyne Thommen HES-SO EESP (Switzerland) Disscussant : Dermot Bowler City University London. however. longitudinal approaches offer the opportunity to examine the developmental pathways of children. over friendships with non-immigrants in both types of schools. France and United Kingdom. & Baerveldt. The present findings highlight the importance of contextual factors and their differential influence on friendship homophily in ethnic groups. but rather make up an isolated group that nominate each other. We wanted to know if and to what degree ethnicity or migration background determines friendship selection. In the group of Turkish students a higher percentage of boys in class predicted more homophily. Variability in preference for same-ethnic friendships was further predicted by intergroup attitudes and peer norms. Social cognitive impairments are well known to play an important role in this context but recent evidence suggests that also subtle difficulties in the domains of memory and pragmatics contribute to the emotion-related difficulties in autism. hierarchical linear models showed that preference for same-ethnic friendships declined over time among both German and Turkish children. First. Because the preference of interethnic friendships has been found to vary with the composition of the context (Vermeij. how selection criteria change over time and how Interindividual differences predict children's intergroup contact.6 % immigrant. van Duijn.Friendship Nominations of Diverse Immigrant Youth Ylva Svensson Örbero Universitet (Sweden) With increasing immigration.. Bulgarelli.169 youth (50. Autism Research Group (United Kingdom) It is well established that Autism Spectrum Disorders (ASD) are characterised by anomalies in multiple facets of emotion-related interpersonal behaviours. Rossini. MEMORY AND PRAGMATICS: TYPICAL AND ATYPICAL DEVELOPMENTAL PERSPECTIVE 13:30-15:00 |Room 315. 2009) we tested for differences in selection between schools with different group compositions.85). regardless of their ethnicity.92. The former type of segregation was caused by greater same-preference among migrants. In minority. our findings imply that the fault lines in multicultural classrooms exist mainly between host society and migrant children and not between ethnic groups – at least in the German case.. Mage= 13. three majority-immigrant schools (54% to 65. E.2% immigrant) and four minority-immigrant schools (11. middle. how these friendships form is poorly understood. The question is what friendship nominations look like if the immigrant group in itself is highly diverse. & Cook. and immigrant youths nominated significantly more peers and were significantly more nominated than immigrant youths in majority-immigrant schools. E. and end of the school year. promoting friendships between the natives and the immigrants. Taken together. We used sociometric data from two time points. SD =. Over time.1% immigrant) in one community in Sweden. Children high in empathy were less likely to be deselected by their cross-ethnic friends and similarity in empathy between cross-ethnic friends increased the longevity of their friendship. our findings attest to the value of studying friendship networks as they form over time.4 % boys. 2001). Previous findings. Switzerland. Question is. In the group of students from former Yugoslavia multi-cultural education predicted less homophily. these results suggest that immigrant youths in minority schools are not integrated. For data analysis multiple group hierarchical linear modeling (HLM) was applied. segregation due to ethnicity declined whereas segregation due to migration background stayed constant. collected from seven secondary schools. if this is a choice by the immigrants or if they are excluded by the non-immigrants? Additional analyses will seek to explain these results by including aspects on the school level and on the individual level. 87 . This suggests that a shared immigrant experience is important when forming friendships.5 LINKING EMOTION UNDERSTANDING. Yet.1% to 25. Similarly.had a Turkish background and 256 students originate from former Yugoslavia. With respect to the individual level factors only in the group of students from former Yugoslavia the number of friends was significantly related to more homophily.

accumulating evidence suggests that ASD may be characterised by more domain-general abnormalities in how the emotional significance of environmental events moderates learning and memory processes that are critical for organising an individual's experience and knowledge of the world. We propose to review this evidence and present findings from our ongoing studies. in which rats with hippocampal lesions showed impairments only on tasks which involved learning the structural arrangements of the stimuli (Sanderson et al. has begun to challenge such explanations on the grounds that emotion-related difficulties in ASD extend far beyond interpersonal behaviours. Thomas. we will argue that parsimony demands that developmental explanations of ASD account for social-emotional difficulties as well as these more domain-general emotion related learning anomalies. Preliminary data show no significant differences between the tasks in either of the typically developing groups. In particular. Dominant explanations attribute this facet of the clinically defining reciprocal social impairments of ASD to abnormalities in the development of a ‘social brain’ network that mediates social-cognitive and social-motivational processes such as face-processing. 2006). & Bowler. Gaigg City University London (United Kingdom) It is well established that Autism Spectrum Disorder (ASD) is characterised by anomalies in multiple facets of emotion-related interpersonal behaviours. It is also involved in processing configural aspects of visual stimuli.. they initiate and reciprocate emotional interactions with others less consistently than peers and they often struggle to make sense of their own emotional experiences (Gaigg. buzzing confusion’ of early infant experiences (James. Gaigg. M)and finally.to 6-years old spent the same test battery in order to compare the results to typical development. their result on theory of mind and on emotion understanding improves with time. 2005). First results show important difficulties of these children to cope with false beliefs tasks and complex emotional attribution tasks. The current study adapts a test of configural learning from the animal literature (Sanderson. 2004). Peterson. This impairment can manifest in social difficulties but also in problems with learning and memory (Boucher & Bowler. Thommen et al. In this context. The children aged 4 to 14 years old were evaluated two times in the period of one year. Our research focused on the evolution of social cognition for a period one year compared to the evolution of typical children. 1998. & Bowler.P. V. we will conclude that ASD may be most fruitfully conceptualised as originating in the disruption of emotional learning processes that typically bring order to what James referred to as the ‘blooming. Celani et al. We presented social cognition tasks to 60 children with autism. C. D. Recent evidence. Difficulties with theory of mind and emotion understanding could and should be attenuated through explicit learning at school Autism as a Disorder of Emotion-Related Learning Processes: An Alternative to ‘Social’ Explanations Sebastien B. on these configural tasks. M. 2003). S. B.. 2006). One brain region that has been implicated in this difficulty is the hippocampus. 2012).). 2008). the symposium will reflect on the relation between pragmatics and emotion understanding (Laval. The evolution is less important as the one of typical children. 1993. & Laval.. orbitofrontal cortex and striatal reward system in particular). The third presentation will discuss the issue of learning in more detail (Ring. This seems to be driven by their lower performance in studied compared to repaired trials on structural test blocks indicating an interference effect between studied and test material. Pons & Harris. Burgeot.). Lind. C. Individuals with ASD experience difficulties understanding and identifying the emotional expressions of others. 2005) and theory of mind through the French version of the Tom Storybooks (Blijd-Hoogewys et al. 1999. M. and after 4 training blocks were presented with a test block involving re-paired stimuli for two of the tasks. 88 . Kyd & Aggleton. A comparison group of 28 children aged from 4. Our research shows that children with autism are able to improve their social cognition even if they present mild intellectual disability. S. Nevertheless. The evolution through time of this understanding in children is not yet well known. Participants were presented with pairs of stimuli on a touch screen laptop. Then we introduce debate by presenting data on the relation between learning processes and emotion understanding in autism (Gaigg. however there is a significant group effect in the adult sample. Emotional understanding is also regularly presented as deficient (Baron-Cohen. with ASD individuals performing worse overall. therefore potentially indicating a problem in hippocampal functioning. which demonstrate that the emotional significance of stimuli fails to moderate declarative memory processes in adults with ASD. This supports the notion of impaired flexibility in the use of studied material. and adults and children with ASD. S. 1890). Complex Visual Discrimination in Individuals with Autism Spectrum Disorder Melanie Ring City University London (United Kingdom) It has been argued that the fundamental problem that individuals with Autism Spectrum Disorder (ASD) have with social cognition may be due to a domain general impairment in cognition rather than a problem with social cognition per se (Gaigg. D. Because this evidence implicates neural systems that are considered critical components of the ‘social brain’ (the amygdala. Gil. Data were collected from typical adults and children. The current study predicts that individuals with ASD would show similar patterns of performance as hippocampectomised rats.. Pearce. mentalizing and the seeking and experiencing of social reward.. especially for emotion recognition.). et al. C. B. which is responsible for binding together parts of an event to form an episode and enabling flexible retrieval of studied material (Bowler. 2012 for a review). Emotion understanding is evaluated through the French version of the TEC (Test of Emotion Comprehension. however. 2011). Longitudinal Aspect of Social Cognition: Comparison between Children with ASD and Typical Children Evelyne Thommen HES-SO EESP (Switzerland) Children with autism are generally less good than control groups in theory of mind tasks (Yirmiya et al. Gaigg.

The impact of events such as these on the mental health of parents. Parents with more symptoms of post-traumatic stress described significantly more difficult interactions with their infant in the NICU. child eating and sleeping problems (Pierrehumbert. SY2. This program presented two characters. giving birth to an extremely premature baby. developmental researchers have therefore examined whether. whereas situational context predominated over prosody in all the age groups. Prematurity. 2003). DeMeir 1996). This study aims at examining the relationship between parental perinatal post-traumatic stress. Pilou spoke to Edouard in meaningless syllables and the children were presented with three different conflicting cues which they had to use to identify Pilou’s emotional state. premature with a short (i. This study highlights the necessity to deliver special care and attention to women hospitalized shortly (<8 days) prior to the delivery of their premature baby. on the parental perception of environmental stress. we examine the development of the ability to infer the emotional state of others. Four groups of parents were compared: controls. Parental trauma after a premature birth: impact on attachment. representation and mentalization process in parents in an 11-year- 89 . attachment. and on parental representation of their infant (Borghini & al. at different ages.e. Prosody and Faces Cécile Laval University of Greenwich (United Kingdom) Emotional speech is defined as speech aimed at the direct expression of the speaker's attitude toward what he is speaking about. This symposium aims to further our understanding of this in order to provide better support to parents and the family as a whole in the future. representation and mentalization in parents 11 years after Noémie Faure University of Lausanne (Switzerland) Previous studies have shown that parents may experience traumatic stress after a premature birth. prosody and emotional facial expressions? To this end. children focus on certain preferred cues to infer the emotional state of the listener. 2006). However. 96 children played a computer game that made it possible to manipulate the emotional information conveyed by each cue embodied in a common environment. who interacted with one another. Furthermore. Understanding emotional speech is thus a complex skill which plays a major role in social cognition. emotional facial expression was the preferred cue for both the youngest and the oldest children (quadratic trend) to the detriment of both prosody and situational context. Influence of prenatal hospitalization on parental stress experience in the case of a premature birth Mathilde Morrisod-Harari University of Lausanne (Switzerland) This study aimed to investigate the influence of prenatal hospitalization before a premature birth.. In the present study. The results showed that.and emotion-comprehension processes. This group is at high risk of presenting posttraumatic stress symptoms which could have a negative impact on the quality of parent-infant interactions. both mothers and fathers acknowledged increased concerns and stress induced by the environmental factors during the infant’s hospitalization. their relationship with their (subsequent) child. The question is thus what use do children aged between 3 and 9 years make of situational context. The sample consisted of 51 mothers of preterm infants born <33 weeks gestational age. has an impact on maternal dyadic behavior (Muller-Nix & al. which places this research field at the interface between these two research areas. Forcada-Guex & Ansermet. The period of pregnancy and the birth of a baby are often experienced as happy and fulfilling. When prenatal hospitalization of the mother occurred. <8 days) prenatal hospitalization and premature with a long (i. Pilou the bunny and Edouard the duck. 2004).6 PARENTAL MENTAL HEALTH IN THE PERINATAL PERIOD Chair: Antje Horsch SUPEA – CHUV University of Lausanne (Switzerland) Disscussant: Carole Müller-Nix University of Lausanne (Switzerland) 13:30-15:00 |Room 319 Amphipôle The perinatal period is a crucial period in the lifespan of an individual. by taking account of three types of potential sources of information that are present simultaneously. mothers from the group with a short prenatal hospitalization presented significantly more symptoms of post-traumatic stress compared with mothers with long prenatal hospitalization as well as mothers of preterm infants without prenatal hospitalization. and their decision-making with regards to a future pregnancy is still under researched. as well as life-changing. Nicole. premature without prenatal hospitalization. which could be either sad or happy. In an attempt to unveil the workings of a fundamental component of social cognition. Miles & Funk 1993) and parental symptoms of posttraumatic stress were evaluated with the Perinatal PTSD Questionnaire (PPQ. there is also the potential for parents to be exposed to potentially traumatic experiences. mediated by parental traumatic stress. parental symptoms of post-traumatic and quality of parent-infant interaction during the hospitalization in neonatology. Emotional speech comprehension presupposes that the individual grasps the emotional valence of an utterance by relying on various cues presented in a situation of communication. or experiencing a stillbirth. such as having pregnancy complications.e.Emotional Speech Comprehension in French-Speaking Children: The Role of Situational Context. MullerNix.. Understanding emotional speech involves both language. and 25 mothers of full term infants (control). ≥8 days) prenatal hospitalization. Environmental stress was assessed with the Parental Stressor Scale: Neonatal Intensive Care Unit (PSS :NICU.

it is crucial to be aware of such factors when screening for perinatal mental health and tailoring intervention programs for women who may have perinatal mental health problems. particularly with regards to postnatal anxiety following perinatal trauma experiences. parenting experiences. Findings revealed an ongoing process where women accepted a new world view. re-evaluated the existing self and other’s view. 1999) at 18 months. high levels of attachment anxiety. In addition. It is advisable that as preventative measures. ectopic pregnancy. parental rearing styles and support from significant others appear to be important predictors for perinatal mental health. Slade. 18. Some research suggests that mothers become more anxious in their subsequent pregnancies and that this anxiety may have prolonged consequences for both mother and the subsequent infant (Cote –Arsenaul & Marshall. Our main hypothesis is that parental traumatic stress will influence parental representation and mentalization 11 years after the premature birth. and relevant demographic variables were controlled for in analyses. Mothers’ experiences of stillbirth and their relationship with their living infant Meltem-Ustundag Budak. Attachment anxiety. Women's decision-making and experience of subsequent pregnancy following stillbirth Louise Lee University of Oxford (United Kingdom) This study sought to increase understanding of women's thoughts and feelings about decision-making and the experience of subsequent pregnancy following stillbirth (intra-uterine death after 24 weeks gestation). Australia/ New Zealand. 90 . 1985). such experiences had an influence on subsequent parenting. PTSD) and complicated –> prolonged grief. More recent studies have also emphasized the impact of a loss of an infant on the subsequent parenting of mothers (Warland. staff training and antenatal classes should cover information and awareness of the predictors identified by this research.g. A qualitative design was chosen to focus on individuals responses to trauma as discussed by Bonanno (2004). ‘How This Happened’ and ‘Continuing Bonds’. this emerging literature requires further research in order to understand the factors that may be affecting a mothers’ relationship with the subsequent infant. Parental post-traumatic stress was assessed with the Perinatal Posttraumatic stress Questionnaire (PPQ. Borghini & al. when attachment styles. Berger. However. Furthermore. A University of Birmingham (United Kingdom) Literature regarding stillbirth experience and the relationship with a subsequent infant has gained more attention in the last decade. 1995) at 6. attachment styles. Women and their partners may also benefit from explanations and support as to the potentially conflicted emotions they may experience during this time. Therefore. The results of the current study have significant implications for women who have experienced stillbirth. all 2001). Parental representation of the child was assessed with Working Model of the Child Interview (WMCI. 2010) and indicated paradoxical patterns in their parenting styles. women may find it helpful to discuss their beliefs in relation to healing. and / or traumatic birth in the last 4 years. eight of whom were pregnant at time of interview. but it was a significant predictor in overall models in predicting PDSQ total scores as well as specific scores of anxiety (PTSD. Therefore. At 11 years old. neonatal loss. betrayal & fruition . who had experienced stillbirth. support from significant others did not explain unique variance in general mental health scores. Bresgi & Kaplan. and established relationships with the deceased and living infant simultaneously. and low levels of perceived health professional support predicted the poorest mental health outcomes for these women who experienced perinatal trauma. Quinnell & Hynan. Panic. A model was developed to illustrate women’s experiences of decision-making in relation to subsequent pregnancy. Predictors of mental health problems of mothers who experienced perinatal trauma: How attachment anxiety-avoidance. An IPA analysis of 6 women’s accounts presented 11 sub themes. It aimed to enhance the current understanding of the relationship of these variables.46) from the UK. parental representations were assessed with the Parental Development Interview (PDI. and of subsequent pregnancy itself. Faced dilemmas are also discussed in terms of their implications for psychopathology (e. Fifty-nine families (37 born preterm infant < 33 weeks gestational age and 22 full term infants’ control) participated in the follow-up. 1999) disorganised infant attachment in subsequent infants and increased vulnerability for mental health problems (Hughes et. Findings of the study also highlighted the coexisting experiences of mothers from conception to present – dead and live baby. Based on the model. Social Phobia) and depression (Major Depression and Post Natal Depression). and mentalization was assessed with Card Attachment and Mentalization for the Parent (CAMP.long follow-up. Aber. and health professionals to provide support with this in mind. joy & grief. with the inclusion of parenting experiences. and 42 months. Eleven women were interviewed. Turton & Evans. and memories of parental rearing experiences of women who have experienced perinatal trauma.. Analyses are currently in progress. and the health professionals who work with them. in progress). Zeanah & Benoit. Modified grounded theory was used to guide the research methodology and to analyse the data. The sample consisted of 198 mothers (Mean age = 31. Europe. and identified dilemmas such as the broken sequel of birth -> death and seeing & holding their stillborn. memories of parental rearing experiences and perceived support predict postnatal mental health Jackie Blissett University of Birmingham (United Kingdom) This study examined the relationships between mental health. this study investigated stillbirth experience of mothers and their relationship with their subsequent infant from their written accounts. grouped under three broad areas: ‘Broken Canopy’. US/Canada. perceived support. Findings indicated that high levels of parental rejection. 2000) with increased psychopathology (Hughes.

which are either the use of object (i.WORKSHOP WK2 DEVELOPMENTAL CHANGES IN THE YOUNG CHILD’S GESTURE IN BIMODAL COMMUNICATION 13:30-15:00 |Room 210 Amphipôle Chair: Heather Brookes University of Cape Town (South Africa) Disscussant: Jean-Marc Colletta Stendhal University. Heather Brookes presents a longitudinal ethnographic study of gestural communication in one Bantu language Johannesburg speech community where she documented a developmental change in the acquisition of the ‘thumbs-up’ gesture. from 2001. language and context.’ Its syntagmatic meaning is ‘inclusion and solidarity. To perform the ‘thumbs up’ gesture. we will focus on the ostensions toward oneself produced by the child from 8 to 24 months of age. One of the most prominent codified gestures is the ‘thumbs-up’ gesture. The semiotic analysis is grounded in Peirce’s semiotics. Virginie Dutrannois and colleagues present a micro genetic and semiotic analysis of Ostension in children aged 0. 91 . Mats Andren’s presentation focuses on qualitative changes in gestures and the way they combine with speech. focuses on the role played by gestures and bimodal combinations over the one-word stage. Social interaction and touch in gestural development: The acquisition of the ‘thumbs-up’ gesture among South African children Heather Brookes University of Cape Town (South Africa) South African Bantu language speaking children grow up in a gesture rich environment with a large vocabulary of gestures. Grenoble 3 (France) Bodily communication and gesture play an important role in the child’s language and cognitive development. Olivia Piguet University of Lausanne (Switzerland) One of the main insights of Vygotsky was to sketch the role of linguistic signs in psychological development. and the functions they fill toward oneself. speakers hold the hand out at neck height extending the thumb upwards. Children start using gestures to communicate during the first year and learn new forms and appropriate uses of conventional gestures as they grow. Eco defined the ostension as an “intrinsically coding act” and as “the first convention employed by two people who do not share the same language” what we generalize to the conventional use of object.e. The presentation by Aurore Batista et al. we will present some prototypical forms of ostensions in the context of production mentioned above. 6 to 3. approve. infants produced the ‘thumbs up’ gesture from 9 to 20 months using the index finger extended upwards instead of the thumb. 6 years. The transition from index finger to thumb occurred from 20 to 24 months. 6 years. the child combines gestures and words into bimodal utterances that precede the first two-word utterances.’ and observed and filmed spontaneous and elicited instances of use from 14 subjects from 6 to 24 months after the change. This longitudinal study provides a comprehensive developmental story of the relationship between gesture and speech in Swedish children aged 1. Christiane Moro. and children produce it as they reach the one-word stage. A micro genetic and semiotic analysis of ostensions in relation to cultural superordinated units of analysis. oriented to knowledge) or the uses of language in its premices (i. each two months) are videotaped in naturalistic conditions. The role of touch. the ostensive gesture is produced by infants in their first year as well as by older children. object. The authors report on a study of the verbal and gesture repertoire of French young children aged 1. social interaction and embodied cognition are discussed in relation to these findings. In our study. Although. Several aspects of this developmental course remain unstudied. it remains understudied at early stages of development. We will conclude on the methodological and epistemological implications of our study for early historical-cultural psychological development. oriented to communication) will be presented. Adults use this gesture to greet infants from four months of age. Ostension is important in psychological development. However. In the present paper. Communicative development is grounded in the familial and social context of the child. Like the pointing gesture. In a longitudinal ethnographic study of gestural communication in one speech community. Before 2001. We observed four subjects’ acquisition of the gesture before the introduction of the ‘thumbs-up touch. Sandrine Fardel. In order to achieve these targets. 8 to 2. Ostension has been rarely studied by psychologists compared to the pointing. Speakers use it to greet. congratulate. speakers held out the gesture and then touched thumbs on the inside pads with a flick like movement in opposite directions when greeting. As words become the preferred form of communication. These findings have implications for the assessment of language abilities. 0 years that reveals its role in the construction of language and cultural objects. 6 to 2.e. we will focus on gestural signs produced toward oneself by the child from 8 to 24 months old and especially on gestural sign of ostension from the onset of appropriation of use of object to premices of linguistic communication. Ostensions to oneself by the child between 8 to 24 months from the onset of the appropriation of use of object to first language Virginie Dutrannois. Twelve children interacting with one of their parents with two different objects (for 7 minutes with each one. It is one of the first gestures an infant learns. With the introduction of the ‘thumbs-up touch. The analysis suggests criteria for the identification of ostensions to oneself and a definition of gesture as a sign including the object. This panel focuses on early developmental stages and the relation between gesture. praise and thank. Its paradigmatic meaning is ‘positive. agree.’ children produced the correct form immediately although some children used the index finger for a short period at 12 months of age. we documented how this change in the use of the ‘thumbs-up’ gesture for greeting impacted on its development in children up to 24 months. visual perception.’ It is an important symbol of belonging expressing recognition and inclusion.

one 92 . the findings presented here provide a more comprehensive developmental story of the relationship(s) between gesture and speech during these ages than has hitherto been available. Tomasello has indeed also studied gesture. First.to 9th grades. a longitudinal panel study of 2696 youths since year 2000. Our goal was to confirm the developmental changes found in other studies. Parental involvement. was measured on three types of parental behaviors: parental participation in their children’s school life. Guidetti's (2005)study restricted to ‘yes’ and ‘no’ answers produced by French young children indicated a similar course with bimodal utterances prior to verbal messages.Transitions in the relationship between gesture and speech from 18 to 30 months Mats Andrén Centre for Languages and Literature Lund University (Sweden) Based on an analysis of five Swedish children who interact with their parents. The transition is quicker for frequent recurrent gestures than for less frequent recurrent gestures. This may explain why deaf children learn sign language just as readily as hearing children learn spoken language. however. Carola Pérez. THEMATIC SESSIONS TS2. The import of bimodal combinations in the child aged 18 to 42 months Batista Aurore1. St Martin d’Hères (France) Université de Paris Descartes Paris (France) We report on an original study of the verbal and gesture repertoire and the developmental changes in French young children. and increases in grammatical competence. Unlike verbal utterances and gesture or vocal utterances. This finding is discussed in terms of what I have called multimodal constructions. bimodal utterances did not disappear after 2 years. which is an extension of construction grammar and usage-based theories of language development (Tomasello 2003) to also include the gestural domain. I will present evidence for several developmental transitions in the relationship between gesture and speech. The data was collected in nurseries with children aged 18 to 42 months at play in a triadic setting with an unfamiliar adult. the present study examined the extent of parental involvement during the first year (7th grade) and the last year (9th grade) of junior high school and its effect on adolescent depressive symptoms and relationships with their parents. Adolescents rated their relationships with parents and their depressive symptoms. Each set of parental-behavior variables were computed and recoded into two dummy variables. Our results point to a developmental scheme with the <n words> bimodal combination indexing the upcoming of the <n+1 words> verbal utterance. and not with reference to the usage-based theories he uses to explicate and explain development of spoken language. Second. Their proportion remained stable at all ages and they showed qualitative changes in their gesture component and their relation to speech as they gained in length and in their number of words. but then in relation to issues like joint attention and communicative intentions. around 21.6.and 9th-grade data. proportions of gesture+speech utterances versus speech only utterances. Next. concerning gestures which children perform recurrently across situations — similar to words — I will argue that there is a transition from rote-learned gesture+speech combinations of an essentially inflexible kind to ways of combining the recurrent gesture more flexibly with a much larger range of linguistic expressions. Le Normand Marie-Thérèse2 1 2 Université de Grenoble. but in certain respects also truly following the same underlying principles.) All in all. reported by parents and/or adolescents. once the child starts producing longer utterances. No significant effects of parental participation were found. involving several interrelated changes in the relations between mean length of utterance (MLU). and to investigate the role of bimodal combinations at later stages. Regression analyses were first conducted separately for the 7th. Results showed that at both time points parental control was associated with more depressive symptoms. which either increased or decreased with age. frequency of gesture production. we computed changes in parental monitoring and control from 7th.1 PARENT – ADOLESCENT INTERACTIONS Chair: J. This study has direct implications for the assessment of language abilities in young children and its improvement with the integration of gesture and bimodal resources. with the production of certain types of combinations found to predict the emergence of the first two-word utterances.6 to 2. in the French child aged 18 months to three and a half years. Each child spontaneously played in a similar standardized context while the adult elicited language after his: her actions and intentions. speech and gesture. Trajectories of gesture development and development of spoken language are in several ways different (although intertwined). Universidad del Desarrollo (Chile) The effects of parental involvement on Taiwanese adolescent behavior during early adolescence Yang Pei-Jung 13:30-15:00 | Room 340 Amphipôle National ChengChi University (Taiwan) Using data from the Taiwan Youth Project. Our study documents the use of bimodal combinations. Colletta Jean-Marc1. Earlier studies on Italian and American children documented the transition from early gesture communication to linguistic communication and demonstrated the crucial role played by bimodal gesture+word combinations. recorded at least once a month from 1. and parental monitoring was associated with fewer depressive symptoms and better parentchild relationships. 25 and 29 months several aspects of gesture and speech are reorganized. parental monitoring of their children’s whereabouts and the extent of control parents placed on their children’s routines.

a greater congruence between adolescents and their parents in the prudential domain is associated with lower maladjustment indicators. we use a diary method to capture 93 . when other factors were controlled for. agreement between adolescents and their parents was not related to adolescent adjustment indicators such as self-efficacy and self-esteem. Parallel forms of the Parent-Adolescent Conflict Scale were administered to measure parent-adolescent conflict in different dyads and from different informants. This cross-sectional study seeks to determine whether the congruence of autonomy expectations between Chilean adolescents and their parents is associated with adjustment v/s maladjustment of a teenager. home chores.adolescent conflict contribute to prediction of academic achievement. steeper among boys and at the beginning of early adolescence. Our findings suggested that parental monitoring and parental control were two distinct constructs . free time and moral issues. with school-related conflicts being the strongest predictor of school achievement. et al. We applied accelerated approach to overlapping cohort design in which 851 adolescents (51. Gender differences in changes in academic performance were also examined. Multilevel longitudinal modeling allowed us to calculate developmental trajectories for five-year period of early adolescence. 2000). but also to the frequency of conversations. Carola 1. Data were analyzed by constructing an index of agreement that puts together the information of adolescents and their parents.4% girls) and 1288 parents (53. there is little empirical work linking these two changes. They not only differ with respect to the different topics. Grotevant & Cooper (1986) postulate that small differences between adolescents and their parents are normal and take part in the development of autonomy by the former. effects on adolescent development. To fully understand how parent-adolescent communication about love and sex plays a role in adolescents’ sexual and romantic development. 67% women. In contrast. and their parents (76% mothers.Kunnen Saskia. Using the 9th-grade depression and relationship scores as outcome variables. 2000). However. The aim of this study was to explore changes in academic performance over a five-year period among Croatian early adolescents and to link these changes with parent-adolescent conflicts in four domains: school and homework. taking into account the different domains of action: personal and prudential (Smetana. controlling for the 7th-grade outcome scores. We will relate the contents of real-life diary reports of parent-child interactions during one year (short-term) to adolescent sexual and romantic development (long-term). Kerestes Gordana1 1 2 Faculty of Humanities and Social Sciences. instead significant negative correlations with maladjustment indicators show up. these studies use questionnaires and interviews with a retrospective character that is susceptible for recall bias. Conflicts in all four domains were related to school achievement.and moral-related conflicts all kept independent predictive validity. To measure the process of parent-adolescent communication. Although based in Chinese cultural contexts.showing increases and one showing decreases in monitoring or control during junior high school. both along the lines of internalizing and externalizing behaviors. University of Zagreb (Hungary) Faculty of Arts Ljubljana (Slovenia) Increase in parent-adolescent conflict and decrease in academic performance are well established changes in early adolescence. However. It is the aim of this study to analyse parent-adolescent communication about love and sex in relation to adolescents’ personal experiences in more detail. such as specific sexual behaviour. On one hand.9% mothers) took part in three datacollection occasions. The results showed an overall decrease in academic achievement. a better match on autonomy expectations between adolescents and their parents in the personal domain is associated with lower substance use and less externalizing behavior. Juang. 13-18 years old. Puklek Levpuscek Melita2. while school-. Finally.. (1999) indicated that it is the fit between the expectations of autonomy among adolescents and their parents which predicted a better adjustment in adolescents. conflicts related to free time could not predict school achievement. The sample consisted of 171 students. two different models have been used to explain adolescent autonomy development. whereas increases in parental monitoring predicted better parent-child relationships. the present study provided implications to the varying effects of parental involvement on adolescent behavior during the period of early adolescence when autonomy development is emerging. Average midterm school grade was used as an indicator of academic achievement. Chile. Congruence between autonomy expectations of adolescents and their parents and its relationship to adolescent adjustment: The case of Chilean adolescents Pérez J. M=44. home. attending public and private schools in Santiago. van Geert Paul University of Groningen (The Netherlands) Parent-adolescent communication plays an important role in the developing sexual and romantic experiences of adolescents. though opposite. for example the susceptibility of mixing current meaning-making and prior experiences. How parent-adolescent conflicts in different domains predict academic performance in early adolescence? Brkovic Irma1.56 years old). Thus. Results indicate that there was greater agreement on autonomy expectations between adolescents and their parents in the prudential domain compared to the personal domain. as well as to compare if and how various topics of parent. regression analyses showed that increases in parental control and decreases in parental monitoring predicted more depressive symptoms. Cumsille Patricio2 1 2 Universidad del Desarrollo (Chile) Pontificia Universidad Católica de Chile (Chile) Unlike the widely demonstrated association between adolescent adjustment problems and the presence of disagreements or differences in the visions of teenagers and their parents over family functioning (Ohannessian et al. Parent-adolescent conversations and the adolescent daily experiences of love and sex Dalenberg Wieke. Unlike expected. Research shows that parents and adolescents differ in how they experience conversations about love and sex. Mostly. it is necessary to gather information “on the spot” without reducing the complexity of real-life. each having unique.

This study intents to overcome these limitations and explores the development of the episodic foresight in a period of six-months. Also interesting. Time2) and sex and age in years at Time1 (3 and 4) as between-subject variable. “I want to break free”: A longitudinal study on defiance and autonomy Van Petegem Stijn . as one is not complying to authority. Furthermore. 84 children (M age= 57. 1966). The results showed that the episodic foresight develops constantly at the preschool years. gender. Recently. These results resemble those obtained in self-regulation research. This is because reactant behavior merely entails the opposite behavior of what is expected.. These findings point to the crucial importance of approaching autonomy in a differentiated manner.2 1 University of Porto (Portugal) 2 University of the Republic (Uruguay) The development of episodic foresight: six months follow up Vasquez Echeverria Alejandro1. 2002). The experimental mortality was 12. Theory of mind in life-span perspective: beyond false belief and second-order of recursivity Valle Annalisa. Deci & Ryan. 14-17 years old). In addition. they filled out questionnaires on oppositional defiance against the parents. respectively passed around 4 and 7 years of age. Specifically. pictured trip task and blow football game. Moffitt. At Time 1. 2011). a blunt rejection of parental authority and a tendency to do exactly the opposite of what is expected (Vansteenkiste & Ryan. The real-time parent-child conversations. p<. 82) = 28. this may depend on the conceptualization of autonomy.2 THEORY MIND 13:30-15:00 | Room 321 Amphipôle Chair: Alejandro Vasquez Echeverria 1.. Massaro Davide.3) were followed-up with the same measures. Dewall et al. will give insight into the complexity of parent-adolescent conversations and the development of adolescents’ sexual behaviour and personal experiences of love and sex. Happé et al. The goal of such reactant behavior is to restore one’s autonomy and freedom. However. based on the individual diary reports. A repeated measure ANOVA with GreenhouseGeisser correction. parenting style and the importance of religion are considered. 2000). ninety-six 3 and 4 years-old children. Composite score of EF was created with the scores of all tasks.naturally occurring daily conversations in real life of parent-child dyads (n = 42. Extent previous research has shown that psychological reactance and oppositional defiance are elicited whenever people are put under pressure (e.. initial levels of oppositional defiance significantly predicted decreases in volitional functioning across time. months SD=6. the uniquely human ability to project the self to the future to pre-experience personally relevant events or states-ofmind is being increasingly addressed by developmental science. that is. results suggest that the tendency of sex-typed differences remains manifest. Vansteenkiste Maarten. Correlation of the EF measure between Time was r = . the literature shows that ToM also change in adolescence.97. By contrast. the stability of the measures is analyzed. Yet. Beyers Wim Ghent University (Belgium) Adolescence is typically seen as a difficult life period.2. age.01.9. At the same time.. TS2.51. ToM abilities are classically studied in children through first. 2003. despite the presence of inter-individual differences. when study adolescent defiance.g. Sex differences were observed in Time 2. volitional functioning.5%.and second-order false belief tasks.4. 2006) confirmed our hypotheses. Finally. the adolescents also reported their daily concerns about love and sex. with girls producing statistically significant higher scores in both time periods. we expected a negative relation when defining autonomy as volitional functioning (i. stability of the EF measures will be discussed. The present study focuses on the construct of oppositional defiance. We addressed this research question in a longitudinal sample of 707 adolescents (age range at T1 = 13-20 years).g. Five to seven months after. Marchetti Antonella Università Cattolica del Sacro Cuore Milano (Italy) This research aims at investigating development of Theory of Mind (ToM) from adolescence to adulthood. we asked both parents and adolescents to write spontaneously and individually about real-life conversations they experienced with respectively the adolescent and the parent. which may come at the expense of one’s personal preferences and interests (Skinner & Edge.001. adulthood and old age (Keysar et al. Cruz Orlanda1 1 2 University of Porto (Portugal) University of the Republic (Uruguay) Episodic foresight (EF). oppositional defiance and reactance may result in more absolute freedom and more distance. determined that episodic foresight differed significantly between time F (1. 2008).e.. t (82) = 2. in press) and is conceptually very similar to psychological reactance (Brehm. Apperly (2012) emphasizes the 94 . p <. To measure the relationship from two perspectives. Specifically. These results are usually interpreted as 3-years-olds don’t have the competence while 5-years olds have it. 1993). and emotional distance from the parents. recruited from Porto region preschool centres were evaluated for episodic foresight with three tasks: draw task. Design included a within-subject variable Time (Time1. Analyses through growth curve modeling (Preacher et al. characterized by increases in conflict and externalizing problems (e. acting upon personally endorsed interests and goals. This ability emerges between ages 3 and 5 as shown by most studies with a cross-sectional design. to study the differences between parent-adolescent communication and the adolescents’ personal experiences. initial levels of oppositional defiance predicted increases in interpersonal distance across time. No interaction effect for sex or age was found.. Castelli Ilaria.. At three points in time.

So. “Day-Night” task. Also we obtained two different profiles of behavioral control (high anxiety as index of poor emotional control can go along with poor development of other behavioral control aspects or with rather high level of them).=1. Theory of Mind through a task of disambiguation in speech acts Blin Raoul1. We define behavioral control as psychological level of behavioral regulation providing a goal-directed behavior. 1985).d. p= . many researches have stressed on the relation between two independent measures. Lebedeva Evgeniya Institute of Psychology Russian Academy of Science Moscow (Russia) This study is a part of longitudinal research of possible predictors of the theory of mind (ToM) and the behavior control in children. second group N=43. p = . As for the “task of disambiguation”. This indicates that our new paradigm could be one of the means to demonstrate the development of the capacity to understand others' knowledge around 30 months-old. language. However. mean age=14. The results indicated that no child was able to pass “non verbal false belief task” of Call & Tomasello (1999). Norimatsu Hiroko2 .49. It leads to failure in prognosis of Other’s behavior. whereas all children of less than 30 months (except one) couldn’t pass this task.complexity of ToM in a life-span perspective: he shows that in adulthood ToM can be understood and studied through different approaches. and cognitive abilities. previous studies were principally based on the false belief task (Wimmer & Perner. to examine the children’s understanding of others' knowledge in speech acts. executive function (EF) and 95 .12 p <. In addition. questionnaire ECL and “Draw-a-Man” test. with this task. Firstly. and secondly. For this. it is similar to executive functions. but it corresponds with age norms. understanding of perspective. test of anxiety reactions (Dorky-Amen). yet we don’t know if and how these difficulties are associated with behavior problems of children who are reared in institutions. In parallel. s.=0. one side. Baron-Cohen et al. 19 p <. one of the skills involved in Theory of Mind defined by Premack & Woodruff (1978). Behavior problems. The findings also show that these children have problems in attention. 2009). executive function.103] = 4 . their ability in ToM.05). However.8 years. which doesn’t require any verbal response (because the capacity of comprehension precedes that of production).103] = 6. University of Toulouse 2 (France) 3 InterPSY University of Nancy 2 & University of Toulouse 2 (France) To examine child’s ability of understanding of others' knowledge. and theory of mind in institution-reared Turkish children: A two-wave panel analysis Harma Mehmet1. 1983.01) in favour of adults.33) to adulthood (N=20. Also we interested in interrelations between ToM and the behavioral control in preschool age. Yagmurlu Bilge2.8 years. Paris (France) CLLE-LTC.216. almost all children more than 30 months-old have successfully passed. aged (24 girls) are participated. two language test (the Vocabulary and Comprehension sub-scales of the WISC-III and of the WAIS-R). Sorsana Christine3 1 2 CNRS (Centre National de la Recherche Scientifique.=0. The aim of our study was double. only for Day-Night task an amount of mistakes are between 50-75%. Sen Hilal2 1 2 Middle East Technical University Ankara (Turkey) Koc University (Turkey) Previous work reveals that institutionalized children experience difficulties in the social and emotional domain. Results show an age effect on the third-order false-belief task (F [2. Korucu Irem2. s. The theory of mind and self-regulation in preschoolers Vilenskaya Galina. Also some ToM tasks are used (understanding of intentions. executive skills.024 df = 109) and a significant correlation between the Listening Span test and performance in the IMT (r=. which are likely to be carried to adolescence and adulthood. and the fourth level of IMT (F [2. proposing a distinction between the “having” and “using” ToM in everyday life. we find a positive correlation between the Third-order false-belief task and the fourth level of IMT (ρ = . We investigates ToM development in 110 participants from adolescence (first group N=47. Correlation between results of ToM tasks and Day-Night task is consistent with literature data: the children have to inhibit his own knowledge for be able to understand the perspective of another person.8 years. Sally-Ann test) The results show that the behavioral control is on the average level. we tested “Non verbal false belief task” of Call & Tomasello (1999). we have devlopped and used an original paradigm. Children cannot consider perceptual information as source of Other’s knowledge and misunderstand external clues of mental states. In this study. The development of ToM is limited by understanding of particular aspects of Other’s mind. some motor tasks. as benchmark of comparison. As for the relation between the Theory of mind and Language.d. the Listening Span test to evaluate the working memory abilities. Sandikci Yasemin2. We suppose that the development of behavioral control and ToM in 5-6 yr can be predicted by their development at ages 3-4. s.008 gdl = 110).d. task of disambiguation in the interpretation of speech acts (Blin. we used two-wave panel analysis to investigate the causal relationships between theory of mind (ToM).252. Alayli Ayca2. to examine this ability in young children under 3 years-old in using a task which doesn’t require any verbal answer. mean age=22. child linguistic ability and the other side. Also we found a positive relation between predictors of ToM and intellect. 16 French children aged from 16 to 36 months have participated in this pilot study. the ability of ToM directly in speech acts has rarely been examined. To evaluate ToM abilities the participants complete ToM tasks more complex and more ecological than the classical false belief tasks: a Third-order false belief task and the Imposing Memory Task (IMT). Participants are also administered the Clock test to assess the executive functions. seeing-knowing. In the study 43 children 36-51 mo. it remains difficult to examine this ability in young children under 3 years-old.7). in which younger subjects have worse performance than the other two groups. We used 2 subtest from WPPSI (Vocabulary and Block Design). before the acquisition of certain degree of linguistic ability. mean age=17.

EF. Hence. CFI=.80. after controlling EF and language at T1. p<.General Belief in a Just World Scale' and a demographic information form. Illness coping.05). Specifically. these findings add to the current literature by providing an encompassing model of the link between personality and illness adaption in adolescents and emerging adults with a chronic illness. and problem behaviors. social withdrawal and aggression (measured by the Penn Interactive Peer Play Scale and Social Competence and Behavioral Evaluation Scale) measures were administered at both T1 and T2. In other words.92. a causal link between ToM and EF. Silke Apers3. Two-wave panel analysis yielded significant associations between ToM. The literature shows that just world belief is affected by psycho-social circumstances such as traumatic life events. executive function (composite score of Day-Night and Peg-Tapping Tasks). we aimed to replicate these findings in a sample of 366 emerging adults with Type 1 diabetes and to investigate some potentially important intervening mechanisms. AGFI=. and illness complexity.24. belief in just world theory states that individuals need to perceive the world as predictable. we therefore investigated associations between Big Five personality traits. food. emotional. p<. aggressive and withdrawn behavior) in preschool-aged institution-reared children in Turkey. in turn. Poor illness adaptation has been found to lead to substantial morbidity and even mortality among individuals with a chronic illness.Kanik Ebrar1. EF at T2 was associated with lessened problem behaviors (β aggression=-.05). and the necessity of programs that target cognitive skills for the prevention of behavioral problems in high-risk populations. The theory of mind (aggregated from one knowledge access task and two false belief tasks). general belief of just world questions whether the world is a just place. Eva Goossens3. Tilburg (The Netherlands) 3 Department of Public Health. The mean age of children was 57. The stories were subjected to content analysis and compared with the results of the scale. the Turkish equivalent of PPVT). food. age. 96 . stress factors or coming from disadvantaged groups. and social support problems. TS2. Big Five traits were found to predict these outcomes above and beyond the effects of sex. In turn.28. The findings are discussed in the framework of early development in child-rearing institutions. β withdrawn=-.59. safe and controllable.48) at Time 1 and 70. In Study 2. (β =. such as forming an adult identity and settling into a life of their own. One potentially important determinant that has not received much attention to date is personality.53 months (SD = 9. KU Leuven (Belgium) Department of Psychology .social behavior problems (i. ToM positively predicted EF one year later. In adolescence and emerging adulthood. In sum. the just world theory refers to people's tendency to believe that the world is just and that people get what they deserve. 15 working street children (14-17 year-old) and 15 non-working street children (14-17 year-old) were asked to fill 'Personal. Ulker-Erdem Ayca2 1 2 Istanbul University (Turkey) Karabuk University(Turkey) As Lerner (1965) proposed. age. partially mediated relationships between Big Five traits and diabetes-related treatment. illness perceptions and illness coping were found to be important intervening mechanisms in these associations. thereby guiding health care professionals working with these individuals. Klimstra Theo2. receptive language (measured by TIFALDI. Just world belief is assessed in two subcathegory: Personal belief of just world is about the individual’s own life course. Philip Moons3 1 2 Department of Psychology. demonstrating the importance of studying personality in chronic disease populations. In Study 1. GFI=. For this purpose.05. and illness duration. Moreover. Luyckx Koen1. Big Five traits were found to predict diabetes-related treatment. Illness perceptions partially mediated relationships between Big Five traits and illness coping. p<. and social support problems above and beyond the effects of sex.91). this study aims to assess children’s personal and general beliefs in a just world and to find out whether there is a difference between working and non-working children’s just world beliefs. All the findings will be discussed under the relevant literature Personality and adaptation to chronic illness in adolescence and emerging adulthood Rassart Jessica1.13) at Time 2.e. The data were collected at two time points from 75 children residing in four child-rearing institutions.3 DEALING WITH TRAUMA 13:30-15:00 |Room 412 Amphimax Chair: Stephanie Habersaat. Whithin this context. more research on the determinants of poor illness adaptation is needed to help clinicians in identifying patients at risk.31.60 months (SD = 9. p<. these challenges might interfere with the many developmental tasks at hand.05.. suggesting a possible causal relation between ToM and EF (κ2(8)=18. quality of life. On the other hand. emotional. children were asked to write a short story about a proverb which emphasized the belief in a just world in order to demonstrate that just world belief is culturally transmitted and reinforced by means of verbal and written culture. Université de Nancy (France) Children’s Personal -General Belief in a Just World and Its Cultural Transmission: A Comparison of Working and Nonworking Children Yenice. KU Leuven (Belgium) The presence of a chronic illness can pose major life challenges to those affected. and several domains of perceived health in 366 adolescents with congenital heart disease. In addition to this.

Kamiyama Machiko1. Methods: The new guidelines call for notification of the Reporting Center for Child Abuse and Neglect when an adult patient who is responsible for children at home. family income and parental education was analyzed as demographic variables.001.12). visits the Emergency Department because of either 1) Substance abuse. and can be included in Emergency Departments guidelines to help identify new cases of child abuse.15) and risk taking behaviors (ß :.. a total of three parents were reported to the Reporting Center for Child Abuse and Neglect in 2006 and one parent in 2007. 97 . .. 2003). parental conflict (ß :. Among pupils who were thought to have adapted successfully. conflict management skills (ß :-. The risk to be a victim or perpetrator of dating violence increases especially during emerging adulthood years (Howard & Wong.22). A before and after study was done at Emergency Departments of five hospitals in an urban region in the Netherlands. The results showed that ethnicity (ß : . Klein Velderman Mariska2. rose substantially. aggressogenic cognitions. 2004). Conclusion: The “Hague-protocol” can substantially improve and increase the detection rate of child abuse cases via the Emergency Department. 149 cases in 2009. some showed a tendency for indefinite complaints. self efficacy for anger control (ß :-. 2) Suicide attempt. The results confirmed that a multiple risks approach is necessary to understand dating violence perpetration during emerging adulthood in which social-cognitive factors become more complicated. Each of these cases was investigated by the Reporting Center. All the measurement tools used were internally consistent (Cronbach Alpha’s range between . p < . gender. Verkerk Paul H2. childhood maltreatment. Pannebakker Fieke 2. selfefficacy for anger control and risk taking behaviors as personal variables and. Age. or 3) Domestic violence. In 7% of cases child abuse could not be confirmed and in 2% of cases was concluded that there was no child abuse.14). Fekkes Minne2 . Nakatani Kyoko2 1 2 Yamagata University Tagajyo (Japan) Hyogo Pref.73 and . 127 cases in 2010 and 178 cases were reported in 2011. Results indicate that child abuse was confirmed in the large majority (91%) of the reported cases. gender stereotyping. A Study of the Condition of Children in a Prefecture Severely Affected by the Tsunami of March 2011. based on parental characteristics.. The “Hague-protocol” takes a new and successful approach in the recognition of child abuse at the Emergency Department.23). whether any pupils where exhibiting symptoms possibly related to the disaster.e. Parental characteristics can be strong predictors of child abuse. gender stereotyping (ß :.56) were recruited from a medium size university in North Cyprus. There were only 3 cases reported which could be identified as PTSD.92). ethnicity (i. Our findings suggest that stress related to the disaster demonstrates itself in a wider variety of ways.001). R2 = .14) significantly predicted dating violence perpetration (F(14. negative dating violence norms (ß :-. Hierarchical Regression Analysis was conducted by entering demographic variables in the first step.20).e. obesity. in the free description section.19). and also conducted a number of interviews.36. The return rate for the questionnaires was over 90%. negative peer attitudes toward the violence perpetration (ß : -. After the guidelines were issued in 2007 the number of suspected child abuse cases reported to the Reporting Center. peer attitudes towards violence perpetration. and contained a section for free description. The main aim of this study was examining the dating violence perpetration among emerging adults by using a multiple risks approach including the role of the demographic. many of which do not initially appear to be directly related to the disaster experience. Results: In this region during the two years prior to the introduction of the protocol. Dating Violence Perpetration among Emerging Adults in North Cyprus from a Multiple Risks Approach Bayraktar Fatih. Ozkerem Gulten Eastern Mediterranean University/Masaryk University (Cyprus) Dating violence is a pattern of abusive behaviors which are used to maintain power and control over a partner (National Resource Center on Domestic Violence. skin diseases or appeared to be increasingly accident and injury prone. 350) = 6.17). Kofu Hospital (Japan) We conducted a survey of Yogo teachers (equivalent to a school nurse) in areas severely affected by the tsunami of March 2011 by sending questionnaires by mail to all the relevant teachers. Over 90% of the teachers reported that their pupils overall appeared to have adapted successfully.Child abuse detection at the Emergency Department using a new protocol based on parental characteristics Diderich Hester M1. A total number of 111 cases were reported in 2008. Turkish vs Cypriot). A total of 350 university students (186 females and 164 males) aged between 19-26 (M= 22.10. parental conflict) as interpersonal variables. However. SD = 2. personal and interpersonal factors.25. interpersonal variables in the second step and personal variables in the third step. some teachers reported that certain individual pupils in high risk families (economically disadvantaged or in substandard housing) showed psychological and physical problems. Oudesluys-Murphy Anne Marie3 1 2 Medical Centre Haaglanden (The Netherlands) TNO (The Netherlands) 3 Leiden University Medical Centre (The Netherlands) Background and aims: The number of children identified as victims of child abuse in the Emergency Department are only a tip of the iceberg. and prior negative experiences with parents (i. childhood maltreatment (ß : . The questionnaire asked teachers to report on the health and mental condition of their pupils. p < .

increase among children and young Europeans. with an intervention and a control group. suggesting the effect of a third variable. negative ideas about physical attraction. There was a significant negative relationship between the latent factors ( -. a longitudinal study following 1159 children and their families from age 6 months onwards. However. β= p<. being discriminated by others. adolescents with visual impairment had. including emotional. four first order latent factors. The aim of this presentation is to introduce a video-based mental health destigmatisation program. Second. behavioural and peer problems.TS2. e.g. While few cross-sectional studies compared psychological problems of adolescents with and without visual impairment. the relationship between EC and externalizing behavior has often been investigated in cross-sectional studies.4 PSYCHOPATHOLOGICAL PROBLEMS I 13:30. While adolescents who are blind and who have low vision had similar levels of psychological problems. The present study analyzed change in psychological problems of German adolescents with and without visual impairment across a two-year interval. are prevalent among adolescents and interfere with everyday functioning.23. demonstrate the need to destigmatize the health and mental illness. Child effortful control and physical aggression in a longitudinal study Backer-Grøndahl Agathe. Adolescents with sensory and other disabilities may be at elevated risk for emotional and behaviour problems due to restrictions of everyday competence.. on average. regardless of whether or not they belong to an ethnic minority. externalizing behavior. Change of psychological problems in adolescents with and without visual impairment Pinquart Martin.. and social-emotional functioning. longitudinal research is lacking that assessed change in between-group differences over time. Pfeiffer Jens P. However. According to youngsters. higher dependency on others. is stigma.e. Both models had good fit to the data. Philipp’s University Marburg (Germany) Psychosocial problems. we found no support for a longitudinal relationship between EC and physical aggression among small children when controlling for construct stability across time. the residual changes in the constructs (T2) were correlated (r=-. their caregivers. These preliminary results highlight the importance of longitudinal studies and of controlling for construct stability over time in developmental research 98 . but only about 15% of them scored in the abnormal range. and physical aggression did not predict residual changes in EC. with and without controlling for construct stability over time. it is seldom controlled for stability in the constructs over time. elevated scores on all problem scales of the Strengths and Difficulties Questionnaire.15:00 |Room 413 Amphimax Chair: Marta Casonato Institute for Scientific Interchange. tested in an educational context. At the start of the study. and difficulties when mastering age-appropriate developmental tasks. temperamental self-regulation). The results of the AMHC Study: Access to Mental Health Care in Children. First.001). p<. Data were analyzed with Hierarchic Linear Modelling. Mental illness.21. between-group differences of emotional and total problems declined over time. the biggest barrier for not seeking help. a minority of adolescents with visual impairment and with congenital visual impairment in particular may benefit from psychological interventions aimed at reducing psychological problems and increasing the ability to cope with stressors associated with vision loss. more parental control. However.001). when controlling for stability in the constructs over time. In sum. In conclusion. Turin (Italy) The experience of Marta – a video-based mental health destigmatisation program in Portugal Gonçalves Marta ISCTE-IUL/CIS-IUL Lisboa (Portugal) The European Representation of the World Health Organization and the European Commission state that child and adolescent mental health is a key area of concern in Europe.-. Data was drawn from the Behavior Outlook Norwegian Developmental Study (BONDS). Nærde Ane The Norwegian Center for Child Behavioral Development Oslo (Norway) Several studies have found support for a relationship between effortful control (EC). The aim of this study was to investigate the longitudinal relationship between EC and physical aggression (36 and 48 months). A total of 182 adolescents with visual impairment and 560 sighted adolescents provided longitudinal data. including Portugal. conduct problems and peer relationship problems showed less improvement in adolescents with congenital visual impairment than in their peers with acquired visual impairment. EC (T1 and T2) was represented in second order models (12 observed variables. and when studied longitudinally. Six observed variables loaded on the latent factor of physical aggression (T1 and T2).(i. SEM analyses were conducted in Mplus. we tested the relationship between EC (T1) and physical aggression (T2) without controlling for longitudinal stability. EC did not predict residual changes in physical aggression. A cultural change in relation to mental health issues may help to decrease the expectations of the World Health Organization that classifies depression as the second cause of death worldwide in 2020. especially emotional and behavioral problems and learning difficulties. EC and physical aggression were measured by parent report at both time points. EC as the second order latent factor). health and education professionals who serve them.

Secondary outcomes concern changes in substance use related cognitions. medication and multisystemic treatment (MST). Primary outcomes are reductions in frequency and quantity of alcohol use and drugs other than alcohol over a 30 day period. Germany. conduct disorder) with comorbid internalizing problems (e. but not at follow-up. including parental substance consumption and quality of parent-child relationship. 1981) and the establishment of a vocational self-concept (Eder. Methods/Design: To determine the effectiveness we apply a two-arm randomized controlled trial (RCT) study design. Salzmann Patrizia .Gallen (Switzerland) Vocational choice and the attainment of vocational qualification is an important developmental task at the transition from childhood to adulthood (e. We performed a meta-analysis on 13 treatment studies that examined children and/or youth referred for primary externalizing problems (e.42. Participants from Belgium.g. thus it is critical to determine what works for them in treatment. informed consent.5 LEARNING DIFFICULTIES AND PROBLEMS AT SCHOOL Chair: Trude Havik Norwegian Centre for Learning Environment and Behavioural Research in Education Stavanger (Norway) 13:30-15:00 |Room 414 Amphimax Interest Development in Vocational Education and Training (VET) – Results of a Longitudinal Study with Swiss Apprentices Berweger Simone.and short-term effects of problematic consumption patterns in adolescence pose a major public health concern. and PI studies comprised 1. For PI samples. German Centre for Addiction Research in Childhood and Adolescence. Granic Isabela University of Toronto (Canada) Children with comorbid internalizing and externalizing problems experience negative outcomes. and some prominent theories (e. Department of Clinical Neuroscience (CNS) (Sweden) Background: Mid to late adolescence is characterised by a vulnerability to problematic substance use since the consumption of alcohol and illicit drugs is frequently initiated and increased in this life period. p < . randomization.and other substance-using adolescents are scarce.Krattenmacher Samuel University of Teacher Education St.(g = -.31.001 ) and comorbid internalizing symptoms (g = -.49. current prevention programs targeting alcohol. values. 1984.. For PE samples. Thomasius Rainer1. DePaepe Nina 1 2 Centre for Psychosocial Medicine. PE studies comprised 693 children and/or youth (10.7 years old. Elgan Tobias3.g. Baldus Christiane1. as well as consumption per typical occasion. Laboratory for Social Psychiatry (Czech Republic) 3 Karolinska Institutet (KI). 2009). We discuss the potential of using web-based technologies as means of delivering preventive interventions. 61% boys). Effect sizes (hedges g) compared treated groups versus control groups on treatment reductions in primary and comorbid symptoms in PI and PE samples separately. Holland. Moderators were also examined. The present study explores the effectiveness of a web-based brief intervention aimed at reducing problematic alcohol use and promoting abstinence from illegal drugs in adolescents with risky substance use aged 16 to 18 years old in four EU-countries. 2001. In Switzerland. Web-based Screening and Brief Intervention for Poly-drug use among Teenagers: a multicentre two-arm randomized controlled trial Arnaud Nicolas1. It may be particularly important to understand what happens to both primary and comorbid symptoms during intervention since one symptom domain may influence the other. treatment effects were found for internalizing problems at post.01) at post-treatment. with baseline assessment at study entry and a three month follow-up assessment. Moderator analysis revealed that treatment modality moderated effect size differences in PE and PI samples. nor were they reduced at follow-up. anxiety) (PE samples). the Czech Republic. treatment effects were shown for externalizing (g = -.Modality matters: A meta-analysis investigating what works for children and youth with co morbid internalizing and externalizing problems Grimbos Teresa. However. This suggests that children presenting with comorbid internalizing and externalizing symptoms might benefit from treatments involving a systemic approach targeting multiple problems beyond the primary referral problems. depression. 2002). Recruitment. p < .172 child and/or youth (12. Woltering Steven. The choice of a vocation and the successful application for an apprenticeship stands at the beginning of vocational identity work (Erikson. with categories such as child-focused. and skills as most critical. and Sweden are randomly assigned to either the fully electronically delivered brief intervention group (N = 400) or an assessment only control group (N = 400) depending on their screening for risky substance use. 1998). the utility of volition-based approaches is restricted. and temporarily ends after the successful entrance into the labor market.g.001). 1985. 1996) estimate an ideal match between job characteristics and individual interests. Fend.. but not follow-up. In doing so we are among the first to target the relevant group of young poly-drug users in Europe TS2. p < . Notably students from schools with basic requirements often have 99 . 47% boys).7 years old. MST was more effective in reducing comorbid externalizing and internalizing symptoms and for maintaining externalizing improvements at follow-up in children with primary externalizing problems. Winkler Petr2. While the detrimental long. Career choice and development theories typically focus on internal satisfaction (see Duffy & Dik. Moreover the study addresses a number of moderator variables. and 25 studies that examined primary internalizing problems with comorbid externalizing problems (PI samples). comorbid externalizing problems were not reduced at post-treatment. Dawis & Lofquist. more than two out of three adolescents start an apprenticeship. Flammer & Alsaker.g.and web-based brief interventions for adolescents. Hamburg (Germany) Prague Psychiatric Centre. intervention and follow-up are implemented online. including treatment modality. Discussion: The trial is expected to contribute to the growing literature on theory.

Furthermore. King et al. The collected data are going to be analyzed by structured equation modeling. Jeunier. such as aspects of the learning environment. Non-attendance problems might cause both short and long term consequences (Brandibas. social and psychological development (e. Perceived 100 . have received relatively little attention in research on unexcused school absenteeism. Kearney. 1998).g.Teacher's Mathematical Beliefs and Practices within Conditions of Institutional Context and Motivation Gläser Johanna. in order to activate motivational processes.g. In the long run. The project receives grants by the Federal Ministry of Education and Research (BMBF). Parents emphasized that adaptation of school work needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates. including school refusal and truancy might cause serious consequences for academic. Meyer-Siever Katja. Egger et al. a realistic test-situation will be created by TBA. Kearney. School factors associated with unexcused non-attendance in primary and secondary school Bru Edvin Havik Trude Norwegian Centre for Learning Environment and Behavioural Research in Education Stavanger (Norway) Unexcused school absenteeism.. We focus on occupational interest and interest development and ask how apprentices estimate the fit between their personal interest and the apprenticeship at the beginning of VET and how their interest develops over the period of the three-year training. 2004. In this paper. Parents identified several school factors related to EBSR. Ertesvåg Sigrun Norwegian Centre for Learning Environment and Behavioural Research in Education Stavanger (Norway) Previous research indicates that school attendance problems may seriously hamper psychological. 1991). Pellegrini 2007). selected according to key characteristics like teaching mathematics is aspired. Lyon & Cotler. Accordingly.limited opportunities to find an apprenticeship. the math-related beliefs of kindergarten and primary school teachers and their mathematic teaching practices are linked to concrete actions. Bru Edvin. School factors. Motivation is expected to be higher in Baden-Württemberg than in Bremen because of different contextual conditions due to higher economical standards and therewith associated abundance of resources. This approach allows for testing the alignment of teaching beliefs and practices. compared to individual and family factors (e. The central research questions are how contextual conditions and motivation influence math-related beliefs as well as how exactly contextual conditions effect the motivation to give highly qualitative mathematical instructions. Data about epistemological beliefs concerning mathematics will be collected with the scales used in TedsM adapted to the target groups. In this study a total sample of 800-1500 pedagogues. The role of school factors in unexcused school absenteeism is therefore the scope of this presentation. that motivation mediates the relationship between contextual conditions and beliefs as well as between contextual conditions and the quality of instruction. and about a third of them said their child had been a victim of bullying. Insufficient adaptation of school work was also mentioned relatively frequently. 2007. It is expected. About 120-150 Kindergarten teachers in Bremen and 400-600 in Baden-Württemberg as well as 120-150 respectively 400-600 primary school teachers in Bremen and Baden-Württemberg are currently being recruited. Costello. Like I Would . social and academic development (Heyne et al. but the percentage of students with frequent unexcused absence are likely to be as high as 10% (e. Finally. Prevalence estimates differ. we analyse and compare occupational interest development of those who entered their preferred occupation and those who did not. School-Related Factors and Emotion-Based School Refusal Havik Trude. & Angold. we present findings from a longitudinal study with a cohort of 843 apprentices who completed their three-year vocational training in health and social care or construction in 2012. Therefor the aim of present study was to explore parents’ perspectives on the role of school factors in emotion-based school refusal (EBSR). but whether they can find an apprenticeship at all (Herzog. Some of these findings suggest that students who are prone to EBSR need more predictability and more support than they sometimes get in school. the European Social Fund for Germany and the European Union. Combining these methods makes it possible to elaborate mathematical teaching practices on a cognitive as well as conative level. The key question is not whether their interests fit the (future) occupation. Semi-structured interviews were conducted with 18 parents who had experienced EBSR with their own child. Pilkington & Piersel. 1999. 2003. 2007. Levin Anne Universität Bremen (Germany) The present study is part of the interdisciplinary research project “AnschlussM” that is focused on the alignment of beliefs and teaching practices among mathematics teachers in institutions of preprimary education and primary school. 2006). several parents commented that teachers and schools need more knowledge about EBSR and felt that schools needed a more coordinated approach to supporting students at risk of EBSR. Kearney & Bates. 2003). especially being a victim of bullying is believed to be a risk factor for unexcused school absenteeism. Clanet. Kearney 2008). Neuenschwander & Wannack. & Fouraste. 2008). Problems with peers at school. There is relatively little research-based knowledge about how schoolrelated factors may contribute to emotion-based school refusal (Egger. Krapp and Lewalter (2001) highlight the importance of learning contexts in VET that allow for situational interests. If I Could.. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects the perceived predictability and support for EBSR-prone students.g. The methodological design includes a questionnaire-survey and technology based assessment (TBA). Their need for predictability seems to occur particularly during less structured activities and during transitions in school. All parents expressed concern about bullying. Thus. they enable the development of more stable vocation-related interests. 2005.

Last. depression and low self-esteem scores in the three groups. 101 . 35 dyslexic children from Special Needs school. victims (V). self-esteem. Problematic studentteacher relationships. we applied Baysian model selection using (in)equality constraints analyzing patterns of change among bully-victim groups. the percentage of dyslexics with clinical level of depression. while older students might worry more about academic performance and making friends (Kearney & Haight.support from teachers could be another aspect influencing unexcused absence. (Japan) 13:30-15:00 |Room 201 Amphipôle Person-Centred Approach for Evaluating Program Effectiveness: Patterns of Change among Bully-Victim Groups Yanagida Takuya1. 2001). We propose an integration of a person-centered approach to evaluate program effectiveness. Results revealed intervention effects for victims and bullies with higher probability moving from V to U and B to U in the intervention group. 1985). and anxiety in French-speaking dyslexic children attending different types of schools (Special Needs school vs Mainstream school) in Switzerland. The survey included measures of individual. Strohmeier Dagmar1. 2011). Munthe & Thuen. familial and school factors. evaluation results of the ViSC Social Competence Program are presented. Mostly. To illustrate the utility of the person-centered approach. Younger students may be sensitive to student-teacher relationships. However. social and emotional development of English-speaking dyslexics. bully-victims (BV) and uninvolved (U). Whatever their school context. 1377 adolescents (722 boys. The results suggest that dyslexic children attending mainstream schools have a significantly higher level of internalizing problems compared to children without any reading disorders and dyslexics attending Special Need School. because it neglects heteregoeneous groups of individuals. Associations of school factors with unexcused school absenteeism were studied by using a survey among more than 6000 5th to 10th graders from about 50 schools in 7 wide-spread municipalities in Norway. to compare their internalizing problems level to that of the control group and to study the prevalence of high anxiety. In the analyses of associations between school factors and unexcused school absenteeism. that may elicit school refusal for some vulnerable students could therefore be more prevalent in secondary schools. this approach is restrictive. In line with the theory. and anxiety) of French-speaking children and adolescents suffering from reading disabilities have not been empirically studied. 655 girls) participated in the program. Stornes. However. individual and familial factors are controlled for. The internalized symptoms (depression. This might indicate that emotional support from teachers are more important for elementary school students. & Castro. research indicates a decline in perceived teacher support with increasing student age (Bru. different subscales of self-esteem (Harter. The aim of this study is to explore self-esteem. statistical analysis are based on a variable-centered approach with a focus on relationships among variables on aggregate level. 309 girls) were in the control group. anxiety and low self-esteem is significantly higher than that of the control group. and the Children’s Depression Inventory (Kovacs. Latent class analysis (LCA) and multiple group latent transition analysis (LTA) comparing control and intervention group were applied for statistical analyses. 2010). The main goal of the ViSC program is to reduce aggressive behaviour and bullying in schools via a one year school development project. the scientific community knows relatively little about it. depression. Analyses are based on 30 imputed data sets stemming from multiple imputation using chained equations (MICE). However. we conducted a multiple group LTA resulting in transition probabilities for control and intervention group. whereas relations with peers and academic support from teachers are more closely related to unexcused school absenteeism among secondary school students. a four-class solution fit the data best: bullies (B).6 BULLYING AND INTERVENTION STRATEGIES Chair: Takuya Yanagida Osaka University of Education. Spiel Christiane2 1 2 University of Applied Sciences Upper Austria (Austria) University of Vienna (Austria) Evaluation research assess program effectiveness by applying scientific research methods involving data collection and analysis. Next. Internalizing Problems in Dyslexic Children Attending Special Needs vs Mainstream Schools Leonova Tamara Université de Lorraine Nancy (France) Even though dyslexia is the most studied of the learning disabilities. TS2. First. we applied a set of cross-sectional LCAs to determine the number of latent classes. Data were collected via self and peer measures. 1999). In the present study we investigated patterns of change among bully-victim groups to illustrate the utility of the person-oriented approach in evaluating program effectiveness and recommend integrating person-oriented approach in evaluating program effectiveness. as well as self-reports of absence and reasons for absence. This implies that parents and teachers must be attentive to these children’s psychological well-being and wary of their slightest signs of distress. Richmond. 665 adolescents (356 boys. no intervention effects were found for bully-victims and uninvolved. 37 dyslexic ones from mainstream schools and 31 children without dyslexia have filled the Revised Children’s Manifest Anxiety Scale (Reynolds. and most of this knowledge comes from studies done about the cognitive.

bystander. the rest of levels (school climate. National Guidelines in The Netherlands for School Doctors and School Nurses on Bullying Behavior Among Children Fekkes Minne. victim. genericity. This impact was measured by two variables: roles adopted in the conflict (aggressor. b) how to support these children and their parents. This communicative learn 102 . van Gameren-Oosterom Helma. The guidelines are currently tested in five child welfare services in the Netherlands. together with adults' inclination to pass on their knowledge to the next generation. in comparison to positive results found in the mediator pupils and in the direct users of the service. Third. I’ll present evidence that infants are prepared to receive relevant information from others’ ostensive communications in several ways. human infants are prepared to be at the receptive side of communicative knowledge transfer. two public high schools. and time 2 (after program development). the objective of this study was to analyse the impact of peer mediation programs in high school education. and c) what are evidence-based interventions . Usó Inmaculada. perpetrator. Leiden (The Netherlands) Bullying behavior is part of a group process where children can have different roles. Early detection. and effective interventions and treatments are therefore necessary. 4) referral for individual help (when needed). their parents . infants show special sensitivity to ostensive signals (such as eye contact. 2) consultation of the parents. Moreover. were administered to students from 12-15 years old (N = 323). and will be nationally implemented at the end of 2013. but a prevention of the negative escalation in bullying that uses to appear in this age range. or infant-induced contingent reactivity) that trigger the ascription of a communicative intention to their source to manifest new and relevant information (the informative intention) for their addressee. defender of the victim and public). The third part of the guidelines focusses on interventions. Cuervo Keren Universitat Jaume Castellón (Spain) Although the advantages of peer mediation systems are outstanding. In the presentation we will present these new guidelines on bullying behavior for school doctors and school nurses. KEYNOTE K3 UNDERSTANDING COMMUNICATIVE AGENCY: OSTENSION. ostensive signals induce in infants built-in presumptions of relevance. few studies have included a longitudinal design and a scientific measure of the impact of these programs (Kmitta. The following issues were addressed in this guideline: a) how to identify children in welfare services with bullying problems. and this is where the Child Welfare services. such as victim. with similar characteristics. Ostensive communication evolved as a species-unique form of epistemic cooperation in humans to guide the addressee to attend to and obtain relevant and new information about referents. AND RELEVANCE-BASED REASONING IN YOUNG INFANTS 15:15-16:00 |Room 350-351 Amphimax Gyorgy Gergely Central European University. and schools. Different questionnaires. 1999). and available in the Netherlands. Second. etc. Especially for victims. in time 1 (baseline). which include school doctors and school nurses. but also for bullies. and the Attitudes Scale.Do Peer Mediation Programs Work to Improve Behaviors and Attitudes Against Bullying? Villanueva Lidón. In this sense. It is proposed that by having evolved such specific cognitive biases. 5) follow up. which. and one not developing it. supporter of the aggressor. were compared: one developing a peer mediation program. participant roles. infant-directed speech. and attitudes to victims. We developed a guideline for school doctors and school nurses with a focus on bullying behavior among school aged children. that is applicable to the Dutch Child Welfare services. infants assume the referential nature of the signals coming from the source of ostension. Therefore. or defender. Communication can induce such epistemic gain both by means of ostensive reference to relevant episodic information about a particular objects in the ‘here-and-now’ (local relevance) or by manifesting new generic knowledge about referent kinds that are generalizable beyond the episodic present (enduring relevance). that are evidence based. health problems can be associated with the problem behavior. for children. Budapest ( Hungary) Chair: Dagmar Strohmeier University of Applied Sciences Upper Austria (Austria) Recent research demonstrates human infants’ species-unique preparedness to recognize and interpret non-verbal communicative actions that are ostensively addressed to them. The first part of the guidelines focused on how to identify children in welfare services with bullying problems. such as the Role Scale Nominations from Salmivalli et al. and sharedness of the manifested knowledge content. the intervention effects in the school with peer mediation program does not seem to indicate a clear improvement. adequate support. can fulfill an important role. constitute a system of 'natural pedagogy' in humans.) yield ambiguous results. from Rigby and Slee (1991). First. Kamphuis Mascha TNO. (2006). REFERENCE. 3) consultation of the school. In the second part a 5-step procedure is developed to assist in the procedure after detection of bullying problems: 1) a needs assessment of the child. In order to attain this goal. Adrián Juan Emilio . Results showed that negative effects in both variables were observed in the school without peer mediation program.

The first paper by Staerklé and his colleagues from Lausanne presents recent findings from the NCCR LIVES program on vulnerable pathways. Hannu Savolainen1. the perception that barriers do exist neither affects their self-esteem nor their feeling of self-efficacy in the face of life’s problems. Vulnerability and life course regulation: A psychosocial approach Christian Staerklé. In both transitions. Based on the stage-environment fit theory. reported a high pre-transition level of symptoms and a marked decline over the transition. Latent Profile Analysis identified four different trajectories of depressive symptoms in both transitions. Trajectories of depressive symptoms across two educational transitions: Examination of stage-environment fit in two Finnish longitudinal studies Kaisa Haverinen1. Leena Holopainen1. the ANOVA analyses indicated differences between groups as hypothesized. the (United Kingdom) and Finland. Low-increasing depressive symptoms group (11% and 8%) showed an increase from a low level to a risk level of symptoms over the transition.LIFE-COURSE DEVELOPMENT 16:30-18:00 |Room A Amphipôle Chair: Katariina Salmela-Aro University of Jyväskylä. The largest group (78% and 71% in the two transitions. Joensuu (Finland) University of Jyväskylä (Finland) The present study examines the relationship between depressive symptoms and satisfaction with one’s studies or work across two educational transitions in late adolescence and early adulthood from a developmental perspective of stage-environment fit theory (Eccles & Midgley. These group differences remained significant even after controlling for participants' gender. family SES and post-transition educational or working environment.and person-oriented approach to examine the pathways to adulthood. we hypothesized that individuals on Low symptoms or High-decreasing trajectories would be more satisfied with their post-transition situation than those on Low-increasing or High trajectories. & Katariina Salmela-Aro2 1 2 University of Eastern Finland. The findings confirm that belonging to a disadvantaged group is associated with greater exposure to stress factors and negative life events. with the exception that in the second transition. in turn. Mouna Bakouri. 103 . only the Low symptoms group was significantly more satisfied. High-decreasing depressive symptoms group (7% and 16%). Other findings concern the comparison between the three groups in terms of regulation strategies and the impact of different forms of vulnerability on young people’s regulatory strategies.INVITED SYMPOSIUM IS3 MOTIVATION AND WELLBEING DURING LIFE TRANSITIONS: LIFE-SPAN . whereas the Staying on Track of Learning study followed 300 early adults (age 18-20) across the transition from upper secondary education to further education or work.life-course development builds bridges between psychological life-span development approach and sociological life course approach. Germany. & Alain Clémence University of Lausanne (Switzerland) This contribution presents an on-going research programme on young adults carried out within the NCCR LIVES. The papers focus both flourishing positive pathways as well as vulnerable and floundering pathways using both variable. respectively) showed a low level of depressive symptoms both before and after the transition. This effect can be buffered by collective self-definitions: for young people from immigrant backgrounds who define themselves as members of specific social groups. present recent longitudinal data collected during the transition from adolescence to adulthood focusing on key transitions during this period. We present findings from the first round of a longitudinal study with three distinct population groups in terms of social status and integration in the labour market: apprentices and pre-apprentices (N = 136) from an institution facilitating the transition between compulsory schooling and entry into the workforce. transition to work and training and transition to parenthood. 1989). Noona Kiuru2. Marlène Carvalhosa Barbosa. Esko Leskinen2. Finland The symposium titled Motivation and wellbeing during life transitions: life-span . The findings are discussed in the context of the social inequalities in material. social and psychological resources. students from an academic high school (N = 340) and apprentices and young employees (16-30) of the municipality of Lausanne (N = 230). High depressive symptoms group (4% and 5%) showed a clinically significant level of symptoms throughout the transition. The participants were drawn from two different longitudinal studies in Finland: the FinEdu study followed 591 adolescents (age 15-16) over the transition from comprehensive education to upper secondary education. Switzerland. The fourth paper by Wiese and her colleagues from Germany focuses on mothers’ return to work after Childbirth. we present a theoretical model articulating a sociological perspective on the life course with psychosocial approaches focusing on the interplay between vulnerability. The third paper by Schoon from the (United Kingdom) presents both slow and fast transitions to adulthood. Five papers from four countries. such as educational transitions. Tomasik from Switzerland and Silbereisen from Germany investigate young people’s future work and family life among those still in training and education. Finally. The second paper by Haverinen and her colleagues from Finland focused on trajectories of depressive symptoms during educational transitions. Véronique Eicher. For persons without a collective self-identity the perception of barriers is linked to lower self-esteem and thus to diminished resources available to overcome perceived barriers. Adopting a holistic view of life course regulation. motivation and collective dynamics of social belonging and identification. We then show that young people from immigrant families perceive more barriers to their life projects than those from Swiss families.

characterised by early school leaving. Mothers’ return to paid work after Childbirth: Antecedents and consequences of leave length Bettina S. 1 2 University of Zurich (Switzerland) University of Jena (Germany) This paper investigates whether young people still in training and education perceive social change in terms of demands that threaten their future work and family life. however.2. and (b) on how leave length affects women’s experiences when they have returned to work.g. Overall. motherchild ideology) seem to be more important for return-to-work plans and behavior than external demands/resources (e. With respect to the actual experiences during the first months after return. and are less affected by a high load of demands compared to older adults. they are less engaged in dealing with demands and revert to self-protective attributions in case of failure. we refer to a second longitudinal data set of 297 Swiss and German mothers (T1: before the return to work. Indeed there is now an increasing polarisation between slow versus fast transitions with those on the fast lane characteristically stemming from less privileged families with fewer socio-economic resources. subjective norms (i. The transition to adulthood has generally elongated. The timetable when to achieve certain tasks is variable and depends on the resources available. A common-sense belief about transitions to adulthood is that early and multiple transitions result in reduced health and wellbeing. showing how it is possible for young people to turn around an initially problematic transition. yet the active engagement in and commitment to meaningful social roles predicts higher levels of wellbeing. and self-efficacy beliefs as well as by external work/family resources and demands. There is considerable heterogeneity in experiences and pathways.Pathways to adulthood: Slow and fast transitions Ingrid Schoon Institute of Education.e. We conclude that young people still in training and education are well aware of the demands they may encounter in their adult life but that their current situation offers a protected space in which these demands may be dealt with in a trial mode with much confidence and few risks of failure. University of London (United Kingdom) I examine variations in the transition to adulthood and strategies enabling a positive and rewarding engagement with developmental tasks. The present talk focuses (a) on predictors of leave length. J. Integrating the theory of planned behavior and the Job Demands-Resources model. T2-T4: one to six months after re-entry). whereas women who returned after a longer leave were rather resilient in the face of familyrelated stress. Longitudinal data from 330 Swiss and German women (T1 during pregnancy. our research findings demonstrate that it is important to have a timing-sensitive view on mothers’ return-to-work decisions that pays attention to both the decision itself and its consequences. especially regarding education transitions and making the step into parenthood. Wiese1. we expected return plans to be influenced by career-related attitudes. R.& Silbereisen. Despite these age-group differences. (Germany) ..2University of Erfurt. feel well prepared to deal with them. for early returners. Results show that young people perceive fewer demands stemming from social change. workplace characteristics).. early attachment to the labour market. even in the face of adversity. substantial variability in leave length: Some mothers return to work after a few weeks. Tomasik 1. & Johannes O. Based on evidence from longitudinal studies. Yet this assumption has been challenged: These studies show that the successful negotiation of multiple transitions by age 26 is associated with high levels of life satisfaction. Thorana Grether1. In addition. At the same time. Ritter2 1 RWTH Aachen University. however. and the outcome of this process in terms of subjective well-being. the factors predicting who actually perceives many demands and who deals with them in what way are very similar across age groups. who continue to follow the traditional fast track transitions. I will show the role of early school engagement and motivation and support from the family in facilitating positive adjustment. career aspirations. and wellbeing. There is however a significant number of young people. and relatively early family formation. The findings are discussed within a developmental-contextual framework of human development. We found shorter leaves to result in a faster process of organizational re-integration. There is.. motherchild ideology). how they deal with them. especially the British cohort studies and the Longitudinal Study of Young People in England. everyday stress experiences resulted in increased return-to-work regrets. Analyses compare young people in training and education with adults who have already finished education and/or entered the labour market. Here I focus on the role of early school engagement and motivation as well as support from the family. (Germany) Most women return to paid work after they have become a mother. appraise them in a more optimistic way.g. health. the ‘forgotten half’. diary data collected during the first two weeks after re-entry revealed that early returners expressed higher levels of regrets of being back at work than later returners did. whereas others take a leave of several months or years. It also investigates their appraisal of such demands. 104 . T2-T4: 6 to 24 months after childbirth) showed that internal predictors (e. However.K. taking into account multiple influences and their interactions over time. Comparing Demands of Social Change in those still in Training and Education and those Beyond M.

is only rudimentary in children under 3.5 years of age. a developmental period marked by persistent deficits in episodic memory known as childhood amnesia. a fundamental component of episodic memory. From 2 to 7 years of age. Together. we studied the development of spatial memory in two versions of a real-world task requiring 18 month.1 CURRENT PERSPECTIVES ON THE DEVELOPMENT OF MEMORY FROM 1. However. The fourth presentation will discuss how verbal maintenance strategies can influence short-term visual memory in Children between 5 and 8 years of age. 7-8. together with our studies on the development of the neurobiological substrates underlying these processes in adulthood. if present. In the presentation of the reaction time/accuracy task. at about 2 years of age. the ability of children to distinguish and remember closely related spatial locations improves from 2 to 3. small. individual Places were examined quickly. The second presentation will discuss whether objects are a necessary part of location memory. These results support previous findings suggesting that allocentric spatial memory. three age groups of 5-6-. before 2 years of age. a phenomenon known as Childhood amnesia. We propose that it parallels the functional maturation of other hippocampal regions. the presentations within this symposium reinforce the idea that memory is not a unitary construct but rather is comprised of separate components that exhibit different profiles of development from birth to early adulthood. when tested with only one reward location among four possible locations. In this symposium. Is There such a Thing as Unique Place? Empty Places. however. whereas 18-23-month-olds did not. support the hypothesis that the differential maturation of distinct hippocampal circuits might underlie the differential emergence of specific memory processes during early childhood. (2) only the colored places were shown individually in a random sequence (location memory). compared to the other two array conditions. a phenomenon known as infantile amnesia. In Exp. However. or whether they need an object as a placeholder as a memory cue. isolated. but also lower. and show that this capacity gradually improves from 3. Whereas children 25-42-months-old were not capable of discriminating three reward locations among 18 possible locations in absence of local cues marking these locations. (1) the same full display as in the presentation (encoding specificity). and the likely functional maturation of the CA1 region of the hippocampus. Such memories are especially important for constructing episodic memories of autobiographical events that are central to defining who we are. Object-Place Binding and Array Effects in Location Memory Development Christiane Lange-Küttner London Metropolitan University (United Kingdom) The study investigated whether children can use information about distinctive places for location memory. The third presentation will discuss the emergence of the ability to form spatial memories based on a single experience. (3) the colored places were shown individually but with the star as a placeholder (object-place binding). the first presentation will discuss the emergence of allocentric spatial memory. 1 the results of 6.SYMPOSIA SY3. Yet.5 TO 10 YEARS OF AGE Chair : Pierre Lavenex University of Lausanne (Switzerland) Co-Chair : Christiane Lange-Küttner London Metropolitan University (United Kingdom) Disscussant: Pierre Barrouillet University of Geneva (Switzerland) 16:30-18:00 | Room B Amphipôle This symposium will highlight mechanisms underlying memory formation from 1.5 years of age. children 25-39-months-old found the reward in absence of local cues.5 to 7 years of age. These findings.5 to 10 years of age and provide a current perspective on the development of memory for events that happen in defined spatiotemporal contexts. Children are unable to form or store episodic memories for recall later in life. In Exp. Development of allocentric spatial memory abilities in children from 18 months to 5 years of age: a neurobiological perspective Pierre Lavenex University of Lausanne (Switzerland) Allocentric spatial memory is a fundamental component of episodic memory. and its subsequent maturation until 5 years of age. culminating in the emergence of episodic memory concomitant with the maturation of all hippocampal circuits. Although all Children required time-consuming visual exploration of the spatial context of an array. Our findings show that the ability to form a basic allocentric representation of the environment is present by 2 years of age. The latter would indicate that object-place binding is essential in children’s spatial memory. children older than 43 months found the reward locations reliably. a star appeared as a placeholder in five different locations on a grid that had each place differently colored.to 8-year-old children (N=30) showed that location memory for distinctly colored places without a placeholder was significantly faster. Here. albeit not more correctly.and 9-10-year-old children (N=52) were tested 105 . it also improved considerably during the experiment. Three test conditions were used in a between-subjects design.to 5-year-old children to search for rewards hidden beneath cups distributed in an openfield arena. or whether 5-10-year-old Children can memorize individual Places just as well without a Placeholder. Children still have fewer memories than predicted based on a forgetting function alone. specifically the dentate gyrus that subserves the process of pattern separation in adulthood. 2. and its emergence coincides temporally with the offset of infantile amnesia.

not as fruits of social conventions. 2010). Children participated in 3 sessions with 1. with comparable performance levels.to 8-year-old children Valérie Camos University of Fribourg (Switzerland) The maintenance of visually presented stimuli is often considered as a diagnostic index of the qualitative change occurring in the mechanisms of memory maintenance in childhood. performance (number of trials 100% correct. The results suggest that independently of age. & Camos. In this series of experiments using a Brown-Peterson paradigm. In a subsequent recall trial. Indeed..5 to 7 years of age. chronological age and place learning during the task were important independently of each other.with the same task. The reverse is expected for older children. verbal interference. Interestingly. three presentations focus on the communication and its development through objects’ uses in early infancy. but that this capacity improves significantly between 3. Children learned the rewarded locations on a first encoding trial in which the rewarded location(s) were indicated by (a) red cup(s). Children were tested on a trial-unique. Rewards were hidden beneath cups distributed in an arena. or could reduce the amount of available attention. but the type of test array did not matter. short-term allocentric spatial memory in children from 3. & Halliday. We found that our verbal interference task impeded recall in children from 5 years onward. number of correct choices before error. The main theoretical and methodological challenges we are dealing with to explain the symbolic activities and their development through childhood are presented: (1) we emphasize the communicative and interactional aspects of human learning and understanding.5 years of age are capable of single-trial spatial learning. In addition to domain-specific maintenance. 2010. unique places and slowest for the full array display. & Jarrold. However. and number of cups opened to find the reward(s)) decreased with increasing numbers of rewarded locations. allocentric spatial memory task. The short-term maintenance of visually presented stimuli by 5. Finally we address a couple of issues concerning theoretical. Here.2 RECONSIDERING SYMBOLING DEVELOPMENT FROM A SOCIO-CULTURAL PERSPECTIVE: MAJOR ISSUES AND DEVELOPMENTAL CHALLENGES 16:30-18:00 | Room 410 Amphimax Chair: Valérie Tartas Université de Toulouse 2 (France) Disscussant : Cintia Rodriguez Universidad Autonoma de Madrid (Spain) This symposium aims at reconsidering the development of symbols in children from a socio-cultural perspective. It is thus necessary to reconsider the objects’ uses through social interaction in order to explain symbolic activities. For location memory accuracy. since they should be relying on verbal maintenance. This improvement might be dependent on the maturation of specific hippocampal circuits. respectively. and thus visually indistinguishable from the other cups in the arena. older children (63-86 months) exhibited better performance on all three measures than younger children (43-63 months). specifically the dentate gyrus and CA3. in atypical development and later in childhood. However. Furthermore. their recall performance should be impeded by visual interference. The task could induce either visual interference.5-to 7-year-old children Pamela Banta Lavenex University of Lausanne (Switzerland) Single-trial learning is fundamental for forming episodic memories. no younger children were capable of remembering three locations simultaneously. (3) Adhering to a socio-cultural perspective implies to develop methodological designs that allow following developmental trajectories in small-scale interaction studies as in larger ones. 1. 2012). whereas older children could be divided into high and low performers. 1983). If young children are maintaining information in a visual format. SY3. These findings are in accordance with studies suggesting that children can use verbal maintenance strategies before 7 years of age. Citroen. isolated. These findings indicate that children 3. which in turn may underlie a progressive improvement in episodic memory. the visual interfering task reduced recall in younger children but only when they had to maintain visual attention to the stimuli. it is believed that children under 7 years of age maintain such stimuli in their visual format. like in Exp. whereas older children recode the stimuli verbally and maintain it through sub vocal rehearsal (Hitch.5 and 7 years of age. Each session consisted of 10 trial-unique locations or arrays of rewarded locations. (2) the uses of objects are mostly neglected in developmental research or objects are much considered as transparent entities. In this symposium. but not by verbal interference. we manipulated the nature of the interference task to be performed between the presentation of the stimuli and recall. while small. Across all children. recent studies question that the development of short-term memory relies on such a qualitative change (Tam et al. children were asked to re-visit the rewarded location(s) now covered by white cups. with the star-filled place units showing intermediate latencies. we studied the developmental progression of single-trial. individual places can be examined quickly indicating an important role for place boundary detection The development of single-trial allocentric spatial memory in 3. we recently proposed a domain-general mechanism which maintains memory traces through attention refreshing (Barrouillet. the spatial context of an array can require time-consuming visual exploration. However. 2 or 3 rewarded locations. It implies to focus on triadic (child-otherobject) interaction in social settings. 106 . We present different research analyzing the way adult and child or child-child communicate and build knowledge through objects’ uses and language uses. reaction times were fastest for the empty. methodological and practical (early intervention) implications for future developmental psychology.

2Universidad Autónoma de Madrid (Spain) Symbols are communicative and cognitive powerful tools. Our data are coded in semiotic categories used in previous studies and new emergent categories. from child age 8-to-16 months. such common ground might also be related to caregivers’ gesturese. however. Objects being the primary referent in early communicative dynamics. We discuss how the construction of shared meanings and creativity evolve via the use of increasingly complex semiotic systems in light of a socio-cultural perspective. Symbols have different characteristics. To explore this possibility. Tartas. We analyzed the development of symbolic uses of objects in three different settings: a free play where children (N=96) were invited to play together with the objects. Results show marked differences in symbolic uses. children had difficulties to interpret adults’ communicative intentions when he did not use object in a conventional way (Tomasello. 1999) symbols do not have their roots in any “literal evident reality”. we found that the more infants’ mastered the conventional use of objects. Overall. We conduct four sessions of video recording at 12. the changes in infants’ object knowledge were paralleled by associated changes in caregivers’ gestures: caregivers increased both the amount and the complexity of their gestures. Furthermore. 107 . tending to increase and become more complex with development. What about later in development when children play together? We hypothesized that there is a development of objects’ symbolic uses after 3 years-old revealing that children rely on different semiotic systems (language and objects’ uses) to communicate and share meanings with others in a fictional scenarii. Sinha & Rodríguez. we videotaped six mother-infant dyads every two months for 30 minutes in their homes. 2008). Most of symbolic uses performed by children and mothers are made using the referent object replica or artefact. First symbolic uses in children with Down syndrome in communicative and triadic contexts Karina Cárdenas1. During interaction. The conventional use of objects is an important type of knowledge that infants develop at the end of the first year of life. frequency and evolution of these symbolic uses performed by children and adults. more than in typically developing children (Palacios. 2009). thus allowing infants to share with others a type of semiotic system very early on (Moro & Rodriguez. which are public and shared by the users of the community to which the child belongs. in press). semiotically mediated. symbols are built on rules based on conventions (Rodríguez. Symbolic uses were less developed in thematic play implying a complex collaboration and the necessity to share verbal meanings about created uses than in free play. Comprehension and production of symbolic uses are the result of a multimodal communication. 1999. Palacios.e. few consider the triadic interaction (child-other-object) as a unit of analysis and rather. 1999). mainly at three yearsold. Sinha. a thematic play where they (N=96) were asked to prepare a meal for a baby doll with the same objects (none of them were adequate to prepare a meal) and a humoristic play where they (N=96) were told to do something funny (humoristic aim). We coded videos for (1) the infants’ knowledge of the conventional use of objects. Results showed that across age infants significantly increased their knowledge of conventional object use. our results showed that infants’ common ground knowledge about objects in the communicative environment serves as an important ingredient in shaping caregivers’ nonverbal input. the use given to objects (substitute or not) organizes and gives meaning to the symbolic scenario (Barthélémy-Musso. and for (2) the amount and the complexity of caregivers’ gestures. A progressive development of symbolic objects uses with age depending on the play setting is observed. Such results underlie the importance of considering the advent and early development of communication from a semiotic. shared meaning perspective. while they played with two toys. in press). 2005. focus on the individual child’s comprehension. Importantly. They allow children refer to absent realities. 1996). 2008).. We carry out a micro genetic analysis to observe the moment of appearance of symbols. From a semiotic-pragmatic perspective on early development (Rodríguez & Moro. 15. where material objects are involved. In a longitudinal study we explore the development of symbolic uses of objects of six children with Down syndrome from 12 to 21 months chronological age in interaction with their mothers and different objects replica and artefacts. It has been shown that even at 35 months-old. gesturese) has been related to children’s development (Baldwin & Baird. Cárdenas & Yuste. 2002). Given that successful communication requires that communicative partners adjust to the knowledge and meaning that they mutually share (Clark. 18 and 21 months of age. we postulate a relationship between infants’ mastery of the conventional use of objects and caregivers’ gestural input. How do children from 3 to 7 years-old use objects in a creative symbolic way? If most developmental studies shows that children understand more about the social world than previously thought (Rakoczy. some symbolic uses performed by children are accompanied with some linguistic productions. Striano & Rochat. Rather. The development of social conventions and creativity: how do 3 to 7 years-old children use objects during dyadic play ? Audrey Barthélémy Université de Toulouse 2 (France) The research investigated children’s co-construction of social conventions in dyadic play through objects uses. 2005). characteristics.& Cintia Rodríguez2 1 Pontifical Catholic University of Chile (Chile). & Guidetti. the more caregivers produced communicative gestures and the more these gestures were produced in a complex way.Common Ground on Object Use Associates with Caregiver’s Gestures Nevena Dimitrova Georgia State University (United States of America) Although the adjustment of caregivers’ gestures (i. Symbolic uses of different semiotic complexity are found (Cárdenas. it remains unknown what prompts this modification. 2006. 2012). Some of these conventions come from conventional uses of objects (Costall & Dreier. Brand et al.

Keller. 2008) or German (Janke.. The development of EC has been largely studied. analysing the possible effect of minor cultural aspects on EC development and.430. range = 38 – 76. secondly.01] and comprehension of the difference between real and apparent emotions [F(1. SD = 12. Albanian children’s emotion comprehension was affected by age [F(2. predict and explain their own and others’ emotions (Harris. allowing to compare EC development in children from different countries. number of tasks solved regularly increased with age.101.. schooling and engagement in conversations on emotions with adults proved to be crucial for emotion comprehension (Vinden.01). 1989). but these experiences can be very different between Albanian and Italian children. 63 Albanian children and 63 Italian children paired for age and gender were administered the TEC. Discussion. To test the emotion understanding development at different ages.. Future research may consider such cultural features more specifically. particularly focusing on the rank orderings of success on the nine tasks in these two countries.. considering school systems and social values. 2003). Twenty-eight Italian and 25 German children were bilingual or multilingual. 2004).g.369. these aspects still influencing the current cultural features. p<. Observing the nine components of TEC. Children completed the Italian (Albanese & Molina. Studies on emotion understanding in non-Western cultures are few and produced contrasting results (Tenenbaum et al. range = 37 – 82. each one encompassing three components (Pons. p < . In both the Italian and German samples. socioeconomic context. Bulgarelli. In line with literature. religion. Pons & Harris. the present work sought to explore developmental differences between Italian and German preschooler’s comprehension of emotion. p = . 56 females). respectively. even if Albanian children seem to follow a similar trend to the one found in Western cultures.124) = 9.to 6-year-old children (M = 60 months.05]. 2002. Our studies give back the image of a universal development of EC competence. 108 .07.38) = 1. influence of the ancient Latin and Greek cultures. Emotion Comprehension in Albanian and Italian children: Eleonora Farina University of Milan Bicocca (Italy) Studies on children’s development of emotion comprehension highlighted a general trend which starts from the understanding of simple facets of emotional events and goes towards a more and more complex grasp of cognitive and metacognitive aspects related to emotions (Pons et al. Harris. mental and reflective). for instance. p<. The univariate ANOVA did not evidence any significant difference between the two nationality groups on the main measure of emotion understanding . with Component 7 appearing to be the principal responsible for this difference between countries. 2000). Mokken scale analyses revealed different rank orderings of success on the different tasks. among them. deRosnay et al. 2004) and translated in several languages. Given potential cultural differences in the developmental goals of independence and interdependence (e.001]. However. Aim. Our results suggest that. Ikonomi & Albanese).SY3. SD = 11. the TEC—Test of Emotion Comprehension—was developed (Pons. testing the stability of the TEC scores across cultures and languages.60) = 16.124) = 8. This study compared Italian and German preschooler’s understanding of nine components of emotion comprehension as assessed by the Test of Emotion Comprehension (TEC. p<. The Italian sample comprised the data of 114 3. this competence develops through three main periods (external.to 6-year-old children (M = 57 months. 2006) version of the TEC. presence of siblings and bilingualism. Some of them can be due to cultural specificity.3 EMOTION COMPREHENSION AND CULTURE: COMPARISONS AMONG EUROPEAN COUNTRIES 16:30-18:00 Room 415 Amphimax Chair : Daniela Bulgarelli University of Torino (Italy) Discussant: Paola Molina University of Torino (Italy) Emotion comprehension (EC) refers to the way in which persons understand. et al.. and cultural features appear to have local influence upon some of its specific components Emotion comprehension: a cross-cultural comparison between Italian and German preschoolers Paola Molina University of Torino (Italy) Introduction. κ2(222) = 8. authors evidenced the importance of individual differences in this development. and Switzerland (Rossini & Thommen). religious practices. more Italian compared to German preschoolers understood that expressed and felt emotion may differ (Component 7 Hiding. The studies of this symposium allow to compare EC among several European countries: Italy and Germany (Molina. Italy and Albania (Farina. etc.01]. 2004).. Results will be discussed in relation to cultural belonging as well as to maternal educational level. in Harris’ and Pons’ model. At the same time. and show e.50. 2004). emotion regulation [F(1. rearing styles and socialization goals. These European countries are different from each other for language. Method. 2004). Albanian children obtained statistically significant lower scores on facial recognition of emotions [F(1. For example. 60 females) and the German sample of 108 3. diverse languages. Fuligni & Maynard. Italy and Germany belong to the Latin and the Anglo-Saxon cultural cluster. parenting styles that are linked to EC development in children. The two cultural groups’ did not differ in average number of tasks solved (t(218. & De Rosnay. but not by gender. there are also some specificities which could be due to culture. Consistent with this finding.124) = 3.936. Greenfield.g. Henning. The main research topics underlying this symposium are two: first. p<. Results. In this study we investigated on emotion comprehension of Albanian pre-schoolers in comparison with a group of Italian children. Aschersleben).136).

Results indicated that. whereas no ethnic group differences emerged regarding Bulgarian or familial identity. Results.Emotion comprehension in French speaking part of Switzerland: evolution from 4 to 9 year-olds Emmanuelle Rossini Scuola universitaria professionale della Svizzera Italiana (Switzerland) The ability of understanding emotion is now considered as a central ability in theory of mind development. They follow schools in the French speaking part of Switzerland. some tests of recognition of complex emotion are succeeded after 6 years (Gosselin. Latin America and Europe. North-West University and University of Queensland (The Netherlands) Ethnic identity has been observed to be associated with psychological wellbeing among young adults.S. The Association between Ethnic Identity and Psychological Wellbeing across Cultural Contexts Fons van de Vijver Tilburg University. Yet. The TEC components are achieved progressively. Smith & Silva. This symposium presents four papers designed to promote our understanding of identity and well-being in youth from Africa. First results show important evolution through the age. We analysed the particularity of this evolution in relation with the children's language. by relating timely to current issues and controversies of ethnic and religious belonging. Given its saliency there has been a proliferation of empirical work to evaluate its influence in various contexts. Roma youth reported lower levels of wellbeing than Bulgarian youth. most of the literature is informed by data from Western countries. Emotion recognition is acquired at 4 years old. However. Second. familial. First. political and economic factors may influence both the manifestation and the saliency of ethnic 109 . Third. This study examined links among Roma (N = 207) and Bulgarian (N = 399) adolescents’ ethnic. cultural. hardly considered in prior research on identity. Findings demonstrated differences in salience as well as structural communalities regarding ways in which collective identity affects wellbeing of youth from two ethnically diverse communities. a leader in the developmental psychology field.CO. All are evaluated with the Wechsler Nonverbal Scale and the E.SE (French equivalent of TROG). The correlation with language abilities is high (. The normal development of this competence is still discussed. it provides two specific cross-cultural variations by covering diverse cultural contexts and minority groups. Finally. The latter revealed a weaker religious identity than Roma youth. false belief in relation to emotion at 7 years old and relation to morality at 8 years old. Asia. much of the literature is based on data from Western countries and it is unclear how these multiple identities relate to the well-being of youth from mainstream and ethnic minority groups in diverse cultural contexts. All papers offer methodological and theoretical advances that will be addressed by our discussant. 2005) and how they manage in this task has a significant influence on their individual well-being (Kiang. This symposium aims at bringing novel contribution to the literature in three specific ways. Roma represent the largest low-status minority group that is subjected to marked public intolerance and discrimination. we observed that collective identity was higher in older participants of both groups. Yip. & Lavallée. Furthermore. 2011). a multigroup analysis using structural equation modeling showed that collective identity was a positive predictor of wellbeing for both Roma and Bulgarian adolescents. Pons & Harris. SY3. Our research focused on the evolution of emotion understanding in typical children.70). 1995). who will frame our findings within public interest and policy promoting practices. and religious identities as salient identity aspects for their psychological wellbeing. Method. The evaluation of emotion understanding by the TEC will be discussed by a detailed analysis of pattern of success and of error through age. We presented emotion understanding tasks to 69 children aged 4 to 9 years old. 2005). Aim. Youth and young adults face the important task of learning to define themselves in terms of social categories (Verkuyten.4 IDENTITY AND WELL-BEING OF ADOLESCENTS FROM DIVERSE CULTURAL CONTEXTS Chair: Radosveta Dimitrova Tilburg University (The Netherlands) Disscussant: Martyn Barrett University of Surrey (United Kingdom) 16:30-18:00 Room 315 Amphipôle Identity formation is a major developmental task of adolescence and early adulthood. & Fuligni. However. Discussion. Emotion understanding is evaluated through the French version of the TEC (Test of Emotion Comprehension. Roberge. Little if anything is known of how ethnic identity formation is approached in other regions of the world. Collective Identity and Well-Being of Roma Adolescents in Bulgaria Radosveta Dimitrova Tilburg University (The Netherlands) In Europe and particularly in Bulgaria. by extending knowledge on identity formation from a multidimensional perspective in understudied groups in diverse cultural contexts with the potential to significantly contribute to our understanding of cultural and contextual factors affecting identity and well being of adolescents. there is research evidence to indicate that social. explanation at 6 years old. 2008. that has serious implications for policy to enhance youth and young adults’ well-being. as expected.

Dodge. First. In regard to peer popularity. perception of threat mediated the relationship between ethnic identity and Romaphobia. Explanations will be discussed as well as implications for theory and prejudice reduction in diverse intercultural settings. Valois.1 Amphipôle Since P. 1972) were administered. (2008). Many researchers examine the co parental relationship. The Influence of Ethnic Identity and Perceived Threat on Romaphobia among Bulgarian and Romanian Youth Vanja Ljujic Leiden University (The Netherlands) This study examines how ethnic identity and perception of economic and symbolic threat influence adolescents’ Romaphobia in a comparative context. and Ruminative Exploration) on psychological well-being (symptoms of depression and self-esteem). which individual and country level factors will predict these differences? c) Is the relationship between different components of ethnic identity and well-being invariant in different cultural context? The study involves a sample of more than 4.identity among adolescents and young adults. they presented a five-dimension model of identity.University of South Florida (United States of America) 16:30-18:00 Room 315.000 undergraduate students from more than 22 countries across Africa. The hypotheses were formulated from the perspective of Stephan and Stephan's threat theory. Asia. SE=0. Identification with Commitment. Self-report data from 424 adolescents (mean age 15. Phinney. studies in developmental psychology have fit into a family systemic perspective. Marcia.48. Exploration in Breadth.86. and peer popularity. A mean age of the whole sample was 16. one of which is that of Luyckx et al. The results will be discussed in light of the recent research on identity in adolescence. The Multi-Ethnic Identity Measure (MEIM. the findings showed that these relationships are comparable between Romanian and Bulgarian youth. Youth in Bulgaria.96 years (SD = . Minuchin’s paper (1985). Europe and Oceania. The sample consisted of 178 Bulgarian and 211 Romanian adolescents. only Ruminative exploration showed small but significant longitudinal negative effects on change in both depression and self-esteem at wave 2. America. who seemingly have less contact opportunities with Roma are characterized by higher threat and Romaphobia scores than Romanian youth who have proportionally more contact opportunities. were analyzed using a series of hierarchical regressions. SY3. the SCL-90R (Derogatis. Adding the dimension of Ruminative (or Maladaptive) Exploration. But most research has been conducted in the United States. As expected. at wave 1. and Ruminative exploration showed significant cross-sectional correlations with depression and self-esteem on both waves. & Suldo.75). and we know few about coparenting in European countries (Huntington & Rouyer. Multigroup confirmatory factor analysis and multilevel analysis were carried out to evaluate the research questions. 1965). and small significant positive longitudinal effects on change in social preference. & Coppotelli. McHale Professor and Chair Department of Psychology . Goldberg. Personal Identity. Psychological Well-Being and Social Competence: A Two-Wave Longitudinal Study of Greek Adolescents: Stefanos Mastrotheodoros University of Athens (Greece) The personal identity model (Erikson. and they highlight its central role in family dynamics relative to child’s development in the context of intact and separated families (see McHale & Lindhal. Exploration in Depth. Using the Dimensions of Identity Development Scale (DIDS. 1966) has seen many revisions since it was first proposed. This study examines the influence of ethnic identity and their relation to well-being of youth (19-25 years) in diverse cultural contexts. Identification with commitment.. Based on recent European studies. going beyond the study of the dyadic mother-child or father-child relationships to whole family relationship dynamics. the Rosenberg Self-esteem scale (Rosenberg. and a sociometric test (Coie. Exploration in Breadth. The papers attempt to answer three specific questions: a) Does the MEIM measure (Phinney. Several questions will be addressed. Our findings demonstrate that one’s identification with an ethnic group may lead to prejudice in case ingroup values and material interests are assumingly threatened by out-groups. 2008). their interdependence and their influence on the child’s development. which relates specifically to how the parents act together as parents. 2006) and the General Health Questionnaire (GHQ-12. submitted). 2011 for a recent review). Huebner. The purpose of the present study is to examine the effects of the five identity dimensions on the psychological well-being and the popularity of adolescents. 1992) show invariance across different contexts? b) Are there differences in mean scores of young adults from different countries? If they are. 1968. Laboratoire PDPS (France) Disscussant: James P. Commitment making. However. 54. Results of the study alongside theoretical and practical implications of our findings are discussed. Seligson. Furthermore. only Commitment making appeared to have cross-sectional effects on social impact. 1982) we tested the effects of the five identity dimensions (Commitment Making. considering the many ways to conceptualize co-parenting dynamics in existing literature (McHale & 110 . Luyckx et al. 1992) alongside the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS. this symposium aims to account for the main contributions of the research linking co-parenting dynamics and child‘s development and to propose some perspectives for practice.5 CO-PARENTING AND CHILD’S DEVELOPMENT: RESEARCH IN PRACTICE Chair: Véronique Rouyer Université Toulouse 2.5 % boys). 1994) as a measure of psychological symptoms. Levels of threat and Romaphobia however significantly differed between countries.

37 to . parents filled in the “Being a Parent” questionnaire (Johnson & Mash. 68 volunteer families (with 31 boys and 37 girls)..48 to . data on child problem behavior were also available from preschool-teachers. on the other hand. with one strategy for promoting children's development being a renewed focus on supporting parent-child and family relationships through offering parenting interventions. 2010. 111 . conflict. cooperation r = .. Preliminary results indicate that there are links between aspects of family interaction (marital interaction. from middle to high socio-cultural levels participated to a longitudinal study. the research explores the relationships between parents and a parent support programme that targets families with children under five years old. Udry-Jørgensen Laura2. and triangulation. Associations of triangulation with the respective scale by Margolin tended to be lower (r = . 9 and 18 month old. We have studied longitudinally the link between these two aspects of family functioning during the first two years after birth. In both preschool samples. Favez Nicolas2 1 2 Centre d’Etudes de la Famille Centre Hospitalier Universitaire Vaudois CHUV – Lausanne (Switzerland) University of Geneva (Switzerland) The quality of family interactions is well known as being important for the child development. The first sample consists of 168 German families that provided complete data from mothers and fathers. Good model fit indicated support for the proposed factor structure with the factors cooperation. However the majority of evaluations exclude fathers from their assessment and the few that do attempt to understand the role of fathers in parenting programmes find that the inclusion of fathers is more likely to promote positive and sustained change in the family. In support of the validity of the measure. The subscales had satisfactory internal consistencies (α = . The current study aims to explore whether existing parenting programmes provide for both the stated and perceived needs of the parents with whom they work. we tested the applicability of this instrument in families with preschoolers. we will examine co-parenting with regard to existing public policies and practices.Fivaz-Depeursinge. 1989) and families where recorded when playing the Pic-Nic Game (a pretend play of having a family pique-nique. coparenting and warmth) and paternal perception of their own role (in particular their satisfaction as parent). focussing specifically on the mother-father relationship. coparenting explained meaningful variance of mother reports and father reports on externalizing problem behavior of their children (12-20%) after controlling for sociodemographic confounders. The researchers used a mixed methods approach to collect information from mothers and fathers about their attitudes and experiences of coparenting and parent programme participation. The results were analysed using a combination of methods to reveal the influence of parent support programmes on coparenting relationships and parent-child relationships.67 . personal representations and feelings of the parents concerning their own parental role. 2005). Applying a family systems approach. Then. helping children achieve positive outcomes has become a vital topic in England. The replication sample consists of 80 German families with complete data. Less know is the link between.67. The implications for applying these findings to promote change in parenting practices in practical settings will be discussed. Co-parenting and parenting interventions in England: Exploring the importance of both parents' attendance in parenting support programmes Corinne Huntington King's College Hospital (United Kingdom) In recent years. Van Egeren & Hawkins. Links between parental feelings about their parenting and family interaction: a longitudinal study during the first 18 months after birth France Frascarolo1. based on European studies. In attempting to understand the influence offered by these parenting programmes. But there are no links between family interaction and mothers’ perception of their maternal role.49). we found strong positive correlations with two related scales of the Coparenting Questionnaire by Margolin (1992): conflict r = .42).60 . We also tested whether positive coparenting may reduce the effect of job stress and work-family conflict on parenting stress but found no support for such a stress-buffering effect. current evaluations demonstrate that some cause positive changes to mothers’ parenting practices. In the present study. how to define and measure co-parenting dynamics in specific European contexts? A second question will concern the co-parenting dynamics and its influence on children’s and adolescents’ development. Rouyer & Huet-Gueye. Co-parenting German Preschoolers Martin Pinquart Philipps University – Marburg (Germany) As no validated measures of coparenting had been available in Germany. Teubert and Pinquart (2011) developed a coparenting questionnaire and evaluated this instrument with families of adolescents.82) given the fact that each scale consists only of 4 items. Hervé Tissot2.61.60 . on the one hand. Structural equation modeling was applied for testing whether the three-factor structure of the original study with families of adolescents could be replicated. Mother and father reports were also positively correlated (r = . Coparenting also explained 11% to 12% of the variance of teacher reports on internalizing and externalizing behavior. 2004). These results will be discussed in the light of the respective roles and investments of fathers and mothers in the family life. When babies where respectively 3. The study’s findings suggest that a programmes’ ability to adapt to the parents’ stated needs is vital for beneficial programme engagement and influencing parenting practices. Frascarolo & Favez. observable interaction and. In 99 cases. Associations of coparenting with parent report of internalizing behavior tended to be lower (212% explained variance). 2012.

9 differences in VICTRAJs and boys’ versus girls’ risk of following a particular trajectory. Lastly. OR=1. regardless of youths’ aggressiveness.53) and Moderate/Decreasing relative to Low/Decreasing (β =1.. The second presentation showed that.26. McHale. OR=2. Low/Decreasing) model demonstrated superior fit. Depressive Symptoms and Gender as Risk Factors in the Development of Adolescents’ Peer Victimization Trajectories Karen Kochel University of Richmond (VA) (United States of America) Researchers have seldom investigated adolescents’ individual peer victimization trajectories (VICTRAJs) and. parents.09. but little is known about the consistency of this association across developmental periods.Presentation of the French adaptation of The Parenting Alliance Inventory: Issues in defining and measuring co-parenting Véronique Rouyer Université Toulouse 2. 2007.G7. Mage in 4th grade spring (G4)=10. 1996).48) and Moderate/Decreasing versus Low/Decreasing ( β= . A total of 105 French families with child aged between 3 and 7 completed this questionnaire. Joint Trajectories of Peer Aggression and Victimization from Childhood to Adolescence: Links with Depressive Symptoms Gary Ladd Arizona State University (United States of America) Peer victimization and depressive symptoms correlate positively during childhood and adolescence (Kochel et al. Data from different studies in Switzerland. Kuersten-Hogan. OR=3. Then. McHale. Results suggest that the reduction of cyber victimization in the experimental group has a cascade effect on internalizing problems. OR=3. respectively) whereas more girls comprised the Low class (z=4.10. Ferrero & Preisig. Aim 2 was to explicate associations between VICTRAJs and prior DEP. Higher G4 DEP was associated with a significant increase in the probability of membership in High/Stable versus Low/Decreasing (β=. These results will finally be discussed considering issues in defining and measuring coparenting. SY3. relational. Van Egeren.69). & Rao.6 PEER VICTIMIZATION AND INTERNALIZING PROBLEMS: DEVELOPMENTAL TRAJECTORIES AND MODERATING EFFECTS 16:30-18:00 Room 319 Amphipôle Chair: Sonja Perren Disscussant: Gary Ladd Arizona State University (United States of America) Being a victim of peer aggression and bullying is strongly associated with children’s and adolescents’ internalizing problems (depressive symptoms. parental stress index and child’s social adaptation. All studies show that peer victimization trajectories are associated with change patterns of depressive symptoms. we will present results concerning the internal consistency of the French version and the distribution of the 20 items on factors. which assesses “the degree to which parents believe that they have a sound working relationship with their child’s other parent” (Abdin & Brunner. and the fall of 5th (G5).33).63. verbal. Fenton. 2003) and the Parental Stress index (Bigras & LaFrenière. a measure of marital satisfaction (Vandeleur. 6th (G6). Findings highlight heterogeneity in adolescents’ victimization experiences. and peers in G4. and measures (McHale & Fivaz-Depeursinge.01. and general victimization. 1995).64. 2003.81 and z=3. 2004. Moderate/Decreasing. The second and third presentations investigate whether certain person characteristics buffer or enhance the impact of peer victimization on depressive symptoms. 2010). 2012). a self-administered 20-item questionnaire.23. This study’s purpose was to evaluate DEP and gender as risk factors for VICTRAJs. and being a boy predicted a greater likelihood of belonging to High/Stable relative to Low/Decreasing (β =1. girls=3. Even less is known about this association for victims who differ in 112 . and7th grades (G7). and many authors propose different definitions and dimensions (Feinberg. the threeclass (High/Stable. . One of the most used questionnaires in research is the Parenting Alliance Inventory. Data on 486 adolescents (242 girls. Aim 1 was to identify via Latent Class Growth Analyses (LCGA) classes of adolescents who evidence distinct VICTRAJs from G5 .91. Analyses revealed that boys versus girls in the High class evidenced lower intercept and slope scores. loneliness).00). Laboratoire PDPS (France) Coparenting appears as a complex concept in literature. 2004). we will examine the correlations between the PAI and measures of marital satisfaction. the Dyadic Adjustment Scale. much remains to be learned about the extent to which elevated depressive symptoms (DEP) and gender increase adolescents’ likelihood of following a particular VICTRAJ. The aim of this communication is to present the French version of the Parenting Alliance Inventory. This symposium presents longitudinal data regarding associations between peer victimization and internalizing problems shedding light on developmental processes and moderating effects. The first presentation demonstrates that being male and being depressive increases the risk of experiencing a high and stable victimization trajectory. A DEP composite was constructed from teacher and parent subscales. the fourth presentation investigated whether an intervention aimed to reduce experiences of offline and online peer victimization also has an impact on internalizing symptoms. Italy and US are analysed using state of the art statistical procedures. First. The third presentation show that adolescents who attribute their victimization to the perpetrator’s jealousy (a self-serving kind of attribution) show less increase in depressive symptoms following victimization. those who were chronically victimized manifested higher and more stable levels of depressive symptoms than all other groups. respectively (boys=2. more boys comprised the High and Moderate classes (z=2. Peer-reported victimization scores indexed physical. -. thus. The integrative discussion of the results of the four presentations will focus on methodological challenges of longitudinal data analyses and also discuss educational implications of the empirical findings.10 years) were collected from teachers.

48 SD=. regardless of aggressiveness.2.4% girls. mean age= 14. Calussi. M ages 5. less aggressive youth. Accordingly. and depressive symptoms four times within 18 months. Reijntjes et al. chronically aggressive victims).. 2013). victimization and internalizing symptoms only in the experimental group and not in the control group. Victimization. aimed to reduce peer and cyber victimization in adolescence. chronic victims. 2013). Cross-sectional results from t1 showed that the higher the peer victimization. Results are discussed in terms of school and health intervention policies. 2008. 754 Italian highschool students participated in the study: experimental group N=451 (male 57%. Parent reports of depressive symptoms (CBCL) were collected annually from grades 2 to 9. our study aims were to: (a) determine whether youth follow distinct victimization and aggression trajectories from childhood through adolescence. Besides. The aim of this study is to investigate longitudinally whether attributions to jealousy buffer the effect of victimization on increases in depressive symptoms. 2012). This evidence is consistent with “scar” theories in which early. chronic aggressors/chronic victims. might protect from depressive symptoms. high) showed that peer victimization is positively associated with increases in depressive symptoms in the groups with low and low-moderate scores in attributions to jealousy only. with particular reference to the link between victimization and internalizing problems (Card et al. self-serving attributions. The Multiple-Group Growth Curves revealed a significant decrease over time for cybervictimization. These results will be discussed together with methodical challenges in examining longitudinal moderations with multiple measurements. 113 ....and long term effects of victimization on children and adolescents adjustment.. hostile attributions and self-blaming attributions have been found to increase the likelihood of developing depressive symptoms following victimization (Perren et al. Perren et al. mean age= 14. symptom continuity was equally apparent for more vs. in the experimental group the decrease in the internalizing symptoms is significantly predicted by the decrease in cybervictimization. In a recent meta-analysis. They are Just Jealous of Me: The Protective Role of Attributions to Jealousy in the Association Between Peer Victimization and Depressive Symptoms Perren Sonja University of Konstanz and Thurgau University of Teacher Education Experiences of victimization are associated with depressive symptoms (Hawker & Boulton.. Data were collected at three time points during the school year using: the Youth Self Report (Achenbach.82). also. peer victimization) are seen as increasing the probability of symptom continuity. 2003. the FBV Scales for victimization and the FCBV Scales for cybervictimization (Menesini. Nocentini. 1998).g. 2011). can also have a cascade effect on the reduction of internalizing symptoms. Salmivalli et al. 2012). results of a bivariate dual change score model with four groups of attribution to jealousy (low. Nocentini. 2009.aggressiveness toward peers (e.g. control group N=171 (male 69%. Growth mixture modeling identified a low risk group and eight victim/aggression groups with distinct trajectories from grades 1-9 (e. youth who were chronically victimized manifested higher and more stable levels of depressive symptoms than all other groups. and (b) determine whether certain victimization-aggression trajectories are more associated with depressive symptoms. Cillessen. there is a need to examine aggression-victimization trajectories from childhood through adolescence and determine how these trajectories are associated with depressive symptomology.g. Therefore. In the present study we aim to go further. The present study aims to understand whether the intervention Noncadiamointrappola. Thus. 49% female) reported on their experiences of victimization. moderately. These findings are unique because they imply that. analyzing whether changes in (cyber)victimization predict changes in internalizing symptoms. Menesini. Cyber victimization and Internalizing Symptoms: Effects of the Noncadiamointrappola Intervention: Annalaura Nocentini University of Florence (Italy) Literature showed that peer victimization is a widespread phenomenon which tends to become highly stable if no intervention is implemented (Paul. those adolescents who attribute their victimization to the perpetrator’s jealousy show less increase in depressive symptoms following victimization. For the longitudinal moderation. KochenderferLadd & Skinner. Participants were 383 European (77. On one hand. chronic victimization) is coupled with continuity in depression. continuity in victimization (high. (2009) concluded that victimization and depressive symptoms influence each other to a similar extent. The present paper focuses on victimization as a risk factor for depressive symptoms. Several results underlined short. the stronger the buffering effect of attributions to jealousy on depressive symptoms. This effect is also found in the case of cybervictimization (Grandinger et al. Menesini. 1991) for the internalizing symptoms. depression-triggering experiences (e. low-moderate. Nocentini. 2002).8%) youth (50..95). 2009. 2000).3-14. moderate-high. etc. On the other hand. Levels and changes in depressive symptoms for each of these groups were examined with linear growth modeling. such as attributions to jealousy.8%) and African American (17.88 SD=. from childhood into adolescence.). Calussi. was the finding that among the chronically victimized. Novel. Causal attributions are possible moderators of the association between victimization and depressive symptoms. Although experiences of victimization are associated with higher levels of depressive symptoms.9) who completed peer nominations of physical aggression and victimization annually from grades 1 to 9. A total of 960 adolescents (mean age at t1 = 13. attributions to jealousy. Noncadiamointrappola is an ongoing school-based intervention project for high school students designed specifically to tackle bullying and cyberbullying. Results indicated that. chronic aggressors. The project is based on a peer-led model which resulted effective from a previous study (Palladino. not all children who experience victimization show increases in depressive symptoms (Huitsing et al.

comparing representations of attachment and of affiliation/autonomy in children from oriental and from occidental cultures might contribute to the debate on the universality versus the cultural specificities of attachment. the attachment literature suggests that these models are not cultural specific. i. We expect these comparisons to enrich our understanding of attachment theory in both Western and Eastern cultural context. The sample is composed of 29 Swiss preschooler children. 1990) .e.derived from the ASCT (Bretherton & Ridgeway. Data will be compared. and in three oriental countries (South Korea. the Attachment Story Completion Task to evaluate children's attachment representations. and Turkey). 1971/2010). or "need love"). regarding the representations of attachment and of affiliation/autonomy. Furthermore. 114 . 1990) to which we added 4 vignettes representing social conflicts between the internal (family) world and the external world (friends). autonomy defined as achievement and independence from others. This presentation will explore possible cultural particularities of preschoolers' representations of relationships with caregivers. and France). autonomy and relatedness. Objective: to evaluate the strategies used by 5 years-old children to resolve relational problems. In this paper. It can be translated by "need of love" (Doi. 1971/2010) and partly concerns the mother-child relationship. These data are then compared to those obtained in different cultures confronting Western to Eastern contexts. It's with this aim in view that a narrative procedure has been created. 2005). All parents supported by these cultural values try to help children developing their own capacities. is considered essential for a healthy human development (Kagitcibasi et al. the Eastern paradigm is based on the interdependence of the self. all along his or her life. supplemented with several additional stories focusing on representations of affiliation and of autonomy in relationships with caregivers. using a narrative procedure. namely Korea and Japan. which should drive parents to help infants to build more relational self. Réjean Tessier University of Laval (Canada) In our occidental context and based on a psychoanalytical individual orientation.would correlate positively with both autonomy and relatedness. Contrasting this perspective. A Q-sort coding procedure has been work out allowing to score autonomy and relatedness in children's narratives. Recognition of healthy child-mother relationship to contain both autonomy and relatedness will help support the view in the need for more culturally sensitive and more encompassing understanding of attachment.WORKSHOP WK3 AMAE AND ATTACHMENT REPRESENTATIONS IN CHILDREN 16:30-18:00 | Room 210 Amphipôle Chair: Keumjoo Kwak Seoul National University (South Korea) Co-Chair : Blaise Pierrehumbert University of Lausanne SUPEA Lausanne (Switzerland) Disscussant : Çigdem Kağıtçıbaşı Koç University ckagit (Turkey) According to the theory of attachment. Even while the individual characteristics of these models reflect the specificity of the individual’s early experiences with attachment figures. Whereas. we propose to link amae with relatedness and autonomy defined by Kagitcibasi (2005) not as two antagonistic notions but both coexisting. Secondly. under the autonomy-relatedness model presented by Kagitcibasi (2005). she suggests that amae is a Japanese concept of relatedness. A 5 years-old perspective in a relational problem solving study Myriam Chantal. early social experience contributes to the construction of Internal Working Models which will later guide the individual’s expectations and behaviors in close relationships. Switzerland. The purposes of this paper are to present the psychometric property of the Q-sort and to compare relationship between attachment representation. Results: Firstly. and some authors challenged the universality of Bowlby’s theory. Method : Twenty 5 years-old children responded to the Attachment Story Completion Task (Bretherton et al. Japan. We hypothesized that attachment security . As for Behrens (2004). The study is in progress in three occidental countries (Canada. These values are then reflected in interpersonal infants’ behaviours where self-satisfaction is the key. Observations are codified using a validated protocol and scores of attachement behaviors are obtained. relatedness and attachment representation among Swiss children Hélène Turpin Murata University of Lausanne (Switzerland) Amae is an important concept to understand Japanese culture. we hypothesized that amae would correlate positively only with relatedness considering that amae can be close to dependence (Doi. Cultural specificities regarding preschoolers' representations of children-caregivers relationships are expected. Specificities of Japanese culture regarding attachment have already been discussed in the literature (in association with the Japanese concept of Amae. following Bowlby's notion that attachment promotes exploration. autonomy. the scores will be compared to those obtained from research in the Western environment. in association with specific cultural values regarding affiliation and autonomy. Amae. these scores will be compared to those from Eastern countries. amae. This presentation. the significance of the compatibility of autonomy and affiliation in children’s representations of mother-child relationship will also be discussed.

1994) which is also an important component of amae. some researchers focus on amae using questionnaires from adults (Behren & Kondo-Ikemura. Valente Marina. Rothbaum et al. The present study is one of the first attempts to examine Korean children’s representations of the relationship with their mothers in terms of amae. We will present longitudinal results of this subgroup including interactive micro-analysis.Amae and Attachment Representations in Children: The Case of Japan Eriko Suwa Mejiro University (Japan) Following the debate about a possible over-representation of resistant attachment in Japanese infants (Takahashi. which is defined as interdependent affiliations motive. and this would be associated with the secure attachment rather than the insecure attachment. 2007. in examining the association of amae with attachment.. 2006). and explores the relationship with their attachment prototype. that children of mothers with BPD may be at risk of emotional dysregulation and Disorganized Attachment which are in turn risk factors for BPD. Unité PPUMMA. Furthermore. The present study focuses on representation of amae children show. conversely. Seoul National University (South Korea) Amae and Attachment Representations: The Case of 4 Year Old Korean Children Keumjoo Kwak Following the recent views on the possibility of cultural specificity of attachment. Apter Gisèle ERASME HOSPITAL. 2006. Infant’s regulatory efforts are visible through dysregulated behaviors. Antony (France) Microanalysis of mother-infant interaction of 92 dyads using the Still Face Paradigm showed that mothers with Borderline personality Disorder (BPD) and their three-month old infants were involved in interactive patterns that paradoxically combined paucity of variation and excessiveness of initiation and excitement. 2004. 1986). it was hypothesied that this could be associated with the Japanese notion of amae (van Ijzendoorn.(Switzerland) 16:30-18:00 | Room 340 Amphipôle Interaction of borderline mothers and their infants: longitudinal perspectives in attachment and emotional regulation Garez Valérie. that normal levels of amae among Japanese is considered to be something healthy or socially acceptable. amae was expected to be positively related to secure attachment not with insecure attachment in Korean preschoolers. 1995). 2012). 2011. 14 in the BPD group and 13 in the control group were followed up until school age. One of the most representative characteristics of Korean parent-child relationship is the emphasis on oneness (Choi. Devouche Emmanuel. to express more often affiliative behaviors in stories completions. Although that hypothesis was based on the concept that Japanese amae involves insecure-ambivalent behavior. Niiya et al. These results suggest. affiliative behaviours might be associated with attachment security. more often expressed compared to children from individualistic cultures. another major concept of relatedness with emphasis on affiliation rather than on autonomy. Impact on therapeutic management will be discussed. Genet Marie-Camille. Unité de recherche RePPer. A Japanese concept of amae. It was expected that Korean preschoolers’ representations of mother-child relationship were to reflect amae similar to children from other collectivistic cultures however. We are expecting Japanese children. Tamase & Imamura. . The purpose of the current study was to investigate the amae patterns and to examine the relationship between attachment and amae in Korean preschoolers based on children’s representations of child-caregiver relationship collected by the story completion procedures. THEMATIC SESSIONS TS3. Whilst more empirical data in this area awaits. The Attachment Story Completion Task and CCH coding system was used to collect and analyze children’s attachment representations and additional Amae stories and Amae coding system were used for the collection and analyses of the children’s representations of the need for affiliation and autonomy. 115 . Among these dyads. in accordance with the literature. is considered similar to and yet different from attachment theory and it is an example which supports the cultural specificity of attachment (Behrens. as compared with children from occidental cultures. First results collected on Japanese children will be presented. Yamaguchi.1 IMPACT OF MATERNAL MENTAL HEALTH PROBLEMS ON CHILD’S WEE-BEING Chair: Antje Horsch University of Lausanne (SUPEA.. attachment status using the Strange Situation Procedure and toddler’s attachment and quality of emotional regulation using the Attachment Story Completion Task. The issues regarding the importance of considering culture and affiliative quality in secure mother-child relationship will be discussed. the importance of what means to be secure may differ across different cultures due to differing cultural expectations and values is recognized.

Effects of previous depressive episodes on baby's motor development at all ages were observed. Antony (France) Microanalysis of mother-infant interaction of 92 dyads using the Still Face Paradigm showed that mothers with Borderline personality Disorder (BPD) and their three-month old infants were involved in interactive patterns that paradoxically combined paucity of variation and excessiveness of initiation and excitement.São Paulo. Women with scores greater than 12 in the Edinburgh Post-Natal Scale were considered depressed.2. 8th. and at 4th. SP – (Brazil) São Paulo University (Brazil) Although many studies about the effects of maternal depression on child’s development have found negative influences. 24 and 36 months old. Anovas comparing prevalence rates between mothers with and without previous depression yielded significant results. 8.. The present study is part of a larger longitudinal research project on the origins and consequences of PPD in low-income Brazilian families. 24th. In the presence of prior episodes of depression. PPD prevalence varies from 8% (Moraes et al. respectively. Apter Gisèle ERASME HOSPITAL. 2005). Unité PPUMMA. these differences were not of the same order within the BPD group. on the relation between PPD and mother’s later depression.002). alcohol consumption and drug addiction. respectively. The study reaffirms the importance of early detection and treatment of maternal depressive episodes to prevent negative consequences for mother’s well-being and for child’s development. and at 8th. Pacheco Alexandra3 1 2 3 University of Trás-os-Montes e Alto Douro Vila Real (Portugal Universidade Europeia | Laureate International Universities (Portugal) ISS. a relatively recent epidemiological study with 18 months-old children indicates that 16-18% of these children had a mental health problem (Skovgaard et al. 2004) and 12. and duration of depressive episodes. The causes are mainly associated with parental mental health problems. However.129)=13. 24 and 36 months of age: a longitudinal study de Lima Salum e Morais Maria1. On the other hand. Genet Marie-Camille.. few PPD studies are longitudinal and also consider prior episodes of depression. Results revealed influence of previous depression on depression measured at the 4th month after delivery. there are: effects of depression prior to the pregnancy. Mothers were considered depressed when they scored 12 points or more. the prevalence rates were 48%. Mothers with previous depression episodes showed higher prevalence rates than mothers without previous depression at 3 (F(1. Results show that in the absence of prior depression episodes. 2006). Among the factors mentioned as responsible for the variation in the results. of this one on that evaluated at 8 months after baby’s birth. Longitudinal study of mother’s depression during the first three years of the child’s life Scarano de Mendonça Julia . p<0.001) and 8 months(F(1. 24 and 36 months were 19%. and 36th month of child's life. In Portugal. Kiehl Lucci Tania . 2007).90)=10. 24th. Four hundred mothers (mean age=25. similar rates of 16.Interaction of borderline mothers and their three month old infants: differences in the interaction depending on the infant's gender Garez Valérie. and so on for the following periods. residents of lower middle-class districts of the city of São Paulo.2. Infant and toddlers developmental problems and health resources: The Portuguese reality Tendais Iva1.. p=0. depending on social class. This longitudinal study aimed to verify the influence of mother's depressive state – evaluated before delivery. at the 4th month after delivery. Cross-Lagged Panel Correlation Analysis was used to estimate the effects of different periods of depression on each other and on child’s motor development. 2009) has indicated that 67117 children were protected by the CNCPJ. Commission for the Protection of Child and Youth at Risk of Valongo (Portugal) There is lack of empirical studies on developmental and mental problems in infants and toddlers up to 18 months-old in Portugal. and 36 months of age. Mothers also answered questions about prior episodes of depression. 8. But a major problem is that only a third of these children receives 116 . Discussion centers on the impact of prior episodes of depression on PPD. Valente Marina. 12th. 105 mother-baby dyads.1% (Cruz et al.1% (Lavigne et al. range=13 to 43) answered the Brazilian version of the Edinburgh Postnatal Depression Scale when the child was 3. In Brazil. Our objective is to estimate mother’s depression prevalence at different moments during the first three years of the child’s life considering prior episodes of depression. 25% and 38%. In other countries. In other studies. 19%. the results are not unequivocal. 16% and 17%. Kiehl Lucci Tania . Among these dyads. Mothers were interviewed during pregnancy. Effects of maternal depression on motor development of children at 12. A recent study provided evidence that it is possible to identify behavioral problems in 18-months-old children and that 25% of these children showed problems 6 years later (Mathiesen & Prior. 1996) were reported. IP.2% (Egger & Angold. Infant’s regulatory efforts are visible through dysregulated behaviors. Children’s motor development was evaluated through indicators of development expected for their age. the prevalence rates at 3. extracted from Denver and Gesell-Amatruda scales. Brazil. especially those conducted in adverse social conditions. 2006) to 37. Siqueira José Universidade de São Paulo Guararema (Brazil) Research conducted in the northern hemisphere shows a postpartum prevalence of 10% to 15% whereas studies from other parts of the world. Raad Bussab Vera Sílvia. and 36th month of child's life – on child’s motor development milestones at 12. 24.interaction of 49 dyads in the control group and 19 in the BPD group were compared. Devouche Emmanuel. the National Commission for the Protection of Child and Youth at Risk 2009 report (CNPCJ.. de Oliveira Siqueira José2. participated in the study. Behavioral interactions differ qualitatively and quantitatively depending on the infant's gender within the control group. 52%. Longitudinal studies are more adequate for testing the effects of timing of depression. 2006). Otta Emma2 1 2 Health Institute . show a higher prevalence (Halbreich&Karkun. and on the impact of mother’s depression on the child’s development. time of incidence. Costa Raquel1. Unité de recherche RePPer.

Study 2 (n = 33) incorporated 010. the simultaneous exposure to several risk factors increase the odds of developing psychiatric disorders (Rutter. both between and within individuals.participated. and the overt teaching of numerical strategy for number estimation. Study 1 (n = 32) involved 0-100 and 0-1000 number lines. is an important direction in future research. regardless their age. 1984. Precisely. 6-to 7-year-olds (Time 2) and 7-to 8year-olds (Time 3) . TS3. (ii) the presence of the statement of the correct cardinal value after pseudo-errors helped older children to identify the optional nature of non-essential features.000 and 0-1 number lines. Barth & Paladino. Rodríguez. 1979). in every measurement occasion children watched a character performing several counts.. erroneous and correct-unconventional or pseudo-errors (with or without statements of the cardinal value of the sets). were found to have adverse effects on fetal and neonatal development (Alvik. According to some authors. Rodríguez Purificación.help before the age of 5. children were found to differ from each other on their shape and rate of growth. To make treatment of these children as effective as possible. Our findings showed that: (i) children were better at recognizing the necessary nature of essential counting features than the arbitrariness of non-essential counting features. To increase the likelihood of observing variability of mental representation and strategy. and are predictive of cognitive difficulties and decreased mental health outcomes.g. Lago Oliva. Cognitive researchers (e. Developmental trajectories of children´s knowledge of essential and non-essential counting features Escudero Ana.g.aged 5-to 6-year-olds (Time 1). 2006. The self-reported strategies were particularly revealing of participants’ misconceptions. Environmental factors such as prenatal alcohol abuse. the longitudinal design of this research highlights the importance of individual differences in the developmental trajectories of children´s comprehension of essential and non-essential counting features. Dopico Cristina Complutense University of Madrid (Spain) Previous research has proved that children aged 5-to 6-year-olds and older found it quite difficult to correctly recognize the optional nature of non essential counting features (Briars & Siegler. Participants were male students in Year 5 of school with an average age of 10 years. Research by Barth and Paladino (2011) argued that number familiarity and mental division (i. The present study investigates self-reported strategy in conjunction with mental representation in number estimation. Children had to judge the correctness of the character’s performance and justify their responses in all cases. The potential for strategy to be an underlying mechanism for accurate number estimation needs further investigation. Berthelsen Donna Queensland University of Technology Kelvin Grove (Australia) Number line estimation is a core aspect of children’s early development of number sense. O’Callaghan.2 MATHEMATICAL SKILLS Chair: Donna Berthelsen Queensland University of Technology Kelvin Grove (Australia) 16:30-18:00 | Room 321 Amphipôle Number line estimation: Analysis of mental representation in conjunction with children’s self-reported strategy White Sonia. How teachers facilitate the association between the external and mental representation.e. little is known about the developmental changes in children´s ability to correctly identify essential and non-essential counting features. Individual data from Study 2 revealed greater individual differences. the group analysis showed that children’s performance improved with age but this result was qualified by the within-subjects analysis. with evidence of both logarithmic and linear representations. Nevertheless. These studies have typically focused on modelling mental representations using generalised linear and logarithmic models. Lago. These number line magnitudes revealed mental representations that were best depicted via linear models and similar self-report strategies were reported. 1979). Ebersbach et al. The aim of this presentation is to provide data on rates of developmental problems in Portuguese infants and toddlers. this is the main aim of the current research. competence and social adaptation (Rutter. as a consequence of the cross-sectional nature of the vast majority of those studies. Specifically. 2012). 2008. drug and tobacco consumption and parental psychopathology. To conclude. Previous studies (e. Siegler & Booth. 2010. By means of a computer-presented detection task. This is a significant contribution to understand children’s strategies as influential mechanisms in the development of mental representation. strategy) influence child understanding for different number magnitudes. Enesco & Guerrero. 2009). more exact knowledge about the course of developmental difficulties is needed as well as about how mental disorders may be detected. Walker Susan. 117 . We carried out a 3-year longitudinal study in which 24 Spanish children . In general. 2011) did not incorporate self-reported strategy.000. associated risk factors and help seeking rates for early childhood mental health problems. The counts the character made could be: Correct-conventional (included as control trials). Number line estimation tasks are seen as mechanisms that link external representations and internal (mental) representations of number.. 2004) have previously examined the development of numerical estimation with children. Kamawar et al. Findings demonstrate the complex interplay between external and mental representations of number. 0-100.

This study importantly shows that motor cues alone are not sufficient to compute objects similarity. implicating cognitive challenges associated with tool use per se. but not be grasped). is success in such paradigms is due to the implementation of physical or spatial reasoning (e. This relationship remains significant after control for children’s verbal and nonverbal IQ. Congruent objects were either graspable (i. Department of Clinical Psychology/Psychotherapy (Germany) University of Turku Department of Teacher Education (Finland) 3 Clinic for Child and Adolescent Psychiatry. Children from the grasp group were expected to focus on the volumetric properties of the spheres and to choose more often graspable objects.e. Alternatively. vision plus manipulation training provides visual and motor information that are congruent after grasp but incongruent after pushand-roll. The use of arbitrary cues with no obvious causal relevance to the task therefore emerges much later in development. but no 2 year-olds ( half male. Only around half of the 5 ½’s and 6 ½’s tested solved the covered task. age and working memory abilities.g. Hence we provided a further argument for SFON as an prerequisite for mathematical skills. reinforcing the case for the use of physical knowledge rather than spatial location of a perceptual cue in the transparent task. children from the push-and-roll condition were expected to focus on the functional properties of the spheres and to choose more often “rollable” objects. e. simple addition and subtraction. Grenoble (France) Faculty of Psychology – University of Lisbon (Portugal) This study aims at disambiguating the role of visual and motor information on categorization in 156 children aged of 5. Carey. Results showed significant relationships between SFON and counting and number knowledge (factor 1) and quantity knowledge (factor 2).Spontaneous focusing on numerosity and the development of mathematical skills in kindergarten Poltz Nadine1.g. In Experiment 3 a ‘covered’ version of the task provided the same visual cues but hid their functional relevance. In the first experiment we found that three out of eight 2 ½ and all of eight 3 ½ year-olds. objects that could identically roll when pushed. Call Josep2 1 2 University of St Andrews (United Kingdom) Max Planck Institute for Evolutionary Anthropology Leipzig (Germany) By 3 years of age. Marques Frederico2 1 2 Laboratoire de Psychologie et Neurocognition. & Clifton. 118 . Poirier. choices are equivalent whatever the training condition but action-specific effects on categorization occur only in the vision plus manipulation training condition with: a) more graspable than “rollable” objects choices after grasp and b) more “rollable” than graspable objects choices after pushand-roll. This spontaneous tendency has been found to correlate with counting skills in kindergarten and arithmetic achievement in second grade. DeBlois. DRK Kliniken Berlin Westend (Germany) Children differ in how much they spontaneously focus on numerical aspects (SFON) of their environment. they either grasp spheres (grasp group) or push them to see them roll (push-and-roll group).Bonthoux Françoise1. At 5 and 7. We examined whether such a relationship can be found with quantity skills as well and whether this relationship is explained by working memory. 2000.e. Hannula-Sormunen Minna2. The participants of this longitudinal study were 1867 (962 boys and 905 girls) German children at the end of their next to last year of kindergarten. and 9 years.2. the properties of the wall or merely its location in relation to the ball)? We aimed to tease apart these alternatives. In addition. though they all solved the ‘uncovered’ one. 3 ½ and 4 ½ year-olds solved this task.3. Esser Günter1 1 2 University of Potsdam. 7. and that action-specific effects on object categorization improve with ages. objects that could be identically grasped but not pushed) or “rollable” objects (i. Each trial involved two objects pictures: a congruent object that had one of the two features practiced during training and an object that had none of these features. inferring the final location of a ball rolled down a ramp behind an occluder. & Prasada. von Aster Michael1. Hood. At 9. Wyschkon Anne1 . by the position of a partially-visible solid wall (Berthier. Novak. whereas blindfolded training provides only motor information. Thus object choices should differ across action type and training condition. Therefore participants first manipulated spherical objects by seeing them (vision plus manipulation training) or not (blindfolded training) and then performed a categorization task on new objects. +/-2 months). nonsymbolic number comparison and contextual estimation) were tested individually. subitizing. SFON tendency. children can solve action tasks involving physical principles. solved a series of configurations of a trap-box task that required them to use the principle of solidity flexibly. In addition SFON seems to be a predictor of later arithmetic skills. visual spatial sketchpad and central executive) as well as mathematical precursors (counting. nonverbal and verbal IQ and working memory abilities (phonological loop. choices are more accurate in the vision plus manipulation than in the blindfolded training condition. depending on whether an object played the role of a supporting surface or a barrier. reading number symbols. In Experiment 2 we found that a group of 2 ½ year-olds tested on this problem with a tool performed worse than those tested without one. Space or Physics? Two-and-a-half year-olds Use Physical Reasoning to Solve a Non-Tool-Using Trap Problem Seed Amanda1. Seeing when manipulating enhance action-specific effects on children object categorization Ambrosi Solène1. In the training phase. Quandte Sabine1. Two factors were developed by factor analysis based on the assessed mathematical precursors. 2000). We argue that this performance requires integrating spatial and physical information. However. None of 8 2 ½.

However. The current study evaluated the medical and developmental outcomes of high risk newborns randomly assigned to either a single family room unit or open bay unit within a level 3 NICU. “May I have your attention. Schaal Benoist3 1 2 Durham University (United Kingdom) Lancaster University (United Kingdom) 3 Université de Bourgogne (France) Background: Research suggests that fetuses open or close their mouth in relation to directed movements (e. Conclusion: Already at 18 months of age.8 weeks. Francis Brian2.0. Participants: Fifteen healthy fetuses. differences are found in the ability to sustain attention between moderately preterm and term born children. 2009). Aydin Ezra1. 8 girls and 7 boys.g. Developmental and Medical Effects of Single Family Room Design for the Care of High Risk Neonates: A Randomized Study Pastyrnak Steve Helen DeVos Children's Hospital Michigan (United States of America) There is growing support for the design and implementation of family centered. orienting. Discussion: Results of the prenatal development of "anticipation" are discussed in terms brain maturation. One hundred and forty five participants are currently enrolled with initial data analysis of this phase of the study expected to be completed by March 2013. SD = 513) and 94 full term children (gestational age: M = 39. Therefore. please?” Attention skills of moderately preterm and term born toddlers de Jong Marjanneke. Results: Preliminary findings show differences on sustained attention. weight and days on unit and 2) evaluate the degree to which unit assignment impacts neurobehavioral status (measured between 34 weeks corrected age and 2 weeks post expected date of confinement with the NICU Neurobehavioral Network Scale (NNNS)). Currently. Measures of parental involvement. birth weight: M = 3589 grams.32 and 36 weeks gestation. necrotizing enterocolitis rate. parental stress. Method: 127 moderately preterm and 104 term born children are followed with three waves of data collection at 12. In addition to quality improvement initiatives. very few studies to date have attempted to measure these outcomes within a randomized design. depression and quality of life are also reviewed. Additionally there was a decrease in the proportion of reactive mouth movements decreasing by around 3% for each week of gestational age. Mason James1. The primary research objectives for this phase of the study are to 1) evaluate the degree to which unit assignment impacts medical and safety outcomes including nosocomial infection rate..e. van Baar Anneloes L. 2006) but it is unclear whether mouth opening anticipates the touch or is a reaction to touch. neurologic reflexes. SD = 1. alerting and executive attention. single room NICUs for the care of high risk newborns. motor development. 18 and 24 months of age. data are available of 104 moderately preterm (gestational age: M = 34. Eye Tracking technology was used to examine functioning of three attention systems (i. At 18 months of age. underwent four additional 4-D scans at 24. results indicated a significant increase in the proportion of anticipatory mouth movements before touching increasing by around 8% with each week of gestational age. birth weight: M = 2615 grams. Utrecht University (The Netherlands) Background: Moderately preterm children have more attention and concentration problems than term born children at school age (7-9 years. Myowa-Yamakoshi & Takeshita. this study will have implications for the future design of NICUs as well as interventions to improve developmental outcomes. child and parental characteristics and later developmental outcomes are currently being investigated. No differences were found for orienting and executive attention. Furthermore. If there is prenatal development of touch we would expect 1)touch to become centred on the perioral region of the fetal face and 2) the frequency of fetal mouth opening immediately preceding the arriving hand at the mouth area to increase with fetal age. 1996). four eye tracker tasks are administered to assess attention capacities of the children. 119 . Verhoeven Marjolein. as the first years of life are important in the development of attention (Ruff & Rothbart. Relations with neonatal. Van Baar et al.28. as there has been no analysis so far of 1) the facial area of touch and 2) the sequential ordering of touch and mouth movements. Earlier recognition of attention difficulties may provide important intervention possibilities. Results: Changes in the frequency of touch for different facial regions indicated a significant decline in touch of upper and side part of the face and a significant increase in touch of lower and perioral regions of the face with increasing gestational age. and active and passive tone as well as signs of stress and withdrawal of at-risk infants and is currently being investigated for its utility in predicting developmental outcomes.TS3. with moderately preterm children showing less sustained attention during the tasks than term born children.3 EARLY DEVELOPMENT Chair : Myriam Bickle-Graz University of Lausanne SUPEA (Switzerland) 16:30-18:00 | Room 412 Amphimax The development of anticipation in the foetus: a longitudinal account of human foetal mouth movements in relation to touch Reissland Nadja1. The preliminary findings show that moderately preterm children need attention! Neurobehavioral.3. (Posner & Petersen. SD = 1.5 weeks. 1990)) in 18-month-old moderately preterm and term born toddlers. The NNNS examines the neurobehavioral organization. SD = 462).

Objective: To evaluate the effect of the quality of attachment on cognitive and physical development of children placed in institutions in Kinshasa through a first study of this kind in the Democratic Republic of Congo.1 and 85. and present fewer regulatory abilities. 2000) with increased psychopathology (Hughes.. this emerging literature requires further research in order to understand the factors that may be affecting a mothers’ relationship with the subsequent infant. Although these strategies increased significantly at 24 months of age. However. 42 abandoned children placed in institutions and 42 children living in families. Their emotional abilities were assessed with 3 episodes of LAB-TAB eliciting different emotions: Puppet game (joy). the link between attachment. Some research suggests that mothers become more anxious in their subsequent pregnancies and that this anxiety may have prolonged consequences for both mother and the subsequent infant (Cote –Arsenaul & Marshall. However.). Lausanne (Switzerland) 3 Division of Child Development and Growth. Conclusion: Results indicated that EPTC have early disturbances in emotion regulation abilities compared to full term children. the mean values obtained in family were greater than those obtained in institutions.3% in family and 16. both cognitive and physical depends on the quality of attachment. etc. Toy behind barrier (anger). and the weight for height ratio were respectively 21. less adaptable. cognitive and physical development remains to be established. Studies using questionnaires revealed that in the first years of life preterm children are more negative in mood. We aim to study the development of emotion regulation abilities and regulatory strategies in young extremely preterm children (EPTC).3%). Department of Pediatrics. preterm children exhibited high positive motor actions (e.3) than children living in institutions (13. The Student’s t-test was used for comparing the quality of attachment. 2010) and indicated a paradoxical patterns in their parenting styles. Results: ASCT: Secure attachment was found more frequently among children living in families (66. CPM: Children living in family obtained a higher mean value (19. applauding).3. The evaluation focused on the quality of attachment. In contrast to the literature. Materials and Methods: 84 participants.3).4% in institutions. Geneva (Switzerland) 2 Background: Socio-emotional difficulties seem to persist throughout childhood and adolescence in preterm children. Instruments: Attachment Story Completion Task (ASCT). Results: results indicated persistent emotional regulation difficulties in EPTC at age 12 and 24 months. more distractible. They showed a significantly higher reactivity with less emotional regulation in response to anger-eliciting situations compared to their term-born peers. A qualitative design was chosen to focus on individuals responses to trauma as discussed by Bonanno (2004).g. all 2001). However. It contributes to the development of social and emotional skills. (Switzerland) Follow-up Unit. EPTC demonstrated less varied and less frequent strategies during episodes eliciting anger.Emotion regulation abilities in young extremely preterm children: a follow up study Barisnikov Koviljka1. cognitive performance and physical development of these children. Martine Emmanuelle1. Blissett Jackie. University of Geneva. Life in family gives better potentialities than life in institution regardless of the quality of attachment.1999) disorganised infant attachment in subsequent infants and increased vulnerability for mental health problems (Hughes et.Borradori-Tolsa Cristina3 1 Child Clinical Neuropsychology Unit. Mothers’ experiences of stillbirth and their relationship with their living infant Budak Ayse Meltem Ustundag . More recent studies have also emphasized the impact of a loss of an infant on the subsequent parenting of mothers (Warland. compared to full term children. Harris Gillian .7%) than in institution (33. with the inclusion of parenting experiences. aged 4 to 7 years. cognitive performance and physical development of the children. Emotion regulation measures for each variable of the different episodes were calculated for mean intensity and peak intensity. Bickle-Graz Myriam2. Therefore.8 and 77. Unpredictable mechanical toy (fear). this study investigated stillbirth experience of mothers and their relationship with their subsequent infant from their written accounts. University Hospital. showing greater excitement during the episode eliciting joy. Department of Psychology. Hüppi Petra S. despite the quality of attachment. Duration and type of regulatory strategies were coded (looking away. using experimental tasks. Larkin Michael University of Birmingham (United Kingdom) Literature regarding stillbirth experience and the relationship with a subsequent infant has gained more attention in the last decade. 120 . the mean value at the CPM. this population remains less effective in regulating negative emotions.4 ATTACHMENT IN ADVERSE CONDITIONS 16:30-18:00 | Room 413 Amphimax Chair: Ayala Borghini University of Lausanne SUPEA (Switzerland) Attachment and development of abandoned children living in residential institution in Kinshasa Mbiya Muadi Florence Université Catholique de Louvain Brussels (Belgium) Background: The attachment proves for the child the need of a presence and a physical and psychic protection. seeking help or comfort. This experimental procedure could be useful for the early detection of children at risk for later socio-emotional difficulties and behavioral problems. University Hospital. At 12 months they demonstrated a smaller number of strategies overall. Conclusion: These results suggest that the development of the child. Lejeune Fleur1. Raven's Colored Progressive Matrices (CPM) and Growth vision. Moreover.Clinic of Neonatology. Turton & Evans. for children with secure attachment. TS3. Population/Method: 25 EPTC (<28 weeks gestation) were assessed at 12 months and at 24 months and compared to 25 full term children of the same age.

grouped under three broad areas : ‘Broken Canopy’. in press) there are four main humor styles. Finally. The guideline will be tested in three child welfare services in the Netherlands. but is likely to require a supportive interpersonal and social context for positive forms to develop. betrayal & fruition . the teenager’s selfesteem. The future of adopted children at adolescence: The influence of vulnerabilities in the triad adopted child/ adopting parents Vinay Aubeline. For instance. Jones Sian3 1 2 16:30-18:00 | Room 414 Amphimax Keele University (United Kingdom) University of Strathclyde (United Kingdom) 3 Oxford Brookes University (United Kingdom) Peer-victimization is a serious social difficulty for many young people. In 2005. However. we described attachment-based interventions and treatments that are evidence-based in the Netherlands. Professionals at all levels in child welfare services should commit to identify problematic attachment behaviors in children they care for. this scientific knowledge hardly found its way to the practice of child welfare. and identified dilemmas such as the broken sequel of birth -> death and seeing & holding their stillborn. we adapted and developed a guideline with a broader focus on problematic attachment relationships. by supporting the caregiver to respond in a sensitive way to the child. Among adolescents (Fox et al. Peervictimization endangers such development. or even Reactive Attachment Disorder (RAD). the behavioural difficulties of teenagers. such experiences had an influence on subsequent parenting . joy & grief. ‘How This Happened’ and ‘Continuing Bonds’. Genty Marie University of Burgundy (France) We intend to render the first outcome of a research that will take place in the next four years. The question of the parent’s vulnerability will be evaluated. and provides a useful context within which to evaluate humor development. b) how to support these children and their parents. Leiden (The Netherlands) Tilburg University (The Netherlands) Nowadays. We propose to also evaluate how the counter-attitudes of the adopting parents have in return influenced the different mechanisms at play during this period of important modifications. Hunter Simon2. the parenting representations. Two panels of at least sixty teenagers each will be set up: one with teenagers living with their biological family.2 Klein Velderman Mariska1 1 2 TNO Child Health. In addition. Faced dilemmas are also discussed in terms of their implications for psychopathology (e. two are adaptive (affiliative and self-enhancing) and two are maladaptive (aggressive and 121 . much is known about the development and relevance of attachment relationships between caregivers and children. Practice guideline about problematic attachment relationships for workers in Child Welfare services de Wolff Marianne S. broken attachment. to support children and parents. Humor can strengthen and develop relationships. Findings of the study also highlighted the coexisting experiences of mothers from conception to present – dead and live baby. It will be necessary to establish a clear distinction between the proper mechanism of every teenager and on the other hand the mechanism which have a special visibility in the adopted children and their adopting parents. decisions to place a child in foster care are insufficiently based on sound attachment theoretical knowledge.. A questionnary on the conditions of adoption will complete the investigation in the case of adopting families. PTSD) and complicated prolonged grief. the other group with teenagers living with an adoptive family. In accordance to this parameter. This will enable us to have a better understanding of the interactions at play between the parents and the teenagers in an adopting family and the different consequences of these interactions on the evolution that will be more or less positive in this disrupted period that constitutes the teenage years. Findings revealed an ongoing process where women accepted a new world view. TS3. and the roadmap to achieve good treatment of problematic attachment relationships in Child Welfare services.A. Children with problematic attachment relationships suffer from insecure attachment to their caregivers. The purpose of this research is to have a better understanding of the diverse mechanisms at work during the process of attachment and self-sufficiency of the adopted child during adolescence. Recommendations are given how a problematic attachment relationship can be adjusted to a more secure relationship. and established relationships with the deceased and living infant simultaneously. This research is about families that have a teenager between the ages of 14 to 18 that show or not behavioural disorders of attachment.An IPA analysis of 6 women’s accounts presented 11 sub themes. the parental stress. re-evaluated the existing self and other’s view. The following issues were addressed in this guideline: a) how to identify children in welfare services with problematic attachment relationships. and c) what are evidence-based attachment interventions. that is applicable to Dutch Child Welfare services. different parenting skills. the AACAP presented a practice parameter about attachment disorders that is applicable to the American setting. van Bakel Hedwig J. A specific attention will be paid to the representations of adopting parents in regard to the adopted children during this crucial period.5 BULLYING AND VICTIMIZATION Chair: Claire Fox Keele University (United Kingdom) Reciprocity between Humour and Peer Victimization Fox Claire1.g. and involves complex interpersonal and group dynamics. We also developed a roadmap for behavioral scientists in child welfare services how to treat caregivers and children with problematic attachment behaviors.1. The various tools will test the strategy of attachment of the different family members. In the presentation we present our tools to identify problematic attachment.

victimization and child’s internalizing problems.124 primary and secondary school students. mother’s depression predicted bullying behaviour. Data are collected through Likert type questionnaires by both parents of the participants. motherchild conflict was a significant predictor of bullying behaviour. Also. The results of the study are discussed within the wider clinical and theoretical framework of the effects of parenting practices on children and adolescent involvement in bullying experiences. fifth and sixth level) of seven public primary schools in Cyprus). Baumgartner Susanne1 . Given that low self-regard has been identified as a risk factor for peer-victimization (Egan & Perry. Humor did impact upon later victimization with self-defeating humor leading to an increase in both direct and indirect peer victimization. including social anxiety. Victims of peer victimization reported more negative and less positive interpretations of ambiguous social situations. and both types of peer victimization were related to social anxiety.029. Variables are measured twice in a six month period of time. and of their humor styles. a full cross-lagged model was tested. The present study applied a cross-lagged panel design to begin disentangling directionality in the relationships between humor and victimization. Changing how adolescent victims view their social interactions might be a good starting point to break the vicious cycle where social anxiety and interpretations biases reinforce each other. we expect that offline and online victims could benefit from cognitive bias modification training.235 young people aged 11-13 years from six secondary schools in England provided self-reports of direct and indirect victimization. Furthermore. 122 . An examination of parenting characteristics in bullies. These were completed at the beginning and end of the school year. and the Major Depression Inventory. we showed that the effect of online and offline peer victimization on feelings of social anxiety is mediated by interpretation biases of social situations. peer victimization also takes place in this new social arena. However. Youth who were victimized offline were also more likely to be victimized online. Mothers completed the Conflict Scale. Similarly. van der Hof Simone2 1 2 University of Amsterdam (The Netherlands) Leiden University (The Netherlands) Peer victimization is a major problem during childhood and adolescence and has been linked to a variety of problems. Results showed that authoritarian parental style predicted bullying behaviour whereas permissive parental style predicted victimization. In the current study we investigated the role of social information processing as one possible mediator. Furthermore. The model displayed acceptable fit. aggressive victims and uninvolved. victims. a vicious circle between self-defeating humor and peer-victimization may develop. 1. Overall. Children and adolescents completed the Bullying and Victimization Questionnaire and the Parental Authority Questionnaire. Evidence is emerging that both offline and online peer victimization can lead to social anxiety. With youth spending an increasing amount of time on the internet. self-defeating humor is considered to reflect an underlying neediness and low self-esteem.907. As both offline and online peer victimization were related to interpretation biases. specifically interpretation biases. a cross-lagged model is developed. Indirect victimization was found to predict an increase in young people’s use of self-defeating humor. In line with previous studies these biases were related to higher levels of social anxiety. leading to a self-defeating humor style. Phedonos Phedi University of Cyprus Nicosia (Cyprus) Research has shown positive relationship between both bullying and victimization. In sum. CMIN/DF = 2. The sample included 500 children and pre-adolescents and their mothers.0. the direction of this relationship cannot be determined. victimization and internalizing problems. and conducted meditational analyses with Process to test whether the relationship between peer victimization and social anxiety was mediated by interpretation biases. and cognitive processing of social situations. However. For this purpose. The questionnaire included measures of peer victimization. Peter Jochen1. whereas the sample of the study consists of 701 students aged 9-12 years old (forth. The present study results in correlations among bullying. social anxiety. Conclusions suggest a multi-factorial approach of thinking. A questionnaire was administered to 1. The implications of these results for theory relating to humor and victimization are discussed. victimization and internalizing problems: a revised interpretation of their relationship. victims and aggressive victims Nikiforou Militsa University of Cyprus Nicosia (Cyprus) The aim of this study was to investigate the relationship between parenting characteristics and bullying behaviour in children and adolescents. Comparatively few studies have examined the longitudinal relationship between the aforementioned variables and their conclusions do not seem to be in agreement. For today’s youth their online and offline social worlds are increasingly intertwined. CFI = . The role of interpretation biases in online and offline peer victimization Sumter Sindy1. are presented and discussed in this context. investigating and interpreting the relationship between these variables. The results of a short-term longitudinal study meant to investigate the possible reciprocal relationship among bullying. Klein and Kuiper (2006) theorized that victimized children have fewer peer-interaction opportunities and so may be disadvantaged with respect to the development of adaptive humor styles. RMSEA = . Valkenburg Patti1 . We investigated the relationship between offline and online peer victimization. 1998). since the majority of the relevant studies are cross-sectional.self-defeating). we do not know which underlying mechanism links peer victimization to social anxiety. the present study addresses questions about family dynamics in children’s involvement in bullying. Bullying. Using AMOS 20. Participants have been classified in various bullying engagement categories as bullies. both offline and online. which assumes a reciprocal relation among the three.040. They further suggested that victims may internalize bullies’ negative comments. however no directional influences were found.

6) providing advocacy guidelines based on evidence based studies. 3) translation of a trial carried out under experimental conditions in a large scale evidence-based trial. This is a new paradigm that complements. depending on informants. and to how to best communicate scientific evidence to the public (Guerra. Christina Salmivalli (University of Turku. K2. but defender-stop role was most stable in self reports. bringing both towards a shared goal of improving the condition of children and adolescents in the course of development. Tina Malti (University of Toronto.Spain). 2011). reasons for this are discussed in terms of peer acceptance and cultural differences. Monks Claire. 4) identifying the "core components" of evidence-based intervention programs. stability over time and relationships between likeability (peer acceptance/ rejection) and bullying roles. Christiane Spiel (University of Vienna. The round table discussion will address these relevant issues in an emerging area of research in developmental psychology. self. Italy) (chair). to testing promising interventions in the community. from prevention to clinics) participants will address several issues such as: 1) challenges in designing and evaluating the interventions. defender-tell). defender-tell) using a cartoon task. Participants are: Ersilia Menesini (University of Florence.. as in South Korea. Our aims were to investigate bullying-like behaviours in young children from multiple perspectives. 5) translation and adaptation of specific projects in different cultures. however children tended to report themselves as victim and their peers as aggressors: this tendency was very prominent for social exclusion. victim. social exclusion. Children in the defender-tell role were less accepted than children who were in the defender-stop role. Menesini Department of Educational Sciences and Psychology University of Florence (Italy) In developmental psychology as well as in governmental and educational agencies there has been an increasing interest in the area of translational research. victim. Canada) and Ayala Borghini (University of Lausanne. Several studies are now recognizing different levels and processes of translation ranging from the classical translational chain (from basic research to intervention evaluation). Austria). two months apart.Characteristics of bullying-like behavior among young children in South Korea Lee Seung-ha1. They tend to be less stable over time and are more overt than covert forms of aggression. Results showed that physical and verbal aggression were more likely to happen than social exclusion and rumour spreading. to the attention to the bidirectional influence between research and practice. The translational approach is strongly intertwined with the methodology of “evidence-based interventions and projects”. Smith Peter. an approach for the evaluation of the efficacy and efficiency of projects with references to international standards. basic research and applied research. South Korea Goldsmiths University of London (United Kingdom) University of Greenwich (United Kingdom) Bullying–like behaviours among young children are differently characterized from those of older children. Maria José Rodrigo (University of Laguna. Bullying roles and likeability were measured twice. 123 . 2) issues related to define and to follow the samples . Also. Moving from different areas of interventions (from school to family . the behaviour can be judged differently. design of interventions at this age range. Switzerland). and two types of defender (defender-stop. teacher) nominated roles in four types of aggressive behaviours (physical. ROUND TABLE RT1 TRANSLATING DEVELOPMENTAL PSYCHOLOGY INTO PRACTICE: CHALLENGES IN PREVENTION AND CLINICAL INTERVENTIONS 18:15-18:45 | Room A Amphipôle Chair: E. Multiple informants (peer. Finland). 1 2 3 Chung-Ang University. verbal. rather than opposing. and how to validate them in replication trials. 95 children in 3 South Korean preschools were examined for bullying roles (bully. Implications of the findings are considered in terms of more differentiated assessment of the defender role. Graham and Tolan. The aggressor role was most stable in peer and teacher reports. P3. This study differentiated bullying roles into bully. rumour spreading). defender-stop. and how these might be influenced by specific cultural context.

For data analysis descriptive analyses such as frequencies. parental attachment and peer relations. Previous literature indicates that temperament can be viewed as the clay of personality shaped by life experience and self-regulation may predict preschool children’s externalizing/internalizing behaviors. the identity variable is explained through three variables being emotional autonomy. Chou Yun-Shiuan. and Parenting Stress Chen Chia-Wei. regional differences and school types). 2009). and Friendship Qualities Scale (FQS) were used for data collection. could lead to early social maladaptation according to the assumption proposed by Abidin and Loyd’s (1985) study. The findings showed that (1) self-regulation is a better factor than temperament for predicting social adaptation. For profile study various variables explaining psychosocial development. Hu Jon-Fan National Cheng Kung University. peer relations. In doing this some children in excess of 400 aged between 9 and 15 years responded to measures on parenting styles. Safont-Mottay Claire. Ko Cheng-Hua.POSTER EXHIBITIONS PE2. Short Form of Inventory of Parent and Peer Attachment (SFPPAI). To sum up. aggression and psychological distress. In addition there appear to be a significant relationship between parenting styles and the other variables investigated. Temperament. and means were used. d’Aubigny Catherine LPNC (CNRS UMR 5105) Grenoble 2 University (France). aggression and psychological distress in late Childhood and early adolescence Akinsola Esther. who want to be independent. Goma Ruth. The study is in the realm of quantitative research. Furthermore. Identity and Academic Motivation in Emerging Adults: The Moderating Role of Perceived Parental Psychological Control Cannard Chistine. rather parenting styles.1 FAMILY RELATIONS 13:30 . Emotional Autonomy Scale (EAS). and (3) there are different influences of temperament type on children’s social adaptation. Department of Psychology (Taiwan) The present research aims at exploring factors that contribute preschool children’s quality of social adaptation. Lannegrand-Willems Lyda. Data based on total 6061 adolescents from various provinces are expected to provide a wide perspective. Emerging results tend to indicate that those children who are highly rejection sensitive reported higher levels of aggression and psychological distress. 124 . The purposive sampling of the research has been determined by Turkish Statistical Institute and adolescents from 12 provinces of Turkey attending high schools were included. According to the model. percentages. parenting stress. the findings showed that there are differences in terms of region. An attempt is made in this study to examine the relationship between parenting styles. Parenting styles.18:00 | H3 Amphipôle Hall Adolescents Psychosocial Development: A Profile Study Karaman Guney Neslihan1. Predicting Quality of Social Adaptation by Preschoolers’ Self-regulation. aggression and psychological distress of some children in late childhood and early adolescence. (2) parenting stress is negatively related to self-regulation. self-regulation. school type. Ninety 6-year-old kindergarten children joined the study and their teachers and parents completed the questionnaires. family structure and gender within the context of identity development.g. Cok Figen2 1 2 Baskent University (Turkey) TED University (Turkey) The purpose of this research is to investigate the levels of identity. 2008). temperament. Laursen & Collins. and can significantly influence their psychological adjustment. teachers and parents are pronounced. and parenting stress. parental attachment and peer relations. Thus. rejection sensitivity. and parenting stress possess different effects on early social adaptation and all of the factors should gain more attention by educators. Adedeji Olufolakemi University of Lagos (Nigeria). Three major predictive factors for examining preschoolers’ general social interaction performance examined include temperament. it was hypothesized that the quality of children’s social adaptation should be impacted by the three predictive factors. a model was suggested utilizing structural equation modeling. attachment towards parents and emotional autonomy and their relationship with demographic variables (gender. parental characteristics. Preschool Self-Regulation Assessment (PSRA). This profile study is descriptive. and parents since they might play a crucial role of mediating the social development. and the Parenting Stress Index were used to predict preschoolers’ social adaptation in terms of the performance on the picture sociometric method of social status. Extended Version of Objective Measure of Ego Identity Status (EOMS-EIS). These results are discussed within the existing literature on the relationship between the variables studied. TABC temperament questionnaire. which is thought to be related with parents’ different styles of child rearing. are highly engaged in the process of parental relationship renegotiation (e. rejection sensitivity. Children’s responses to perceived social rejection can trigger problems in their social relationships especially during late childhood and early adolescence when issues of acceptance and rejection by peers. The results indicate that self-regulation. their local cultures and adolescents’ gender characteristics. The beginning of university is a transition in the development of self-reliance and autonomy from parents (Bucx & Van Wel. Emerging adults. Ni Yung-Shiuan. teachers. emotional autonomy. rejection sensitivity.

Our preliminary results show a limited number of significant moderating effects. during the second term in ninth grade. Behrens &Trinh. 2008). using longitudinal data. ‘attachment to parents’ influenced global self-worth during early adolescence. and men M = 76. In a way to test the existence of some moderating role of perceived parental psychological control. Time1 was in September 2002. Based on the self-determination theory (SDT. What kind of factor does affect global self-worth? The purpose of this study was to examine how parenthood and peer relationship affected global self-worth during early adolescence in Japan. most research in this field has been carried out with younger individuals.Indeed. But the need for autonomy can be frustrated by psychological control (Soenens & Vansteenkiste. and benefits) of the NCCR-LIVES. and connected. providing a secure base from which they can explore the social word (Cooper.. SD=1. Perrig-Chiello Pasqualina University of Bern (Switzerland) Due to the increase in life expectancy. Deci & Ryan. Females had a more negative global self-worth than males. 2008) and high levels of anxiety can impair their academic motivation (Burge & Heath.9% women). (1)Results suggested that there were declines in global self-worth during early adolescence. our analyses showed significant correlations between dimensions of identity and types of motivation. identity exploration can become too distressful for emerging adults (Luyckx et al. Parenthood was assessed ‘attachment’ and ‘harshness’.as moderators in the relationship between identity dimensions (DIDS. linking motivation and identity. and perception of parental psychological control would be a moderator in this relationship. depending on the types of motivation as well as on the identity dimensions. Time2 was in September 2003.12 years) and aged between 58 and 89 years (women M = 74. Responses ranged from 1 to 6. 125 . we hypothesized that identity served as predictor of academic motivation. Hutchison Sara. Time3 was administered in October 2004.). 1989)... Peer was assessed ‘attachment’ and ‘anxiety for relationship’. 236 men) married more than 40 years (M = 50. repeatedly. Method : Global self-worth was the degree to which the adolescent likes oneself as a person and is happy with oneself. when the participants were in the second term of the seventh grade. 71. Influence of Parenthood and Peer Relationship on Global Self-Worth during Early Adolescence in Japan Yamamoto Chika College of Nagoya Bunri University (Japan) Purpose: Are there any changes in global self-worth during early adolescence? Previous studies had shown that there were declines in global self-worth during early adolescence in Japan (Yamamoto. First. 2010) . It is suggested that peer relationship became important to global self-worth during early adolescence. in particular partner’s support for mutual development. The implication of these findings for long lasting relationships are outlined and interpreted in regard to existing theoretical frameworks. but no significant gender difference was found for marital satisfaction. psychological and physical well-being. ‘attachment to parents’ and ‘anxiety for peer relationship’ influenced global self-worth during early adolescence. In the mainstream of research there is a tendency to view marriage from the point of dissolution and relationship break down. Vallerand. (2) For females. But ‘attachment to peers’ influenced global self-worth in ninth grade (Time3) only.99. Despite the reality that marriages could last for decades. Participants were 1065 French undergraduate students (M age=18.84 years). We report data from an Individual Project (IP12 – vulnerability and growth: Partnership in the second life half – challenges. Consequences for future research are discussed. Vansteenkiste and Luyten (DAPCS. 2008) and academic motivation (EME-U28. In addition a great deal of studies on couple relationship focus on critical life events like the beginning of marriage or the transition to parenthood.25. The development according their innermost wishes in the relationship are higher scored by men as well as men feel more supported in this development by their spouse than women. 2009). Mutual development as resource for partnership satisfaction in long-term marriages Humbel Andrea. Analyses comprised multiple regressions and gender comparisons with regard to mutual development. Findings from multiple regression analyses mainly suggest that spousal support for mutual development significantly predicted marital satisfaction. Responses ranged from 1 to 6. we added an interaction term between parental control (DPC and APC) and identity in the multiple regression model.32. The questionnaire was administered at three different times. 1985). losses. et al. The aim of this study is to investigate predictors of long lasting marital relationships. The sample consists of 494 persons (258 women. with higher scores indicating more positive self-evaluations. 2010). Results from gender comparisons show that men report significantly higher rates of life satisfaction and subjective health than women. couples are now faced with a longer potential common life span than ever before. (3) For males. Results and Conclusions: Main results were as follows. 2009 et al. during the second term of eighth grade. with a shorter time of shared biographies. The purpose of the study was to explore the potential role of the two domain-specific expressions of psychological control–Dependency (DPC) and Achievement (APC) defined by Soenens. Luyckx et al. But ‘attachment to peers’ influenced global self-worth in seventh grade (Time1) only. encouraging adolescents to develop their own point of view or autonomy. family relationships have to be both individuated. supported by the Swiss National Science Foundation. The analyses reported here are based on 419 junior high school students (184 males and 235 females).

The first are normative tasks. Educational Styles and Their Impact on Self-Efficacy in Adolescence Krejcova Lenka. 20 parents. Outcomes of our study can be used specifically by parents. Smith Peter St Mary's University College (United Kingdom) Grandparents play an important part in the in the lives of their grandchildren as they provide emotional. quality of life and resilience of an individual. 2006). leave the room and not responding to the baby’s cry or needs until the next morning. Some parents solve these problems by putting the baby to bed. 2001). (d) acceptance within the environment (Grotevant. Berry & Jones). Cultural norms are assessed with the scale “rigidity” (EMKK. connected with the place and role of the respondents in their environment.highlight that incorporating adoption threads into one’s history. which is known as “graduated extinction” or “controlled crying” (Ferber. Grotevant. They complete an online-questionnaire. Each dimension observes two opposed components. Chistolini. practical and educational support. Durand & Mindell. However. The paper will include results of own studies concerning the shaping of identity among people adopted during adolescence. Cultural Norms and Child Characteristics? Orzechowski Monique. teachers and other educators in their educational activities when guiding adolescents at this specific developmental stage. Self-efficacy significantly characterizes the well-being. occurring throughout the life-cycle of most people. The moderating process of developing it is auto-regulation. The second are non-normative tasks. Maternal stress will be assessed with the Parent Stress Scale (PSS. 1990). (Switzerland). Ignoring Children’s Nighttimes Crying: What Is the Role of Maternal Stress. Sonja Universität Konstanz & Pädagogische Hochschule Thurgau. 1999). and 20 grandparents in each country were interviewed while being shown a selection of 126 .Developmental Dilemmas of People Adopted During Their Adolescence Kalus Alicja Family Studies. The important questions raised during adolescence are: Who am I? What do I value most in life? Where is my place in the world? During adoptive adolescence normative tasks are accompanied by new ones: (a) accepting one’s appearance and establishing physical resemblance (D’Andrea. In this part of the study we will focus on the impact of the educational styles of parents on adolescents´ self-efficacy. Farri Monaco. Italy and Greece A total of 180 participants. (1998). 2001). Three Generational Perceptions of Grandparents’ Representations in United Kingdom. Grotevant (2000. maternal stress and cultural norms to ignoring children’s nighttime crying. Engfer). Child characteristics (difficult temperament) are assessed with the parenting stress index (PSI. 2006). (b) changes in thought development . A group of 300 mothers is currently being recruited. The studies were of narrative character. Results will be discussed regarding clinical implications and future research directions. Many infants have difficulties falling asleep in their own bed and show prolonged nighttime awakening. Dr. Tröster). The educational guidance dimension has two components – demands and freedom. 1994) based on the nine-field-model. The educational styles were surveyed via the „Questionnaire on family educational styles“ ( Čáp. Adoption and the developmental tasks it involves belongs to the group of non-normative developmental tasks. We are interested in how these characteristics evolve and change under influence of educational styles of parents during the adolescence. 1968. 20 children. The sample consists of 300 adolescents. (2) The family relationship level (adopted people have two families: biological and adoptive) and (3) The level of broader social interactions. (c) identity development (Erikson. Even if these behavioral techniques have been recommended to be used as “emergency program” to protect the child’s well-being. is one of the most important developmental tasks facing people adopted at the stage of growing up.a more critical approach to earlier idealistic and romantic aspects of adoption history (D’Andrea. Researchers in this field . 2001) and MALS (Burden. Italy and Greece Sciplino Carolina. 1985. Niro. Opole University Department of Humanities. which might or might not occur during one’s course of life. Several studies have demonstrated the short-term effectiveness of these techniques. Hoskovcova Simona Masaryk University (Czech Republic) The paper will present first outcomes from a longitudinal project Transient moments in the life path of a child and adolescent. The present study investigates the three generational perceptions of grandparents’ representations in children’s books in the in the United Kingdom. including the significance of the adoptive status for an adopted person. not much is known about the consequences on children’s emotional development. and thus one’s identity. Children learn and develop attitudes towards grandparents in part through books and media representations. Wroclaw University of Technology (Poland) Human life involves two types of developmental tasks. which includes expectations about crying and responding to children’s needs. Data will be analysed using General Linear Models to compare the relative strengths of effect of the predictors. 2001) . 2000. They were concerned with three stages of development: (1) The level of self-awareness among adopted people. Boschek.. The self-efficacy was observed by “Children‘s Self efficacy scale” (Bandura. Other parents respond to children’s cry only by a fixed schedule. The study is based on the Czech nine-field-educational-styles model which studies the mutual influence of emotional relations between parents and children and their educational guidance.Brodzinsky et al. Mothers report about their child’s sleep behavior and sleep interventions for the first years. not much is known in what type of families these techniques are used and under which conditions. Perren Prof. 1998). So the emotional dimension has a positive and a negative component. 2010. This technique is referred as “extinction” or “Cry-out-Method” (Mindell et al. Are these families suffering from high parenting stress or difficult child characteristics? Or do families just respond to perceived cultural norms? This study aims to investigate the role of child characteristics.

there are significant relations between self-reported pressures and their competencies in coping with blocked goals indicating that competencies and ressources may develop if needed. Grandparents considered the picture of younger grandparents as the best representations.al. it is important to understand relations between their support networks and usage of personal media. as a rule. Divorce research has tended to frame children’s adjustment to divorce as something that is dependent on parental behaviours and conflict. The confrontation with unalterable disabilities of one’s own child can be understood as a prototypical situation calling for accommodatice coping reactions. By contrast these pictures were viewed by parents and grandparents as stereotyped and not reflecting the beliefs about grandparenthood today. Thus. this calls for intervention strategies that strenghten the parents’ adaptive competencies. type and meaning of sibling support and conflict in these contexts is explored. with little consideration given to the role of the sibling relationship in shaping the family context in which an individual child’s behavior is regulated.g. it is interesting to investigate the developmental and coping regulations of this group for two reasons. Measures to construct more user-friendly internet environments for care-givers were discussed on the basis of the results of this study. and preference for online support instead of personal one. Care-givers’ Use of the Personal Media and Internet as Child-Rearing Hatano Etsuko.648). Care-givers in Tokyo were the higher child care support users than other areas. and the role of siblings in moderating the effects of such family transitions. On the other hand. Seto Junko Shirayuri College. Implications of these different perceptions are discussed.. we found a relation between well-being and adaptive coping-ressources such as accommodative coping. In particular the nature. Most care-givers accessed the internet on a daily basis in order to purchase nursery items. a supportive. it is hoped that a more comprehensive picture of the resources and adversities faced by children in these contexts will emerge. density. Overtly negative interactions between siblings have been found to increase in the aftermath of parental separation (e. and the latter. By recognising children’s agency and by moving beyond a focus on the individual and parent-child relationship. stable relationship with a sibling may play a pivotal role in promoting resilience by offering a sense of continuity and shared experience during a time of family change and reorganization.Kanto regional. in turn. Care-givers of the first children aged 0 to 3 years olds from the Tokyo.A Child-Centred Perspective Hayes Elke Trinity College Dublin (Ireland) The current study adopts a family systems perspective to explore the quality of children’s sibling relationships following parental separation/divorce. However. reactions that accept the current constellation and strive to find meaning and means to cope with it) should prove to be particularly adaptive. Generational and national differences were found. there are barely any proposals to support parents of handicaped and challenged children in this respect. gather information on medical agencies or child-rearing practices such as feeding and weaning.e.Osaka. the former group of care-givers was called the “emotional group” . If longitudinal data should prove the adaptivity of accommodative reactions. 1999). the situation of their parents has been largely neglected. The care-givers in the emotional group were characterized by the minimal child-rearing support from their husbands. Anderson & Rice. or by compensating for disruptions in parenting (Jacobs & Sillars. should help their children as well. 1992. the current study seeks to directly examine children and adolescents’ perspectives of their sibling relationships following parental separation/divorce using multi-perspective narrative inquiry. the confrontation of parents with a disabled child certainly can be viewed as a critical life event that changes their further development.and Kansai regional area participated in a questionnaire survey (n = 1. the “practical group”. Since this constellation cannot.) of their child-rearing support network. Such frequent usage was differed by their children’s age.Coping Resources and Processes of Parents with a Disabled Child Hellmers Sabine. be changed. Moreover. while others attached importance to its practical facility. the Greeks more than the British and the Italians considered the pictures of middle age and older grandparents as fair representations and chose these pictures as the best representations of grandparents. For children experiencing parental separation. heterogenity et. Some mothers valued “emotional” or “consultative” supporting functions of the internet. especially care-givers with the first child aged 0 year were the higher internet users than other age. both from developmental and clinical perspectives. whereas the children more frequently chose the picture of middle aged and older grandparents. In a first cross-sectional study with N = 126 parents. These results are interpreted within the theoretical framework of the two-process model of developmental regulation proposed by Brandtstaedter and colleagues. to include other relationships within the family. in order to construct comfortable environment for child-rearing. As to national differences. 2012). These findings show that personal media usage leads to construction of affectional support networks. frequent usage of the internet. Second. In order to address this gap. personal networks are influenced by their personal media usage. Sibling Relationships Following Parental Separation/Divorce .. Greve Werner University of Hildesheim (Germany) The needs of disabled children have often been investigated.illustrations of grandparents from children’s books (Sciplino et al. First. In contrast. but it is difficult to know whether such interactions reflect children’s actual feelings or the quality of their sibling relationships as studies in this area tend to be behaviourally-focused and based on adults’ perspectives. which. The Challenge of Having a Challenged Child . Hetherington et al. 127 . In the present study. The purpose of this study is to investigate that personal media usage leads to construction of affectional support networks and how care-givers with a first child use the internet as child-rearing support. 2010). adaptive reactions (i. Graduate School (Japan) Existing research suggests that there are strong links between the level of anxiety/satisfaction in child-rear and the social network properties (Scale.

Results show no statistically significant relationship of depression and peer acceptance. 2010.2 COGNITIVE SCIENCE 13:30-18:00 | H3 Amphipôle Hall Recalling and planning the temporal order of past and future events in early Childhood Yoshida Mariko Mie University Tsu City(Japan) This study examined children’s ability to recall and plan the order of events by the means of experiment. Anxiety and depression of preschoolers are estimated by their teachers by SCBE (LaFreinere i Dumas. monkey. The participants were 66 children (i. 2008). This was the goal of the present study. (1988) state that the complexity and richness of the drawings carried out by children are influenced by their capacity to temporarily hold and process figural and operational schema in working memory. There is significant difference in anxiety between average-rated and low-rated preschoolers. key) on the way. they actually experienced the event that they had to search three toy treasures in each box in their nursery school and that they lose an item (i. Moreover.. There is no difference in anxiety between high-rated and average-rated preschoolers. infants’ average responding across a series of trials was evaluated.The Relationship of Anxiety. passive and active visuo-spatial working memory functions have been assessed in a sample composed of 96 children aged 7. 1988). After that. Osijek (Croatia) Current research examined the relationship of anxiety. In the experiment. Peer acceptance is measured by Sociometric Peer-rating Scale (Asher et al. this experiment involved self to make children actually experience an event actually. Philosophy University of Cagliari. 1997. Deeper insight might be gained by evaluating differences in the timecourse of infants’ responding to faces that are more or less familiar. although 6-month-olds can discriminate individual monkey faces. and 20 six-year-olds). Hence. the children also were asked to plan to not lose it next time. In previous studies. For instance. that (2) only six-year-olds explained the plan linguistically with reference to the temporal order. 2009).. and that (3) there was no significant correlation in their recalling and planning. car and house). current research was aimed to investigate the relationship between the development of non verbal mnestic functions and the capacity to draw very familiar object (i. Results show statistically significant negative relationship of anxiety and peer acceptance. These results were discussed in terms of temporally extended self (Neisser. Embracing the Continuous Working Memory Model by Cornoldi and Vecchi (2003). by 9 months only infants with monkey-face experience show evidence of discrimination (Pascalis et al.e. Does the development of Children visuo-spatial working memory influence the development of drawing abilities ? Fastame Maria Chiara Department of Pedagogy.e.. Therefore they cannot have lost the key before using it. To examine whether they understand they were asked to remember where they have lost it. 2002. The result showed that (1) most children remembered the order of three places they visited three places and the place where they had lost it. Psychology. We examined infants’ samples to Area-of-Interest regions corresponding to the top and bottom half of faces. 11 and 14 years respectively. assuming a Neo-Piagetian approach. depression and peer acceptance among preschoolers.. Scott & Monesson. Davis (United States of America) Background: Infants’ processing of animal images is related to their experience (Hurley et al. The order to visit the three places including each treasure box was fixed and they always found the lock box in the second station. 1979). 1995). Results: We previously reported that experience with a cat or dog at home influences how 10-month-old infants scan faces with human-like 128 . But unlike them. 2007). dog.. and between high-rated and low-rated preschoolers. University of California. 27 four-year-olds. For example. The way of the experiment was inspired by McColgan & McCormack (2008). Research included 240 children (125 boys and 115 girls who were five to seven years old) and their teachers. and mental time travel (Suddendorf & Corballis. and sheep faces on a series of 5s trials. 19 five-year-olds. Method: We used eyetracking to assess the timecourse of 58 10-month-old infants’ eye-movements as they viewed pairs of cat. ). The item “key” was used to open only one of the three treasure boxes and wasn’t needed at the other boxes. (Italy) An emerging body of evidence shows that the development of working memory functions is related to the acquisition of drawing abilities. Results show the existence of a strong relationship between the development of mnestic non verbal processes and drawing abilities. Dennis (1987) and Morra et al. there is also evidence that gender and developmental factors impact drawing abilities Time course of 10-Month-Olds Visual Attention to Animal Faces Hurley Karinna B.e.. PE2. Oakes Lisa M. Boys as opposed to girls do not differ in peer acceptance. Kovack-Lesh et al. Depression and Peer Acceptance among Preschoolers Cakić Lara Faculty of Education.

Our results indicate that: (1) higher levels of trait anxiety were associated with longer response times but only when trial-by-trial feedback was provided. children have come to fully understand the dual identity of photographs. but not faces that have less human-like configuration (dogs and sheep) (Hurley & Oakes. The attentional control theory (Eysenck et al. small mouse. That model proposes that individuals can evolve their meaning making capacity passing by three positions: external formula. Beilin & Pearlman (1991) proposed that there might be a stage of property realism in the development of children’s understanding of representational nature of photographs. we understand identity as a narrative construction which results from a reflexive process on one’s biography. But. crossroad. big mouse. small elephant vs. The current study aimed to investigate attentional shifting using a task-switching paradigm (adapted after Johnson. small elephant vs. 32 students answered a survey with twelve open 129 . but most of the other children made a judgment based more or less on the size of the image in the photograph. By examining the effects of infants’ experiences on the timecourse of selective attention to features this study addresses mechanisms through which experience contributes to developmental change. 2012). Each photograph in a pair had the same size of frame and depicted either an elephant or a mouse. small mouse. The size of the two objects depicted in the frames was systematically varied. A total of 86 children (42 girls) aged between 8 and 11 years (M = 9. SD = 0. (3) the impact of anxiety was not exacerbated in the trials that made more demands on executive resources (switching versus repetition trials) and (4) regardless of anxiety levels and of stimulus valence. although they would never really try to eat a photograph itself. Our results open an interesting line of investigation into the relationship between attentional control.66. the costs of disengaging an emotional set were smaller than those for engaging an emotional set. Based on Giddens (1997) and Ricoeur (1996). In their experiment. We believe that integration of the two concepts represents an innovative approach to research on both. flexible behavior displays a clear developmental trend there are few studies that analyze this ability beyond the preschool years.configuration (monkeys and cats). after that age. Babes Bolyai University (Romania) University of Edinburgh (United Kingdom) Although the ability to perform goal-directed. such that the five pairs used were as follows: big elephant vs.. Kato Yoshinobu2 1 2 Nagoya University of Arts (Japan) Aichi Prefectural University (Japan) It is well known that children beyond the age of two never confuse a photograph with its referent on the behavioral level. Here we extended these results by examining the timecourse of this preference. Do young Children have difficulty dissociating the weight of a photograph from that of the object depicted in it ? Kimura Minako1. particularly during mid-childhood. Entrance to the scenario was by participation as scholar assistant on a third semester course. We evaluated infants’ preference for the top half of the face on each sample (60 times per second).86) were recruited from a local school. learn where to look at novel items similar to their experience. Ongoing analyses will provide additional understanding into how this preference emerges and changes over the trial. feedback and anxiety in executive tasks. Results may help explain how infants. There were few children who took the size of the referent itself into account. (2) only children with poor attention control capacity experienced this type of anxiety related deficits. This is a biographical-narrative research with a qualitative focus. However. aged between 18 and 22 years old. Reflexive Identity Construction: Narrative-reflexive identity and self-authorship in late adolescence Bontempo e Silva Luiza. especially if it is understood as the result of a reflexive process. This tendency of property realism has been confirmed even with 4-year-olds (Kimura et al. 2008). through experience. 3-year-olds claimed that photographs of ice cream would feel cold.4% of children could understand that the weight of a photograph is totally independent of the object it depicts. Self-authorship is understood based on Baxter Magolda's (2008) model of adult development. Five pairs of photographs were used for the test. The studied population sample was taken from sophomore psychology students of Universidad Nacional Autónoma de México (UNAM). The results revealed that 35.5) only for infants with pet experience for cat and monkey faces. the field of self-authorship and personal epistemology. preference scores were significantly greater than chance-level (. Flores Macías Rosa del Carmen Universidad Nacional Autónoma de México (Mexico). and self-authorship. which aims to comprehend how late adolescents construct their narrativereflexive identity and how this construction relate to the development of their self-authorship. The experimental task required participants to switch between emotional and non-emotional mental sets. The final position is the capacity to make meaning of one’s experiences based on one’s own internal foundation. Discussion. the developmental evidence is limited regarding the impact of trait anxiety on the shifting function. 2009) in a sample of early school age children. The present study aims to further investigate property realism in young children by focusing on the property of “weight.. Set-shifting during mid-Childhood: The impact of individual differences in trait anxiety and attentional control Mocan Oana1. Thus. and of personal identity. analyzing individual’s selfauthorship seems to be fundamental to comprehend identity construction. Stanciu Oana2. big mouse vs. big elephant vs. big mouse.” Forty-eight 4-yearolds participated in the experiment. Visu-Petra Laura1 1 2 Developmental Psychology Lab. A growing body of evidence points to the fact that high anxious individuals experience various executive functioning deficits. this doesn’t imply that. small mouse. The versions of the task varied in terms of feedback: in one version trial by trial feedback was provided and in the other no feedback was provided at all. All children were administered the two versions of the computerized experimental task individually. 2007) suggests that anxiety impairs attentional control leading to performance decrements in executive functions. Children were asked to judge which of the two photographs would be heavier or whether they would have the same weight if measured on a balance scale.

the child and the experimenter took turns building a block tower (two trials). Folquitto Camila. Results. and also develop social interaction. games with rules suppose intellectual combinations regulated by rules and competition between individuals.05). Moreover it demonstrated that this population experiences greater difficulties in maintaining inhibitory control than do full-term children. also comparing first with third semester. These two aspects could be predictive of later behavioural difficulties. Data were analyzed by various methods including calculating of individual multidimensional psychological spaces (using INDSCAL program) which reflect individual differences of mental representation of memorized information. This tendency gradually strengthens with the years. Method. Four students. A total of 88 questionnaires were analyzed. Older people employed more often such operational techniques as “sorting”. Inhibition was evaluated with two episodes of the Effortful Control Battery: (1) Tower. (4) it was 130 . operational and control mechanisms and progress at different rates. by analyzing performances across time (trial after trial). operational and control mechanisms. Interviews were verbatim-transcribed and content is being analyzed with grounded theory. Control mechanisms compensation manifested itself as more conscious control of information processing. all investigated categories increased scores. We aimed at investigating in which categories playing games interfered to help them construct favorable attitudes towards learning and development.questions about an experience they considered important. Objective: The present study compared attentional and inhibition abilities of very preterm and full-term infants at 24 months of age. (2) Snack Delay. preterm children had a significantly lower inhibition score compared to that of full-term children only during the second trial (p<. more precise anticipation of mental activity results. University of Sao Paulo (Brazil). they use skills such as attention. Conclusion: The trial after trial analysis provided the means of identifying a distinct attentional pattern among preterm children aged 24 months. Inhibition and attention abilities in 24 month-old very preterm and full-term Children Lejeune Fleur1. (2) at space and objects there were more significant changes. This research summarizes a three semester study in which children aged 7-11 years old were observed in a game context at the Laboratory of Studies about Development and Learning (Institute of Psychology. space. Only a few studies assessed these abilities in young very preterm children but considered only global scores which could hide more specific impairments.05). comparing high scores between the first and third semesters. Statistically significant distinctions of the contribution of inborn mechanisms have been identified only between groups of 50-59 and 70-79 years old persons. Results show that: (1) in a global analysis. According to Piaget’s theory (1932. We proceeded that mnemonic abilities consist of inborn and. Results: Full-term children displayed an increased level of attention in the middle of the Blocks episode. University of Sao Paulo). Increasing of compensative function of control mechanisms has been identified in earlier period of life (between groups of 50-59 and 60-69 years old subjects). Garbarino Mariana. They increased 25% and 36% respectively. 70-79 years old subjects) were asked to reproduce from memory images of intersected lines of different complexity. the changes were more discrete. Old persons most seldom used “supplementing” and “analogy”. During the Tower episode. Qualitative and quantitative differences of mnemonic abilities arise for the reason of changes in their inborn. Monteiro Tamires Institute of Psychology. the set of operational mechanisms is being restricted. they get interested in improving their competences in order to succeed and win.05). 60-69. Their attitudes were registered in questionnaires that included four categories: time. children waited to retrieve a candy from under a transparent cup (four trials). were then selected to participate in biographical interviews. With the years. while preterm children’s attention level remained unchanged (p<. Conclusions. Developmental studies showed that attention and inhibition were strong predictors of later developmental difficulties. Students and older persons (groups of 50-59. the compensative role of control mechanisms is being increased. Molchanov Kirill Moscow State University of Medicine and Dentistry (MSUMD) (Russia) Aim. For older people it takes more techniques of information processing for achievement of identical to students accuracy of images differentiation. and “structuring”. Until now. Such difficulties were not present in the full-term infants. (3) at time and interaction. Sustained attention was assessed with the Blocks episode of the Lab-TAB: children manipulated a set of blocks during 3 minutes.2. the rate of information processing by means of inborn and operational mechanisms is being decreased. They used less often "schema making” and “simplification”. Hüppi Petra S. organization and self-control (Petty & De Souza. High variability of older people results points out to considerable distinctions of their mnemonic abilities preservation. showing 20% high score increase in both of them. To do so. representative of different positions. Borradori Tolsa Cristina2. Petty Ana Lucia. 2012). objects and interaction. data shows a direct relationship between self-authorship and identity. generated during lifetime. Does Playing Games Contribute to Develop Better Attitudes ? de Souza Maria Thereza. The research was carried out for the working out the individual correction strategies of undesirable age-related changes of mnemonic abilities. Barisnikov Koviljka1 1 2 Université de Genève (Switzerland) Service Développement & Croissance – Hôpital des Enfants des HUG (Switzerland) 3 Unité de développement – CHUV (Switzerland) Background: Children born very prematurely are at high risk of developing cognitive and behavioral problems. Individual Differences of Mnemonic Abilities during Late Stages of Ontogenesis Molchanov Alexander. “using of key elements”. 1945). Methods: 42 very preterm (<29 wks gestation) and 24 full-term children were evaluated at 24 months of age. The Snack Delay episode revealed that inhibitory difficulties emerged for the preterm children from the third trial and persisted during the fourth (p<. From the moment children understand rules as a social regulator. Two to four interviews were made with each participant depending on when data saturation point was reached. Forcada-Guex Margarita3. Questions were elaborated following Baxter Magolda’s interview protocol and answers were analyzed identifying the student’s positions on self-authorship development.

Participants were required to push the key. Participants were 100 preschool teachers. Storybook reading is common in preschools and can provide opportunities for conversations between teachers and children on ToM topics. Petty et all. Statistical method of data processing: the correlation analysis. generalization) of primary school children (p < 0. act as belonging to thinking. On the other hand. Taking Piaget's theory as reference and the practice in seeing children with learning disabilities (Macedo. In primary school age the following leading mental functions are: generalization. happy. The videos were transcribed. The given data can be use during school tutoring and education. or eight among nine were neutral and one was a happy or an angry face on a 15-inch monitor. and telling Smadja Marie-Lyne. angry faces were shown on the monitor. al. who were videotaped during the three interactions. we can affirm that playing games and solving problems consist in a powerful means to help them build up resources to achieve high scores at fundamental categories of the learning and development process. the result indicated that young adults looked at an angry face more carefully than a happy face. 1997. Ichikawa Kyoko2 1 2 Aichi Shukutoku University (Japan) Aichi Kiwami College of Nursing (Japan) Mather & Knight (2006) conducted a task with young and older adults using the visual search paradigm. Cogitative operations and formation of leading mental functions of primary School Children Bespanskaya-Paulenka Katerina Belarusian State University (Belarus) The problem of psychic development of children is actual in developmental psychology. which were constructed and approved by ourselves.01). The findings highlight the unique characteristics of varied book reading interactions. The study investigated teachers' reference to ToM with group of five children during three interactions: storybook reading. teachers discussed the main character's false belief and mental causality more frequently during reconstructing and telling than during storybook reading. storybook reconstruction (based on an early reading of the text) and storybook telling (based on the book's illustrations). abstraction. neutral. happy. The version used in the study included text written by an Israeli author that could be attached to or removed from the book and was thus suitable for the three types of interactions that were assessed. The majority of shared book-reading studies in the context of ToM focus on parent-child interactions. Isaacowitz et. These leading psychic functions determining the mental development at the definite stage. analysis. Participants were asked to touch the face that matched their feelings. and schematization. in which all nine faces were neutral. 2005. reconstruction. All three books were similar in their main characters and text length and entailed the main character's false belief. Karandashev. Petty & Passos. In this model a child mental development is considered as a development of system of mental functions. analysis. For both tasks ANOVA was conducted on the reaction times for correct responses. task 2 revealed that the reaction to the happy face were faster than the anger face in both age groups. Purpose of research: the empirical analysis of correlation of leading mental functions and cogitative operations (synthesis. Study of the development level of leading mental functions can help in the diagnosis and correction of mental activity of primary school children. 131 . One of the reasons for differences in the results might be not aging effects but the difference in the processing level of facial expression recognition. These results indicate that the processing level affected facial expression recognition than aging. Preschool teachers' reference to theory of mind topics during shared book reading: Comparison between storybook reading. generalization) in primary school age. and indicated that an angry face attracted participants’ attention more quickly than a happy face in every age group. Ziv Margalit. Additionally. systematization. and later. Task 2: Participants were 25 young adults and 10 older adults. whereas older adults did the opposite. Task 1 showed the reaction to the angry face were faster than the happy face in each age group. Aram Dorit Université de Tel-Aviv. (Israel) Theory of mind (ToM) is the ability to understand mental states that underlie human behavior and is central in children's developing social cognition. tell and discuss books with children while integrating ToM topics. Sentences that would evoke neutral. or angry feelings were shown on the monitor.identified a decrease in low scores comparing results for each semester at time and interaction. The findings indicate that teachers referred to mental states in all three contexts.. Task 1: Participants were 12 young adults and 12 older adults. The result of the research: development of leading mental functions is interconnected with development of cogitative operations (synthesis. (2006) assessed if participants observed above-mentioned faces carefully. analyzed and coded. 124 primary school children (age 9–11) took part in research. Research shows that adult-child shared book reading promotes children's ToM. Aging effects of processing levels on facial expression recognition Sakata Yoko1. 2000. De Souza. 1981). and can assist in guiding teachers and parents how to read. On the other hand. However. the experimenter read them aloud. 2002). Three books by the same author were used. the mean use of mental state terms was higher during telling than during reconstructing and higher during reconstructing than during storybook reading. all of which were originally created as picture books with no text and were not known to the teachers. This research examined the differences in task performance between young and older adults by requiring them to conduct facial expression recognition tasks requiring different processing levels. To research the leading mental functions we used the diagnostic techniques. Methodological base of this research is the functionstage model of ontogenetic development (Yuri N.

The zygomaticus muscle activity was increased to happy expressions. Bryant. Children in both age groups gave more correct answers in the irrational task than in the other tasks. Following these videos. 2007). The other two tasks. Facial mimicry was measured by the electrical activity of the facial muscles to the emotional facial expressions: Facial electromyography (EMG) in the zygomaticus major and corrugator supercilii muscle regions were measured during exposure to dynamic facial expressions. Cheon Young-un1. Christiane Markmann. We also discuss the role of metacognitive experiences in children’s mental state reasoning. One observer responded to the transgression by enforcing the norm that the transgressor had broken. Across the two ages. children’s responses revealed that they understood that the enforcer had done the right thing (p<.and 5.. To test this prediction.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 13:30-18:00 | H4 Amphipôle Hall Children's facial mimicry to dynamic emotional facial expressions and their emotional empathy Ghim Hei-Rhee1. we presented 4. This is the first study to show that from early in development. 132 . The present study investigated whether surprising outcomes promote young children’s understanding of false belief—previous studies for adult participants evidenced that surprising outcomes can lead to a reduced hindsight bias. 1982). children recognize the importance of enforcing norms. Esther Hermann. Lee Hyeonjin2. Such selfishness would eventually lead to the collapse of the cooperative system. Twenty-five 4th to 6th graders were participated.3) and thirty-six 4-year-olds (4. Emotional contagion was measured by asking children to report their emotional state while they were looking at the dynamic expressions. children were asked questions about the two observers and were asked to distribute three flowers between them. without which societies would be marred by problems of cheating and selfishness.054). Meltzoff.4-5. and so may be considered prosocial. but not with the cognitive empathy component scores. 2009). & Loftus. having the similar story structure to the “irrational task”. Sanefuji Wakako The University of Tokyo (Japan) Hindsight bias occurs when people believe that an event is more predictable after it becomes known than it was before it became known. Although the proportion of correct in the irrational tasks didn't significantly exceed a chance level. PE2. they were given 1 score. Emotional and cognitive empathy was assessed by three kinds of self-report empathy questionnaires for children. each four happy and sad expressions.Irrational outcomes promote young Children’s understanding of false beliefs Sato Kensuke.3) completed three kinds of false belief tasks. 1983). This study explored whether facial mimicry was related to emotional contagion and emotional empathy. Atance. Thirty-three 3-year-olds (3. We thus predicted that from relatively early in ontogeny. Results also indicated that children’s exaggerated hindsight bias interfere with their mind-reading processes and the mechanism to represent false beliefs is in operation before they become to pass standard false belief tasks. 2011) but also value and prefer those who do so. norm-enforcers should be valued and preferred as cooperation partners when compared to non-enforcers.5.5-year-olds (24 children per age group) two videos in which a transgressor destroyed a victim’s property while an observer watched the transgression. One of the tasks includes irrational events—an object in a pot suddenly disappears and the other unexpected object appears. & Tomasello. Moon Eunok1 1 2 Department of Psychology. Missana. Results suggested that children used their surprising experiences aroused by irrational events as a cue to infer false beliefs. et al. and tended to prefer to interact with the enforcer (p=. Children also tended to distribute more flowers to the enforcer than the non-enforcer (p=. thus the maximum score of emotional contagion was 8. the facial mimicry at zygomaticus) between exposure to happy and sad expressions correlated positively with emotional contagion score and the emotional empathy component scores of IRI.013). The present results suggest that the facial mimicry is a key component in the process of emotional empathy. while the other observer did not enforce the norm. Differences in EMG at the zygomaticus (that is. If they reported the matching emotion to the dynamic facial expressions.064). but the corrugator muscle was not increased above the significance level to sad expressions. BEI and EQ-C. Children thus valued and preferred norm enforcers. Leipzig (Germany) The smooth functioning of human societies rests profoundly on the presence and practice of social norms. 2004). evaluated the enforcer as a better person (p=. Chungbuk National University (South Korea) Yeungnam University (South Korea) The hypotheses of this study were based on the assumption that emotional contagion by facial mimicry is a key factor in emotional empathy. consistency of their answer in the tasks was high enough especially in 4-year-olds. The enforcement of cooperative norms by individuals is thus critical for the maintenance of long-term cooperation (Fehr & Fischbacher. Norm-enforcement is a potentially risky behavior (the recipient might retaliate) that benefits the group. and not only enforce norms themselves (Vaish. ⅱ) Bryant’s Empathy Index (BEI. Preschoolers exhibit more hindsight bias than adults and preschoolers’ limitations in false belief reasoning partly stem from the same cognitive component as the bias (Bernstein.4-4. The proportion of correct in the irrational tasks was significantly higher than the other two tasks both in the questions about others’ false beliefs and the questions about self past false beliefs.0005). Michael Tomasello Max Plank Institute for Evolutionary Anthropology. Preschoolers value and prefer norm-enforcers Amrisha Vaish. The two videos featured different observers. Davis. didn’t include surprise-arousing operations. ⅲ) Korean version’s of EQ-C (Auyoung. ⅰ) Interpersonal Reactivity Index (IRI. of special importance are norms of cooperation.

Soares-Boucaud. their emotional regulation and their social adjustment. Barisnikov. Children´s interpretations of folk tales: valuations and judgments Coelho de Souza Maria Thereza Institute of Psychology. Kokkinaki Theano Department of Preschool Education. 2011). In experimental groups. 2011). the discussion focuses on the relations between valuations as aspects of affectivity (Piaget. 2011) and their parents completed questionnaires: Parental Reactions toward Positive and Negative Emotions (Daffe & NaderGrosbois. using information of investigations of children’s interpretations about some tales. The teachers fill a scale of social adjustment (EASE. 2007) and The Theory of Mind Inventory (TOMI. University of Crete (Greece) The present longitudinal and naturalistic study aims to investigate twin infants’ and mothers’ facial expressions of emotions during maternal infant-directed speech. Steinberg. b) mothers and infants attune their emotional intensity. 2009) and Howlin’s program (Howlin. Ladouceur. Eisenberg & Madden-Derdich. social adjustment measures and an assessment of externalized behaviour (EB). interests and their relations with intelligence. provided evidence that: a) mothers and infants match their emotional states. we train SIP abilities in using videos of STEPP (Schultz. 1998) and of Emotion Regulation (Morris. Myers & Robinson.. 2012). Silk. in ToM-beliefs for SIP group and in social problem-solving for both experimental groups. This first study. Hughes. Nader-Grosbois Nathalie Université Catholique de Louvain. Wellman & Liu. from the 2nd to the 6th month. & Monfort. 2009. In the other experimental group. 2010). Cumberland & Spinrad. socio-cognitive. Second. The Dimensions of Openness to Emotions (DOE. In one experimental group. Fabes. 2004). Their teacher filled The bipolar rating scales of children’s personality derived from the Five-Factor-Model (EBMCF. of ToM emotions and ToM beliefs (NaderGrosbois & Thirion-Marissiaux. that researches into the choice of characters’ admirable aspects and the judgment about their actions may provide empirical indicators about psychological development in a Piagetian view. Hadwin & Baron-Cohen. and by QREPEP. To summarize it is possible to say that children`s interpretations of folk tales may reveal psychological aspects of emotions and judgments. Hochman. Mental Simil (Juarez Monfort. 1982) and of Theory of Mind (ToM. University of São Paulo (Brazil) The aim of this paper is to present the role of valuations and judgments in the process of constructing knowledge about folk tales. Therefore. that is one partner matched the shifts of emotional intensity of the other partner. It is based on concepts taken from Jean Piaget’s psychogenetic perspective (1896-1980) concerning the notions of values. Representation of the one self seems therefore to come into play when children interpret the fantastical plots of classic tales. Prelock & Bonazinga. 1954) and judgments as related to intelligence (Piaget.Emotional expressions during early twin infant . 2002). 1997) and The Theory of Mind Inventory (ToMi. 2010) and pictures of SIPI (Ziv & Sorongon. Hutchins. Prelock & Bonazinga. led with 100 typically developing preschoolers. and c) the developmental trajectories of infant and maternal interest and pleasure change significantly across the age range of 2-6 months. Poulin. & Frith. 2010). in order to better understand risk factors for EB disorders. 49 preschoolers took part in a pre-test session involving cognitive. Eisenberg. et al. 1999.mother dyads. Sanchez. Dodge & Frame. Flavell. De Maere- 133 . Social Cognition Abilities by Children with Externalizing Behaviours: An Explanatory Study of Training Houssa Marine. (Belgium) Our research project aims to study whether “Parental Socialization of Emotions” (PSE.mother conversation Markodimitraki Maria. 2004) about emotions and beliefs in preschoolers on their social cognition and their social adjustment. The microanalysis of infant and maternal facial expressions of emotion in the course of the naturalistic interactions of 6 twin (first born) infant . assessed their “ToM-emotions” and “ToM-beliefs” (Nader-Grosbois & ThirionMarissiaux. 2002. Van Der Linden. Roskam. 1964) for the construction of a specific knowledge presented by a folk tale. The EB measures is an observation coding system in a play situation in focusing on negative and positive affects. agitation and attention. short trainings (30 minutes) were given in using educative materials. 2007) could have an impact on socio-emotional competences in typically developing children and in atypically developing children. Reid & Jacques. Reicherts. It also aims to show. that is one partner expressed the valence of the facial expression of emotion of the other partner. the effects of the training of social information processing (SIP. Hutchins. all children take part in a post test session. this first study focuses specifically on parents’ reactions toward their children’s emotions and examines how these reactions support children’s understanding of emotions and of beliefs (Theory of Mind. The direct socio-cognitive measures involve tasks of emotion recognition. The results also show that sense-making of aspects of the character seems also to be related to aspects of the one self valuations. Our results show significant improvements in ToM-emotions for ToM group. inspired by CCNES. we train ToM abilities in using cartoons about emotions or false beliefs. ToM). & Hippolyte. Amongst PSE variables. Parents’ reactions to their Child’s emotions and socio-emotional competences in preschoolers Mazzone Stephanie. Our following studies will examine the impact of middle-term training of social cognition in children at risk to display EB disorders. affective and cognitive sides of any behavior. they are allocated at random to two experimental or control groups. and of social problem-solving (RES. Finally. These results are interpreted in the frame of the Theory of Innate Intersubjectivity. Nader-Grosbois Nathalie Université Catholique de Louvain (Belgium) Our study examines in an experimental design.

UOE (uses of emotion)..2011). while SEA positively correlated with genuine expression. Kozuki Tomoharu3 . 2000). Toda Yuichi2.e. The exploratory factor analysis of emotional acting showed three dimensions: ‘simulating or masking (F1)’. Arousal has been identified as a moderator of this effect as positivity effects occur rather at medium levels of arousal than at high levels. 1997). when an infant cried. ‘genuine expression (F2)’. and the links with their child abilities in ToM.3 years). et al. in emotion regulation and in social adjustment. While there is no Stroop effect in the young age group. Results and Discussion: Poisson regression analyses showed that secure mothers (low avoidance and low anxiety) responded to their infants’ negative emotions with “mind-related comments with a smile” ( β = p < . negative vs. Concerning exhaustion. Hugues. and burn-out (especially we focused on ‘exhaustion’ from Maslach Burn-out Inventory) in a sample of 209 nursery school teachers (full time workers only). relevant vs. Shields & Cicchetti. ‘emotional acting’ because it was collected by self-report ). Genuine expression also negatively correlated with ROE.78. high. negative) × 3 (word position: background vs. his mother said with a smile. (Japan) Purpose: Recently. additionally positive stimuli are considered. Moreover. This effect is assumed to be the result of motivational changes due to approaching the end of their life.84–. attention processes. age. These results were likely to show that usage of emotion that was a facet of emotional intelligence directly prevented nursery teachers’ exhaustion. genuine expression. To test age differences in attention processes regarding emotional stimuli. 2007). but this assumption has not been tested. The Emotion Regulation Checklist (ERC. OEA (others’ emotion appraisal). Suwa Kinu 1 2 Tohoku University. In this study we investigated the association among emotional intelligence. which is called an “attuned response. For example. Kamiya et al. Are you sad or hungry?” On the other hand. 2004). This response exhibited by secure mothers might be a kind of attuned response because it includes empathic verbalizing of infants’ negative emotions. irrelevant object) analysis shows an interaction between age and arousal. Results are discussed in light of the need for linking processes and outcomes in the study of emotion and aging. older adults only exhibit a significant Stroop effect (20 ms) with medium arousal negative words. 26 young (19 – 28 years) and 19 older adults (61 – 79 years) took part. In our model. We analysed variability of mothers’ and fathers’ reactions toward emotions according to child’s sex. Sharp & Fonagy (2007) assume that mothers having a secure internal working model (secure mothers) can make attuned responses to their infants’ negative emotions better than insecure mothers can. Every emotional expression exhibited by the infants during 15 minutes of interaction with their mothers was classified as positive or negative. (2011) clarified that emotional labour has relevance with professional development or vocational career development of nursery teachers..05).62 months) and their mothers (age: M = 33. “Oh! -2. Moreover. Differences between secure and insecure mothers’ empathic responses to their pre-linguistic infants’ negative emotions Kabaya Shinsuke The University of Tokyo. anxiety) was assessed with the ECR-GO (Nakao & Kato. potentially to reappraise their meaning. Hochman & Frith. SEA (self-emotion appraisal).Gaudissart & Vandenplas-Holper. such as simulating or masking.53). simulating or masking positively correlated with exhaustion. ‘over reaction (F3)’. expanded time horizon) is experimentally manipulated to test its effect on the information processing. Mothers’ internal working model (avoidance vs. a modified Stroop task was conducted. the larger the Stroop effect is the smaller was negative affect in the last 12 months in the older age group (r = -. professional development of nursery school teachers has been focused more in Japan. Method: Subjects were 38 infants (age: M = 7. This finding implies that instead of inhibiting negative information to achieve positive emotions. SEA was negatively correlated with simulating or masking. This inclination on the part of secure mothers to give shape to infants’ emotions might play an important role as the zone of proximal development for children’s socioemotional abilities. as the scale has not include “genuine expression” and “over reaction”. we tried to revise the scale of emotional acting (Kamiya et al. ROE (regulation of emotion). Emotion regulation processes affect.” as a factor that promotes infants’ socioemotional development (Fonagy et al. medium. and that self-emotion appraisal indirectly influenced teachers’ exhaustion through the medium of emotional acting. The infants consisted of 14 girls and 24 boys. which consisted of 4 subscales. We used the EI scale developed by Wong & Law (2002). insecure mothers (high avoidance and/or high anxiety) did not make such responses or made responses not including mind-related comments. 2002. In the first study. Bermeitinger Christina University of Hildesheim. This study aims to confirm this assumption through observations of mother–infant interactions. 1995) and The Scale of Social adjustment (EASE. Department for Psychology (Germany) Positivity effects refer to emotion regulation processes that alter the information processing in favour of positive compared with negative stimuli in older adults. Our first results showed that they are positive significant links between “supporting” parental reactions toward their children’s emotions and children’s emotional regulation. (some) older adults may attend to medium arousing negative stimuli more.96). for example. Emotional labour mediating the effect of emotional intelligence on burn-out among Japanese nursery School teachers Kamiya Tetsuji1. the time perspective (close vs. personality. A 2 (age: young vs. mood measures are taken throughout the study to test immediate effects of regulation. Emotional intelligence (EI) has close theoretical relation with emotional labour since the capability to manage emotions is relevant to simulate or mask their emotions. 134 . Furthermore. Gallese. Every response made by the mothers to their infants’ emotional expressions (positive. emotional acting is mediating the effect of EI on exhaustion. In a second study. negative) was coded (β = .. Moreover. Age differences in an emotional Stroop task and its relation to emotional experience Kappes Cathleen. The path analysis showed the results as follows. (Japan) Osaka University of Education (Japan) 3 Kyoto Women’s University (Japan) In these years. some researchers have focused on a kind of empathic response exhibited by mothers. emotional labour (i. A similar design will be used in subsequent studies with atypically developing children. ToM-beliefs and social adjustment. old) × 3 (Arousal: low vs. and UOE negatively correlated with exhaustion. Soares-Boucaud.

dependent. narcissistic. dependent. A sample of 67 young adults couples (aged from 18 to 32) participated in this study. and to use short-term interventions in order to diminish dysfunctional thoughts pertaining to the counselee's maladaptive self-definition (e. La Jolla (United States of America) Sharp Healthcare (United States of America) Few studies have explored self-injury in the older adult population. Katowice (Poland) The relationship between attachment styles and personality disorders in young adult couples The purpose of the present study was to evaluate the relationship between attachment styles and personality disorders in young adults females and males. Two hypotheses related to attachment style and personality disorders were tested in our study: (1) Secure attachment style is less connected to personality disorders and (2) anxious-ambivalent as well as avoidant attachment styles are more related to personality disorders. refusal or sabotage of needed medical attention.95 years (SD = 2. and career indecision. and negative perceptions and feelings about his/her failure/success standards). anxious-ambivalent and avoidant. Self-harm behaviors are thought to "burn out" or significantly attenuate between adulthood and older adulthood. schizoid. 2008) which was based on the Hazan and Shaver styles of attachment: secure.401. the findings highlight the centrality of self-criticism in the process of career decisionmaking. such as self-mutilation.or neglect of chronic conditions. dependent. borderline.326 to r = . and have practical implications for the process of career counseling. self-criticism. Dialectical Behavioral Therapy is a well-known empirically supported treatment for developing skills to reduce self-harm behavior however the authors could find no studies on the efficacy of DBT with older adults. avoidant and dissocial personality disorder). The presence of personality disorders was evaluated using the Questionnaire Lifestyle 05-SK (Trzebinska. In addition. A DBT Adaptation for Older Adults to Reduce Self Harm Behavior and Increase Self-Efficacy Alexander Valerie1. avoidant and dissocial personality disorder. Path analysis indicated that avoidant attachment was indirectly related to career indecision through the full mediation of self-criticism. The relationship between attachment styles and personality disorders in young adult couples Dacko Magdalena1. Brytek-Matera Anna2 1 2 Clinic of Psychiatry. and when an insecure relational dynamic is identified.56). avoidant attachment was dependent on the paranoid. Schwartz Dara2. We applied the Questionnaire Diagnosing Attachment Style (Plopa.PE2. and that the linkage between anxious attachment and career indecision was partially mediated by self-criticism.g. they are advised to assess the degree of the counselee's self-criticism.5 PSYCHOPATHOLOGY & INTERVENTION 13:30-18:00 | H4 Amphipôle Hall Differential Mediating Effects of Self-Criticism in the Association between Insecure Attachment Forms and Career Development Braunstein-Bercovitz Hedva The Academic College of Tel Aviv-Yaffo (Israel) This study examined a model in which the anxious and the avoidant forms of insecure attachment were related to career indecision through the mediation of self-criticism. Anxious-ambivalent attachment style correlated with paranoid. The results of this study hope to provide evidence of the efficacy of a DBT adaptation for older adults in reducing self-harm behavior and in increasing one's sense of self-efficacy. The results of the current study showed the relationship between insecure attachment style and personality pathology. borderline. It is recommended that counselors enhance their own awareness of the relational dynamics with the counselee. Campbell Veronica2. avoidant and dissocial personality disorder.. that the course seems to decline over time. Lublin (Poland) University of Social Sciences and Humanities. These findings advance the understanding of how internalized relationships with significant others may impact career planning and development. Gutierrez Amanda2. A negative correlation was found between secure attachment style and different types of personality disorders (anankastic. One hundred seventy-three college students completed questionnaires measuring anxious and avoidant dimensions of insecure attachment. It has been assumed that amongst these behaviors. Earnheart Kristie2 1 2 National University. borderline. The average time to be a couple was 2. suggesting distinct mechanisms by which the anxious and the avoidant forms of insecure attachment may exacerbate career decision. schizoid. The authors suggest that these behaviors may continue as geriatric variants such as self-prescribed polypharmacy. negative cognitive appraisals of the counselee's self concept. 2009). Correlation coefficients between attachment style and personality disorders ranged from r = -. 135 . However.

when children were aged under 1 year. During an individual semi-structured interview. 2004. hemophilic boys invest hobbies. The extended contribution here concerns an earlier presentation of a young participant on the autism spectrum who was involved in individual and family sessions with long term follow-up via professionals and a family consultation prior to university transfer. self-regulation (birth to 5 years). Pasupathi & Pals. Various measurements were taken. n=112) had significantly lower scores than the normative group on self-regulation measures across data waves and showed a steep decline in sleep regulation from birth to 5 years. even when maternal history of depression was accounted for. the fast apprehension of small numerosities associated here with dots and facial features. Positive maternal mental health provided children with some protection from poorer outcomes. using public transport and managing personal aspects of his life. 2007). Data for 2880 children. with human figure drawings. 2000. as well as the development and emergence of the ability to construct a coherent life story (Habermas & Bluck. Fivush. 2008. children with poor or very poor self-regulation were significantly more likely to have mothers with higher degrees of psychological distress. Initially. Coventry (United Kingdom) Human body parts including fingers and facial features as well as human figure drawings have been noted in relation to numerical systems and development. Maternal mental health moderated the relationship between children’s early self-regulation and behavioral outcomes. few researchers have studied psychology at both the structure of the story and its contents among a population suffering from psychopathology or from chronic illness. Child behavioral outcomes were measured by the Total Problems Scale of the Strengths and Difficulties Questionnaire (SDQ) when children were 6-7 years (LSAC Wave 4 data). His continued development concerned aspects of art and design and various academic subjects. at school he managed brief periods outside at break times because of problematic interactions with other children and he was contained in the classroom situation by careful control and positioning. The very poor profile (4%. 2000). 2006. and cognitive persistence were used to construct developmental profiles of self-regulation. how they build their identities in spite of the treatment constraints and how they involve themselves in different relationships. opposed to depressive hospitalized adolescents. Towards the end of his secondary education he was accepted at university to pursue further. emotional reactivity. Using a novel approach. Another report is that. and behavior problems (6-7 years). maternal mental health and Children’s behaviour problems Williams Kate1. their place in the field of personality psychology (Bamberg. participating in The Longitudinal Study of Australian Children (LSAC) are used in these analyses to explore the relationships between maternal mental health. children’s self-regulatory skills. n=1988) had consistently high scores on the self-regulation measures at each wave. The poor profile (27%. He drew people rarely and his few productions displayed poorly depicted facial features. Suggested positive changes concerned expressive and representational abilities and their attainments and management of educational and other situations. Overall. Longitudinal profiles of self-regulation are developed using three waves of data from LSAC. initially primary aged children were engaged in activities linking arithmetic and later subitizing. During adolescence he managed in school without support or occasionally at his request and he coped with social situations at an individual and group level within and outside of school in structured and freer contexts. n=777) had consistently lower scores on all measures. based on Mc Adams’ works. and child behavioural outcomes at age 6-7 years. 136 .2 1 2 Queensland University of Technology (Australia) Parenting Research Centre (Australia) Children’s self-regulation skills develop through transactional processes between parent and child. The aim of this study is to examine and compare how hemophilic adolescents and depressive hospitalized adolescents tell their own stories. drawings of people and participation in the subitizing task. Children and adolescents on the autism spectrum were selected for a more comprehensive assessment and intervention involving the formation of faces and human figures from Object Assembly items. he was a mature and determined young man with friends and independence in skills including driving a car. Berthelsen Donna1. McLean. First results show hemophilic boys speak about their disease spontaneously but they don’t identify only to it while depressive hospitalized adolescents define themselves exclusively by their mental disorder. The experience of chronic illness and psychopathology across the life stories: The case of haemophilic boys and depressive hospitalized adolescents Jadin Aurore. However.Prolonged Success for a Young Person on the Autism Spectrum who had participated in an Intervention involving Mathematics and Art Lawson Christine Independent UK/CAMHS IoM. The normative profile (69%. each teenager’s narrative was collected. Parental reports of children’s sleep regulation. Boulard Aurore Université de Liège (Belgium) Many articles have emerged in recent years on the life stories (MacAdams. his interest in motorsport on a course involving engineering and design. and 4-5 years. 2000).Three profiles of self-regulation emerged from longitudinal analyses. relationships with peers’ as much as non depressive adolescents even if those can feel different and sometimes restrained. Thorne. The discursive analysis and software were used to analyze the data base. Gauthier Jean-Marie. Walker Susan1.In path models examining relationships between maternal mental health. including supporting parent wellbeing. A longitudinal analysis of relationships between Children’s early self-regulation. 2-3 years. Nicholson Jan1. indicating the importance of early support for parents of children with regulatory difficulties.

NCA. prognosis and prevention of psychopathology in the elderly. taste (“Ice cream is tasty/not tasty. Objective/Aim: This idea addresses old age from a different perspective. 1997. or withdrew the toy offered. The researcher hypothesized that few children understood relativism because of using a question regarding ice cream. 1992.. 1998. Striano & Rochat. 2005. it is noticed that the Elderly are susceptible to feelings of depression. an ambiguous action was the reference for deceit understanding. Most studies relied on the prototypical pattern of response to teasing actions pointed out by Phillips & al. prone to suicidal ideation. the researcher conducted a supplemental test on 22 children (range=5. tolerance. The purpose of this review focuses on the trends theories of leisure time and their efficiency in the comprehension. withdrawal or isolation.”).”). The aim of this study was to explore the individual attentional and emotional response profiles to deceitful acts compared to those of typically developing infants. upon which this presentation will endeavour to shed light. The degree of tolerance was different depending on the topic (facts. There were no significant correlation between theory of mind and tolerance. fact (“A pencil floats/ does not float in the air. Tremblay Helene Laboratory PSY. There were three trials of each condition. PUBMED. which indicated that few children understood relativism. 6years) in all tasks. and a significant correlation between theory of mind and relativism. autistic or Down syndrome children’s intentional understanding (Phillips & al. the children demonstrated a greater understanding of relativism. innovative research field. in terms of Psychopathology of Leisure Time. “Do you think that only one belief is right. 67 Japanese children (range =4. whilst a dream. Children’s thinking about diversity: Judgments of relativism. Conclusions: Leisure Time has been a significant research goal for Sociology of Work and Sports Science in their respective scientific fields in accordance with 6 major Theories on Leisure Time in general. and theory of mind Hasegawa Mari Yokohama City University (Japan) How children think about diversity of beliefs? How they judge the acceptability of divergent beliefs in different contexts? This study examined the relationships among “understanding of relativism. Cochrane. which are less attractive foods. taste > moral). WILSON. Mont Saint Aignan (France) Deceptive tasks have been included in controlled interactive experiments in order to test young typically developing children. SCIENCEDIRECT. Very few children stated that both Child A and Child B were correct regardless of the topics.5 to 6. (1992): a referential gaze to the adult’s face following. Striano & Vaish. There was no age effect (4. 1999. Dimitrios Priftis3.”).Individual Temporal Attention Profiles and Emotional Behaviours in Response to Deceits within Social Interactions in Children with Autism Rovira Katia. SCOPUS and CINAHL having as search criteria the terms («leisure time» [MeSH]. and at a high risk of crossing the threshold of psychopathology. within 5 seconds. «theories» [MeSH]. Charman (2003) did not find an association between the goal detection tasks measures in the 20 months old infants and their language abilities at 42 months nor with the symptoms severity. However the emotional behaviours associated with deceitful acts differentiated significantly children with autism from typical developing children.” The false-belief-task was also examined. «gerontology» [MeSH]. EMBASE. «developmental psychopathology» [MeSH] and «developmental psychology» [MeSH]). 5 s during and 5 s after the key action. He suggested that the nature and form of joint attention needed in the goal detection tasks differed from the gaze-switching in the activated toy task. Leisure Time in the Elderly – A Developmental Framework of Innovation Karasavvidis Savvas1. To date. seems to have become an enemy and a threat. As hypothesized. The chief advantage of this review is the fact that the theoretical models can be conducted. Children were asked. The emotional dimension of responses to deceitful acts appears to be a significant discrimination criterion for the understanding of intentional communication. Results showed that children’s with autism attention profiles did not differ from those of normally developing control children. or do you think that both beliefs are right? (understanding of relativism)” and “Do you want to play with Child A (A has the same opinion as the participant) / Child B (B has the opposite opinion)? (tolerance). Mpempeni Varvara. Lianou Anastasia3 1 2 University of Lausanne (Switzerland) TEI of Central Greece. «elderly» [MeSH]. In order to examine this matter. Carpenter & al. Three beliefs were moral (“It’s good/bad to hit someone. (b) communicative gestures and (c) emotional expressivity during 15 seconds: 5 s before.” and the “theory of mind”. 5. developed for and applied also on the elderly populations. PsycINFO. The findings suggest that relativism is related to the theory of mind and that relativism is influenced by the degree of the child’s preference. However. 137 . Thus. 2006). despite having spent decades of active lives. Charman et al. expectation and joy during adulthood and one’s productive years. We analyzed independently. The understanding of relativism and tolerance did not appear related. Psychopathology of Leisure Time by Developmental Psychology view in particular is an entirely new.6 to 6. MEDLINE. Tsatali Marianna3. Siamangka Eleni2. Behne & al.” “tolerance for divergent beliefs.9) using a question regarding vegetables. The experimenter proposed to children with autism an imitative game and on several occasions the adult either blocked the child’s hands when he was manipulating it. (a) looking orientation. no specific Theory has associated Leisure Time with Gerontological Psychology even though Leisure Time plays a major role in old age. with a one second unit. social interaction and sociability.9) were interviewed about three beliefs different from their own. The accent is on the routine of their leisure activities and their particular feelings. Lamia (Greece) 3 Aristotle University of Thessaloniki (Greece) Introduction: Leisure Time. Methods: Systematic review of research articles published in scientific journals included in the international academic databases: ELSEVIER. Discussion: This review exclusively focuses on the theoretical developmental framework of the everyday lives of the elderly. original.

Most researchers presume that what western schooling teaches and measured by intelligence tests is universal and fostered by all cultures around. The aim of our research is establishing a role of language and other factors influencing ethnic identity development of Ukrainian university students and defining their ethnic tolerance. entitativity (Verkuyten 2004). “Creative Elite”. one of the main descriptors of personal and social life in transitive poly-ethnic societies. Majority group has a higher collective self-esteem than minority. Sample included 620 students from 6 faculties. Factors which occupied two first ranks were “Family” (40. They ranked mentioned factors according to PSA-method using Likert scale for defining their meaningfulness in forming students’ positive ethnic identity (positive emotional-evaluative component of Ukrainian students’ ethnic autostereotypes. “Friends”.3%) and “Language” (37. First. family. framed based four core concepts – kumvwa (to follow instructions). “Intensification of Contacts between Ethnic Groups”. the Bogardus Ethnic Distance Scale (EDS). Erikson. Statistical method of factor analysis allowed to distinguish 16 factors: “Family”. by the ingroup. cohesion. Others argue that although the concept of intelligence is universal. “Cultural Traditions”. Huntington’s idea about priority of cultural and linguistic differences in young people positive identity constructing. 138 . and kucenjela (to be clever) – framed based on concepts of maanu (which may also be defined as cognition) and busongo (wisdom) constitute intelligent behavior The impact of ethnophaulism used by in-group on identification. Participants are 120 pupils (60 Romanians and 60 Roma). 1992). “University”. There is an interaction effect of status and self-labeling. entitativity and collective self esteem. 12-14 years old. The most influential factors connected with identity formation process were investigated by K. which cannot be used by outgroup members. myths and habits (B. Marcia. J. Piaget. Mulenga Veronica3. “Religious institutions”. When an ethnophaulism is used by an ingroup member or by somebody perceived as being entitled or allowed to use it. on the ingroup identification. Using the realist ethnography method. Dependent variables are measured using self rating scales: cohesion (Treadwell. it may lead to increased ingroup entitativity (Motley & Craig-Henderson. failure to succeed on both constitutes non-intelligent behavior. entitativity and identification levels. “Citizenship”. identification and entitativity. 2001). In a second session ethnopahulism self labeling group wear tshirts with the label printed on and complete the dependent variables and control group just fill in the scales. “Language” “Intellectual Elite”. cohesion. as self label. Control groups make origami. We hypothesize that cohesion. Results show a main effect of self-labeling increasing cohesion. eight parents were interviewed using a semi-structured questionnaire to provide narratives of both their lived childhood experiences and expectations of their children during and after school. “Prestige of Ukrainian Ethnic Nationality”. The Concept of Intelligence among the Tonga of Zambia: A Parental Perspective Kaani Bestern1. entitativity and collective self esteem of the in-group Popescu Alina. “Political Factors”. J. identification (Phinney. Anderson. social environment.6 CULTURE AND LEARNING 13:30-18:00 | H2 Amphipôle Hall Language and Ethnic Identity of Ukrainian Students Danyliuk Ivan Taras Shevchenko National university of Kyiv (Ukraine) Ethnic identity is an important element of human mentality and personality self-concept. “Economic Factors”. Language appeared one of the main markers of an ethnic-national identity developing in culture. Ethnic identity is a product of personality psychosocial development with such indicators as birth and living place. 1968).PE2. The study revealed that Tonga parents make a clear distinction between being intelligent (kuba amaanu) and being unintelligent (kubula maanu). Self labeling has a significant impact on the minority group’ cohesion. 1992). economics. 1983). therefore. ethnophaulism self labeling groups chose a negative self label referring to their ethnic group. Boza Mihaela Alexandru Ioan Cuza University of Iasi (Romania) Ethnophaulism use has a negative impact on intergroup relations leading to negative attitudes and conflict (Leader. kusyomeka (to be trustworthy). Methodology: expert evaluation method. Mullen & Rice. but no effect of self labeling on collective self-esteem. but no effect on these variables for the majority group. Independent variables are group status (majority/ minority) and self-labeling (ethnophaulism/control).2. kutumika (to be responsible). Hobsbawm. E. Lewin. what each culture considers intelligent behavior is unique to the prevailing socioeconomic and cultural conditions. E. traditions.1%). ethnic tolerance etc). Data of diagnosing students on EDS showed high level of ethnic tolerance in the sample. collective self esteem (Luthanen & Crocker. The results of our study confirm S. There is no main effect of self-labeling and no interaction effects on collective self esteem. policy. “School”. but not collective self esteem. Phinney and others. Malt Joshi2 1 2 University of Zambia (Zambia) Texas A&M University (United States of America) 3 Southeast University (China) This paper sought to qualitatively describe the basic tenets of the concept of intelligence among Tonga parents of rural Zambia. “Place of birth”. We aim to study the effect of using a negative ethnophaulism. product semantic analysis (PSA). 2009). “Stability in Globalized Informational World”. Being intelligent (kuba amaanu) is however. 2005) and the use of ethnophaulism by the ingroup may increase the groupness and ingroup identification. educational and legal institutions etc (J. 2007). identification and entitativity will increase. Minorities identify more with ingroup compared to majority members (Verkuyten. For determining main factors influencing ethnic identification process we carried out an expert poll among philology students of Taras Shevchenko National University of Kyiv.

The two situations of conflict were the situation of "differences in opinion" and the situation of "lack of resources". were more likely to use conventional rule style. These results support cultural influences in imitative exchanges. Findings imply that intersubjectivity may be universal but how it unfolds is influenced by culture. and USA. Chinese and American children. Here. and American children were more likely to use integrating and obliging styles. Markodimitraki Maria2. structure.. and duration. The child’s demandingness was negatively correlated with total imitation episodes. A questionnaire survey was conducted on parents of 5012 children (from 3 to 6 years old and 8 years old) and on 1548 university students in Japan. compared with Japanese. the authors tested a model of the reciprocal effects of parental demands on expatriate cross-cultural adjustment. American children. support self-development. Measurement was conducted using Rahim's (1983) scales measuring conflict management styles (obliging.Pateraki Maria 2. Thirty-nine mother-infant dyads from USA and 27 dyads from Greece were video-recorded during free play-time either at home or a lab transformed to comfortable living room. while South Korean university students were likely to use it as little as Japanese. Regarding cultural distance. The infants were 10-12 months old. children’s sociability and mothers’ positive affect predicted initiation by children and greater number of imitation episodes that involved more turn-taking. Mothers from both groups showed high positive affect but Greek mothers were more intrusive. Content analysis shows that the results are similar to the ones found in the quantitative study. and intentions. are better adjusted to general aspects of the host country than those who belong to cultures different from the Portuguese one.. Analyses showed that Japanese children. South Korean. results pointed out that expatriates. where in-depth interviews were carried out with four professionals who work with expatriate families in Portugal. were more likely to use compromise style. we compared Greek culture which emphasizes collectivism and interdependence with USA culture which focuses on independence and self-reliance. Fitzpatrick Paula1. "lets toss for it"). Greek mothers control the interaction. implications and directions for future research are discussed. and American children. Having this in mind. compared with South Korean. Cross-cultural comparison of the developmental process of conflict management skills from early Childhood to adolescence Hamaie Noriko1. "start playing what s/he wanted to do to begin with"). Such exchanges. This difference was driven by the greater number of episodes initiated by Greek mothers. Takai Jiro1. Using a sequence of quantitative and qualitative investigations. We identified imitation episodes as they occurred with a 10sec response period and coded for initiator. and "self-serving" (i. Okamoto Yukari2. we expected that social support at work would reduce WFC. and dominating). South Korean children. while social support at home would act as a moderator on the relationship between parental demands and FWC. particularly between mother and infant. frequency. they had significant effects on cross-cultural adjustment. "conventional rule" (i. were more likely to use dominating and self-serving styles. Lisbon (Portugal) Cross-cultural adjustment takes on a special significance in the context of international assignments. The USA mothers value sociability and may encourage turn-taking in imitation. South Korea. Pieng Patrick2. Although WFC and FWC did not act as mediators on the relationship between parental demands and cross-cultural adjustment. with children having less input especially when they are demanding. Cultural distance’s effect on cross-cultural adjustment was also included in the model. as the groups did not differ in the number of episodes initiated by children.e. The Greek dyads engaged in significantly more imitation episodes but the duration of the episodes was not different between groups. In the Greek sample. These findings suggest that the popular individualismcollectivism framework maybe insufficient in explaining differences between these cultures. compared with Japanese.e. and Chinese children. Ujiie Tatsuo1. and three additional conflict management styles. Overall. Gonçalves Marta Lisbon University Institute & Centro de Investigação e Intervenção Social (ISCTE-IUL & CIS-IUL). As predicted. ask for help to adults). little research has been done on cultural differences in imitation. "third party" (i. Chinese and American university students.. this being more pronounced as they get older. South Korean. Mothers were more frequent imitators in both samples confirming the universality of maternal scaffolding. despite its significance for self-construction. using it more frequently as they get older. online survey data were gathered from 136 expatriates and 171 Portuguese citizens. China. integrating. and a closer look at the child rearing practices and developmental processes are warranted to more accurately examine conflict management skill acquisition 139 . parental demands were negatively related to expatriates’ cross-cultural adjustment. avoiding. It was hypothesized that work-to-family conflict (WFC) and family-to-work conflict (FWC) would mediate this relationship.How do family factors affect the cross-cultural adjustment of expatriates living in Portugal? Farcas Diana. In the quantitative study. Chinese children. Chinese. Kuersten-Hogan Regina1 1 2 Assumption College. compromising. whose home countries are culturally similar to Portugal. Harvey Cynthia2 1 2 Nagoya University (Japan) University of California (United States of America) The purpose of the study was to investigate the cross-cultural differences in conflict management styles of children in preschool and elementary school and university students between selected Asian countries and USA. which involved more coactions. A Cross-Cultural Study of Imitation and Emotional Climate in Mother-Infant Interactions the First Year of Life Kalpidou Maria1. motivations.e. compared with Japanese. Results demonstrated that WFC could be reduced through supervisor’s work support. concluding that family factors affect expatriate cross-cultural adjustment and vice versa. the more demanding infants initiated fewer imitative exchanges. These results were complemented by the qualitative study. In the USA sample. Additionally. We measured emotional climate interactions using the Home Observation Coding System. Although culture influences parenting. participants reported higher levels of WFC than FWC. who compose the control group. while they and Chinese university students were less likely to use conventional rule style. Worcester (United States of America) University of Crete (Greece) Imitation is innate but not a simple reproduction as partners share emotions.

emotional reactions and coping strategies. (3) general suggestions. Semantic Differential (Ch. friendships. Davis – UCD and students of Altai Academy of Economics and Law and Altai State Pedagogical Academy took part in the study. As a substantial result. (4) unnecessary to stop. Lisboa (Portugal) This quantitative investigation of correlational nature aims to examine the relationships between: ethnic identity domains and self-esteem. This can show that cyberbullying affects adolescents in a negative way. Students of University of California. leadership. 1986. Osgood.75. 2004). Peixoto Francisco ISPA – Instituto Universitário. Interview. and Coping Strategies Turkileri Nilgun. cit. it is important to emphasize how they could get help for cyberbullying. Finally. self-esteem and the perceived ethnic discrimination. with an average age of 13. and this could be interpreted as a cultural difference. Also. emotional reactions and coping strategies for cyberbullying in adolescence by qualitative method. The two dimensions of perceived ethnic discrimination tested in this study were significant and negatively correlated to self-esteem for the whole sample. (2) positive. The minority group reveals higher levels of perceived global ethnic discrimination and a more positive orientation towards the members of the out-groups. PE2. However. A total of 2658 students were included in the sample. Peixoto. Ucanok Zehra Hacettepe Universit. (4) cyber-related reasons. high social position. (5) couldn’t do anything.7 VICTIMIZATION & QUALITY OF LIFE 13:30 . and Perceived Ethnic Discrimination Scale. The results shows that one-third of the sample chose the constructive strategies including confrontation and distancing. including demographic information and their experiences for being victim and bully in cyber space (Cyberbullying Inventory). three models were formed by Maxqda (qualitative data analysis software). self-realization.18:00 | H1 Amphipôle Hall Cyberbullying in Adolescents: a Qualitative Analysis of Causes. (4) reporting a behaviour and (5) absence of a spesific emotion. upset. health. The results revealed almost half of the sample reported negative impacts and one fifth of them reported emotions related to sadness (e. and (6) absence of a specific reason. (3) relationships between bully and victim. friendships. and (6) absence of a specific strategy. Thus. Sabelnikova Natalia2 1 2 Altai Academy of Economics and Law (Russia) Altai State Pedagogics Academy (Russia) The aim of the study was to reveal psychological peculiarities of subjective values of modern youth. There were significant and positive correlations between: self-esteem and exploration and resolution in the whole sample. Semantic differences in subjective values in Russian and American samples were found. associations between ethnic identity dimensions and perceived ethnic discrimination by peers. KVS-3 (Kashirsky. Ethnic Identity Scale (Umaña-Taylor. leadership and high education ratings decreased. This sample seemed to empathize with victims rather than bullies. The results reveal significant differences in the global ethnic identity and the exploration levels between Portuguese ethnic group and the minority one.Values of American and Russian students Kashirsky Dmitry1. Then. bully-related reasons were found much more frequent than victim-related reasons. five categories were obtained for emotional reactions: (1) negative. Yazedjian. substantial among of them did not know how to get instrumental support for cyberbullying. 2008). Data was collected using Self-esteem and Self-concept Scale from Peixoto and Almeida (1999. High social position. (Turkey) The aim of this study is to investigate the associations among the causal explanations. six categories were obtained for the causal explanations: (1) bully-related reasons. relationships between ethnic identity domains and out-groups orientation in the ethnic minority group. perceived ethnic discrimination and self-esteem in adolescents Costa Inês. and Phinney’s ethnic identity developmental model (1989). freedom. built for this investigation to evaluate the perceived ethnic discrimination. six categories were obtained for coping strategies were: (1) constructive.g. Value systems of American (n1=192) and Russian (n2=240) students were compared. Participants were 387 adolescents from different ethnic groups. Adolescents completed a self-report questionnaire. family. Erikson’s identity formation theory (1968). (2) victim-related reasons. The results show that the most significant values of Russian high school pupils and University students in 1997-2001 were the following:love. out-groups orientation. The study revealed differences and commonalities in American and Russian students’ values’ hierarchies. (5) relationships across genders. Implications of the results are discussed. 140 . Emotions. 1969) were employed. & Bámaca-Gómez. interesting job. high education. affirmation and self-esteem levels in the ethnic minority group. 2003). The various results of the present study are discussed in terms of the well-known social identity theory (Tajfel & Turner. Three open-ended questions were asked for causal explanations. in 2009-2010 – love. dissappointed). and (3) neutral emotions. Ethnic identity. This orientation proved to be significant and positively associated with the three dimensions of ethnic identity. unhappy. and (2) nonconstructive strategies. 2011). First. por UmañaTaylor.

political socialization as an important developmental task during adolescence could hardly be solved adequately. Given that violence is continuously dominant in schools despite the sanctions by school authorities. Under such conditions. Relationship between Help Seeking Expectations and School Bullying: Comparison between Austrian and Japanese Pupils Mizuno Haruhisa1. Although sanctions on violence exist and are similar in both schools. teachers.Both physical and verbal forms of violence were reported to be dominant in the schools with no significant difference in either of them (92.5%) than girls (41. such as parents. school psychologists. This paper explores the knowledge of the behavioral manifestations of adolescents who are bullied and that turn bully others. We worked from the premise that violence was a common practice but subject to sanction in Cameroon schools and also in other parts of the world. Using SEM.96. together with help seeking expectations scale. I am going to show. administered to 500 adolescent students within the ages of 11 to 20.812).4% in boarding schools and 90. This could be reinforced through a national education policy that discourages violence and promotes the virtues of peaceful co-existence and civilized approach to solving problems and respect for individual dignity Cyberbullying as a modality of abuse of victims-aggressive Fernández-Antelo Inmaculada. Takuya Yanagida1.6%) than it is the case in day schools (40. (one day and the other boarding). Cuadrado-Gordillo Isabel University of Extremadura (Spain) The adoption of roles involved in bullying situations has been studied extensively over the last decades.32).33. its perpetrators and their reactions to its practice through a questionnaire survey. More boys (54. relational victimization correlated with each of responsibility and accessibility expectations among girls. SD=1. In detail.g. Its practice even with school sanction has remained persistent despite its negative impact on personality development. The study sample amounted to 317 adolescents identified as victims-aggressive aged between 13 and 16 years. the results of correlation coefficient showed that the there was no relationship between victimization and help seeking expectations toward friends among Japanese girls. When talking about the causes of extreme political ideas we usually refer to difficult growing conditions as an instable or even violent family life. but not for boys. The results of correlation coefficient showed that the more frequent relational victimization is.8%) were reported to be involved in this practice with a high rate of violence on boys by boys (39%) followed by violence on girls by boys (32. Data from the survey was analyzed by use of simple percentages with a comparison of its practice between boys and girls and between types of schools. could undermine the efforts of prevention. enhancing help seeking behaviors is important not to make the situation worse. which has been completed incorporating forms of aggression related to cyberbullying. early alcohol abuse and the influence of deviant peers. because meaningful societal aspects during the process of adopting right wing beliefs . Such gender differences and complex results concerning two kinds of help seeking expectations were discussed Violence amongst Adolescents in Secondary Schools of the Northwest Region of Cameroon Ngoran Gladys Human Resource Development Centre Bamenda (Cameroon) The study examined the various forms of various dominant in Cameroon schools. But as among other research my own interview-based reconstructions of biographies of right wing adolescents in Germany show that an understanding of young people’s right wing extremism just as a result of a devastated development falls short of explaining how and why youngsters get attracted to right wing ideas. However. SD 1. The questionnaires were delivered to 532 Japanese pupils (age=12. the detailed plotting of the data revealed that the most frequently relationally victimized pupils were showing the lowest level of accessibility expectations. Specifically. its dimension is indicated to be higher in boarding schools (58. On the other hand. As victims are not so willing to tell about the situation to adults.. remain unquestioned. one is tempted to conclude. a lack of educational success. that a discourse of individual deficits and psychopathology. there are still many unresolved questions relating to the role of victim-aggressive. xenophobic parts of mainstream discourses. Storhmeier Dagmar2 1 2 Osaka University of Education. there was significant relationship between victimization and responsibility expectation among Japanese boys. As for Austrian secondary school pupils. the study suggests a home and school-based counseling approach against its practice in the school system.Is Young People’s Political Extremism a Developmental Problem ? Kleeberg-Niepage Andrea Humboldt Universität zu Berlin (Germany) The developmental conditions of childhood and adolescence are typically held responsible for problem behaviour of young people.7% in day schools). Toda Yuichi1. has expanded the diversity of manifestations of bullying incorporating those others called cyberbullying.6%). This sample was drawn from two secondary schools in the Northwest Region of Cameroon. etc. However. though showing the relatively higher level of responsibility expectations. the structure of help seeking expectations was explained by two factors such as ”responsibility expectations” and “accessibility expectations”. The instrument used for data collection was the questionnaire of Cuadrado & Fernandez (2009). analyzes the type of abuse that victims-aggressive employ as a function of the aggression suffered.786)and 277 Austrian pupils(age=11. (Japan) University of Applied Sciences Upper Austria (Austria) This study examined the relationship between victimization and help seeking expectations among pupils in Austrian and Japanese schools. the more willing the victims are to seek help from their friends. The questionnaire included the scale originally developed by Crick and Grotpeter (1995) to measure victimization. The emergence of forms of aggression in which used technology media and whose content is disseminated via the Internet or mobile phone. 141 . Moreover. like e.

amount of calculated homicides increases in 2. 2010). victim. Growth in such crimes as ruffianism is 4. Mage =11. the endorsement of pro-aggressive norms and a hostile attributional style are linked to VVGE and aggressive behavior (Krahé & Möller. Implications of the findings will be discussed.g. regardless of the type of abuse suffered. Dogan Aysun. Limited available data suggest that 28% to 35% of Turkish children and adolescents are involved in cyberbullying as a bully. A total of 412 Turkish adolescents (202 male. on a website or through digital messages/images. Erdur-Baker ve Kavsut. Krahé & Möller. Cyberbullying Questionnaire (Uçanok. pro-aggressive norms and hostile attributional style were distinguished according to overt and relational forms. Nevertheless. In fact. The analyses of this study is ongoing. That’s why the prior tasks of state social policy and social-pedagogic activity are prevention of violence and aggression among youth.. The development of electronic communication technologies is allowing children and adolescents to exhibit new forms of bullying called as cyberbullying or electronic bullying. 10th grade) aggressive behavior. They were from 12 different junior high (seven) and high schools (five). Participants completed a questionnaire packet consisted of demographics and Internet Use Questionnaire. in fact most others found that VVGE is positively associated with aggressive behavior (e. Violent Video Game Exposure in Early and Middle Adolescence: Links with Aggressive Cognitions and Aggressive Behavior Bürger Christian. there is dearth of information with regard to prevalence. cognitive activity activates and self-consciousness in peer and adults relations increases. Ferguson & Kilburn.3%. or both (Topçu. video mounting and photographs. Mage = 15. in a chat room. In 175 German students (‘Early Adolescence’: n= 91. Each twenties crime was committed by teenagers in an aim of revenge. Gender and age differences were also of interest. practically 13% of delinquent adolescents did crimes under the influence of other abetters. the Olweus Bully/Victim Questionnaire (Olweus. there is some mimicry between the abuse suffered and the aggression committed. Such difficult transformations often define appearing serious problems in teenagers. VVGE. and coping strategies used against cyberbullying. These materials are distributed by social media to ridicule other colleagues who feel intimidated by them. Schiller Eva-Maria University of Muenster (Germany) Relations between violent video game exposure (VVGE) and aggressive behavior has become a topic of research in the past decades. However. The first goal of this research was to examine the prevalence rates and types of cyberbullying among Turkish adolescents. However. and characterized by an inequality and power imbalance (Olweus. While some cross-sectional studies found no association of VVGE on aggressive behavior (e. The anonymity enjoyed by many people who bully by internet can explain this behavior. How do Turkish Adolescents Cope with Cyber bullying ? Balkaya Merve. 51% girls. 210 female). among them lack of responsibility. Cyberbullying can have devastating psychological effects on youths due to the speed of distribution. 2007. To measure VVGE an index as in Anderson & Dill (2000) and Krahé & Möller (2004) was used. aged between 12 -16. from a developmental point of view it also is important to investigate these processes in different stages of adolescence. pro-aggressive norms and hostile attributional style were measured. the behavior more supported is the spreading lies and false rumors to offend and hurt other girls. In particular. protesting behavior.25.The results show that. Implications of the findings will be discussed.g. 2012). 1993). ‘Middle Adolescence’: n= 84. Technologies of Prevention and Correction of Adolescents’ Deviant Behavior in Ukraine Zaveryko Nataliia Zaporizhzhya National University (Ukraine) Modern pedagogical science views adolescence as a special stage in human life when radical somatic changes and new psychological masses occur. 55% girls. Adolescents bully each other by using cell phones or Internet through e-mail.3 times. new interests appear. the answers of maltreatment which register higher percentage of victimsaggressive are transmitted by mobile and internet. contentious disposition. none of the studies examined coping strategies employed by Turkish adolescents. many school administrators and counselors state that cyberbullying is becoming a widespread problem among Turkish adolescents. 2007). in the case of boys. Bullying is a form of aggressive behavior performed repeatedly and over time by one or more students against another student. 6th grade. Aggressive behavior. and 7/24 accessibility. 1996). 2004). Nowadays the most widespread programs which are realizing in an applied field are such preventive programs as: Program of social- 142 .g. forming social competence in them via implementation in learning process special study programs devoted to life skills formation.43. whereas hostile attribution style is weaker related to aggressive behavior. 2008). Anderson et al. Studies also have focused on aggressive cognitions as mediators in the pathway of VVGE and aggressive behavior (e. Namely in teen period educative defects are detected. Topçu ve Erdur-Baker. anonymity. Moreover. and the Coping with Cyberbullying Questionnaire (Perren. In 15-year-olds compared to 12year-olds pro-aggressive norms are stronger related to aggressive behavior.5 times and grievous harms – in 2. Izmir (Turkey) Research indicates that bullying is a prevalent problem in schools all over the world. Peculiarities of developmental needs satisfaction in adolescent personality lead to its desire to distinguish and demonstrate own “adultness”. In 12-year-olds the correlation between VVGE and aggressive norms is stronger than in 15-year-olds. participated in this study. aggressiveness. The second goal was to investigate adolescents’ coping strategies. 2008. 2012). Therefore. Results showed that VVGE is not directly related to aggressive behavior but mediated through hostile attributional style and pro-aggressive norms. a condition that is not met between the intensity reaching in both types of aggressions. types. instant messaging. For girls. Fidancı Pınar Ege University. Aggressive responses which registered the highest percentage are. the aim of this study was to examine the role of pro-aggressive norms and hostile attributional style in pathways of VVGE on aggressive cognitions and behavior in two different age cohorts during the developmental period of adolescence. According to Ministry of Home Affairs of Ukraine statistics an amount of delinquency among schoolchildren 36% increases during last 10 years. 2009).

a new questionnaire for the measurement of MD related to cyberconducts. who were asked to rate their agreement with the items on a 5-point Likert-type scale. The variance explained by the two dimensions was 45 %. Between authors of bullying. Items considered appropriate by most raters formed the preliminary version of the new measure (22 items). The number of factors was determined by Eigenvalues > 1. It is concluded that representations that the subjects make of each other. to the acceptability of media-based aggressions) were generated by the researchers within the framework of Bandura’s conceptualization. and underwent the examination of a panel of experts and of adolescents participating in focus groups. divided in three studies. The purpose of this study was to develop. The present research aimed to relate the theme of bullying the "identity" or as the characters involved in violent situations are regarding the assignment of values not moral. while Factor 2 comprises four items referring to attribution of blame to victims. outwork self-defense skills in a person. All these programs in spite of differences in their content and methods include three typical tasks: young person social and personal competence development. whose goals were to observation on the participation in forms of violence such as bullying. Renati Roberta. To evaluate the structure of the instrument . admiring ethical values or not. 143 .Study Group on auto-regulation of the University of Minho /Portugal. explain their actions or moral disengagement in situations of violence. Bartlett’s test and the KMO value indicated that data were suitable for exploratory factor analysis (EFA).52). Bullying and self-regulation: a study about the phenomenon in the light of Moral Psychology among students Paulino Tognetta Luciene Regina1. in various ways. Confirmatory factor analysis.0 and a noticeable change in the slopes within the scree plot. the representations that the subject has of himself as to what they admire and the ways in which they think dilemmas in which there is bullying situations. the representations that has of himself seem to indicate only content individualists which do not include the other.51. Factor 1 includes five items related to attenuation of consequences. 1996) – on the involvement in cyberbullying represents a new research field. subsequently administered to 679 adolescents (55% Females. we conducted a common factor analysis using principal axis factoring and Varimax rotation.Group of Studies and Research in Moral Education – Unicamp /Brazil and the GUIA . to understand the bullying in the perspective of moral development. In addition. The results show that subjects whose choices require ethical values are morally disengaged in situations of violence between pairs. prevention of psychological and social problems appearing. Numerous items (statements referring. Program of life skills formation. SD = 1. also sought to investigate the ways in which the subjects regulating by itself of hypothetical situations that present the bullying. Development and Factor Structure of a New Questionnaire Measuring Moral Disengagement in Cyber conducts: Preliminary Findings Berrone Carlo. Program of risk factors decreasing and defense factors strengthening. Items with factor loadings < . of Humanistic Studies. and also the programs which are based on alternative activity and “Peer to Peer” method. Dakanalis Antonios Zanetti Maria Assunta1 Dept. Section of Psychology.50 were excluded and a further EFA was performed which indicated a two-factor structure with adequate internal consistency. Mage = 16. Rosário Pedro2 1 2 Gepem/Unicamp (Brazil) GUIA/U MINHO (Brazil) Understand the psychological mechanisms involved in actions of a specific violence such as bullying can contribute to the discussion of educational interventions that promote the moral formation desired by the institutions of education. The sample was composed of a total of one thousand and six hundred students of 14 and 15 years old of public and private schools from São Paulo State in Brazil who answered to a questionnaire with open and closed questions. Among them there is UN and National Program of Development “Assistance to educational work “Peer to Peer” among youth in Ukraine concerning health conduct of life”. University of Pavia (Italy) The impact of Moral Disengagement (MD)– a set of cognitive mechanisms allowing individuals to engage in aggressive conducts while upholding the feeling of behaving morally (Bandura. and establish the initial factor structure of.psychological competence development. conventional or ethical. the examination of the construct validity and test-retest reliability procedures have been planned to confirm the suitability of this instrument for assessing self-justifying strategies in cyberaggressions. The discussions which motivated this research were conducted in partnership by two research groups: the GEPEM .

dimitrova@uvt. To receive the agenda. 144 . please send an email to the secretary Radosveta Dimitrova (r. Braga (Portugal) Markus Paulus ERU GENERAL ASSEMBLY 19:00-19:45 | Room 410 Amphimax The board of the Early Research Union invites all PhD-students and EADP young scholars to take part in this meeting.Butterworth Award Lecture 18:00-19:00 | Room B Amphipôle DEVELOPMENT OF ACTION PERCEPTION: NEUROCOGNITIVE MECHANISMS UNDERLYING CHILDREN’S PROCESSING OF OTHER’ ACTIONS Ludwig Maximillian University. Instituto de Estudos da Criança. Information will be given about what the ERU has done since the last conference and there will be a discussion about ERU’s future plans.nl). Munich (Germany) Chair: Ana Almeida Universidade do Minho.

THURSDAY 5 SEPTEMBER 2013 145 .

For the purpose of this study.45**). and victimization (Beta = -. and malleability of hostile intent attribution. it was found that this relationship is not limited to a specific developmental period (Malti & Krettenauer. Chieti-Pescara (Italy) Research on preschoolers’ morality often focused on its associations with aggression or on the development of emotions and conduct (cf. The first presentation investigates the associations between bullying roles and empathy. which has been found to be associated with aggressive behavior problems in Children and youth. 1980. 2010). Moral Emotion Attributions and Personality Traits as Long-Term Predictors of Antisocial Conduct in Early Adulthood: Findings from a 20-Year Longitudinal Study Tobias Krettenauer1.36***).29. and responsibility predicted outsiders’ behaviour. The fourth presentation summarizes stateof-the art knowledge on hostile intent attribution.89). Empathy was associated to victimization (Beta = . Nunner-Winkler3 1 Department of Psychology.48***). Participants (N = 143. Salmivalli et al. G. 18 and 23 years. Thus. how moral emotion attributions relate to stable personality traits that are known for being associated with antisocial conduct. To investigate the roles of bully. Observed Morality in Preschool Children: Association with Bullying Roles Marina Camodeca. and responsibility (alpha = . assessment. AND THE DEVELOPMENT OF ANTISOCIAL BEHAVIOR Chair & Disscussant: Tina Malti University of Toronto (Canada) 09:00. SD = 11. In a recent meta-analysis. showing that high levels of moral aspects were associated to lower scores in withdrawing for average and highly emotionally competent children. Jens B. the findings show that empathy is positively associated to victimization and defending. 2012). whereas low responsibility predicted followers’ (Beta = -.98). empathy and responsibility were inter-correlated. The author presents both meta-analytic evidence and review experimental research to provide new insights on the nature.59***). moral emotion attributions reflect important inter-individual differences in morally relevant behavioral dispositions across a broad age range. in the aspect of emotional comprehension. EMOTIONS.47***) and outsiders’ (Beta = -. moral emotions and moral cognition. Bullock & Schneider. indicating that behaviours and emotions share the same underlining organization (Aksan & Kochanska. Gabrielle Coppola Department of Neurosciences and Imaging. by an international group of researchers. the findings reveal that moral emotion attributions predict antisocial behavior in early adulthood even when controlling for the long-term stability of aggressive/antisocial behavior. even when other key correlates of aggression is accounted for. 2009). two researchers selected those items concerning morality. The interaction between emotional competence and compliance. The second presentation tests the role of moral emotion attributions and personality Characteristics as predictors of antisocial conduct. Malti et al. University “G.34*) behaviour. 2011. This finding begs the question. The Disscussant will discuss the findings in the context of integrative developmental approaches to Children’s and adolescents’ antisocial behavior. follower of the bully. Malti & Latzko. In a study that used a sample of 3. Antisocial conduct was as assessed at the age 23 years. The present study investigated long-term relations between moral emotion attributions in childhood and adolescence and antisocial conduct in early adulthood while taking into account effects of personality traits as well as the long-term stability in aggressive/antisocial behavior. we used the peer-report Participant Roles Questionnaire for preschoolers (Coppola et al. empathy (alpha = . 1996). advance our understanding of these processes by examining Children’s and adolescents’ emotions and cognitions about morality and links to antisocial behavior. Compliance predicted bullying negatively (Beta = -. Our aim is to investigate whether morality is related to bullying roles and to explore the moderating role of emotional competence.38**) and defending (Beta = . development. rather than a developmental delay that is overcome in the course of development. was evaluated with the Puppet Interview (Denham.81)... which was predicted also by emotional competence (Beta = . Findings highlight the importance of morality in shaping children’s behaviour as early as the preschool years. A factor analysis on 11 items yielded three factors: compliance (alpha = .87). 31-to-80 months old (M = 57.. Coppola & Camodeca. Kitchener (Canada) Department of Psychology. 2002. Block & Block.to 7-year-old Children from Italy. Participants were 194 (95 males) children.10:30 | Room A Amphipôle Despite the increased recognition that antisocial and aggressive behavior is related to Children’s moral and emotional development. whereas compliance predicts bullying negatively. Compliance. Swiss longitudinal sample of 1300 Children from an ethnically diverse sample. Measures of moral emotion attributions. 1998). Kochanska et al. Asendorpf22. d’Annunzio” of Chieti-Pescara. compliance. 2006. and the Preschool Q-Sort (72 items) (Baumrind. The third presentation investigates the role of moral disengagement and self-control in the development of antisocial behaviour using a large-scale. Using data from a German 20year-longitudinal study. and responsibility. The four papers in this symposium. The results show both cross-sectional effects of self-control and moral neutralization as well as longitudinal effects on antisocial and aggressive behavior. Observers judged children’s behaviours on the basis of the California Child Q-Sort (100 items). defender of the victim and outsider.THURSDAY 5 SEPTEMBER 2013 INVITED SYMPOSIUM IS4 MORALITY. Emotional competence. 1967. 11-12. 2007). 67 females) were part of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC. victim. developmental research on Children’s emerging morality and antisocial behaviour remains fairly disconnected. whereas aggressive behavior was 146 . 2010). conscientiousness and agreeableness were obtained at the ages of 4-7. Wilfrid Laurier University. Humboldt University Berlin (Germany) 3 Pullach (Germany) 2 Research has demonstrated repeatedly that the emotions children and adolescents anticipate in the context hypothetical scenarios are associated with actual (im)moral behavior..

Moeller et al. the comprehension of the development of 147 . SYMPOSIA SY4. ITS ROLES ON PSYCHOLOGICAL DIFFICULTIES. Moreover. impulsivity appears to be a frequent diagnostic criterion and is related to a broad range of psychological difficulties. rather than of perception. a large variance in the outcomes of explicit attribution retraining interventions is shown meta-analytically. SUPEA (Switzerland) Personality traits were shown to be important contributors of adjustment and maladjustment in the daily life of individuals (Kotov et al. Particular attention is given to their interaction. 2006). Concerning assessment. Moral emotion attributions provide an important link between moral personality development and processes of everyday moral decision-making and behavior. impulsivity. moral emotion attributions indirectly contributed to the prediction of antisocial conduct by predicting change in conscientiousness.10:30 | Room B Amphipôle Chair: Fabrice Brodard University of Lausanne. The present paper proposes to integrate both perspectives on the basis of an extension of Wikström’s situational action theory (Wikström. Plays also an important role in the way individuals responds to their environmental demands. such as for e. we investigate to what extent these two constructs predict aggression in early adolescence. and malleability of hostile intent attribution remain unclear. It is proposed that self-control and moral disengagement are functionally equivalent mechanisms that both permit an individual to maintain his or her moral self-concept without experiencing moral self-sanctions. This tendency is an important focus of cognitive behavioral attempts to prevent or reduce aggressive behavior. important issues concerning the nature. In this perspective. even when other key correlates of aggression are accounted for. University of Cambridge (United Kingdom) In the last decade. assessment. Overall. (1999) scale and moral disengagement with the moral neutralization scale developed by Ribeaud & Eisner (2010). development. Concerning the nature of hostile intent attribution.1 CHILD AND ADOLESCENT IMPULSIVITY: PERSPECTIVES ON ITS ASSESSMENT. despite a growing body of literature. in the field of criminology. Accordingly. 2001). and experimental research on implicit and experiential attribution retraining techniques is suggested. concerning intervention.. The aim of the presentation is to identify recent gains in our knowledge of these four issues. The participants were repeatedly surveyed from age 7 to 14. experimental research is used to substantiate that hostile intent attribution is truly a matter of interpretation. which can be considered as a stable tendency related to self-regulation. 2010). a substantial cross-sectional association between moral disengagement (Bandura 1999) and aggression has been repeatedly evidenced. moral disengagement may be defined as the successful self-legitimation of a perceived action alternative that conflicts with an individual’s morality. Furthermore.assessed at the age of 4-6 years. Concerning development. Utrecht University (The Netherlands) A tendency to make unwarranted hostile intent attributions to peers has been found to be associated with aggressive behavior problems in youth. Roberts et al. (Switzerland) Disscussant: Michel Bader University of Lausanne. much evidence has supported Gottfredson and Hirschi’s (1990) hypothesis that lacking self-control is a key personality characteristic for the explanation of aggression.. findings demonstrate that moral emotion attributions do not tap into the same personality characteristics that are represented by measures of conscientiousness and agreeableness.g. Hostile Intent Attribution and Aggression Revisited Bram Orobio de Castro Department of Psychology. Specifically. it is argued that a lack of empirical studies in early childhood precludes our understanding of how hostile intent attribution tendencies actually emerge. 2005. Finally. Results show both strong cross-sectional between-individual main and interaction effects of self-control and moral neutralization (OLS regressions) as well as longitudinal within-individual effects in fixed-effects regression models. Thus. an updated meta-analytic review of 64 studies is used to demonstrate the specific nature of hostile intent attribution as a generalized tendency to discard benign intentions towards oneself. Moral Neutralization and Self-Control as Key Predictors of Aggression in Early Adolescence Denis Ribeaud1. However. AND ITS TREATMENT 09:00. 2010. 2007). Whereas “self-control may be defined as the successful inhibition of a perceived action alternative that conflicts with an individual’s morality” (Wikström & Svensson.. Similarly. Manuel Eisner2 1 2 Swiss Federal Institute of Technology (ETH). ADHD or conduct disorders especially among adolescents and adults (d’Acremont & Van der Linden. Zurich (Switzerland) Institute of Criminology. Self-control was measured with an adapted version of the Grasmick et al. To this purpose we use data from a large-scale prospective longitudinal study of 1300 children from an ethnically highly diverse sample in a mid-size European city. when problematic. Findings demonstrate that moral emotion attributions uniquely predict antisocial behavior in early adulthood even when controlling for effects of conscientiousness and agreeableness and the long-term stability of aggressive/antisocial behavior. data from wave 5 at age 11 and from wave 6 at age 14 are analyzed.

and post-treatment measures included self-report questionnaires of mindfulness (FFMQ.87) showed that internal consistencies of the C-UPPSP were high and varied between . 2012. rather than a specific eating style a more generalized deficit in impulse control might be transmitted which under certain circumstances might develop into a dysfunctional eating behaviour.77 and . The present study examines the influence of self-reported parental psychopathology on risk for uncontrolled eating in a community-based sample of children with binge eating disorder (BED). aims at introducing the psychometric properties of a new self-instrument (C-UPPS-P Impulsive Behavior Scale). Children filled in the C-UPPS-P. 25 healthy children and 15 children with ADHD took part in the study. The presentation of Dremmel et al. it seems very important to evaluate impulsivity accurately among children. assessed through diagnostic interviews. parents impulsivity was measured using a short French version of the UPPS-P Impulsive Behavior Scale (Billieux et al. which assesses Child impulsivity traits (from 8 to 12 years old) according to the UPPS model of Whiteside and Lynam (2001). (b) to compare children’s self-reports on the C-UPPS-P with parents and teachers’ reports about children’s impulsivity. Peters. including eating behaviour. impulsivity. Even though parental parameters related to eating and feeding styles. in prep. The presentation of Deplus and Philippot will show how a mindfulness-based intervention with adolescents could have an impact on their levels of impulsivity The development of multimodal report measures of impulsivity among Children based on the UPPS model of Whiteside and Lynam Gregory Zecca University of Lausanne (Switzerland) Robust instruments that measures personality attributes among children are necessary in order to better understand how psychological difficulties may occur. SDage = . Objectives and method : The present study aimed at investigating the effects of an original mindfulness-based intervention designed for adolescents who encounter problems in emotional regulation. will focus on the role of parents' psychopathology and Child impulsivity in the development of uncontrolled eating behaviours. According to DeYoung (2010). Erisman.). higher mindfulness is related to lower impulsivity (Philippot & Deplus. Zecca et al. underlying mechanisms of the presumed association in particular with respect to child correlates of impulsivity as potential mediating variable are explored.90. Pre. Results in young adults suggested that mindfulness skills may be related to the ability to refrain from maladaptive impulsive behavior in the presence of negative affect or distress (Murphy & MacKillop. 2003). impulsivity can be define as « […] the tendency to act on immediate urges. The first axis will be devoted to the assessment of impulsivity.24. which can be seen as a personality trait. Should this finding be corroborated in a larger study sample. and (c) to evaluate whether there is a relationship between impulsivity self-report measures of parents and children. The second axis concerns the contribution of impulsivity in the development of psychological disorders. Furthermore. and nonjudgmentally (Kabat-Zinn. is to assess individual differences in psychological self-regulatory mechanisms on an acute standardized stressor among preschool Children. Upton et al. Preliminary results reveal higher levels of general psychopathology. Following a school-based recruitment. In function of its negative outcomes. In a sample of adolescents. weight concerns and critical attitude have been identified as potential risk factors for uncontrolled eating in children. sex.This symposium will be composed of four presentations and structured in function to three axes. either before consideration of possible negative consequences or despite consideration of likely negative consequences » (pp. The subject of the presentation of Bryjova et al.. More detailed results will be shown during the presentation. In order to report children impulsivity. might contribute to the development of dysfunctional behaviors that can lead to psychological disorders over the time (Zapolski et al. which is a 59-item questionnaire. The presentation of Zecca et al. Are parental correlates of general and eating psychopathology related to binge eating in children ? Daniela Dremmel University of Fribourg (Switzerland) Parental psychopathology is assumed to interfere with a favourable development of the child in various domains of self-regulation. 487-488). 148 . attention deficit hyperactivity disorder (ADHD) and healthy controls.. 2011)..and BMI-parallelized children aged from 8 to 13 years with BED. Up to now we did not find a direct association between parental psychopathology and BED in our study. It offers an alternative to getting caught up in one’s own reactivity and automatic behaviors. Finally. on purpose. Moreover. A total of 21 participants aged between 11 and 19 years were offered the mindfulness intervention. Douilliez. so as to develop appropriate therapeutic strategies as well as efficent tools for parents and teachers. A mindfulness-based intervention for enhancing self-regulation of emotion in adolescents: the impact on impulsivity Sandrine Deplus University of Louvain (Belgium) Introduction : Mindfulness is defined as the ability to bring attention to each moment. The aims of this paper are: (a) to present the psychometric properties of a new instrument measuring impulsivity among children (aged between 8 and 12 years old) according to the Whiteside and Lynam’s model: the Child-UPPS-P Impulsive Behavior Scale (C-UPPS-P. whereas no significant association could be found regarding to parental psychopathology and the frequency of binge eating episodes or the children’s general eating psychopathology. teachers and parents filled in adapted versions of the C-UPPS-P. Preliminary results based on a sample composed of 57 children (Mage = 11.. the third axis focuses on intervention. 2012). Heeren. so far 25 age-. Impulsivity levels as well as emotional eating scores are significantly higher both in parents and children of the BED and ADHD group. obesity. the question about the specificity of these influences and their interrelatedness with important child personality factors. In this perspective. 2010). hostility and eating psychopathology symptoms in parents of children suffering from BED and ADHD compared to parents of the control group. 2011).impulsivity and its relationships with psychopathology during Childhood and adolescence might be a very relevant task so as to develop efficient psychological interventions and prevention strategies. as correlates of impulsivity remains uncertain.

of former preterm young adult. psychosocial risk at 30 month and later minor sequel at 7 years old. Objective: The present work examined plasma levels of cortisol and OT in prematurely born adults when confronted to a psychosocial experimental stress. OT responses to stress in prematurity have not been documented. Discussion and conclusion : Our results suggested that a mindfulness-based intervention might improve self-regulation of emotions in adolescents. Such studies may contribute to better understand the behavioural and emotional vulnerability of subjects with perinatal trauma. the nature of that association remains to be clarified. d’Acremont. Attachment system. Conclusions: OT production is deeply implicated in social functions. SY4. b) lower intensity of cognitive response prior to TSST associated to a less intense physiological response. c) secure attachment will mediate on these characteristics of cognitive and physiological response to stress. separations.the data of these three teams. and that attachment-like behaviours might partly mediate that effect. Philippot. emotion regulation strategies (REQ. OT secretions present different patterns between premature and control group. cognitive evaluation to copping danger. and response to stress in former preterm young adults Margarita Ibáñez University of Barcelona (Spain) Lazarus y Folkman (1984) y Bandura y col. blood pressure. We therefore hypothesized that early vulnerability of prematurely born infants could be associated with altered stress responses. c) self perception of health with the cognitive and physiological response to stress. 19-21years old. The attachment can be related with individual differences of response to stress at neurophysiologic and cognitive levels (Maunder et al. thus achieving more positive perceptions of themselves. as well as dysfunctional emotion regulation strategies. Although. Repetition and automation of this cognitive response "adaptive" may be manifested at the physiological level (heart rate. to invasive care procedures. 2009). or confounding variables. Furthermore. However. Child Health and Illness Profile-Adolescent 149 . the increase of mindfulness after the intervention seemed to best predict its clinical effects. CRF). illnesses. and provide hints for early intervention. Heeren. and with behaviour and emotional problems. unconstructive repetitive thoughts and depressive symptomatology. SUPEA (Switzerland) 2 Université Laval (Canada) Premature birth results in later risks of behaviour problems. currently OT analyses (under stress) seem to outline specifics patterns of this hormone between the two groups but specific analyses need to be done to confirm this trend. 75 born at term. mindfulness scores were significantly increased. Hypothesis: the former preterm young adults compared to the control group a) will present high basal salivary cortisol levels. Based on this framework. Réjean Tessier2 1 University of Lausanne. 1999). Oxytocin and cortisol responses to an experimental psychosocial challenge in adults born prematurely Raffaella Torrisi Centre Hospitalier Universitaire Vaudois CHUV – Lausanne (Switzerland) It is suggested that acute stress stimulates cortisol and oxytocin (OT) secretions. 2006). Objective: Study the relationship between a) early stressors: neonatal biological risk. However. OT results were not significant.. including decreasing impulsivity. it is possible that former preterm young adults have learned throughout his life to mitigate cognitively the impact of stressful situations so as to assess themselves able to cope. Further studies with larger samples are needed to compare this intervention to a control group and to assess the maintenance of the effects over time with follow-up measures. et al. of the oxytocin production system. Those results are consistent with previous studies. 2011). the relationships of these systems with attachment. Zermatten et al.. et al. SOCIAL AND EMOTIONAL LONG-LASTING IMPACTS 09:00. 2001). Douilliez. Measures: Response to stress: Trier Social Stress Test and cortisol measures. Method: Sixty subjects (15 women and 15 men born very premature and 15 women and 15 men controls) were submitted to an experimental stress challenge (TSST). submitted) and depressive symptomatology (MDI-C. The exposure of very premature infants to antenatal stressors.Peschard. from Switzerland. Spain and Canada addressed that question. their mental health. while impulsivity scores decreased. impulsivity (UPPS. less intense response (curves) to the TSST protocol. This symposium will present -and confront. cortisol) and thus can be measurable. second appraisal.. OT has been associated with social engagement and may potentially mediate stress responses. and that premature birth has long lasting consequences regarding the stress system and its connected functions. born in Hospital Sent Joan de Deu. (1977) describe two times in copping stress: first appraisal. mediating. b) attachment representations and reflective function. Dysfunctions regarding adequate social engagement behaviors in adults born very prematurely have been reported. Achenbach System of Empirically Based Assessment (ASEBA) Youth Self-Report/ 11-18 (YSR). Berndt & Kaiser. Philippot. and several other potential moderating. attachment. cognitive evaluation of danger. Van der Linden. the Trier Social Stress Test (TSST). 19-21 years old randomized.2 DEVELOPMENTAL OUTCOMES IN PREMATURITY: PHYSIOLOGICAL. Three teams. Sample: 50 VLBW. reflective function. Results : After the intervention. may represent determinant modulators of long-term misbehaviours.10:30 | Room 410 Amphimax Chair: Line Nadeau Université Laval (Canada) Disscussants: Olivier Halfon1. namely about the integrity of the HPA system (cortisol. ACTH. Results: Preliminary analyses show that adults born very prematurely have lower mean levels of cortisol than the control group. and during the first weeks of life. repetitive thoughts (Mini-CERTS. evaluating endocrine stress responses of young adults born very or extremely premature.

Nancy (France) Background: The perinatal period is a key moment in the integration of life experiences. which is compromised in preterm children because of the intense stress endured due to their physical immaturity and painful medical procedures they are submitted to.Edition. The lab procedures were performed the 2nd day. in socio-affective profiles. leading to posttraumatic stress symptoms. Moreover. Stressing Life Events. for instance. Maternal posttraumatic stress symptoms were evaluated through a self-reported questionnaire at the time of the study. in order to investigate new hypotheses about the typical or atypical development of ToM and to improve future assessment situations. Effects of early exposure to stress and maternal posttraumatic stress on preterm infants’ cortisol regulation Stephanie Habersaat Université de Nancy.3 HOW DOES THEORY OF MIND EXPLAIN SOCIAL SKILLS? WHAT IS THE IMPACT OF COMMUNICATIVE AND LINGUISTIC FACTORS ON THEORY OF MIND? 09:00.Implications for future research and guidelines for training and intervention program towards typically and atypically children and adolescents and the surrounding will be also proposed 150 . in association with infant early stress and maternal posttraumatic stress symptoms. Objective: Evaluate cortisol baseline and reactivity in preterm and full-term infants at 12 months of age and in their mothers. Results: Results show a significant interaction effect of exposure to early life stress and maternal posttraumatic stress symptoms in infants’ diurnal cortisol slope. Social stress (TSST) and cortisol response in a young adult prematurely born sample Line Nadeau Université Laval (Canada) Epidemiologic studies have reported increased levels of neurologic and cognitive disabilities in adolescents and young adults born premature. or behavior disorders. PASA secondary appraisal (control expectancy and self concept) is negatively related to cortisol secretion in the VP group.The links between ifferentiated profiles in ToM and strengths or weaknesses in social interactions.Similarities and specific differences in ToM and in social problem solving will be emphasized between typically preschoolers and atypically developing children or adolescents. Results will highlight the relationship between social development. Saliva was collected during two days to compute a basal cortisol slope and during a mild stress paradigm to compute reactivity. sociopragmatic and psycholinguistic factors in ToM assessment will be examined. Department of Psychology (Switzerland) This symposium is focused on conceptual and methodological questions about Theory of Mind development in typically developing preschoolers and in children and adolescents presenting intellectual disability. the lowest is the cortisol secretion level. A focus on more ecologically valid situations and more motivating measures of ToM abilities will be made. and also abilities in social problem solving. given the transformation of brain structure. will be discussed. in social adjustment in daily life will be highlighted. This can draw a possible pathway from early stress to later vulnerability to internalizing disorders in premature children. nuanced results about their links with ToM. Adult Attachment Interview (AAI). as well as in infants’ reactivity to stress. The repeated activation of the HPA axis during the perinatal period may alter later stress regulation when confronted to subsequent stressors.Institute of Psychological Sciences (Belgium) Disscussant: Koviljka Barisnikov Geneva University. The purposes of the present study were 1) to describe the salivary cortisol daily slope in a population of formerly very premature infants. stress copping and physiological response to stress in former preterm young adults.10:30 | Room 415 Amphimax Chair : Nathalie Nader-Grosbois Université Catholique de Louvain . A premature delivery is also a potentially traumatic event for parents. This might be explained by the behavioural passivity previously observed in social interactions. mothers’ posttraumatic stress symptoms. such as.. which includes a public speaking task and a mental arithmetic task.The contributions of authors will be based on recent empirical studies that investigated several mental states including beliefs.The impact of communicative. and 2) to evaluate a potentially aberrant physiological responsiveness to social stress exposure (TSST) in the young adults born premature sample. Conclusion: Like persons submitted to chronic stress. SY4. Method: 54 preterm and 25 full-term infants and their mothers were submitted to a mild stress paradigm at 12 months of age. As these studies have used different kinds of direct and indirect measures of social skills or deficits. Discussion: These results reinforce the idea that early stress exposure influences the HPA axis regulation to later stress. the understanding of causes and of consequences of emotions. VP young adults down regulate their physiological responses (HPA axis). Child Clinical Neuropsychology Unit. in order to better understand their social cognition. autism spectrum disorder. Method: In 70 young adults born very premature (< 29 wga) and 35 comparison young adults born in the same hospital and matched for age and SSE level. The subjects had to respond to the Primary and Secondary Stress Appraisal (PASA) and then were asked to perform the Trier Social Stress Test. parents and young adult completed the CBCL. we collected salivary cortisol samples at 5 moments in the course of 3 consecutive days. false beliefs. The highest is the feeling of control. Results: Mixed model analysis has shown that very premature-at-birth young adults tend to be less reactive than at term counterparts to stress exposure.

001) and “anger” (p < 0. How could Theory of Mind contribute to the differentiation of socio-affective profiles of children with intellectual disabilities and children with externalized behavior disorders ? Nathalie Nader-Grosbois Catholic University of Louvain. or discussing an action following from her false belief. Hansen Université de Paris 8 (France) Preschoolers' ability to understand other people by attributing beliefs to them is considered a milestone in children's theory-of-mind development. significant differences were obtained.05) but not on the inhibition task. children with intellectual disabilities (ID) present deficits in social skills during interactions with peers and adults and they are at risk of behavior problems which affect their social adjustment. but not “fear”. This inadequacy may stem from yet to develop information-processing capabilities and/or an imperfect understanding of rules governing language use.g. On our argument. their level in seven self-regulation strategies as displayed in social problem-solving tasks and their socio-affective profiles (assessed by means of a questionnaire completed by their teachers) were examined.001). Our studies present young children with more ecologically valid conversational situations that are paradoxically more verbally complex. In contrast. 2010). DS children obtained lower scores on the attention task (p < 0. Studies of developmental disorders demonstrate that some specific executive function abilities (e.Hansen & Markman.g. children below the age of 4½ years usually fail. Significant differences were emphasized in most of the dimensions of socio-affective profiles. Method: sixteen DS children (CA = 12. Methodological implications for testing theory-of-mind development in children with autism. emotional recognition) and social processing abilities (e. Institute of Psychological Sciences (Belgium) At preschool age. indicating lower comprehension of causes of emotions and lower self-regulation of joint attention and of attention in children with EB than in children with ID and in the TD group. The representation of one social behaviour “Social reasoning score” in the DS group was negatively correlated to “Disruptive/antisocial and “Communication disturbances” subscales of DBC-T. and the ability to associate a particular event with the emotion “sadness” (p < 0. The relationship between these abilities and the social behaviour of DS children were also examined. More specifically. emotional processing (e.5 years. In contrast to the control group. who show characteristic deficits in pragmatic development. DS children refer more to « factual » aspects and demonstrate less empathy when reasoning about the transgression of social rules. such as the recognition of “anger” (p < 0. Between groups. They showed a specific deficit in processing some negative emotions. Although variable patterns of positive correlations were obtained in atypical groups between self-regulation strategies and ToM abilities. Results: In comparison to the control group. the dimension of anger versus tolerance differed significantly between the atypical groups to the disadvantage of children with EB. DS children were also assessed with the “Developmental Behavior Checklist-DBC-teacher” (DBC-T). the most numerous positive links were obtained in the group with EB. SD = 1. This so-called oblique use of mental state references could be two people discussing the false belief of a third person. To account for the discrepancy of 4 years between implicit and explicit understanding of false belief. Department of Psychology (Switzerland) Despite a cheerful and friendly social disposition. 2005) proposes that there is an ambiguity associated with the use of language concerning the mental states of third persons. a small but growing number of studies indicate that when tested with non-verbal tasks. social problem-solving) function in tandem and influence the way children interact and adjust their behaviour. 1year-olds may show an implicit understanding of false belief. However. are discussed Social and emotional abilities in children with Down syndrome: an integrated approach Koviljka Barisnikov Geneva University. SD = 2.7) and sixteen TD children (CA = 5. 40 children with ID and 30 typically developing (TD) preschoolers. Child Clinical Neuropsychology Unit. to the disadvantage of the two atypical groups. happy emotions were well recognized. 151 . The links between their ToM abilities. simplifying the test questions in the standard verbal tasks to be appropriate for young children has unintentionally removed the discursive context necessary for young children to understand the pragmatics. When this development is examined with standard verbal false belief tasks such as the Sally-Anne and Smarties tasks.g. matched for developmental age.047).Psycholinguistic factors in testing children’s theory of mind: false belief in their own words Mikkel B. the most common problem in mental health is “hard to manage” children presenting externalizing behaviors (EB). This study compared Theory of mind (ToM) emotion and belief abilities in 43 children with EB presenting low intelligence. Hansen's discourse-based account (2010.44) matched on gender and a receptive vocabulary task were assessed with a wide range of tasks from the Socio-cognitive battery (Barisnikov & Hippolyte. children with Down syndrome (DS) present with a high level of externalized behaviour difficulties. Aim: The socio-emotional abilities of DS children were compared to typically developing children (TD). Conclusion: These results highlight the existence of specific deficits in the processing socio-emotional information within the DS group. No study has ever compared their social cognition in order to differentiate their respective strengths or weaknesses in socio-affective domains.4 years. Inadequate understanding or application of the pragmatics needed to avoid ambiguity prevents younger children from passing verbal false belief tasks. inhibition). yet allow them to perform correctly. In addition.

2008) with 28 mainly Euro-Canadian children from middle SES. Data collection: (1) For each family. Participants were autistic children and their family members (part 1) and Asperger children (part 2) aged between 5 and 11 years.LPPS EA 4097 Université Paris Descartes-Sorbonne Paris Cité. similarities between ASD children and matched controls on some measures and specific differences on others appeared: (1) disagreements in home interactions occurred with the same mean frequency and sequence length.CNRSUMR 7114 Inserm. (2) a narrative eliciting task. while the latter tended to counter-argue more. Although links may exist between children’s ToM understanding and social cognitive skills including self-perceptions (Bruner.LPPS EA 4097 (France) The socio-communicative adjustments of children with autism spectrum disorders (ASD) are assumed to be altered by their poor psychological understanding. p = . one hour of spontaneous videotaped home interaction was systematically coded for oppositional episodes. semi-rural neighbourhoods (16 females. 10 males. The effect was stronger in children with lower rather than higher verbal levels. This study focused on 2 time points (T1. including justifications.002). which is the reason why we try to comment on different techniques used to examine advanced ToM (MAST. Stories were transcribed and coded for psychological references. ToM Total scores significantly increased from T1 to T2 (T1 M = 27. ASD children with verbal age of 3-4 years justify their disagreements significantly less than controls. Bosacki. Similar to the ambiguous nature of others’ mental worlds. 2011). girls perceived themselves as more stereotypically feminine than boys. gender identity research suggests that by ages of 7 to 9 children begin to understand gender-role orientations and stereotypes in social contexts (Fine. SD = 3. SD = 19. Edy Veneziano2. Moreover. Overall. this study explored if these connections exist over time. until their resolution. In both studies. Significant positive correlation was found between T1 ToM understanding and children’s perceptions of femininity or masculinity at T2. 5m.17. their performance in theory of mind (ToM) experimental tasks doesn’t always reflect their difficulties to adapt in everyday life. SY4. The discussion will examine the cost of using cognitive resources in communicative contexts and its impact on the socio-pragmatic functioning of ASD children. T2 M = 39. we need to search for methodology that allows us not to omit cognitive factors and their role in ToM development. 2006 and T2. 152 . we will try to emphasize two important aspects of social cognition: self and language. Presenting papers on relation between ToM and gendered sense of self and on understanding irony. findings suggest that connections among ToM and perceptions of self and gender-role orientation may exist over time and contribute to the larger discourse on social cognition in middle childhood.00. To sum up. (2) Asperger children. This paper presents functional analyses comparing typical and ASD children in two communicative situations that potentially elicit ToM capacities: (1) the negotiation of disagreements during spontaneous family interactions.4 ADVANCED THEORY OF MIND. Marie-Thèrèse Le Normand3 1 2 3 Université Paris Descartes-Sorbonne Paris Cité. 2005).Strange Stories Test) and results obtained using them with middle aged children. 2003. T = 3. In both groups. 2008) from a larger study (Bosacki.Towards more ecological measures of Theory of mind in children with autism: opportunities and cost of using cognitive resources in communication contexts Marie-Hélène Plumet1. (2) Children produced narratives based on a series of wordless pictures depicting events open to mentalistic causal explanations. few longitudinal studies explore the links between children’s gender-role perceptions and their understanding of self and ToM (Hughes. DEVELOPMENT AND CULTURAL CONTEXT Chair: Marta Bialecka-Pikul Jagiellonian University (Poland) Co-Chair: & Disscussant : Sandra Bosacki Brock University (Canada) 09:00-10:30 | Room 315 Amphipôle The aim of the presented symposium is to discuss the question of how theory of mind (ToM) develops in middle childhood and adolescence and what is the social and cultural context of this development. although producing narratives of equivalent linguistic form. They were compared to typical children matched on verbal age. 4m). 2011). Children’s Theory of Mind and Gendered Sense of Self: A longitudinal Study Sandra Bosacki Brock University (Canada) Research shows that the ability to interpret mental states in self and other develops throughout middle childhood. More ecological measures are thus needed to capture how ASD children cope with Tom-laden situations.42. boys perceived themselves as more stereotypically masculine than girls. However. Each year children participated in individual ToM story interviews and self-report measures of gender-role perceptions and self-concept (Boldizar. the justification of first oppositional moves reduced the probability of the partner’s insistence.29. T2 M = 10y. 2006). From T1 to T2.352. 1991. In contrast. Accordingly. However. T1 M = 8y. it is worth to discuss theoretical perspectives (attachment theory or social theories of ToM) that enable us to propose a model of development of social cognition in adolescence. referred less to mental states and had difficulty in integrating them in causal frames. Harter.

116 children aged 9-12 years performed a test (MSAT. 1983. there has been hardly any research on the understanding of ironic utterances in Polishspeaking children. Regarding the first question: If the image of the self and the image of the other are independent from one another (as is assumed in current methodological approach. Those two issues would be then analysed on the basis of literature and the final conclusions will be proposed. 153 . which was balanced for age and gender. (b) whether self-concept is the basis for theory of mind or conversely (Bruner.65) than sequencing correctness (α=0. Since internal representations of attachment include the image of the other people and the image of the self (Bowlby. Fonagy et al. Filippova & Astington. although there is a general pattern and a number of models that attempt to track and explain the developmental dynamics of the process. 1973. To measure the validity of MSAT. The latter approach provides theoretical support that ToM may afford the basis for developing a sense of self. a hyperbole or an understatement (Ackerman. and Theory of Mind in Adolescence and Emerging Adulthood Marta Bialecka-Pikul Institute of Psychology. it seems reasonable to expect that attachment representations are related to the way we think about our own (self-concept) and others’ (ToM) interior worlds. 2009) and faux pas test (Baron-Cohen & O’Riordan. Happe Strange Stories and faux pas test. 2007). The presented study aims to answer questions about the developmental trajectories of both theory of mind and irony comprehension and also to observe whether there is a relation between the results of irony comprehension tasks and theory of mind tasks. as well as the growth in speed and automaticity of mindreading (Apperly. see Bartholomew & Horowitz. two scenarios involve deception of one character by another. 1991). 20 five-year-olds and 20 six-year-olds were tested with the Reflection on Thinking Test (Białecka-Pikul 2010) and the Irony Comprehension Task (Banasik & Bokus 2011) The results will be discussed within a broader context considering the role of pragmatic competencies in a child’s development. 2008). So far. 2005). MSAT comprises three aspects that address the ability to appreciate the mental states of the cartoon characters: participants are asked to 1) sequence the four cards cartoon stories. Brune. 1996). see e. and MSAT sequencing and the faux pas test. the results are inconsistent as to the age when this competence is acquired.Irony comprehension in preschool children as an example of the developmental relation between theory of mind and language Natalia Banasik Warsaw Univeristy (Poland) Both theory of mind and the ability to comprehend nonliteral language may require a process of reasoning based on understanding the discrepancy between information about a certain element of the world provided by salient evidence and the actual state of the world. 2)tell the presented story 3) then to respond to 23 questions referring to the mental states. the use of verbal and non-verbal methods are required. Self-Concept.g. These links may hold significance in adolescence and adulthood as during this time different attachment representations may be consolidated into a single overarching attachment organization (“a state of mind with respect to attachment”. and is higher for sequencing speed (α=0. In the case of verbal irony. 2011). Winner & Leekam. and the topic of controversy are the following questions: (a) whether theory of mind and self-concept are interdependent or isolated from one another (Lucariello. and self-concept in general. and third-order true and false belief. More problematic (at least theoretically). nevertheless still little is known about the nature of this relation in adolescence and adulthood. it is also postulated that ToM development is directly related to the development of the self (see e. deception.4) were found between MSAT Questionnaire. Mindreading in middle childhood. 2011).60).g. In the sample. Jagiellonian Univeristy (Poland) This presentation considers relations among attachment. Results are discussed in the context of “two-system account” in mindreading Apperly (2011). 2005) consisting of six computerized cartoon picture stories which have been applied in two scenarios depicting the cooperation of two characters. Significant correlations (about 0. Questions involve the comprehension of first-. then one could argue that they are separate constructs. Attachment. 1999) was performed. the actual meaning of an ironic utterance may be an inversion of its surface semantic meaning. 2002).. the adaptation of Happe Strange Stories test (O’Hare et al. Comprehension of verbal irony is an example of pragmatic competence in understanding nonliteral language that has been studied for over 30 years. 1991). 1991). Yet. The results showed that the reliability varied.78) and mentalising of the story (α=0. followed by a discussion of empirical evidence in a poster format.30) and questionnaire (α=0. Bartholomew & Horowitz. Dykas & Cassidy. detection of cheating. Past research suggests relations may exist between attachment and ToM in childhood (Hughes. To study different aspects of developmental changes. 2008. Nevertheless. and cooperation. 20 four-year-olds. and two cartoons show the cooperation of two characters at the cost of a third. Developmental and individual differences measured by Mental State Attribution Tasks Anna Kolodziejczyk Jagiellonian Univeristy (Poland) Studies on the development of understanding the mind in middle childhood indicate that changes apply to increase capacity for reflection on mental phenomena (Pillow. We will focus on theoretical assumptions. theory of mind (ToM). If they are interdependent. The aims of this study are to analyze the age-related changes in the mentalising abilities in middle childhood.second-.

e. and has been consequently targeted by ECEC policies. and longitudinal models (between-child. (1) ECEC quality of child care could be associated with family SES. Associations with externalizing behavior are less consistent. and PCPP: Parenting-and-Co-parenting Project). the Behavior Outlook Norwegian Developmental Study (BONDS) has been carried out in order to focus on structural ECEC quality. i. compiling three Austrian-German studies (i. University of Bochum (Germany) A national representative sample of the NUBBEK (National Study on Early Childhood Education and Care) study of two– (n= 437) and fouryear-old children (n= 524) clustered within a total of 237 child care settings was utilized. Overall. Finally. We explored the relationship between the quality of Early Childhood Education and Care (ECEC) and (a) the number of immigrant children as well as (b) measures of children’s language and cognitive competencies. we compared the influence of child-focused activities of mothers and caregivers on these measures. with a special focus on the numbers of immigrant children in the group. consequently. immigrant status. NUBBEK (National Study on Early Childhood Education and Care) from Germany also explored measures of group composition. While controlling for mother-child activities and further family influences. (5) A cross-level effect showed that dyadic-didactic caregiver-child activities within a child care setting partially buffered negative effects of low SES within families. and FDCRS). The interplay of ECEC quality in Germany. i. SES and mother-child activities on language and cognitive development: A multilevel analysis Birgit Leyendecker Faculty of Psychology. First.g.e. respectively.. only family SES was a significant predictor. and.. Structural quality indicators are reported by ECEC staff at 24. These effects were evident between and within groups and could be partially explained by the quality of child care and by family SES. lagged. fixed-effects models) while controlling for other structural quality features and family as well as child covariates. (4) Children who were more likely to be engaged in dyadic-didactic activities with their mothers showed higher levels of both cognitive and language development. and age-homogeneous versus age-heterogeneous groups. while other features. such as the Infant-Toddler. Second.e.. this paper thoroughly investigates procedural ECEC quality. and physical environment) are quite strictly regulated. and 48 months. Preliminary findings suggest that children attending smaller groups and agehomogenous groups. including cross-sectional.. ratio of child care providers/children per group. group size and composition which in turn has been linked to children’s social competence and externalizing behaviors. We utilize data from the Behavior Outlook Norwegian Developmental Study (BONDS). In addition. varying considerably between ECEC institutions. however. Structural ECEC quality in Norway as related to children’s social competence and externalizing behaviors Henrik Daae Zachrisson The Norwegian Center for Child Behavioral Development (Norway) Structural quality in Early Childhood Education and Care (ECEC) has repeatedly been associated with child outcomes. the paper questioned whether and what kind of out-of-home relationships of the children met their interactional and developmental needs. adult-child ratio. VCCS: Vienna Child Care Study. especially group size and to some extent age group composition (groups for ≥3 year olds vs. on average. influence children’s cognitive development and behavioral adjustment. and within-child. where some features (e. ECEC quality was assessed using German adaptations of several quality measures. Child outcomes have been reported by ECEC staff and parents at 24. while covariates are drawn from multiple waves of interviews with parents. we investigate associations between group size and age group composition. random-effects models. 36. Norway provides an interesting policy context. rated higher on social competence. <3 years) are not. SCCS: Stendal Child Care Study. and the FamilyDay-Care Environment Rating Scales (ITERS-R. ECERS-R. Multilevel analyses revealed several mediation patterns. the Early-Childhood. For cognitive development. i.SY4. Faculty of Psychology. In this paper. and 48 months. WPPSI). Comparing relationship qualities at home and in center-based as well as home-based care settings. are. family influences were much stronger than child care influences on children’s language and cognitive competencies. the German language scores were lower for immigrant children.5 EUROPEAN PERSPECTIVES ON CHILDCARE QUALITY 09:00-10:30 | Room 315.1 Amphipôle Chair: Lieselotte Ahnert University of Vienna. and children’s social competence and externalizing behavior during the early years. 36. whereas externalizing behaviors have been evaluated using a self-composed item pool. the study investigates the impact of the out-of-home care on children’s language and cognitive development. 154 . (3) As was expected. in which 1159 families and their children have been followed from the age of 6 months. We modeled multiple ways in which structural quality features may influence child outcomes. Social competence has been measured by a Norwegian adaptation of the Social Skills Rating System. (2) Type of child care explained up to 20% of the variance in children’s language proficiency (PPVT) and up to 10% in their cognitive competencies (subtests K-ABC. staff education. Third. Department of Developmental Psychology (Austria) Disscussant: Linda Harrison Charles Sturt University (Australia) The Symposium will present four European large-scale studies exploring different aspects of quality of Early Childhood Education and Care (ECEC). the paper from Switzerland informs about how center-based child care can be evaluated and certificated and how this procedure has been approved in a nationwide social political process.e.

child minders which were carefully matched with regard to age and socioeconomic background. Tantaros will examine in Greek adolescents and emerging adults whether perceived parental acceptance vs. Observed relationships were described based on the overall AQS score. In addition. demonstrated higher procedural ECEC quality in home-based care. et al. but carved out eight indicators focussing on (1) developmental and learning support. i. And finally. Focusing on the central cornerstone of procedural ECEC quality. (c) procedural ECEC quality. Comparisons of children’s relationships/interaction patterns with care providers vs. Third. 2000). 2010) among Italian adolescents. the model must balance out past staff qualifications. We aimed to provide a theoretical and conceptual frame work for an attesting model of ECEC quality in Switzerland which is based on four propositions: First. Based on these four basic propositions. the Swiss ECEC model must account for socially diverse contexts. Biermann Mahaim and colleagues will examine how cultural identity (ethnic and national. 2008) dimensions and perceived dimensions of parenting style are related to each other in Swiss and immigrant adolescents. n=100) and the Parenting-and-Co-parenting Project in Vienna and surroundings (PCPP. rejection is associated with identity processes (e.e. Sabatier. the evaluation processes has been based on the widely accepted four overall dimensions of ECEC quality: (a) ECEC quality in guidance. and whether family functioning may moderate these associations. 2008 . We demonstrate how these indicators were evaluated across the Swiss national states. video records allowed for the coding of interaction patterns occurring in daily life activities. Luyckx. et al. Second.. Pace and colleagues will present a study focused on the associations between identity processes (commitment and exploration) and perceived achievement. commitment making. Finally. why ECEC quality does not develop by itself and why state attesting procedures and intervention are therefore necessary. we thoroughly explored infant relationship qualities.and father. Faculty of Psychology. Gender differences in children’s relationships were obvious in center-based but not in home-based care with boys having developed significantly lower quality scores than girls. n=300). 155 . Lannegrand-Wilems and colleagues will present mother. Specifically..adolescent/emerging adults relationship profiles and their links with identity processes among French adolescents and undergraduate students. the Swiss ECEC model must allow for the integration of existing concepts of quality. The general purpose of this symposium is to take a closer look of these relations in different European contexts. Second. such as cultural diversity in childcare centres. and alternative educational programs. 2011). Comparing relationship qualities at home and in center-based as well as home-based care settings. 1968) outlined that identity formation is a dynamic life-long process. the Stendal Child Care Study (SCCS. (5) environment and security. Although Erikson (1968) was perfectly aware of the importance of contextual and interpersonal factors in shaping the development of identity in adolescence. and how their realized results have been approved in a nationwide social political process SY4. we questioned whether and what kind of out-of-home relationships of the children met their interactional and developmental needs. (4) parental participation and shared care with parents. the concept of identity (personal and cultural) has mainly been understood as an “inner” attribute of the adolescent. the Vienna Child Care Study (VCCS. et al. (3) Integration and participation. (7) administration and management. which becomes a central developmental task during adolescence and the transition to adulthood (Arnett. ensuring their comparability. Third.6 PARENTING PROCESSES AND IDENTITY DEVELOPMENT IN DIFFERENT EUROPEAN CONTEXTS 09:00-10:30 | Room 319 Amphipôle Chair: Gregoire Zimmermann University of Lausanne (Switzerland) Disscussant: Theo Klimstra Tilburg University (The Netherlands) In his classic developmental theory. n=300). we explored different types of out-of-home care for infants and toddlers (mean age almost 20 months). Several other discriminate features of the relationships distinctly portrayed the strengths and weaknesses of the respective care environments as related to children’s cognitive development and behavioral adjustment. suggesting that adolescent’s identity formation and parenting are dynamically interlinked (Beyers & Goossens. (2) relationships and interactions. results demonstrated higher overall scores of attachments towards child minders than towards care providers. Erikson (1950.g. Evaluation and certification of ECEC quality in Switzerland Margit Stamm Swiss Institute for Educational Issues Université de Fribourg (Switzerland) The present paper questions as to how Early Childhood Education and Care (ECEC) quality can be generated. External observers using the Attachment Q-Sort (AQS) evaluated children’s relationship qualities at home towards mothers.Procedural ECEC quality in Germany and Austria: Comparisons of close care provider–child relationships in center-based and homebased care Lieselotte Ahnert University of Vienna. several scholars in the neo-eriksonian tradition have examined the relationships between identity processes and parenting dimensions.or dependency-oriented parental psychological control (Soenens. Department of Developmental Psychology (Austria) Based on three German-Austrian studies. (2008) in his five-dimensional model. respectively. Thus. in center-based care towards primary care providers and in home-based care towards child minders. (6) staff and qualification. the model must allow for the measuring of ECEC quality by means of new as well as known instruments. based on attachment and perceived parental psychological control. but also on a newly developed 8-component model tapping individual relationship features in which children and care givers were involved. (b) structural ECEC quality. and (d) outcome ECEC quality.. as well as (8) the implemented educational program. Recently. exploration in breadth) proposed by Luyckx.

Furthermore. analyses indicated that both dependencyand achievement-oriented control predicted a low level of commitment. 2008). c) the Dimension of Identity Development Scale (Luyckx et al. Finally. 2006). 2008). Indeed. 2012). in this research. the Italian validation (Roncone et al. the relationships with parents as well as the school context have proven to have importance in psychosocial development (Lannegrand-Willems & Bosma. University of Lausanne (Switzerland) The development of a positive and coherent identity is a central developmental task in adolescence. in a sample of Greek adolescents (184 high school students. More specifically. parents continue to play an important role in psychosocial development. mean age 14 years and 235 lyceum students. vocational school vs. Development of identity-in-context : Cultural identity and perceived dimensions of parenting style in two different Swiss school contexts Elodie Biermann Mahaim LabDCI . The analyses are still in progress. general healthy functioning and affective involvement predicted a high level of commitment. 2012) and the key parental dimensions of parenting style (e. Epstein et al. ruminative exploration. According to Grotevant and Cooper (1985. 2008). Participants were asked to fill in the following measures: a) the Parental Bonding Instrument (Parker.g. although it is admitted that empirical evidence for this link is still limited (Beyers & Goosens. 2010. Three hundred eighteen Swiss and immigrant adolescents (180 from a vocational school and 138 from a high school. The first aim of this research is to study the dimensions of ethnic and national exploration and affirmation in Swiss and immigrant adolescents and to see if adolescents tend to adopt a bicultural identity. b) the Parental Acceptance-Rejection Questionnaire (Rohner. 1979). Second. 2008. The Italian validation (Guzzo et al. 1983) and the The Ego Identity Process Questionnaire (EIPQ. developing identity can be more complex. & Geisinger. Based upon the combination of attachment relationships and psychological control. Tupling & Brown. 1995) were administered in order to explore perceived parental dependency. In a multicultural world with important migrations. 2010).and achievement-oriented psychological control. and underscore that parents represent an important source of socialization for their developing children. identification with commitment. Bush-Rossnagel. only few studies have taken into account the contextual influences in the identity formation. So far. 2006).. Parents may support identity development process by providing secure and autonomy-supportive environment (Beyers & Goossens. Recently. autonomy support.77) participated in the study. family functioning and related processes of identity formation. Soenens et al.. exploration in breadth. Quality of parents-child relationships and identity formation in French adolescents and emerging adults Lyda Lannegrand-Willems Bordeaux Segalen University (France) During adolescence and emerging adulthood. in press). high school). several authors considered cultural identity development as an essential aspect of the identity formation (Sabatier. 1986). as ecological theories of human development suggested. Adolescent-parents relationships were assessed with the Dependency-oriented and Achievement-oriented Psychological Control Scale (Soenens et al.Institute of Psychology. we will compare the cultural identity patterns and the parenting dimensions of adolescents in two different types of school (i. data showed a significant effect of the interaction between achievement-oriented psychological control and two dimensions of healthy family functioning in predicting commitment among adolescents.58. whereas among family relational variables. all in their first year) from 15 to 20 years of age completed the Revised Multiple Group Ethnic Identity Measure (Roberts et al. 2008). 1998) of the Family Assessment Device (FAD. attachment and support of individuality can promote identity formation. Soenens et al. Family Functioning and the Identity process: A study on Italian Adolescents Ugo Pace University Kore of Enna (Italy) The purpose of the present study was to investigate the unique and common contributions of parental psychological control and family functioning on the process of identity formation among Italian adolescents while considering the type of parental psychological control: dependency-oriented and achievement-oriented. Regarding the predictive relation among variables. of the Dependency-oriented and Achievement-oriented Psychological Control Scale (DAPCS. Results will highlight the effect of perceived parental acceptance to identity formation of adolescents. both ethnic and national identity will be studied.e. our aim was first to study the quality of mother-child and father-child relationships during adolescence and emerging 156 . exploration in depth) and d) a demographic questionnaire. behavioral control. The present study aims to investigate the relations of perceived parenting as well as perceived parental acceptance –rejection to identity formation.Parental Psychological Control. Parental autonomy support can be contrasted with parental psychological control (Soenens & Beyers. measuring two dimensions of parental bonding. we will explore the influence of the key dimensions of perceived parenting style on cultural identity formation. mean age 16 years) and late adolescents (210 University students of the first year).. measuring five dimensions of identity formation (commitment making. commitment and exploration. Mantzouranis et al. SD=0. Two hundred ninety-six adolescents (144 boys and 152 girls) from 16 to 19 years of age (M = 17. Parental influence on Greek adolescents’ identity formation Spyridon Tantaros Department of Psychology. even in late adolescence. 1999) and an adapted Swiss version of a national identity questionnaire from Sabatier. Balistreri. National & Kapodistrian University of Athens (Greece) The influence of parents on adolescents’ identity formation has been put into the focus of several studies and theories on parent-adolescent relationships. 1990). with family general functioning and affective involvement moderating the negative effects of parental psychological control on commitment. Findings so far suggest that parenting and identity formation are dynamically interlinked.

2008). et al. 1987. That is. 2004) for attachment dimensions and DAPCS (Soenens. Each one revealed a 5-cluster solution in which three profiles were similar for mother and father. alternative theories of developmental dyscalculia are offered demonstrating that not only magnitude representation seems to be impaired. Here we have filled this gap by recording an extremely detailed profile of DD and directly contrasting five alternative theories of DD in 9-10 year-old primary school children. we discuss new findings of atypical development of numerical skills in children on a behavioural as well as neuronal level. and in the adolescent and emerging-adult samples separately. and on the economic status of countries. Developmental Dyscalculia. Based on profound knowledge about the development of numeracy. longitudinal examination over more than six years stresses the assumption of an adverse prognosis of specific developmental disorders and emphasizes the importance of early diagnostics and treatment. and Insecure – Non-controlling profiles. inhibition and spatial processing were also proposed to underlie DD.. in adolescence and emerging-adulthood: Secure – Autonomy-supportive. and they are becoming even more crucial with the increasing role of technology in contemporary society. None of the results supported the MR theory of DD. various domain general functions emerged as strong markers of impaired function in DD. We used both behavioural and neuro-imaging tasks and used practically all available measures of the MR. Four hierarchical cluster analyses were carried out using Ward’s method. It is important to gain a clear understanding about typical as well as atypical development of numerical competencies. Mantzouranis. In particular. The aim of the present 157 . Finally. 2012) for psychological control dimensions. However. Contrasting alternative theories of developmental dyscalculia Denes Szucs University of Cambridge (United Kingdom) Developmental dyscalculia (DD) is a learning difficulty thought to be specific to mathematics. In contrast. WORKSHOP WK4 Numbers and calculation – atypical development. and the brain 09:00-10:30 | Room 210 Amphipôle Chair : Karin Kucian University Children's Hospital Zurich (Switzerland) Disscussant : Denes Szucs University of Cambridge (United Kingdom) Numerical abilities are essential in our everyday life. in the same vein. the MR theory has never been explicitly contrasted with the range of alternatives in a systematic fashion. new intervention and teaching strategies can be developed and consequences on diagnostic criteria and policy are requested. diagnostics. Despite the relatively high prevalence of specific numerical learning disorders. Insecure – Achievement-controlling. for mother and father relationships. and the brain Numbers and calculation – atypical development. Profiles characterized by high scores of Dependency-controlling were specific to mother relationships. general processing speed and socio-economic status. Low numeracy skills have a negative impact on the employment prospects and mental and physical health of individuals. To assess the links between these profiles and identity formation of male and female adolescents and emerging adults. Currently dominant cognitive neuroscience theories of DD suggest that DD originates from the impairment of the magnitude representation (MR) of the human brain.Autonomy-supportive profiles were linked with highest scores of identity formation processes. et al. Strikingly. a disconnection syndrome ? Karin Kucian University Children's Hospital (Switzerland) Numerical understanding is important for everyday live. Parents-child relationships were assessed using IPPA (Armsden & Greenberg. DD and control participants were completely matched on reading skills. attention. which could underline the important role of parents in identity formation during emerging adulthood. Moreover. For children with developmental dyscalculia numbers and magnitudes display profound problems that are supposed to base upon neuronal impairments of key regions for numerical understanding. diagnostics. In the present symposium. residing in the interparietal sulculs (IPS). MANOVAs were conducted and showed that Secure . The theoretical and practical significance of findings will be discussed. verbal and non-verbal IQ. only few research projects focus on this clearly high priority area. or from impaired connections between number symbols and the MR. Participants were carefully filtered from a pool of 1004 children and took part in 15 standardized tests and 9 experiments. They also showed stronger links between parent-child relationships profiles and identity processes during emerging adulthood than during adolescence. impairment of working memory. 2010. new insights about neuronal correlates of developmental dyscalculia are presented. Our sample consisted of 1088 emerging-adult undergraduate students and 464 adolescent high school students. difficulties with numeracy are very common with a prevalence rate between 3 to 6%. However. we analyzed the links between these relationships and adolescents and emerging adults’ identity formation. Vignoli & Mallet. et al. behavioural research offers several alternative theories for DD and neuroimaging also suggests that impairments in DD may be linked to disruptions of other functions of the IPS than the MR. besides the MR. which enhance our understanding of specific learning impairments in math and might offer an additional approach for diagnosing dyscalculia. Identity was assessed using DIDS (Luyckx. Nevertheless. we show that the time-point of diagnosis has an important impact on the predictability of the further developmental course.adulthood. Second.

This was only effective when reliable brain activations of both tasks were employed simultaneously. Contrary to this. region of interest analysis exhibited most prominent deficits in fibres of the superior longitudinal fasciculus adjacent to the intraparietal sulcus. results concerning the persistency of dyslexia and dyscalculia over six and a half years will be presented. e. Overlap in deviant activation was low for the dyscalculic children indicating that dyscalculia is a disorder that is characterized by heterogeneous brain activation differences. temporal and frontal regions in children with developmental dyscalculia and therefore raise the question whether dyscalculia can be seen as a disconnection syndrome. either analyzing one group or comparing two or more groups. revealed reduced fractional anisotropy in the superior longitudinal fasciculus in children with developmental dyscalculia. Dyscalculic and typically achieving children were confronted with a non-symbolic number comparison and a nonsymbolic exact addition task during fMRI acquisition.and long-term course of dyscalculia and dyslexia Juliane Kohn University of Potsdam (Germany) The study focuses on the short. Diagnosing dyscalculia on the basis of single case fMRI methods: promises and limitations Helga Krinzinger University Hospital Aachen (Germany) FMRI-studies are mostly based on a group study approach.g. The third assessment was conducted six and a half years after the first one. Besides the short-term course. our results outline deficient fibre projection between parietal. the first results support the assumption of an adverse prognosis of specific developmental disorders and emphasize the importance of early diagnostics and treatment. it aims to assess factors influencing the academic development. Using cluster analysis. The first results indicate that only about 30% of all children with specific developmental disorders had improved their achievement to an average level in the specific partial performances at measurement point 2. Dyscalculic children seemed to compensate a relative under-activation in lower visual cortex through an up regulation in higher visual areas. It investigates the prognoses of children with dyscalculia as well as dyslexia identified in primary school age. the interaction of emotional and behavioural disorders and academic achievement will be investigated. which is thought to be the core region for number processing. 158 . isolated reading disorder and a combined reading and spelling disorder) to assess if the stability rates differ between the types of disorder. Our understanding of developmental disorders may be improved when including a profile of fMRI activation patterns from several cognitive tasks. and 40% even fulfilled the diagnostic criteria for developmental dyscalculia. In this study we investigate the potential of fMRI-techniques focusing on individual differences in brain activation.and long-term course of specific developmental disorders in a community sample. To conclude. cluster analysis techniques served to investigate similarities in brain activation patterns and visualize the more holistic between-subject relations.to 15-year-old children and adolescents were examined. Additionally. healthy controls and diseased populations or on approaches that correlate brain activity with clinically relevant criteria or behavioral measures. In addition. Especially. The initial sample consisted of 2281 6. 1579 8. Nonetheless dyscalculic children can be differentiated from controls when appropriate methods are used. Overall. we tried to identify dyscalculic and typically achieving children according to similarity of brain activity. Conventional second level analysis only showed slight differences around the angular gyrus bilaterally and the left parieto-occipital sulcus. The main finding. we will focus on factors influencing the prognoses of specific developmental disorders. Within the second assessment. present results highlight the importance of considering broader domain general mechanisms in diagnose and therapy of dyscalculia. Analyses based on statistical procedures suggested by Crawford and coworkers revealed that dyscalculia is characterized by individual differences predominantly in visual processing areas. White matter integrity and behavioural measures were evaluated in 15 children with developmental dyscalculia aged around 10 years and 15 matched controls. We introduce a single-case analysis approach which contrasts non-typically achieving children (in the domain of mathematics) with a control group of typically achieving children. The study refers to the three measurement points of the Potsdam Longitudinal study that started in 2005. on average two and a half years later. In a second step. an early diagnosis in the first grade caused unstable results. Short. Most of the children with an arithmetic disorder diagnosed in grade 2 or later had persisting arithmetic difficulties (90%).study was to investigate possible differences in white matter fibres between children with DD and controls using diffusion tensor imaging. Since the superior longitudinal fasciculus is involved in the integration and control of distributed brain processes. obtained by a whole brain group comparison. Additionally.to 12-year-old school children. We conclude that dyscalculic children show large individual differences in the global and local aspects of brain activity. Children with reading and spelling disorders could be divided into three groups (isolated spelling disorder.

THEMATIC SESSIONS TS4. Both the game based intervention and the results will be presented and discussed. The aim of this EU project was to design a primary intervention using innovative Serious Games technologies aimed at raising awareness and knowledge about the nature and consequences of dating violence behaviours. participants responded to the Online Cognition Scale (Davis. and alienation to peers Assunção Raquel. age and socioeconomic status will be analyzed. Adolescents are increasingly engaged in this way of communication. In the first one. Current international prevalence estimates vary considerably due to variations in definition. The relation between parental communication. This presentation is based on the data from the Swedish experimental. adolescents parental and peer attachment and their interpersonal skills. Wittenberg & Reis. Bolin Margareta1 1 2 University West Trollhättan (Sweden) Örebro University (Sweden) When it comes to relationships and sexuality parents are one of an adolescent’s primary socialization agents. Bolin Anette. Despite the Internet’s widespread use by adolescents. it is expected that alienation plays a mediating role in the association between parental attachment and problematic use of internet. and psychological violence. Parents also answered questions concerning the degree to which they talk to their teens about sexuality online and offline. For most young people in the Western world. Great Brittain. We used the Father/Mother Attachment Questionnaire (Matos & Costa. values and control strategies. the result indicates that parents to girls versus boys. Facebook use: associations with parental attachment. 2002) and the Generalized 159 . However.(n = 72) and control group (n = 55). The control group did not differ between the pre.30% of both adolescent girls and boys experience physical violence in dating relationships. In Sweden. values and control strategies regarding sexual activity on the Internet are related to parental communication. Previous studies have focused on traditional contexts for sexual activities (sexual and romantic relationships offline). In the current study 601 parents and their teenagers were included (grade 7 = 297. Both exeperimental. Two mediating hypotheses will be tested.and offline Sorbring Emma1. Changing attitudes to dating-violence – a game based intervention Helsing Bo. values and control strategies in traditional contexts. the Internet is a well-known and highly utilized arena. interpersonal competence.5 hour on two different occations on the game. To assess facebook use. as well as the adolescent’s sexual activity online and offline will be further analyzed and presented. Preliminary analyses indicate a strong relationship between parents' on-and offline values. the most used social network worldwide. Parents answered questions about what values they have towards adolescent’s sexual activities online and offline. and avenues for help-seeking for those directly and indirectly affected by these issues. from both genders and different socio-economic statuses. 1987). Parents were also asked to what extent they felt that parents should monitor and communicate with their children about online and offline sexual activities. values. as well as parents to younger versus old teenagers differ on their ratings. and it is important to understand the role of this powerful tool in psychosocial development of adolescents. University of Porto (Portugal) Facebook is. Matos Paula Mena Faculty of Psychology and Educational Sciences. The experimental group spent about 1. and coercive control. nowadays. Three components of parenting have been explored in the literature and been shown to be positively related to healthy sexual behavior in adolescence: communication. values. 2001). the Interpersonal Competence Questionnaire (Buhrmester. The sample consists of 700 adolescents between 14 and 18 years old. Hallberg Jonas1. & Besser. it is typically agreed that such violence reflects a range of behaviours that includes physical. Flett. the availability of sexual material and conversations about sex and gender has increased dramatically in the past years. Although current research has focused primarily on physical and sexual violence. Adolescents were asked about their experiences with sexual activities online and offline.1 USE OF SOCIAL MEDIA 09:00-10:30 | Room 340 Amphipôle Chair : Bo Helsing University West Tollhättan (Sweden) Parental communication. and to what extent parents tried to control these activities. Costa Patricio. the moderation effects of gender. The experimental group also had significantly more negative attitudes towards aggression after taking part in the game than before. In the second one it is expected that interpersonal competencies mediate the association between alienation and problematic use of internet. 1988) and the dimension Alienation to peers of the Inventory for Parental and Peer Attachment (Armsden & Greenberg. and control strategies in relation to adolescents’ sexual activities on. Sorbring Emma University West Tollhättan (Sweden) ‘Adolescent dating violence’ refers to interpersonal violence which occurs during adolescent romantic relationships. Furman.and the post-test. there are few studies that examine how parental communication. and control strategies. Finally. grade 10 = 304).(from those that tooked part in the intervention) and control data were collected. The aim of the present study is to understand the relationship between facebook use. Comparing the experimental group on the preand post-test measures indicated that the teenagers taking part in the intervention had significanlyt more knowledge about dating violence after the game than before. but broadly suggest that between 10% . Belgium and Germany the game based intevention was tested in schools. as well as providing education regarding the appropriateness of responses to dating conflict scenarios. Skoog Theresé2. Both girls and boys (16 years of age) took part in the study. sexual.

Many researchers agree that meeting an online stranger represents one of the most dangerous online risks. they believed that “their stranger” would respect refusal (specific risk perception). feeling sick) and stayed passive during the rest of the meeting. Ruiz-Olivares. they did not leave. bullying through new technologies (Slonje. they slowly prepared their escape by making excuses (e. significant differences appeared showing a higher impact of the program on boys. The objective of this work has been to evaluate a psycho-educational program. Janasova Katerina2 1 2 Institute for Research on Children. evidences not only its advantages and possibilities but also its disadvantages and problems (Del Rey. TS4. We ascertained that actual risk prevention was related to general and specific risk perception. in particular their competence in mathematics. teachers and parents during three months. feeling that it would be awkward to directly express their aversion and leave immediately. which are connected to attitudes toward meeting strangers in general and toward the specific stranger they met. For 160 . 2010). Andre Lucija3 . and particularly of social networks.g.2 CONCEPT FORMATION IN INFANCY Chair: Sid Kouider CNRS and Ecole Normale Supérieure (France) Identification of predictors of early literacy Reljic Gabrijela1. 2012). Bystanders show a reduction of the interpersonal addiction to the Internet. For the Serbian sample. it’s almost alarming that when strangers’ behavior made the girls uncomfortable and reluctant to continue the meeting. From a gender perspective. Klemenovic Jasmina 1 09:00-10:30 | Room 321 Amphipôle University of Luxembourg (Luxemburg) Durham University (United Kingdom) 3 University of Amsterdam (The Netherlands) 2 Reading skills provide a crucial foundation for children’s success at school and beyond. multilevel models indicated that a baseline assessment administrated in the child’s mother tongue at the age of 5. little is known about the motives behind adolescents´ decisions or the behaviors connected to these meetings. Ortega Rosario1 1 2 University of Cordoba (Spain) University of Seville (Spain) The increased use of the students of the Internet. Youth and Families. Smith. It focuses on their risk prevention attempts before and during the meetings.. 2009) and the excessive use or dependence of the Internet (Casas. Its use provides many benefits and may help with their development. the results of this study can enlighten some predictors and processes of the news ways of creating and maintaining social relationships in adolescence.Problematic for Internet Use Scale (Caplan. specific risk perception was relatively low. A clear example of the latter are cyberbullying. Casas. The results show an improvement in the reduction of the referred risks. Ferring Dieter1 . Good progress in reading and mathematics in the earliest years constitute the most important factors which continue to play a role at the age of 11. addiction and cyberbullying Casas José A1. the repeated measurements ANOVA show that the cyber-victims reduced their inadequate perception of control of the personal information that they display on the Internet so as their involvement as victims of cyber-bullying and even of traditional. and phonological awareness. 2013). at age 7. Negative experiences with meeting online strangers: Adolescent girls’ risk prevention Dedkova Lenka1. In particular. Rather. Bully-victims had lower levels of cyber-aggression. and two years later. etc. Children in the Serbian sample were assessed twice: on entry to school. Yet. & Frisén. having prepared an SMS. gender. del Rey Rosario2. Children in the Luxembourgish sample were assessed once. Masaryk University Brno(Cezch Republic) Faculty of Social Studies Masaryk University Brno (Cezch Republic) The vast majority of adolescents use the Internet on a regular basis. in preschool. the inappropriate management of privacy or its invasion (Fogel & Nehmad. vocabulary. A quasi-experimental design was used with a participation of 893 pupils . such as having a friend nearby. Girls who perceived general risks as real made several precautions. The sample involved children age 5 to 7 from Serbia (N = 159) and children age 4 to 6 from Luxembourg (N = 174). Regarding risk prevention during the actual meetings. This paper focuses on meeting “online strangers” offline. We examined the predictive value of a range of variables associated with young child on their later literacy. & Ortega-Ruiz. & Ortega-Ruiz. so as perceived their school to have less security problems and negative interactions among peers. aged 5. which is one of the new risks closely connected to adolescents’ increased need for intimacy and close relationships. However they also show that the psycho-educational intervention has a differential impact depending on the role of involvement in cyberbullying. As there is a lack of studies in this field of research. as most studies on the subject are of a quantitative nature. Interestingly. Cyber-aggressors reduced their addictive use of the Internet and their involvement on the phenomenon. The present study is based on the analysis of 14 semi-structured interviews with adolescent girls who claim to have had negative experiences with meeting online strangers. These findings are further discussed and recommendations for practice are made. 2013).595 experimental and 298 control –. Merrell Christine2 . Reducing cyber-behavior risks by working in schools: privacy. developed in secondary education schools with the aim of reducing the above-mentioned risks by means of training and rising awareness of pupils. Even when girls were aware that any stranger might harass them (general risk perception). but it can also bring substantial risks. were the most significant predictors of children’s early literacy at the age of 7 after controlling for age.

. Our results show that the children imitated selectively the relevant steps of the action sequence if they unambiguously understood the model’s goal. 1995. Vygotsky/Sakharov Blocks (V/SB). N=84. Wurmbrandt Eszter Eötvös Loránd University. we found a late slow wave showing a non-linear profile at the expected perceptual thresholds. Institute of Psychology (Hungary) Recently. 1998. in which the children were instructed to copy the action as faithfully as they could.the Luxembourgish sample. Materials (V/SB) of the study consists of 22 wooden blocks of five colors. However. to circumvent this problem. Study 1 aimed to test how selectively the children imitated when they were motivated to learn a new process and they were not given any extra instruction. Context-dependent imitation in preschoolers Egyed Katalin. Sakharov. All the blocks have one of the labels cev. Carpenter et al. phonological awareness and competence in mathematics at the age of 5 were significant predictors of literacy at the same age. several studies have demonstrated that preschoolers tend to overimitate the causally irrelevant actions of a model (e. and children of seasonal agricultural workers who live in makeshift tents). Horner & Whiten. V/SB is a method of double stimulation and developed by L. 161 . economical and historical elements in a given society. middle-class subjects who live in industrialized Western societies is critical. 2007). two heights. Dehaene Stanislas3. We recorded event-related potentials (ERPs) while 5.g. but undergo a slow acceleration during development. Stahlhut Carsten2. six different shapes. cultural. hyperactivity and impulsivity).. mur. These results reveal that the brain mechanisms underlying conscious perception are already present in infancy. in a metropolitan city center. studying children who are not from the same cultural background as overly represented white. We hypothesized that the extent of selectivity could vary depending on the interpretation of the imitation paradigm context. which is also known as ‘the concept formation test’. A neural marker of perceptual consciousness in preverbal infants Kouider Sid1. Data will be derived from 4-to-6 year-old children. Purpose of the present research is studying the process of concept formation in its several developmental phases in southern part of Turkey. and to reveal the processes involved in concept formation. and lag written underside them. in villages. How. 12 and 15 month-old infants viewed masked faces at various levels of visibility. Studying the Process of Concept Formation in Different Socio-Cultural-Economical Contexts Ozgun Ozkan. then. already exists in infants. Nielsen & Blank. both infants and preschoolers show selective imitation as well (e. and two sizes. these results suggest that the children’s imitative behaviour is flexible and context-dependent. preschoolers were sensitive to the social context of the imitation paradigm and they imitated the model guided by their social motivations when they followed more faithfully the Ingroup model than the Outgroup one. Since different socio-cultural milieus provide some substantial variations in environment that would be impossible to produce in the laboratory. However.g. We applied the same action sequence with three relevant and three irrelevant steps in each study and the model had an explicit and clear goal. 2002. However. they imitated more faithfully when they were asked to copy the model. studying this issue in infants remains challenging because they cannot report about their own thoughts. Lyons et al.g. Gergely et al. In Study 3 we applied two conditions: While in the Ingroup condition the model wore a bracelet that was similar to the child’s bracelet. we studied whether an electrophysiological signature of consciousness found in adults. Collected data will be analyzed and interpreted in the framework of socio-cultural historical theory. Study 2 was a memory control. vocabulary. Gelskov Sofie1. Meltzoff. Finally. will be utilized to collect data from the participant children. Erden Sule. Dehaene-Lambertz Ghislaine3 1 CNRS and Ecole Normale Supérieure (France) Technical University of Denmark (Denmark) 3 INSERM and CEA (France) 2 Studying the neural basis of consciousness has been made possible in adults by mapping subjective reports to their neurophysiological underpinning. this late component shifted from a weak and delayed response in 5-month-olds to a sustained and earlier response in older infants. in order to study formation of new concepts. 2005) even if it is unnecessary and inefficient (e. We present three studies that tested the flexibility of imitation in preschoolers. Together. In all age groups. corresponding to a late non-linear cortical response to brief pictures.. 2011). might one test whether the brain mechanisms for conscious access are already present in infancy? Here. Over & Carpenter (2012) point out that we can resolve this paradox by attributing both learning and social motivations to them. after controlling for age. bik. who live in four distinct socio-cultural-economical milieus (children who live in orphanages. gender. in the Outgroup condition the model wore a different one. However. The level of parental education in the Serbian sample and the children’s behaviour in both samples proved not to be significant. mother tongue and behaviour (inattention. Aydilek Ciftci Munire Cukurova University Adana (Turkey) As stressed by Luria (1976) cognitive development and processes directly influenced by social. This study has important educational implications suggesting that practitioners should assess children at the start of school and act upon the outcomes of those assessments in order to avoid later reading problems for both language-majority and language-minority children.

The purpose of this study is to clarify this issue. obtained by using the second-order false belief tasks in theory-of-mind research. Children were interviewed in the kindergarten individually in a separate room by a female interviewer. For the present study. Wang.28. and 135 girls. little is known about whether the social display rules are related to only the second-order beliefs or the general second-order mental states including both beliefs and intentions. 6 and 8 years. predicting that children would preferentially give to the rich experimenter because.Appearance of gender-typed topic selection in reminisce Tõugu Pirko. and (3) children who spontaneously helped gave fewer sweets to the rich experimenter.56.16. The results showed that (1) children had a preference for giving sweets to the rich experimenter. but variance decreased with age as older children shared more equally. Tulviste Tiia. Following the token-game was a helping task in which an experimenter accidently tipped over a cup of tokens. In a token-game players repeatedly took turns to pay a token to buy sweets from a machine. when they were about 4 years old (M = 4.56. Furthermore. Each subject-verb clause or single content word answer by the child received a content code (agency. secondly.03. unlike the poor experimenter. Results are discussed in the light of autobiographical memory development and gender identity development. By contrast. (2) the mean number of sweets given to the rich experimenter did not depend on age. TS4. Autobiographical memory is influenced by the cultural context and the social experience of the child (e.27. and there were no gender differences in the amount of information provided during the interviews. 2004). Participants (n=47) were 4. including both beliefs and intentions. Conclusions: These results suggest that social display rules develop and become sophisticated during childhood. range 5. t (32) =2. the rich experimenter could reciprocate. p=.04-5. At the same time. testing for participants’ tendency to spontaneously help by clearing up. girls provided more information about the social context of the event and about aspects that fell into the co-agency category. Participants played with two experimenters who were either token-rich or token-poor. The second-order false belief tasks were also significantly associated with both the apparent emotion questions and the second-order intention questions. (2) amount of strategic behaviour would vary with age. Suits Kristi University of Tartu (Estonia) Autobiographical memory develops during the preschool years when children learn to provide accounts of themselves and their experiences. the percentages of correct answers given to the apparent emotion questions and the second-order intention questions increased with age. if their prosocial behaviour can be motivated by self-interest.020.e. 5-7 year-old boys talked more about aspects falling to the agency and rest category than girls. SD = 0. t (46) =2. but become more detailed and elaborate along with children’s cognitive and language development and based on children’s social experience (Nelson & Fivush. social content. in which case the player chose another player to share it with.g. Kenward Ben Uppsala University (Sweden) This study investigated whether young children can be strategically prosocial. the apparent emotion questions. p=. Participants were then required to answer the following questions: the real emotion questions.048. predicting that children who gave more sweets to the rich experimenter would be less likely to spontaneously help. co-agency. Previous findings. Also. 275 children were interviewed twice: first. It was a semi-structured interview consisting of questions relating to two events in the lives of the children: their last birthday and the last weekend. The machine sometimes provided an extra sweet. Participants were also instructed to carry out the standard secondorder false belief tasks. before entering school at the age of six approximately (M = 6. rest). Strategic motivations for prosocial behaviour in young children Eriksson Malin. Levene’s W = 4. and the second-order intention questions.42). and not simply second-order beliefs. several gender differences appeared when data of the second interview was analyzed. 162 . Results: Almost all participants gave correct answers to the real emotion questions. participants grasped all of the tasks’ situations. there were practically no gender differences in the content of the reminiscing talk during the first interview. nonsocial. They listened to stories in which it would be appropriate for a protagonist to feel either a positive or a negative emotion but only while concealing that emotion from another protagonist. 140 of the participating children were boys.1. 2004). At the same time. SD = 0.12-7. The second-order intention questions were significantly associated with the apparent emotion questions. Children’s recounts of past events became longer with age.35). Therefore. Method: Elementary school children in the second and fifth grades and university undergraduates participated in this study. We had the following hypotheses: (1) children would behave strategically when deciding who to give sweets. At the beginning such accounts are skeletal.3 SOCIAL DEVELOPMENT Chair: Valérie Tartas Université de Toulouse (France) Children's Understanding of Display Rules Related to Second-Order Mental States Hayashi Hajimu 09:00-10:30 | Room C Amphipôle Okayama University (Japan) Introduction: This study investigates the development of the understanding of social display rules. suggest that the display rules required recursive cognition about others’ mental states. i. and (3) children willing to sacrifice equal distribution for the sake of strategic considerations would be less motivated by genuinely altruistic concerns in other situations. range 3. these findings indicate that understanding the distinction between real and apparent emotion requires the understanding of general second-order mental states. Then topical utterances were coded for content. However. which establish the distinction between real and apparent emotion.

rewards or burdens). The examination revealed young children’s sense of fairness in their reasoning 163 . little research has been conducted on how they regard the fair distribution of “burden” such as work responsibilities. for the period of three semesters. Four participants rewarded themselves when they had produced more yet chose equal distribution of burden allocation. Toda Yuichi2 1 2 Kwansei Gakuin University (Japan) Osaka University of Education (Japan) Although the fairness reasoning of children on the allocation of “rewards” has been studied extensively. In the reward interview. Gonida Eleftheria Aristotle University of Thessaloniki (Greece) The study aimed to investigate avoidance of academic help seeking during adolescence. Petty & Passos. The aim of this paper is to present a possible contribution to the discussion. Results show that playing games in an intervention context. 2002).. groups of children from the Fundamental School. The practice in seeing children with learning disabilities at the Laboratory of Studies about Development and Learning (Institute of Psychology. and at the same time. Considering this possibility. how to stimulate autonomy and create a cooperative and respectful environment. cognitive and metacognitive factors such as prior achievement and cognitive and metacognitive strategy use. 2012). et al. the examination of the antecedents of help seeking avoidance has emerged as a significant domain of study. Avoidance of help seeking refers to instances when a student needs help but does not seek it. University of Sao Paulo). Distributive Justice : Young Children’s Fairness Reasoning on the Allocation of Rewards and Burdens Hashimoto Yuko1. As an avoidance strategy.e. the game context becomes an interesting situation in which it is possible to learn about how children behave and interact. little research has examined whether the development of children’s distributive justice reasoning differ depending of the objects to be distributed (i. The present study conducted two interviews with Japanese pre-schoolers: (1) the fair distribution of clean-up jobs and (2) that of rewards-for-work. the additional analysis was conducted on other distributive choices examining views on fairness by looking at the reasons why they did not choose the other options. 2005. that children who are less spontaneously helpful are more likely to do so. Social Development in a Game Context Petty Ana Lucia. In the clean-up interview. Candidates were then asked how A and B should clean up the toys. Thus. The participants were then asked how rewards should be distributed. what limits must be defined. two of Piaget's books (1932. However. The results indicate that young children can strategically select a recipient to share with. using problem-solving situations.. self-esteem and self-efficacy beliefs. develop reasoning and construct favourable attitudes (Petty e De Souza. it enabled children interact and establish a better quality of relation. what can be allowed per age. describing highlights of a successful initiative. in early and middle adolescence. Petty et all. & Toda. De Souza. are daily made. which may be explained by the specific nature of the kindergarten culture. aged 7-11 years old were seen by professionals who organized activities in a game context (Macedo. Social development is a fundamental subject that challenges professionals who work with children and teenagers. and contextual factors as perceived by the students themselves. 2012) and examine the reasons that evasions of work responsibilities are considered pertinent (Hashimoto & Toda. challenging them to play. Specifically. For the last 23 years. but solutions are not always satisfactory. metacognitive and motivational profile are more likely to adopt help seeking avoidance behaviors. As a consequence. Preliminary data analyses indicated that students who are more vulnerable in terms of their cognitive. it is linked to maladaptive patterns of learning and potentially dropping out of school. Being so. 1997. de Souza Maria Thereza Institute of Psychology. and that younger children are more likely to break fairness norms when selecting a sharing recipient. In the present study a number of both personal and contextual factors are examined in regard to their potential contribution in the development of help seeking avoidance. such as perceived classroom goal structures and perceived parent goals were examined in the present study. 1945) bring significant data to discuss the importance of playing games to the learning and development process.044. they were shown the situation where A was more productive than B in making decorations for the classroom. In both of them he describes the act of play as a social. Predicting help seeking avoidance: The role of personal and contextual factors Chatzikyriakou Glykeria. spontaneous and also necessary infant activity. motivational factors such as students’ personal achievement goals. 2012). The results will be discussed in light of recent theory and implications for educational practice will be pointed out. also identifies the same questions and there is a permanent search for creative solutions. 2012).p=. Significant developmental differences were also found indicating that older students are more likely to get engaged in help seeking avoidance behaviors. The authors have investigated how young children distribute the clean-up jobs in their classrooms (Hashimoto. Ikemori. the participants were shown a picture of two classmates (A and B) and also shown the situation where only A played with toys. The results showed of the twenty four participants nineteen chose an equal distribution of both reward allocation and burden allocation. A sample of 392 (1st and 3rd grade) secondary school students completed a set of self-report questionnaires measuring the above referred variables. Such results are considerably different from previous studies (Hashimoto. 2000. Questions such as how to guarantee adequate behaviour. based on cooperation and mutual respect. making it possible to put clear limits and simultaneously favour autonomy. University of Sao Paulo (Brazil) In the field of Developmental Psychology. stimulated changes in attitudes and social behaviour.

and country of origin. young people returning to their country of origin may no longer find the symbolism they created while abroad because it no longer makes sense. and Switzerland. individuals generally become more and more capable of forming strong and selfendorsed identity commitments. Thus. exploration in depth and ruminative exploration.2. The aim of this study is to examine the contribution of psychological (identity dimensions) and contextual (being in university student and being employed) factors on sense of adulthood among Turkish emerging adults Data was collected from 312 participants. despite some fluctuations over time. we concentrated on individuals exposed to frequent physical moves (diplomats). In this study identity development was investigated as specific identity dimensions that are commitment making. changed over time. They were transcribed and then analysed using a comprehensive and adductive approach. results indicated that.e. In order to determine identity dimensions. but these exploration processes became increasingly associated with ruminative exploration and depressive symptoms in the late twenties. To work or being university student are also crucial contextual factors for sense of adulthood. with the highest levels occurring in emerging adulthood. From our results. exploration in breadth. Findings revealed that commitment was positively and ruminative exploration was negatively related to sense of adulthood. Klimstra Theo1. Identity development is important psychological element in emerging adulthood period. Turkey. identity exploration seemed to become less functional when individuals were in their late twenties as compared to their late teens or early twenties. the individual is constructed through gradual interactions arising not only from cultural elements but also from symbolic physical spaces. Such function reflects the connection of an individual with a symbolic physical space: place of birth. Implications for identity theorizing and the emerging adulthood conception are discussed.834) investigated age trends from ages 14 to 30 for these different commitment and exploration processes.TS4.. Symbolic spaces tie up youngsters to a particular territory but also to a family or bloodline and identify them at some point in live. Using a recently developed five-dimensional identity model capturing processes of identity formation and evaluation (i. Our data were collected through a set of thirteen interviews with adolescents in India. the functionality of these identity processes. Duriez Bart1 . and especially of exploration. we can safely state that places may serve an anchoring function and thus play a continuity role. Beyers Wim3 1 2 KU Leuven (Belgium) University of Tilburg (The Netherlands) 3 Ghent University (Belgium) Personal identity formation constitutes a crucial developmental task during the teens and twenties. Being employed was positively related to sense of adulthood. 164 . and ruminative exploration). Exploration in breadth and exploration in depth were strongly related to commitment processes especially in adolescence and emerging adulthood. 160 . exploration in breadth. exploration in depth. transition to adulthood prolonged. identification with commitment. Due to social and economic changes. and Depressive Symptoms Luyckx Koen1. we place a particular focus on the construction of meaning and how it contributes to development in a socially and culturally dominated context. Functionality. Thus. However. the following item was used: “Do you think that you have reached adulthood?”. indicating that with increasing age. both commitment processes tended to increase in a linear fashion over time. and three items from The Identity Stage Resolution Index was used to determine sense of adulthood. A particular semantic field emerged: origins / roots. Consequently commitment and to employment are important factors for sense of adulthood among Turkish emerging adults. the anchoring function usually leads back to the beginning of life.4 IDENTITY PROCESS IN ADULTHOOD AND EMERGING ADULTHOOD 09:00-10:30 | Room 413 Amphimax Chair: Deniz Gyger Gaspoz Haute Ecole Pédagogique Vaud (Switzerland) Personal Identity Processes from Ages 14-30: Age Trends. We seek to understand how and why a space becomes symbolic during adolescence by addressing the following question: how do individuals become attached to places and what learnings can we derive in development terms? To that end. which we shall refer to as people in geographical moves. As expected. The Effect of Identity Dimensions and Employment on Sense of Adulthood among Turkish Emerging Adults Morsunbul Ümit Aksaray University (Turkey) Emerging adulthood is defined as life stage between adolescence and young adulthood. Van Petegem Stijn3 . identification with commitment. In this sense. Apparently. commitment making. these symbolic physical spaces are dynamic in nature and subject to external contingencies. From a sociocultural standpoint. Exploration in breadth and exploration in depth were characterized by quadratic trends. The relevance of symbolic physical spaces in the construction of identity during adolescence Gyger Gaspoz Deniz Haute Ecole Pédagogique Vaud (Switzerland) We intend to examine the role of symbolic physical spaces in identity development during adolescence. However. of the participants were university students and 152 were nonstudents. development scale and to determine whether participants define themselves as adult. Further. this cross-sectional study on a large sample of Belgian adolescents and emerging adults (N = 5. a detailed view on age trends in identity formation from the teens throughout the twenties has not emerged fully from previous research efforts. Sense of adulthood is influenced both by psychological and contextual factors. city in which he/she grew up.

Luyckx et al. autonomy. Rubini. DIDS (Luyckx et al. environmental mastery. Crocetti. self-acceptance and personal growth (Ryff. The results. Francis Université Bordeaux Segalen – Bordeaux (France) Adolescence is a transitional period characterized by progressive construction of a stable notion of personal identity (Jung. Strayer F. there was a modest increase in Diffuse-Worried among adolescents and young adults. To test these hypotheses. There were systematic linear increases in the relative frequency of Achieved and Foreclosed subjects as a function of age level. 2008). and in worker subsample with adjR2=. aged 19-27 (M=22). 2008). 2008) and Berzonsky’s conception of identity styles (Berzonsky.5 SCHOOL ENVIRONMENT AND PEER RELATIONSHIPS 09:00-10:30 | Room 414 Amphimax Chair: Cecilia Guarnieri Batista University of Campinas (Brazil) Children’s Judgments about Social Exclusion of Children: a Swiss Study Using Social Network Analysis Gruetter Jeanine1. Identity styles derived from Berzonsky’s model allow to predict social wellbeing in student subsample with adjR2=. defined as positive relations with others. 1960. A more dynamic approach to identity requires assessing iterative and recursive processes that underlie changing commitments throughout the life course. However. which identity dimensions/styles might be particularly useful for predicting psychological well-being. referring to a variety of identity theories: Luyckx’s five dimensions conceptualization (Luyckx et al. Although the fiveprocess model proposed by Luyckx is appropriate for young adults.21***. We also expect that these relationships are moderated by teachers' attitudes towards diversity. This trend was accompanied by a linear decrease in the number classified in Moratorium or in Diffused-Transition. Our study included 286 participants (127 girls & 159 boys) who were divided according to age into three contrast groups: 100 pre-adolescents (13 to 15 yr). Meyer Bertolt1. Malti Tina2 1 2 Department of Psychology. University of Toronto (Canada) As Western societies become more diversified. We examined age-graded effects in normative assessments of ego identity.20*** (students) and adjR2=. Meeus’s three dimensions (Meeus. ethnic and social-economic background (Maras & Brown. Compagnone Philippe. obtained in regression analysis. several countries have implemented policies fostering the integration of students differing in education. 1989) and identity. ISI (Berzonsky. Meeus.8% females). Findings support the theoretical notion that “Exploration” serves as the primary process for identity construction.. 2004) and Psychological Well-Being Scales (PWB. more general “Future Focus” evident among our pre-adolescent and adolescent subjects. Examining how adolescents and young adults re-evaluate existing identity commitments. There were no significant gender effects in these analyses. Luyckx’s five identity dimensions predict wellbeing at adjR2=. end-point view of identity development.. Ryff. regardless of the chosen identity model. who completed three identity questionnaires: U-MICS (Crocetti. 2006). In the present study. University of Zurich (Switzerland) Department of Psychology. purpose in life. who named their favorite classmates for three situations representing friendship among children.Which model of identity is the most useful to predict psychological well-being? Karas Dominika1. revealed that. Finally. peers with hyperactive behavior and peers from various ethnic groups). 2008). Rubini.24***. 2011). Meeus’s three dimensions predict well-being with adjR2=. Recent research argues that in contrast with Erikson’s dynamic theory.41*** in student and adjR2=. 1966). Cieciuch Jan2 1 2 Cardinal Stefan Wyszynski University in Warsaw (Poland) University of Finance and Management in Warsaw (Poland) Main aim of presented research was to verify the relationships between psychological well-being (Ryff. 1989). 2006. Erikson. 2000). 1998) and integrative schooling should thus be considered carefully. and whether these attitudes are influenced by their social networks. Therefore. the present study examines children’s attitudes towards peers with a minority background (i. heterogeneity can also lead to social exclusion (Graham & Juvonen. Children’s judgments and attitudes towards peers with a minority background were measured with behavioral 165 .e.10*** (workers). the aspects of identity formation (such as dimensions or styles) allow predicting psychological well-being. Meeus. 2000). Structured interviews were conducted with all children. We hypothesize that intergroup friendship leads to more favorable attitudes towards children with a minority background. 1989). TS4. 1997. we elicited social networks of a Swiss sample of 378 six to thirteen years old primary school children in 20 classrooms. All participants completed a French version of the adolescent identity scale (DIDS. and validate Marcia’s four-status identity model. and an absence of Diffused-Carefree among young adults. but these processes have not been investigated for different social groups (Killen & Rutland. and especially to examine. 1968. 93 adolescents (16 to 18 yr) and 93 young adults (19 to 24 yr). it is relatively insensitive to age-graded changes in the construction of mature representations of personal identity. Marcia. Intergroup friendship can potentially reduce social exclusion of “different” children (Maras & Brown. The participants were 417 students and workers (22.40*** in worker subsample. The results highlighted the important role of identity formation in achieving psychological well-being – positive psychological functioning. an exclusive focus on commitment and exploration results in a static. Developmental Processes in Emerging Ego Identity Mendiboure Frédéric . Luyckx (2006) proposed a five-process model of identity construction. 2004). “Making Commitments” and “Commitment to Identity” appear to emerge from an earlier. Kłym Maria1.

Positive consequences were observed for direct. 2011). Results from multilevel modeling indicated that direct intergroup friendships with children who have hyperactive behaviors are associated with more favorable behavioral intentions to include these children. but these processes have not been investigated for different social groups (Killen & Rutland. Currie et al.g. 2011). SD = 3. To test these hypotheses.55) were evaluated for ToM competences. were observed.2. Social behaviour was evaluated via prosocial-behaviour (SDQ. Lecce Serena1. Specifically. Cadima Joana2. 1997) and vocabulary (PMA. Pessanha Manuela2.. 1982). Emotion understanding was significantly associated 166 . Yasar Mustafa Cukurova University (Turkey) As Western societies become more diversified. Gresham & Elliott. 2000). Thirty-four classrooms. heterogeneity can also lead to social exclusion (Graham & Juvonen. examining the extent to which variables of the family. Bryant Donna M 1 2 School of Education. advanced perspective taking and mixed emotions. Harms. Department of Brain and Behavioral Sciences (Italy) University of Toronto Laboratory for Social-Emotional Development and Intervention (Canada) Aims: Children’s theory of mind (ToM) is crucial for social life (Hughes. 2002). social behaviour and control variables. 1989). Theoretical and practical implications are discussed. Level II Perspective Taking Task (Surtees et al. interpretive understanding. but not for indirect intergroup friendships. Bryant. & Clifford. Intergroup friendship can potentially reduce social exclusion of “different” children (Maras & Brown. The relation between theory of mind and social behaviour in primary school: an analysis of different components Nola Marta1.. We hypothesize that intergroup friendship leads to more favorable attitudes towards children with a minority background. Pinto Ana Isabel2. we were interested in children’s understanding of second order false belief. few studies included infant classrooms and. who named their favorite classmates for three situations representing friendship among children. 1962). This relationship was stronger when teachers were convinced of the benefits that diversity provides for their class. indirect intergroup friendships were only related to favorable attitudes if children perceived their classroom to be as diverse. Lau.Revised (ITERS-R. 2006. A Qualitative Meta-Analysis of The Studies On Classroom Management Published Between 2007 and 2012.. The present study takes as premise that ToM is a multicomponent ability (Apperly & Butterfill. The teachers’ attitudes towards diversity were obtained with questionnaires. This study is a preliminary phase of the project Infant transition to child care: parent-caregiver communication. Burchinal.. 1997 and SSRS. Polytechnic Institute of Porto (Portugal) University of Porto. Goodman.intentions of social inclusion.40 months. However. The main goal of the present study was to investigate the applicability of Infant/Toddler Environment Rating Scale . and whether these attitudes are influenced by their social networks. the present study examines children’s attitudes towards peers with a minority background (i. child care and family-caregiver communication influence infant adjustment. Therefore. Children’s judgments and attitudes towards peers with a minority background were measured with behavioral intentions of social inclusion. suggesting also the need to enhance the quality of Portuguese programs attended by infants. Thurstone & Thurstone. However. we elicited social networks of a Swiss sample of 378 six to thirteen years old primary school children in 20 classrooms. ethnic and social-economic background (Maras & Brown. Peixoto Carla2. mixed emotions comprehension (Gordis et al. 2011). Structured interviews were conducted with all children. Pinto. whose main purpose is to investigate infants’ transitions to child care in the first year of life. 1985). 1990) and peer nominations (Coie et al. We also assessed socio-economic status (FAS. in Portugal the Infant/Toddler Environment Rating Scale .3. furthermore. Method: 122 children (mean age = 93. and have demonstrated positive associations between quality and child development (e. In addition. 2009) and examined the role that different ToM components have on social behaviour. Pagnin Adriano1 .e. The teachers’ attitudes towards diversity were obtained with questionnaires. 2002) has not been used as a tool to assess global quality. We evaluated ToM components through: IInd Order False Belief Task (Wimmer & Perner. several countries have implemented policies fostering the integration of students differing in education. early education quality and infant adjustment (PTDC/MHC-CED/4007/2012). Theoretical and practical implications are discussed. Cryer. Droodles Task (Lalonde & Chandler. Results: Correlations showed no significant relations between scores on the different ToM tasks and different patterns of associations between ToM indices and social behaviour (supporting our view of considering them separately). Using the Infant/Toddler Environment Rating Scale – Revised to evaluate quality of Portuguese infant classrooms Barros Sílvia1. by examining the psychometric properties of data collected with the Portuguese translation of this instrument. We also expect that these relationships are moderated by teachers' attitudes towards diversity. and how these aspects of ToM relate to children’s social behaviour. for the relationships between pupils from different ethnic backgrounds. randomly selected. indirect intergroup friendships were only related to favorable attitudes if children perceived their classroom to be as diverse. 1998) and integrative schooling should thus be considered carefully. but not for indirect intergroup friendships. The results provide information that supports the applicability of ITERS-R to this new cultural context. Faculty of Psychology and Educational Sciences (Portugal) 3 School of Education. Polytechnic Institute of Viana do Castelo (Portugal) Researchers in several countries have measured and described child care quality. This relationship was stronger when teachers were convinced of the benefits that diversity provides for their class. & Sparling. 1994... Positive consequences were observed for direct. Malti Tina2 1 2 University of Pavia. 2000). for the relationships between pupils from different ethnic backgrounds. peers with hyperactive behavior and peers from various ethnic groups). 2006). Results from multilevel modeling indicated that direct intergroup friendships with children who have hyperactive behaviors are associated with more favorable behavioral intentions to include these children. Sylva et al. In addition.Revised (ITERS-R) in the assessment of Portuguese classrooms for infants..

Callous-unemotional traits. Youth who bully and youth who are victimized by peers both experience serious negative outcomes (e. Deliyanni-Kouimtzi Vasiliki Aristotle University of Thessaloniki (Greece) The nature and the types of school bullying. Reciprocal relationships between parental control. This research examines through qualitative and quantitative data analysis the developmental nature of social bullying and social victimization. child disclosure.002. r ≥ .7 years) and their mothers. r ≤ -. callous-unemotional traits. Low self-esteem was associated with victimization but not bullying behavior. whether important sources of parental knowledge predict less future involvement in bullying and victimization. impulsivity and narcissism) and protective (self-esteem. 2010). between parental control. The research study results demonstrated that social bullying and social victimization are related to developmental and cognitive factors.89) living in Cyprus who completed a battery of self-report measures. The sample consisted of 1. The children completed the Revised version of the Bullying and Victimization Questionnaire (Olweus. internalizing and externalizing psychopathology) across development. The findings suggested cross-sectional and longitudinal associations. Thus. one year later. and bullying Stavrinides Panayiotis. The objective of the current study was to examine possible risk (exposure to media violence.1% girls) adolescents (M age = 12. & Demetriou. proved to be affected by developmental factors. parental solicitation. family social support protected adolescents living in single-parent households from being victimized when their friendships were not supportive. These results showed that certain aspects of parent/child relationship (i. They also suggest that different ToM components have a different role in children’s social behaviour. Nikiforou Militsa University of Cyprus Nicosia (Cyprus) A predominant claim in the bullying literature suggests that one of the important reasons that explain why bullying is not dealt by parents is the lack of parental knowledge for the child’s experience. Self-reports of social victimization were collected from 989 primary and secondary Greek students and semi-structured individual interviews were conducted with 29 primary and secondary students from the same sample. when children were involved in bullying they were more likely to engage in an effort to hide it from their parents. Conclusions: Overall these results highlight the existence of close links between school-aged children’s ToM skills and their prosocial behaviour and peer relations. However. The same procedure was repeated six months later. since the majority of studies support that social and relational forms of bullying are common and prevalent among adolescents. child disclosure and parental control) were important in operating as a protective barrier against involvement in bullying and victimization. Georgiou & Stavrinides. narcissism best predicted which youth bullied..with positive social behaviour: peer acceptance and prosocial behaviour. In our study the participants were 347 early adolescents (mean age = 12. Fanti Kostas University of Cyprus Nicosia (Cyprus) Bullying is a major societal problem that affects close to half of all school-aged children.26.e. this research explains how developmental aspects of social bullying keep up with the developmental nature of friendship and peer relations. Droodles task was not associated with social behaviour. p ≤ . In this short-term longitudinal study we aimed at testing this argument in order to find whether prior involvement in bullying and victimization predicts less parental knowledge (e. 1993. which affect the various ways through which this type of bullying is being expressed and the meaning students give to social bullying. 2008) and their mothers completed an adapted version of the Parental Knowledge Questionnaire (Stattin & Kerr. r = . Georgiou Stelios . while family social support was a protective factor for both types of adjustment problems. family. In addition. 167 . Stavrinides.007. the findings provide support for the importance of taking both individual traits and contextual variables into account for understanding the development of bullying and victimization during adolescence. Additional. p ≤ . peer and school social support) factors that might be associated with bullying and victimization by employing a longitudinal.416 (50. Georgiou.004. The development of bullying and victimization during adolescence: Examining risk and protective factors. while bullying and victimization at Time 1 predict negatively all three sources of parental knowledge at Time 2.25. child disclosure) in the future. Specifically. p = . child disclosure and parental control at Time 1 predict negatively bullying and victimization at Time 2. advanced perspective taking was associated with prosocial behaviour. parental solicitation. 2000. We also tested the opposite effect. Social bullying and social victimization are significantly affected by specific developmental stages. Finally.g. two-wave design. whereas only impulsivity predicted victimization. Second order false belief and advanced perspective taking were correlated with peer rejection. Media violence exposure was a risk factor leading to both bullying and victimization.g. The results showed significant reciprocal relationships between sources of parental knowledge and bullying and victimization.6 RISK FACTORS AND BULLYING 09:00-10:30 | Room 201 Amphipôle Chair: Sonia Lucia University of Lausanne (Switzerland) Social bullying: developmental aspects Kalati Vasiliki.29. narcissism and impulsivity were longitudinally related to bullying. TS4. Findings also suggested that among psychopathy dimensions. that is.

it has been shown that high levels of support are associated with high well-being (Demaray & Malecki. Cis-IUL. Moral disengagement was measured as a score on Cognitive Restructuring/Blaming victim scale of an original instrument. deactivation of moral controls. ANOVA statistics revealed that (1) class membership affected moral disengagement scores and (2) its effect was significant even when bullying and sex were taken as covariates. victims. Clear examples of these kinds of research are to be found in particular in the well known works of Glen H. i. we found differences between roles in bullying regarding their perceived support. the relationship between behaviour in bullying and well-being is very complex and for that reason researchers started to consider the possibility that other variables might influence this relationship.12:30 | Room A Amphipôle Organized by Willem Koops. With this objective we conducted a cross-sectional study with 500 students from grades 7. However. Malecki & Demaray. there is not a rich whole of historical books and/or journals on the history of 168 . Lisboa. KEYNOTE K 4 CREEPING AND SCOOTING ON TWO LANGUAGES 11:00-11:30 | Room 350-351 Hamburger Amphimax Sebastián-Gallés Núria Universitat Pompeu Fabra. 8 and 9. bullies and bully-victims. Helsinki (Finland) ROUND TABLE RT2 HISTORY AND DEVELOPMENTAL PSYCHOLOGY 11:45. Czech sixth-graders aged 11 to 13 years (n=264) participated in the study. Victims and bully-victims perceived less support and victims were the ones that attributed more importance to that support. We hope that these findings can contribute to interventions that can minimize the negative impact of bullying on well-being Class matters in moral disengagement Janošová Pavlína. The present study tested if class membership relates to moral disengagement. Research that associates social support and bullying shows that being a victim and perceiving low support contributed to low well-being (Rigby.Bullying and well-being: What is the role of social support? Garcia D'Jamila. 2003).). Spain Chair: Katariina Salmela-Aro University of Jyväskylä. Bully-victims were the ones with poorer well-being.e. Even though several studies brought strong evidence on a great inter-class variability of prevalence of bullying. Our aim was to further investigate the role of social support in the relationship between behaviour in bullying and well-being. 2) There is the study of the history of the developmental discipline itself. relates to bullying. Social support has therefore been considered an important contextual variable and a protective factor (Cohen & Wills. there has been a lack of group-level analyses that would examine relationships between moral disengagement and class membership. victims. (Portugal) Previous studies have shown that bullying is negatively associated with well-being. Bullying was captured by self-reports on Olweus Bully/Victim Questionnaire. Říčan Pavel Institute of Psychology. But it should be said. We also found that the higher the perception of social support the higher the well-being of not-involved students. 2000). . behaviour in bullying (not involved. We discussed our results considering the most recent developments of social support and bullying research. 2002). Academy of Sciences of the Czech Republic – Prague (Czech Republic) Past research has shown that moral disengagement. There are least three levels on which we should increase historical awareness and research: 1) The historical context should play a role in the empirical research of child development. bullies and bully-victims). Kollerová Lenka. 1985. We measured social support. and other variables (justice perceptions and emotions). As predicted. Correia Isabel Instituto Universitário de Lisboa (ISCTE-IUL). Developmental psychology runs the danger to dismiss historical context. the importance that they placed on that support and their well-being. Barcelona. subjective well-being. On the other hand. The outcomes underscore a need to examine inter-class variability of moral disengagement and possible intervening variables. Elder (Jr.

opportunities and Challenges Tryggvason Nina. followed by professors Anne Borge. time 1 was in 1981 and time 2 was in 2011. (Italy) Emerging adulthood is a period of life characterized by profound changes across multiple domains (Arnett. Children mostly view the parents’ age in a positive manner. ERU Lecture On Presentation Skills 11:45. 35. Particularly. the first goal was to examine age and gender differences in these dimensions. Sorbring Emma University West Trollhättan (Sweden) As the age of childbearing has risen. the second goal was to investigate their associations with parental support of autonomy and relatedness. 2006). The purpose of the present study was to explore autonomy. Blaise Pierrehumbert and Christiane Spiel. teenage parenting has increasingly come to be regarded as a risk for both mothers and children. The study also shows that the most important thing when dealing with young parents is not having stereotypical gender expectations but instead assuming that both mothers and fathers can be capable parents.The children were only interviewed at time 2. Autonomy and Relatedness in Italian Emerging Adults: Their Relations with Psychological Well-Being Ingoglia Sonia1. it would be important to examine how these dimensions are associated with parental practices and individual well-being. SD = 2. The parents were interviewed at two time points. 2007). The results of this study show rather that there are beliefs and expectations about parent gender that affect the outcome and that age may be of less importance than previously thought. POSTER EXHIBITION PE3. 1989). psychological well-being with “Psychological Well-Being Scale” (Ryff. Children's stories also reveal how important grandparents are. relatedness and autonomous-related self among Italian emerging adults. This lecture is specially intended for the 15 fellowships to improve their presentation skills. Participants were 181 Italian emerging adults (M = 35%) aged from 18 to 25 years (mean = 21. These children seem to have been given the best of two worlds .12). Results showed both gender and age differences: (a) females tended to report higher levels of connectedness and autonomous-related self 169 . perceived parental support of autonomy and connectedness with “Autonomy competence relatedness scale” (Chirkov & Ryan. Qualitative interviews were analyzed from a narrative perspective. when they were approximately 30 years of age.security from the older generation and encouragement of independence from their parents. Autonomy and relatedness must be fulfilled for psychological well-being not only during adolescence. The cultural expectations associated with being a mother and a father. to be discussed with the audience. The children of these parents were also interviewed. 2001). 3) There is the historical study of the History of Childhood. Liga Francesca2 . relatedness and autonomous-related self were assessed with “Autonomous and related self-construal scale” (Kagitcibasi. but also during transition into emerging adulthood (Aquilino. 2007). The current study is based on interviews with mothers and fathers that thirty years ago became young parents (19 years of age or younger). and physical and mental illness provides evidence of the difficulties experienced by young parents. Young parents’ stories about wrenching separations. Given that these issues appear to be major themes of the parent-child relationship during emerging adulthood. the third goal was to investigate their associations with psychological well-being. regardless of age. may be of greater importance. 2001). but children reported less favorable outcomes when their mothers were the sole caregivers. who will present statements and examples. Autonomy. the autonomous-relational self is a healthy synthesis of autonomy and relatedness (Kagitcibasi. Inguglia Cristiano1 1 2 University of Palermo (Italy) University of Messina.1 : FAMILY RELATIONS 09:00-12:30 | H1 Hall Amphipôle Young parents: Identity. and in the book on the cultural history of childhood and developmental psychology by the cultural historian Mike Zuckerman and Willem Koops. Previous research has ascribed the age at which women and men become parents a great importance for how the rest of the life will turn out for both the parent and the child. Lo Crichio Maria1 Grazia. Lo Coco Alida1 . but is also open for other PhD-students. In this perspective.12:30 | Room 415 Amphimax "Lecture on Presentation Skills" by Rens van de Schoot and Dorothea Dette-Hagenmeyer. Nice examples are to be found in the work of Peter Stearns and others. In this discussion Willem Koops will open with a short introduction.developmental psychology. And of course the history of childhood has links with the history of the study of Child Development.

than males; (b) older people tended to be more autonomous-related than younger. Autonomy resulted positively related to parental support of autonomy and negatively related to parental support of connectedness. Autonomy, relatedness and autonomous-related self were differently associated to psychological well-being: (a) connectedness resulted positively associated to purpose in life; (b) autonomous-related self was positively associated to self-acceptance and personal growth.

Parental Physical Punishment across Turkish, Turkish-Speaking Cypriot, and American Contexts Mulvaney Matthew1-3, Sengul Ebru2, Kayikçı Cihan2
1 2

College at Brockport, State University of New York Syracuse (United States of America) Middle East Technical University- Northern Cyprus Campus (CY) 3 Syracuse University – (United States of America)

This research examined the impact of parental physical punishment on developmental outcomes across US, Turkish, and Turkish-speaking Cypriot contexts. The purpose of this research was to examine whether he relations between physical punishment and young adult outcomes would vary by cultural context. The cultural normativeness hypothesis (Gershoff et al., 2010) suggests that the impact of physical punishment will be diminished in cultural contexts where physical punishment is more normative. The Turkish context differs from the US context (e.g., Erkman & Rohner, 2006) while there has been no research examining parental physical punishment in Turkish-speaking Cypriots. Participants were recruited from a master’s granting institution in the northeastern United States and a Turkish university located in Northern Cyprus. The resulting sample consisted of 240 American students (67% female), 121 Turkish students (54% female), and 56 Turkish-speaking Cypriots (48% female). Analysis of variance indicated that the Turkish and Turkish-speaking Cypriots were not significantly different in their attitudes towards physical punishment and both groups had more favorable attitudes towards the use of physical punishment than the American sample. The same pattern was observed for reported frequency of maternal physical punishment. Multiple regression analyses demonstrated that after controlling for respondent sex and perceived authoritarian parenting, parental use of physical punishment was associated with more negative attitudes towards its use, and the magnitude of the relations did not vary across the three contexts (i.e., there was no moderation by citizenship). Further analyses, using the same controls, tested whether physical punishment predicted depressive symptoms. For both the Turkish sample and the American sample, increased experiences with physical punishment were associated with greater depression, and the magnitude of the relations did not vary. There was a moderating relation such that increased physical punishment for Turkish Cypriot students was associated with decreased depression. Influence of Parenting Styles on in-School Adolescents’ Achievement Goal Orientation and Academic Achievement Obi Ifeoma, Okeke Therese

Anambra State University, Uli (Nigeria)

Most graduates from all levels of education in Nigeria are reported to lack mastery in practical work, oral and written communication. There are also frequent reports of sorts of examination malpractices particularly in external examinations at the secondary school level. Undoubtedly, these are related to lack of mastery learning. Research evidence suggests that goals one adopt (mastery goals, performance goals or performance avoidance goals) in the face of an achievement situation influences one’s ability to achieve this competence or mastery. A number of factors external to an individual influence the goal he or she adopts and consequently, the achievement of mastery or competence. While some of these external factors such as classroom goal structure, teacher variables, among others have been extensively studied, little attention has been given to parenting styles/practices and how they might influence the goals students adopt and their academic achievement. This work explores the three dimensions of parenting styles (behaviour control, psychological control and parental support) and their influence on in-school adolescents’ goal orientation and academic achievement. Four research questions and four hypotheses guide the work. One thousand and twenty (1020) senior secondary school students drawn from 10 schools in Awka Education Zone in Nigeria constitute the sample while Pearson’s correlation and multiple regression are the methods to be used in data analysis. What reason does the mother explain when her parenting behaviours were performed well or not ? Toda Sueko

Nagoya University of Arts and Sciences (Japan)

The present study is to explore the parenting behaviors. What reason does the mother explain when her parenting behaviors such as changing the diaper and taking a bath, were performed well or not? Twenty-seven mothers responded to the questions at 5 months and 20 months of infant age. The questionnaire consists of 14 categories, and five reasons (positive reasons 3, negative reasons 2) were described on each category. Whether the reasons are different between 5 and 20 months, t-test was carried out. The category “I am able to dress my child easily” was significant (p<.05). She explained the reason, that is, this is easy to do at 5 months more than she did at 20 months. However, when she was unable to dress easily, she explained the reason, that is, my child makes it hard to do at 5 months more than she did at 20 months (p<.05). The category “I am able to take a bath” was significant (p<.001). She explained the reason, that is, I have tried hard at 5 months more than she did at 20 months. To explore the relations between these reasons and the mother’s self-perception of the parental role, correlation analysis was carried out. The reason, “I am good at” was correlated to the item “Child-rearing is more rewards than sacrifices” (p<.05) and the reason, “My child makes it easy to do” was correlated to the item “Being a mother is happier than she thought” (p<.05) in the self-perception of the parental role. It is suggested that even though the parenting behaviors were failed, the mother who positively thinks about them performs with positive ideas about child-rearing.

170

Father’s Child-rearing anxiety and their participation Yamagiwa Yuichiro1, Watanabe Yayoi2, Hattori Tamaki3
1

2
3

Tokyo Metropolitan University (Japan) Hosei University (Japan) University of Tsukuba (Japan)

With the family structures changing with the times, the participation by the father in child-rearing has become increasingly more important in recent years. However, little research (e.g. Lamb, 2010) has been carried out with regard to a father's child-rearing anxiety and their parenting competence. Therefore, the purpose of this study was to investigate the factorial structure of a father's anxiety regarding child–rearing, and also to explore the relationship between its structure, a father's psychological attributes, and other variables of the family environment. The subjects were 100 fathers who had at least one preschool child. Firstly, an exploratory factor analysis on the fathers' anxiety on child-rearing was conducted. As a result, three factors were extracted: the first factor was related to child-rearing anxiety by the fathers and their lack of confidence about childcare, the second factor was about their sense of time bind, the final factor was concerning how they felt burdened or annoyed when they raised their children. Interestingly these three were the same factors found from results by the mothers. Then, we investigated the relationship between the father attributes, various variables of family environment, and knowledge of child development. Results showed that the fathers' anxiety was significantly affected by the variable of annual income (r=-.291, p<.05). In addition, a curve regression equation was found to have a significant link between the time when they got home and the third factor (feel burdened and annoyed on child-rearing) (F(2,97) = 5.59, p<.01). These results suggested that the fathers' anxiety on child-rearing was not directly related to child care and child development, but to their income and the time at which they returned home, which were very important factors for supporting their family lives. Physical Aggression among Children during Sibling Caretaking Mweru Maureen

Kenyatta University, Nairobi (Kenya)

It is important to examine conflicts among siblings since sibling relationships are one of the most important influences on children’s development. However, although sibling relationships are important, there is a paucity of documented research on sibling relationships in non-industrialized societies and Africa in particular. Most of the available research findings on child aggression and sibling relationships seems to emanate from Western countries in spite of existing evidence that culture, ethnicity, family size and gender composition play a significant role in sibling relationships. This study therefore set out to investigate the presence of physical aggression during sibling caretaking among children in Kenya. The sample consisted of 101 children of whom 67 were older children who were videotaped as they interacted with their 34 two year old toddler siblings. The study revealed the use of both verbal and nonverbal aggression by the older siblings and ANOVA and t-test results revealed a significant difference for the factor of age and verbal aggression. Although there were no significant differences in the nonverbal aggression category, the younger children had higher mean scores in use of non verbal aggression than the older children. Based on the findings, this study recommends parents should find ways of minimizing aggression among siblings. Neural activation to seeing male-female interactions among mothers of young Children in the context of interpersonal violencerelated PTSD Moser Dominik A1,2.,Tatijana Aue 3, Rusconi-Serpa Sandra1, Favez Nicolas2, Ansermet François1, Schechter Daniel S.1,2
1 2

Department of Child& Adolescent Psychiatry, University of Geneva Hospitals, Geneva, Switzerland (Switzerland)) Faculty of Psychology and Education Sciences, University of Geneva (Switzerland) 3 Swiss Center for Affective Sciences, University of Geneva (Switzerland)

Background: This study tested how mothers with male-perpetrated interpersonal violence-related Posttraumatic Stress Disorder (IPV-PTSD) differed in their brain activation from controls when exposed to scenes of male-female interaction of differing emotional valence and arousal taken from feature films. It has been suggested that PTSD involves impaired regulation of the fear response to traumatic reminders, something which may provide a challenge to helping young children with their emotion regulation. Methods: Mothers of 37 children, 12-42 months of age, participated. 20 mothers with a symptoms of IPV-PTSD and 17 control mothers. The CAPS and PCL-S were used for diagnosis. During MRI, mothers watched a validated stimulus-protocol of 23 different 20-second silent epochs of male-female interaction taken from feature films, which were either neutral (neutral valence/low arousal), menacing (negative valence/high arousal) or positive (positive valence/medium to high arousal). Results: IPV-PTSD mothers showed greater vmPFC deactivation than HC in response to menacing vs. neutral scenes and more activation in the right amygdala and hippocampus. While both groups deactivated the ventral anterior cingulate (vACC) when viewing menacing scenes, only IPV-PTSD mothers deactivated it during positive ones. IPV-PTSD mothers showed greater dorsomedial prefrontal (dmPFC) activation only in response to menacing scenes. IPV-PTSD mothers showed greater activation of the dACC and dmPFC, and stronger deactivations in the vmPFC and the anterior caudate in response to menacing vs. positive scenes. Conclusions: IPV-PTSD mothers showed less cortico-limbic regulation than HC in response to a newly validated paradigm making use of menacing vs. other feature film scenes. Going beyond reference to traumatic reminders, IPV-PTSD mothers compared to controls tended to deactivate the vACC during all emotional scenes, independent of their valence/arousal which we interpret possibly as a response to malefemale interactions overall

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Depressive Symptoms, Parental Stress and Family Functioning Pérez Cortés Francisca Sofía, Santelices Álvarez María Pía

Universidad de Chile, Pontificia Universidad Católica Santiago (Chile)
The following research analyzes the relation between depressive symptoms, parental stress in both parents and family functioning characteristics. 50 mothers and fathers were evaluated through questionnaires at their homes. Results show different pathways for mothers and fathers, while maternal depressive and stress symptoms related more to intrafamily and interactional aspects, paternal symptoms related more to maternal mental health and the presence of environmental risks. A protective factor for mothers is having an occupation and higher age, while for the fathers a higher educational level and higher age. Reliability and validity of parental regulation inventory Michiyo Kato, Tai Kurosawa, Tetsuji Kamiya

Tohoku University (Japan)

The Japanese version of the Parental Regulation Inventory (PRI), which assesses the regulatory behavior of the mother in involving the father with child rearing, was developed. We translated the short form of the PRI developed by Shoppe-Sullivan (2008) by selecting 17 items from original version of the PRI, which had been developed by Van Egeren (2000). We modified the short form-PRI for Japanese couples in different stages of child rearing. An online questionnaire survey was conducted with mothers (N = 500) and fathers (N = 500) having the youngest child aged between 0 to 21 years. Exploratory factor analysis of their responses identified two factors, which were labeled Encouragement (9-items) and Criticism (7-items). The resulting scale had high internal consistency and test-retest stability, which are indicative of the sufficiently reliability of the scale. The construct validity of the scale was supported by its correlation with parenting alliance, marriage satisfaction, and father’s involvement, suggesting that the scale is an adequate instrument for identifying the behavior of the mother related to co-parenting. It was considered that Encouragement by the mother of the father represented co-parenting support, whereas Criticism undermined coparenting. Results of using the scale indicated that mother’s Encouragement of the father’s involvement in infancy and childhood was significantly higher than in puberty and adolescence. Moreover, Criticism in infancy was higher than in adolescence. Mother’s Encouragement perceived by the father was highest in infancy than in other stages of child rearing, whereas Criticism was not significantly different between the stages of child rearing. It is suggested that future research on parenting regulation conducted from the perspectives of family system theory and life span psychology are required. Maternal Characteristics and Psychosocial Adjustment of Children With Bronchial Asthma Garckija Renata

Vilnius University (Lithuania)

Relationship with the mother is the first one the child develops therefore maternal characteristics influence greatly the physical and the psychological development of a child. The rates of childhood asthma increases yearly and it has been recognized widely children with bronchial asthma are at greater risk for developing internalizing and externalizing problems. This research is a part of the project on psychosocial adjustment of children with bronchial asthma. The aim of the research is to reveal the impact of maternal characteristics on psychosocial adjustment of children with bronchial asthma. 120 mothers of children with bronchial asthma and 114 mothers of healthy children participated in this study. The age of children varied between 1,5 and 12 years. The psychosocial adjustment of children was evaluated with CBCL (Achenbach, Rescorla, 2000, 2001). The characteristics of mothers were evaluated by Parental Practices Questionnaire (Aunola, Nurmi, 2004), The Conflicts and Problem Solving Scale (Kerig, 1995) and the NEO FFI (Costa, MCCrae,1992). The results showed no differences in parenting practices and conflict resolution strategies between asthma and non asthma groups. The personality traits of asthmatic mothers differ significantly from the mothers of healthy children in unexpected direction: the mothers of asthmatic children have lower Neuroticism and higher Extraversion, Agreeableness and Conscientiousness rates. The interaction of the maternal characteristics however differs in these groups. Both correlation and regression analysis proved asthmatic children live in context which is different from their healthy peers. The results prove maternal characteristics are of utmost importance predicting the psychosocial functioning and health status of asthmatic children.

PE3.2 COGNITIVE SCIENCE 09:00-12:30 | H4 Hall Amphipôle

Children with autism are not good at solving XOR problem Ito Hiroyasu1, Reiko Fukatsu1, Isomura Tomoko2 Shino Ogawa2, Yoshikawa Sakiko3, Nobuo Masataka2
1

National Rehabilitation Center for Persons with Disabilities Tkorozawa city (Japan) Primate Research Institute , Kyoto University (Japan) 3 Kokoro Research Center, Kyoto University (Japan)
2

In a recent study, Pellicano et al(2011) found that children with autism showed decreased performance on a visual search/learning task on large-scale search behavior. In this time, we examined that how children with autism solve logic puzzle. Twenty-three school age children with autism and 15 age- and ability-matched typical children took port in the experiments. Two toys (a doll of robot and electric switch toy) were

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set on an architectural replica of house, and these were on a white styrofoam board. Children were instructed to search arbitrary rule that is relation between the position of robot and an on/off of electric switch toy. By turning the switch on or off, and placing the robot in or out of the house, the children tries to find the rule. Children with autism solve the rule of logical AND and OR problem as good as typical children, but it was more difficult for children with autism to solve the rule of XOR (exclusive or) in the big house replica on which there are many replicas of furniture than typical children. As a result, children with autism are especially not good at solving XOR problem. When the children with autism try to solve the XOR problem, they lost track of conceptualizing the pattern they were trying. Frith(1989) talked about “weak central coherence,” which refers to a detail-focused processing style proposed to characterize ASD. This study provides an evidence that supports this ”weak central coherence” theory. Young Children’s wayfinding abilities: The importance of landmarks when learning a route in a virtual environment Lingwood Jamie1, Blades Mark1, Farran Emily2, Courbois Yannick3, Purser Harry
1 2

University of Sheffield, (United Kingdom) Institute of Education, University of London (United Kingdom) 3 University of Lille (France)

Wayfinding is the ability to learn and remember a route. Theories of wayfinding have emphasized the importance of landmarks when learning a route. One theory (Siegal & White, 1975) suggested children first encode landmarks, then learn the turns associated with those landmarks, and then develop a full understanding of the route. However it has never been possible to test this theory in the real world because every route is full of potential landmarks (buildings, trees, traffic lights) therefore it is impossible to know whether children learnt landmarks, turns or both. Experiment 1 used a virtual environment that allowed us to create the same route with and without landmarks. In condition 1 40 6-year-olds, 40 8-year-olds, 40 10-year olds and 40 adults were shown a route through a 6 junction maze in a VE. At each junction there was a unique object (a landmark). Participants ‘walked’ the route once and then retraced the route from the start. Participants were scored as successful if they completed the route without error. Condition 2 was the same as condition 1, but all landmarks were removed. In condition 1 some 6-year-olds and nearly all 8-year-olds learnt the route but in condition 2 almost all 6- and 8-year olds failed to learn the route, showing that the presence of landmarks was crucial for these age groups. All adults and many 10-year olds learnt the routes in both conditions. In Experiment 2 20 6-, and 20 8-year-olds followed the procedure in condition 1, but when initially walking the route, each landmark was explicitly named. This lead to improved performance compared to condition 1 of experiment 1. These experiments are the first to show that children up to 8 years cannot learn a route without landmarks.

A sense of proportion? Spatial proportional reasoning is associated with formal knowledge about fractions Möhring Wenke1, Newcombe Nora S1., Levine Susan C2., Frick Andrea3.
1 2

Temple University. (United States of America) University of Chicago (United States of America) 3 University of Bern (Switzerland)

Proportions and fractions are difficult concepts for young children. Previous studies indicate that children typically struggle with proportions up to 9 years of age (Boyer & Levine, 2012). However, so far research has not examined individual differences in proportional reasoning, how children integrate information in proportional reasoning tasks, and how their reasoning may be related to their formal knowledge of fractions. The present study investigated these questions. Children (5 years, n = 16; 8-10 years, n = 25) and adults (n = 19) were presented with different mixtures of cherry juice and water, and were asked to indicate on a continuous rating scale how much these mixtures taste like cherries. Additionally, school-aged children completed a questionnaire assessing their formal knowledge about fractions. Analyses of individual integration strategies showed that the number of children who used a normative proportional strategy increased with age, whereas the use of non-normative strategies, such as focusing on one dimension only, decreased. Importantly, results showed a correlation between school-aged children’s performance in this proportional reasoning task and their formal knowledge about fractions, Pearson’s r = .60, p < .001. This correlation remained significant even after controlling for age (Pearson’s r = .43, p < .05), suggesting that children’s ability to spatially represent proportions correlates with their ability to reason about fractions in a more abstract context. The present findings add to our understanding of the relation between spatial skills and early mathematical understanding. Parental Behaviour and Children’s Creation of Imaginary Companions: A Longitudinal Study Moriguchi Yusuke1, Motoshima Yuko1, Shinohara Ikuko2
1 2

Joetsu University of Education,(Japan) Aichi Shukutoku University (Japan)

Children often treat objects or invisible entities as living and thinking beings known as an imaginary companion (IC). Nearly half of all children in several cultures have the experience of engaging with an IC. Research has examined how children go on to create an IC in terms of how children with and without ICs differed in personality, intelligence, and cognitive abilities, but the results revealed that there were few differences in the measures between children with and without ICs. Recently, some researchers proposes that social environment, such as parenting, may have affected the creations of an IC. Nevertheless, there was little empirical evidence regarding the issue. This longitudinal study examined whether parenting quality, parental behaviors, and children’s temperament at 6 months of age predicted children’s creations of imaginary companions (ICs) at 4 years of age. At 6 months, parenting quality and parental behaviors were measured using the Parent-Child

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Early Relational Assessment, and the frequency of mental-state references made during mother-infant interactions was recorded. Temperament was assessed using the Revised Infant Temperament Questionnaire. Parents then completed questionnaires assessing whether their children had ICs at age 4. The results revealed that only the approach characteristic of temperament differed between children with and without ICs. Results of parental measures showed that parents of children with ICs were more likely to attribute mental states to their child and to refrain from intruding in their child’s behaviors than were parents of children without ICs. The results indicated that parental behaviors are an important factor for children’s creation of ICs. We discussed the results in terms of the relationship between children’s IC and social development.

Assessing preschool Children’s self-regulation: Examining differences among parents, teachers, assessors, and direct assessments Uka Fitim , von Suchodoletz Antje

University of Freiburg (Germany)

Self-regulation skills are critical for early school success. Most studies rely on direct assessments and parent or teacher reports of children’s self-regulation (Raver, et al., 2011). According to Miao et al. (2012), direct assessments and assessor ratings were most closely related to academic achievement. The present study investigated (1) the relations between parent, teacher, assessor ratings, and direct measures of selfregulation and (2) how different assessments relate to children’s language and math skills. A sample of German preschool children (N = 205; 109 girls, Mage = 3.13 years) was tested. Taking the cross-cultural perspective into account, the final poster will include data from Kosovar preschool children (N = 250; available by May 2013). Parents completed the Child Behavior Questionnaire and teachers the Child Behavior Rating Scale as reports of children’s self-regulation. Additionally assessors rated the children’s self-regulation during the test session. Direct assessment, such as Pencil Tap, Dimensional Change Card Sort and the Head-Toes-KneesShoulders task were administered. Language skills were assessed using the Peabody Picture Vocabulary Test and for math skills the Kaufman Assessment Battery for Children – Math test was administered. Results revealed that parent ratings were not related to the other measures of self-regulation and also did not significantly predict any outcome. Teacher ratings and assessor reports were significantly and positively related to direct assessments of self-regulation. Results showed that teacher ratings, assessor ratings, and direct assessments were significantly related to language and math skills with direct assessments being the most consistent predictor. By including data from a Kosovar sample in the final poster it can be tested if these patterns of results are consistent across different cultural settings. Discussion will focus on implications of findings for the measurement of self-regulation in early childhood. Correlation of motor abilities and executive functions in Children with ADHD Gebert Susanne1, Jansen Petra2