Cybervictimization and adjustment in late childhood: Moderating effects of social sensitivity

Developmental relations between amygdala volume and anxiety traits: Effects of informant, sex, and age

Development and Psychopathology ◽

10.1017/s0954579417001626 ◽

2017 ◽

Vol 30 (4) ◽

pp. 1503-1515 ◽

Cited By ~ 8

Author(s):

Katherine Rice Warnell ◽

Meredith Pecukonis ◽

Elizabeth Redcay

Keyword(s):

Independent Effect ◽

Late Childhood ◽

Typically Developing ◽

Moderating Effects ◽

Typically Developing Children ◽

Null Results ◽

Self Reports ◽

Amygdala Volume ◽

Anxiety Levels ◽

Brain Behavior

AbstractAlthough substantial human and animal evidence suggests a role for the amygdala in anxiety, literature linking amygdala volume to anxiety symptomatology is inconclusive, with studies finding positive, negative, and null results. Clarifying this brain–behavior relation in middle to late childhood is especially important, as this is a time both of amygdala structural maturation and the emergence of many anxiety disorders. The goal of the current study was to clarify inconsistent findings in previous literature by identifying factors moderating the relation between amygdala volume and anxiety traits in a large sample of typically developing children aged 6–13 years (N = 72). In particular, we investigated the moderating effects of informant (parent vs. child), age, and sex. We found that children's reports (i.e., self-reports) were related to amygdala volume; children who reported higher anxiety levels had smaller amygdalae. This negative relation between amygdala volume and anxiety weakened with age. There was also an independent effect of sex, such that relations were stronger in males than in females. These results indicate the importance of considering sample and informant characteristics when charting the neurobiological mechanisms underlying developmental anxiety.

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Associations between early internalizing symptoms and speed of transition through stages of alcohol involvement

Development and Psychopathology ◽

10.1017/s0954579417000384 ◽

2017 ◽

Vol 29 (4) ◽

pp. 1455-1467 ◽

Cited By ~ 6

Author(s):

Kyle R. Menary ◽

William R. Corbin ◽

Laurie Chassin

Keyword(s):

Longitudinal Study ◽

Internalizing Problems ◽

Internalizing Symptoms ◽

Alcohol Use Disorders ◽

Children Of Alcoholics ◽

Late Childhood ◽

Moderating Effects ◽

Alcohol Involvement ◽

Rapid Transition ◽

Gender Moderation

AbstractAlcohol use disorders and internalizing disorders are highly comorbid, but how this comorbidity unfolds over development is not well understood. The present study investigated effects of internalizing symptoms in late childhood on speed of transition between three alcohol involvement milestones: first drink, first binge, and onset of first alcohol dependence symptom. Greater early internalizing symptoms were expected to predict a later age of first drink, a slower transition from first drink to first binge, and a faster transition from first binge to first dependence symptom. The effects of age and moderating effects of gender were also examined. Data were from a longitudinal study of children of alcoholics and matched controls (N = 454) followed from late childhood to midlife. Generally, stage-specific hypotheses were not supported; rather, greater internalizing symptoms predicted an earlier age of first drink and a faster transition through the full interval from first drink to first dependence symptom. Regarding gender moderation, internalizing significantly predicted a faster transition between each milestone as well as through the full interval among women but not men. These results suggest that early internalizing problems confer risk for a rapid transition through all stages of alcohol involvement, and this risk may be limited to women.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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