Temperamental Shyness and Anger/Frustration in Childhood: Normative Development, Individual Differences, and the Impacts of Maternal Intrusiveness and Frontal Electroencephalogram Asymmetry

2021 ◽  
Author(s):  
Ran Liu ◽  
Jennifer J. Phillips ◽  
Feng Ji ◽  
Dexin Shi ◽  
Martha Ann Bell
Keyword(s):  
Individual Differences ◽  
Normative Development ◽  
Maternal Intrusiveness

Spatial Development

2013 ◽  
pp. 563-590 ◽  
Author(s):  
Nora S. Newcombe ◽  
David H. Uttal ◽  
Megan Sauter
Keyword(s):  
Individual Differences ◽  
Mental Rotation ◽  
Language Use ◽  
Spatial Development ◽  
Formal Description ◽  
Spatial Skills ◽  
Modular Architecture ◽  
Normative Development ◽  
Selective Review

This chapter is a selective review of spatial development, stressing several points. First, we suggest that spatial development can be usefully considered to have two strands: (a) the development of intraobject (or intrinsic) representations along with the ability to transform them (e.g., in mental rotation) and (b) the development of interobject (or extrinsic) representations and the ability to use them to navigate. Second, we argue that both lines of development begin from strong starting points, but also undergo considerable development. They are far from innately specified, nor do they have a modular architecture. Third, we discuss the amplification of spatial skills by human symbolic capabilities, including language, use of maps and models, and gesture. Fourth, we identify areas where research is lacking, most notably the formal description of intraobject skills and the charting of their normative development, the exploration of the sources of individual differences in navigation-relevant skills, and the applications of research to education.

scholarly journals The development of stranger fear in infancy and toddlerhood: normative development, individual differences, antecedents, and outcomes

2013 ◽  
pp. n/a-n/a ◽  
Author(s):  
Rebecca J. Brooker ◽  
Kristin A. Buss ◽  
Kathryn Lemery-Chalfant ◽  
Nazan Aksan ◽  
Richard J. Davidson ◽  
...  
Keyword(s):  
Individual Differences ◽  
Normative Development

Development of Risk Taking: Contributions from Adolescent Testosterone and the Orbito-frontal Cortex

2013 ◽  
Vol 25 (12) ◽  
pp. 2141-2150 ◽  
Author(s):  
Jiska S. Peper ◽  
P. Cédric M. P. Koolschijn ◽  
Eveline A. Crone
Keyword(s):  
Individual Differences ◽  
Frontal Cortex ◽  
Risk Taking ◽  
Testosterone Level ◽  
Mediation Analysis ◽  
Normative Sample ◽  
Normative Development ◽  
Increased Risk ◽  
Neural Underpinnings

The role of puberty in the development of risk taking remains poorly understood. Here, in a normative sample of 268 participants between 8 and 25 years old, we applied a psycho-endocrine neuroimaging approach to investigate the contribution of testosterone levels and OFC morphology to individual differences in risk taking. Risk taking was measured with the balloon analogue risk-taking task. We found that, corrected for age, higher endogenous testosterone level was related to increased risk taking in boys (more explosions) and girls (more money earned). In addition, a smaller medial OFC volume in boys and larger OFC surface area in girls related to more risk taking. A mediation analysis indicated that OFC morphology partly mediates the association between testosterone level and risk taking, independent of age. Mediation was found in such a way that a smaller medial OFC in boys potentiates the association between testosterone and risk taking but suppresses the association in girls. This study provides insights into endocrinological and neural underpinnings of normative development of risk taking, by indicating that OFC morphology, at least partly, mediates the association between testosterone and risk-taking behavior.

Compassion in Children

2017 ◽  
Author(s):  
Tracy L. Spinrad ◽  
Nancy Eisenberg
Keyword(s):  
Individual Differences ◽  
Prosocial Behavior ◽  
Empirical Work ◽  
Prosocial Behaviors ◽  
Personal Distress ◽  
Normative Development ◽  
Concern For Others ◽  
Different Types

Developmental psychologists have been increasingly interested in studying children’s “prosocial behavior,” defined as voluntary acts to benefit another. We begin this chapter by differentiating between empathy, sympathy, and personal distress reactions, arguing that compassion overlaps considerably with the construct of sympathy. Next, we focus on the normative development of children’s prosocial behavior and children’s empathy-related responses. Our empirical work also is reviewed, highlighting the differential associations of empathy, sympathy, and personal distress with children’s prosocial behavior. In addition, we discuss our work examining both dispositional and socialization factors that predict individual differences in children’s concern for others. We conclude by urging researchers to consider nuances in compassionate behaviors, such as studying the recipients of prosocial actions and different types of prosocial behaviors.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Inter-individual variation shapes the human microbiome

2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Human Microbiome ◽  
Individual Variability ◽  
Microbiota Composition ◽  
Target Article ◽  
Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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