A Road Map for Navigating Next Steps in the Study of Attachment in Middle Childhood: Commentary on Gastelle and Kerns

Joining New Families: A Study of Adoption and Fostering in Middle Childhood. By D. Quinton, A. Rushton, C. Dance, & D. Mayes. Wiley, Chichester, 1998. pp. 266. £15.99 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963099244174 ◽

1999 ◽

Vol 40 (7) ◽

pp. 1141-1142

Author(s):

Maurice Place

Keyword(s):

Middle Childhood

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Metrics: Road Map To Medical Home?

Pediatric News ◽

10.1016/s0031-398x(07)70745-2 ◽

2007 ◽

Vol 41 (12) ◽

pp. 1-8

Author(s):

KERRI WACHTER

Keyword(s):

Medical Home ◽

Road Map

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Structuring Situational Information

European Psychologist ◽

10.1027/1016-9040/a000225 ◽

2015 ◽

Vol 20 (3) ◽

pp. 176-189 ◽

Cited By ~ 30

Author(s):

John F. Rauthmann

Keyword(s):

Statistical Analyses ◽

Current Work ◽

Common Language ◽

Road Map ◽

Taxonomic Approach ◽

Situational Information

Abstract. There is as yet no consensually agreed-upon situational taxonomy. The current work addresses this issue and reviews extant taxonomic approaches by highlighting a “road map” of six research stations that lead to the observed diversity in taxonomies: (1) theoretical and conceptual guidelines, (2) the “type” of situational information studied, (3) the general taxonomic approach taken, (4) the generation of situation pools, (5) the assessment and rating of situational information, and (6) the statistical analyses of situation data. Current situational taxonomies are difficult to integrate because they follow different paths along these six stations. Some suggestions are given on how to spur integrated taxonomies toward a unified psychology of situations that speaks a common language.

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Yes I Can!

Social Psychology ◽

10.1027/1864-9335/a000229 ◽

2015 ◽

Vol 46 (2) ◽

pp. 76-92 ◽

Cited By ~ 15

Author(s):

Dries Vervecken ◽

Bettina Hannover

Keyword(s):

Middle Childhood ◽

Gender Stereotypes ◽

Self Efficacy ◽

Vocational Interests ◽

Primary School Students ◽

School Students ◽

Employment Goals ◽

Linguistic Intervention ◽

Male Occupations ◽

Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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Memorial Consequences of Environmental Context Change in Children and Adults

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000056 ◽

2010 ◽

Vol 57 (6) ◽

pp. 455-461 ◽

Cited By ~ 5

Author(s):

Alp Aslan ◽

Anuscheh Samenieh ◽

Tobias Staudigl ◽

Karl-Heinz T. Bäuml

Keyword(s):

Elementary School ◽

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

First Graders ◽

Fourth Graders ◽

Environmental Context ◽

Context Change ◽

Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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