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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/

W ELCOME ADDRESS

WELCOME TO THE 16

TH

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 Bjart Ballet, founded by Maurice Bjart, 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 countrys 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 worlds 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

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 Criana, 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)

Michle Grossen Paul Harris

University of Lausanne (Switzerland) Harvard University Cambridge (USA)

igdem Katba 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 dveloppement, Paris (France)

Anne-Nelly Perret-Clermont Barbara Reichle

University of Neuchtel (Switzerland)

Nadja Reissland

Ludwigsburg University of Education (Germany)

Durham University (United Kingdom)

Matthias Reitzle

Friedrich Schiller University of Jena (Germany)

Maria Jos Rodrigo Claudia Roebers

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

Katariina Salmela-Aro Daniel Schechter Christiane Spiel

Universities of Helsinki & Jyvskyl (Finland) University of Geneva (Switzerland) University of Vienna (Austria) Dagmar Strohmeier University of Applied Sciences Upper Austria (Austria)
Valrie 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 Bguin (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 (Neuchtel University) Lydiane Gilliron (SUPEA,Lausanne University) Stephanie Habersaat (Nancy University) Olivier Halfon (SUPEA, Lausanne University) Antje Horsch (SUPEA, Lausanne University) Antonio Iannaccone ((Neuchtel 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) Hlne Miyuki Turpin Murata (IP, Lausanne University) Sebastien Urben (SUPEA Lausanne University) Gregoire Zimmermann (IP, Lausanne University)

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 lEnfant et de lAdolescent), the Foundation Fondation pour la Psychiatrie de la Petite Enfance and Fondation du 450me Anniversaire de l'Universit 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

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 Jos 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 Criana 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 Valrie Tartas

Faculty of Psychology, University of Bergen (Norway) Universit 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)

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 Hkan 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 Jos 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 Hkan Stattin and the late Margaret Kerr (wife). Hkan 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: Hkan Stattin and Margaret Kerr from Orebr 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 Hkan 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 childrens 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 Amphiple. 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

Conference Venue

CONFERENCE VENUE
THE LAUSANNE UNIVERSITY CAMPUS
The conference will take place on the University campus buildings Amphimax and Amphiple. 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)

PRESENTATION REQUIREMENTS
Oral Presentations You will be informed on-site about the room number regarding your oral presentation; room numbers will also be communicated in the final program, which should be on-line several days before the Conference If you use PowerPoint presentations, 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. Please note that we will not connect your own computer to the projection system. Poster Presentations Presenting authors are requested to display their posters 15 minutes before the respective poster exhibition slot. (Morning poster exhibition starts at 09:00; posters should be taken off at 12:00 ; afternoon poster exhibitions start at 13:00; posters should be taken off at 18:00). Authors are required to be present beside their posters during the coffee breaks or, for poster sessions during allocated time.

COFFEE BREAKS AND LUNCHES

Coffee break will be served in the main hall of Amphiple. Lunches are included in the registration fees. It will be served in the University Restaurant at Unithque building (also known as the Banane , see the map at the end of this program booklet). Lunch Tickets will be included in your conference packet. Each ticket is worth one lunch. Please note that beverages and desert are not included.

INTERNET AVAILABILITY
To use the internet access, you need to: 1. Connect to the "guest-unil" Wi-Fi 2. Open your Firefox, Safari etc. 3. Enter the password "ECDP" on the authentication's page

EXHIBITION
Visit the exhibition stands in the main hall. (Amphiple).

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

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Program Overview

PROGRAM OVERVIEW TRACKS

All communications (symposia, thematic sessions and poster session) have been regrouped in tracks, 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, Evaluation and Clinical Work Satellite Meeting of the Adoption Research Network AAARN EADP Jacobs Foundation pre-conference workshop Family, 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, cognition and adaptive responsiveness in early life Benoist Schaal, Centre des Sciences du Got, Universit de Bourgogne, Dijon (France) Wednesday 4 September, 9:00-9:45 Creative Agency and Emotional Sympathy of Infants: Descriptive Psychobiology of Early Stages of Cultural Intelligence and Language Colwyn Trevarthen, University of Edinburgh (United Kingdom) Wednesday 4 September, 9:45-10:30 Understanding Communicative Agency: Ostension, Reference, and Relevance-based reasoning in young infants Gyorgy Gergely, Central European University, Budapest (Hungary) Wednesday 4 September, 15:15-16:00 Creeping and scooting on two languages Nria Sebastin-Galls, Universitat Pompeu Fabra, Barcelona (Spain) Thursday 5 September, 11:00-11:45 am Brain plasticity and the emergence of individuality Pierre Magistretti, Brain Mind Institute, Ecole Polytechnique Fdrale, Lausanne( Switzerland) Thursday 5 September, 15:15-16:00 Social interactions, thinking space and psychological development Anne-Nelly Perret-Clermont,Institut de psychologie et ducation, Universit de Neuchtel (Switzerland.) Friday 6 September, 11:00-11:45

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The visual narratives and cultural representations of life-span development Yoko Yamada, Rhitsumeikan University, Kinugasa Research Organization, Kyoto (Japan) Friday 6 September, 11:45-12:30 Examining cognitive development from a conceptual change point of view Stella Vosniadou, National and Kapodistrian University of Athens (Greece) Friday 6 September, 15:15-16:00 Resilience in Science and Action: Promoting Success in Homeless and Highly Mobile Children Ann S. Masten, Institute of Child Development, University of Minnesota, Minneapolis (USA)

President of SRCD (Society for Research in Child Development)

Saturday 7 September, 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. A conceptual framework, integrating the risk and resilience developmental perspective with key concepts and evidence from the acculturation and social psychological literatures (Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012), serves as the basis for organizing the results of our studies. The main goal of the AStRA project is to examine individual and group differences in immigrant youth adaptation in the school context, and on individual- and contextual-level predictors of these differences. The quality of adaptation of over 2000 immigrant adolescents, and their non-immigrant classmates, enrolled in 15 middle-schools in the extended Athens area, was examined in one cross-sectional and one threewave longitudinal study. Their adaptation with respect to three core developmental tasks, i.e. school achievement, positive conduct and popularity, and their adaptation with respect to acculturative tasks, as well as their psychological well-being, were assessed using multiple methods and informants. Furthermore, potential risks (such as immigrant status, social adversity and discrimination) and resources (such as family functioning and personality characteristics) for their adaptation were examined using mostly self-reports. I will first briefly present this conceptual framework, and second, recent data that test elements of this framework. Thursday 5 September, 18:15-19:00

ROUND TABLES
Translating developmental Psychology into practice: Challenges in prevention and clinical interventions Menesini E., University of Florence (Italy) Wednesday 4 September 18.15-19.00 History and developmental Psychology Koops W., Utrecht University (Netherlands) Thursday 5 September 11.45-12.30 Only three subjects, but 6000 observations. the infant observation journals by Jean and Valentine Piaget, 1925-1932 Ratcliff M., Archives Jean Piaget, FPSE University of Geneva (Switzerland) Friday 6 September 18.15-19.00

PRESIDENTIAL SYMPOSIUM BY LUC GOOSSENS

Gene-Environment Interaction and Methylation in Human Development Luc Goossens,University of Leuven ( Belgium)

EADP President

Saturday 7 September 11:45 -13:00

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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, Rue de Bourg 51 - 1003 Lausanne (downtown) An informal get-together of all the young researchers who previously registered by e-mail. In case of questions, please contact Nomie Faure (Noemie.Faure@chuv.ch), Hlne Turpin (HeleneMiyuki.TurpinMurata@unil.ch) or Sandie Ackermann (Sandie.Ackermann@chuv.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 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, Dr. Rens van de Schoot. ERU BEST POSTER AWARD During the closing ceremony The best poster and the first and second runner-up will be made known.

SOCIAL EVENTS OVERVIEW

OPENING CEREMONY AND WELCOME RECEPTION Tuesday 3 September 18:15- 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. Ceremony is followed by Welcome reception

CONFERENCE DINNER Friday 6 September (starting 19.30) MAD CLUB Rue de Genve 23, 1003 Lausanne Telephone: + 41 (0)21 340 69

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ACCOMPANYING PERSONS PROGRAM The following different outings are organised for accompanying persons. All interested conference delegates are welcome. Please note that the guided tours will be conducted in French by the ethnographer and writer Pierre Corajoud. Wednesday, 4th September 2013, 12.30-13.30 "L'esprit des lieux et leur histoire" Historical walking tour of the campus and its buildings Thursday, 5th September 2013, 12.30-13.30 "Au fil de l'eau et de la fort" A pleasant walk along the lake and in the forest Thursday, 5th September, 19.00-20.30 "Lausanne insolite: ballade entre vieille-ville et verdure" A walking tour of Lausanne and its surrounding area Friday, 6th September 2013, 12.30-13.30 "Technologies, architecture et nature: Le Rolex Center comme 'btiment-paysage'" Technology, architecture and nature: The Rolex Centre as a 'landscape building' ART BRUT Outsider Art Discover the collection of the Musee of 'Art Brut' - Guided tour in English on Wednesday 4 September 2013 at 15 :30 and Saturday 7 September 2013 at 15.00. Information and inscription at the information desk. Collection de lArt Brut 11, av. des Bergires CH - 1004 Lausanne Tl. +41 21 315 25 70 art.brut@lausanne.ch Public transportation buses n 2, n 3 et n 21, Stop : Beaulieu-Jomini. From the train station : bus n 3 et n 21 Stop: Beaulieu-Jomini

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

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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.

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 - 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. Stattin

19:00
19:15 19:30 19:45

20:00 Welcome reception

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TIME TABLE | WEDNESDAY 4TH SEPTEMBER

08:00
08:15 08:30 08:45

09:00
09:15 09:30 09:45

Keynote B. Schaal Keynote C. Trevarthen Break Parallel sessions IS 1 SY 1.1 SY 1.2 SY 1.3 SY 1.4 SY 1.5 WK 1 TS 1.1 TS 1.2 TS 1.3 TS 1.4 TS 1.5 TS 1.6 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 2.1 SY 2.2 SY 2.3 SY 2.4 SY 2.5 SY 2.6 WK 2 TS 2.1 TS 2.2 TS 2.3 TS 2.4 TS 2.5 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. Gergely Break Parallel sessions IS 3 SY 3.1 SY 3.2 SY 3.3 SY 3.4 SY 3.5 SY 3.6 WK 3 TS 3.1 TS 3.2 TS 3.3 TS 3.4 TS 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

Round Table RT1 E. Menesini

Butterworth address, M. Paulus

19:00
19:15 19:30 19:45

ERU meeting

20:00 Guests dinner

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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 4.1 SY 4.2 SY 4.3 SY 4.4 SY 4.5 SY 4.6 Break Keynote N. Sebastin-Galls Round Table RT2 W. Koops Lunch Parallel sessions IS 5 SY 5.1 SY 5.2 SY 5.3 SY 5.4 SY 5.5 SY 5.6 TS 5.1 TS 5.2 TS 5.3 TS 5.4 TS 5.5 TS 5.6 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 TS 4.2 TS 4.3 TS 4.4 TS 4.5 TS 4.6 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. Magistretti Break Parallel sessions IS 6 SY 6.1 SY 6.2 SY 6.3 SY 6.4 SY 6.5 SY 6.6 WK 6 TS 6.1 TS 6.2 TS 6.3 TS 6.4 TS 6.5

16:00
16:15 16:30 16:45

17:00
17:15 17:30 17:45

18:00
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Presidential Address F. Motti-Stefanidi EADP business meeting Braga reception ERU event Braga

19:00
19:15 19:30 19:45

20:00

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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 SY 7.2 SY 7.3 SY 7.4 SY 7.5 SY 7.6 Break Keynote A.-N. Perret-Clermont Keynote Y. Yamada Lunch Parallel sessions IS 8 SY 8.1 SY 8.2 SY 8.4 SY 8.5 SY 8.6 WK 8 TS 8.1 TS 8.2 TS 8.3 TS 8.4 TS 8.5 TS 8.6 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 7.1 TS 7.2 TS 7.4 TS 7.5 TS 7.6 P E 5

10:00
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11:00
11:15 11:30 11:45

12:00
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13:00
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14:00
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15:00
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Keynote S. Vosniadou Break Parallel sessions IS 9 SY 9.1 SY 9.2 SY 9.3 SY 9.4 SY 9.5 SY 9.6 WK 9 TS 9.1 TS 9.2 TS 9.3 TS 9.4 TS 9.5 TS 9.6

16:00
16:15 16:30 16:45

17:00
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18:00
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Round Table RT3 M. Ratcliff Braga Conference dinner

19:00
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20:00

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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 10.1 10.2 10.3 10.4 10.5 10.6 10 10.1 10.2 10.3 10.4 10.5 10.6 Break Keynote A. 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. 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
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19:00
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20:00

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TUESDAY, 3 SEPTEMBER 2013

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TUESDAY, 3 SEPTEMBER 2013

PRE-CONGRESS WORKSHOPS

09.00 16.00 | Room 412 Amphimax Mentalization: Theory, Evaluation and Clinical Work Chair: Ayala Borghini University of Lausanne (Switzerland). Mentalizing can be defined as the set of processes by which children and adults understand themselves and others in terms mental states underlying behaviors. These processes have an essential role in treating selves and others as psychological agents and, therefore, in responding effectively in interpersonal situations. Struggling with these processes may impact emotional and behavioral regulation leading ultimately to psychopathology. This pre-conference workshop will be dedicated to the theory (revisiting attachment and psychoanalysis theories), evaluation (proposing new instruments of mentalization assessment) and clinical work (focalizing on Mentalization-Based-Treatment) around this realm. With the participation of: R. Torrisi1, M. Debban2, P.Cascone2 and J. Benmiloud2
1 2

University of Lausanne (Switzerland) University of Geneva (Switzerland)

Satellite Meeting of the Adoption Research Network AAARN 09.00 16.00 | Room 413 Amphimax

Chairs: Blaise Pierrehumbert1, Stephanie Habersaat2, 1 University of Lausanne, (Switzerland) 2 University of Nancy (France)
Co-Chairs: Marie Stievenart Marta Casonato

Universit Catholique de Louvain-la-Neuve (Belgium) University of Torino (Italy)

AAARN ("Attachment Adoption Adolescence Research Network") is a group of researchers from all continents, working on attachment and early relational deprivation. Teams from several countries will present their data (oral communications), followed by a business meeting of the AAARN (data merging, publication policy, funding, future research orientation). Communications: Delinquent and aggressive behaviours in early - adopted adolescents: Longitudinal predictions from child temperament and maternal sensitivity Anja van der Voort, 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. All children were adopted at an early age (mean age at arrival=10.76 weeks; SD=5.53). In this presentation we specifically focus on the development of externalizing problem behavior of adopted adolescents. Structural equation modeling was used to test the relations between early and concurrent observed maternal sensitivity, mother-reported effortful control and teacher- reported delinquent and aggressive behavior. Missing data were handled with multiple (10-fold) imputations with predictive mean matching. Results showed that lower levels of effortful control, concurrent as well as 7 years earlier, predicted higher levels of delinquency in adolescence and higher levels of aggression in middle childhood and adolescence. Lower levels of effortful control in infancy predicted higher levels of maternal sensitivity in adolescence which in turn predicted less adolescent delinquent behavior. The findings suggest that effortful control is an important predictor of both aggressive and delinquent behavior. Maternal sensitivity also plays a role in the development of delinquent behavior, buffering a lack of effortful control, but is not related to aggression in adolescence. Importantly, these relations were found in a sample of parents and their genetically unrelated adopted children, ruling out genetic resemblance as a confounding variable. We conclude that sensitive parenting may not only be important in early childhood when children are forming attachment relationships with their primary caregivers, but also in later life for the prevention or reduction of antisocial behaviors. Preventive interventions for at risk groups and adoptive families may use this insight by incorporating continuous family support from early childhood to adolescence.

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Attachment in adoptive families in adolescence Zoe Rosenfeld, Isabelle Duret, Vronique Delvenne

Universit Libre de Bruxelles (Belgium):

It is to present the results of our research on attachment in adoptive families in adolescence. We are a part (ULB) Belgian division (UCL and ULB) an international research supervised by Dr. Blaise Pierrehumbert (Switzerland). The protocol includes several questionnaires attachment: FFI (friend and family interview), PDI (developmental parental interview) and DAI (Dvptal attachment interview). Our research team is free genogram assistant (Mr. Santelices) and imaginary genogram (D. Mrigot) in order to identify more precisely the type of dominant transmission of the families interviewed. We differentiate the intergenerational and transgenerational transmission: the first concerns the transmission of elements from the sense of supporting family (myths, rites, scripts ...), the second is the transmission of non-produced, transmitted to the raw state, whose origin is often a crypt forming a secret with basically a shameful and traumatic event. This second type of transmission will tend to prevent the consolidation family. 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. Thus, it is expected that: 1. 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). 2. If the process of adopting reciprocal is present, the child has a tendency to build the same type of attachment representations as its parent. The results challenge the widespread belief that the quality of attachments is attributable exclusively to the initial trauma of abandonment. 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. "Common aspects regarding the adoptees development within the Romanian adoptive families" Ana Muntean, Roxana Ungureanu, Mihaela Tomita, Violeta Stan

West University in Timisoara (Romania)

Child development is based on the genetic and environmental conditions. The adopted child develops within the adoptive family based very often on an unknown heredity, an initial difficult start in the life and the given family and social environment provided through adoption. 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. Methods: Our investigations are based on the self-reports done by the adopted children and adoptive parents. Their perceptions are collected with Friends and Family Interview (FFI), Parents Development Interview (PDI), Child Behavior Checklist (CBCL), and School Success Profile (SSP), within the framework of a national research project on domestic adoption in Romania, during 2009-2011. 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. Conclusions: Factorial profiles will be developed for the two types of attachment. The results will be discussed in the light of the cultural aspects regarding child rearing practices.

Attachment disorders in institutionalized children in Kinshasa Mbiya M. F., Mampunza M. M., Charlier- Mikolajzack D.

Catholic University of Louvain (Belgium)

Background: Kinshasa is a city of 10 million of habitants where many cases of abandoned children are regularly attends. According to the NGO REEJER report, 20,000 cases of abandonment of children are annually registered in Kinshasa where the streets teem with children in vulnerable situations nicknamed "shgus." To face this phenomenon, 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. 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 4-7 years are here concerned. We used including: video moments of everyday life for the analysis of the interaction "care givers," - children, "the Attachment Story Completion Task" to examine aspects of the attachment, the Raven matrices for cognitive level and the family drawing test according to C. Jordan-Ionescu and J. Lachance. Results: The results revealed that many children, despite the guard they enjoy in institutions remain fragile and develop serious attachment disorders. The cognitive level of these children is significantly lower compared to the children living in families with same social conditions. Perspectives: To the extent that some of these children are expected to be adopted, preventive action for children who arrive baby in institutions, including the "holding" and "handling" offered in institutions, is important.

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Attachment and reflective function in a sample of Italian adopted adolescents Paola Molina1, Marta Casonato1,Giorgia Manavella1, Barbara Ongari2, 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, especially during the first years of life (Fonagy, Steele & Steele 1991; Arnott & Meins, 2008). However, few of these studies (M. Steele, et al., 2008; Pierrehumbert, 2011) have applied this concept to a non-biological bond, such as the adoptive one. Our study aims at analyzing relationships between parental RF and security of attachment in a sample of thirty Italian adopted adolescents, aged from 11 to 16 years. Method: A measure of parental RF was derived from the Parent Development Interview (PDI: Aber, Slade, Berger, Bresgi & Kaplan, 1985), a semi-structured interview, exploring the parental representations of the ongoing relationship with their children, addressed to adoptive mothers and fathers separately. High scores of parental RF require the ability of reading and modulating the childs internal state, and the capacity of showing developmental perspectives, empathy and realism. Another semi-structured interview, the Friends and Family Interview (FFI: Steele, Steele, Kerns & Richardson, 2005), was administered to adolescents, allowing the evaluation of each attachment category (secure, dismissing, preoccupied, and disorganized attachment) and of metalizing abilities. Each interview has been video-taped, transcribed and double-coded. All the variables derived from the PDI and FFI were rated on a 4 point scale. Interclass correlation coefficient was calculated in order to detect relationships between Parental (mothers and fathers) RF scores and adolescents mentalization; furthermore, we compared parental RF and the level of attachment security in adolescents attachment organization. Results and discussion: Preliminary results showed a moderate correlation between maternal RF and adolescents mentalization (ICC = .39, p = 0.05). With respect to security of attachment, its connection with maternal RF was rather significant (ICC = .50, p = 0.05). These findings support results found in literature, confirming the RF role in the transmission of attachment security. Although referred to a small sample, our data support the interest of include RF function as a specific factor in analyzing adopted adolescents development. Pavia adoption study Francesca Lionetti, Lavinia Barone

University of Pavia (Italy)

Protecting children and uniting families across borders Herv Bochat

ISS/IRC Director; ISS Under General Secretary International Social Service (ISS),Geneva (Switzerland)

The International Social Service (ISS) helps individuals, children and families confronted with social problems involving two, or more, countries as a consequence of international migration or displacement. As an international not-for-profit organisation, it is active in around 140 countries through a network of national branches, affiliated bureaus and correspondents. Each year, it provides services to more than 50000 persons throughout the world each year.

EADP Jacobs Foundation pre-conference workshop 09.00 16.00 | Room 415 Amphimax Evidence-Based Parenting Programs to Promote Positive Parenting Welcome Luc Goossens, President of EADP(Belgium) Gelgia Fetz, Jacobs Foundation Rens van de Schoot, President of ERU Maria Jos 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. Ramey (USA): A multi-pronged parenting intervention to prevent neglect: The 4-site My Baby and Me program Sharon Landesman Ramey (USA)

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Poster presentations and discussion:

I Intervention programs for at-risk groups, Chair: Mara Jos Rodrigo Long-term impact of the variability of changes in the Personal and Family support Program for families at psychosocial risk Byrne, Sonia U of La Laguna, 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. It is implemented in several Spanish Communities at the level of the municipal social services. 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. A total of 496 parents participated, 247 parents referred by the municipal social services in the Autonomous Community of Castile and Leon (Spain), and 249 non-referred parents. Cluster analyses were applied to capture variability in the pre-post tests in several outcomes: implicit theories, child-rearing practices and parental agency. One year later, 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. 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. Problem-solving consultation as an early preventive intervention: The effects on toddlers, parents and daycare providers Hamzallari Oriola

Dept. of Pedagogy and Psychology, U Tirana (Albania)

Preventive interventions starting as early as possible are promoters of young childrens lifelong well-being. In this pre-post control group design, problem-solving consultation is used as a preventive intervention with parents (n = 40), day-care providers (n = 8) in four conditions: a) problem-solving consultation with parents and day-care providers; b) problem-solving consultation with parents; c) problem-solving consultation with day-care providers; d) parents and day-care providers waiting list control. Initially, toddlers (n = 40) at age 1 to 3 are selected based on the externalizing, internalizing, maladaptive behaviors they display in daycares. Subsequently, their parents and their providers are selected in one of the four conditions. This intervention aims at: a) developing a nurturing relationship between parents and children, instructing parents to develop age appropriate expectations and using positive discipline techniques to manage the emotional problems of children; b) providing empirically-based approaches to improve the interaction between day-care providers and toddlers and promoting preliteracy skills in toddlers; c) assessing toddlers social-emotional and behavioral problems before and after the consultation period to examine which condition has the most positive impact, a slight impact, no impact or even a negative impact so as to understand the importance of family-oriented and community-based preventive intervention. Effectiveness moderators of a psycho-educative intervention program for families at psychosocial risk Jimenez Lucia

Dept.of Developmental and Educational Psychology, U Sevilla ( Spain)

Congruent with an evidence-based philosophy, the program Formacin y Apoyo Familiar (FAF) was based on a previous needs study, and a rigorous program evaluation has been followed. 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. This program integrates psycho-educative and community models and it is based on participative and experiential methodology. For efficacy and efficiency evaluation a quasi-experimental design has been followed, including a pretest-posttest evaluation (experimental group, n = 115) controlling for a comparison group (n = 66). Observation measures of the implementation were also included. At Tenerife Winter School the global efficacy of FAF was proved: change on central topics of FAF and other psychosocial dimensions were showed. For the ECDP Congress efficiency evaluation will be also included. As an example, 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, lower risk levels were needed in order to learn positive parental practices and diminish coercion and laxness. Results about family profiles that benefit more from the intervention will be discussed. Evidenced-based programs to promote positive parenting - from universal to selective prevention Knster Anne Katrin

University Clinic Ulm, Department of Child and Adolescent Psychiatry and Psychotherapy ( Germany)

To promote positive parenting community-wide, programs on different levels of prevention are needed. Universal-preventive programs are important for the acceptance of parenting programs in the society. They serve as an entrance to the network of professionals (child welfare as well as health care) to support young families preventively. However, 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. 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 program The chance of the first months. Sensitive parents healthy children addresses pediatricians and midwifes. Via courses or a book including a DVD these health care professionals are trained in assessing parental sensitivity and in counseling parents. The E-Learning program Prevention and Early Intervention in Child Protection addresses professionals who deal with pregnant women and young families. 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.

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When fundamental research meets applied research: Promoting positive parenting in adoption Lionetti Francesca

Dept. of Psychology, U of Pavia (Italy )

Following guidelines on evidence-based programs to promote positive parenting (Rodrigo et al., 2012; Kumpfer & Alvarado, 2003) and considering challenges to the development of attachment relationships faced by adoptive families (Dozier & Rutter, 2008), the present research has a twofold aim: (1) to identify protective and risk factors in late-adoption through an attachment-based study; (2) to tailor subsequently an evidence-based intervention to promote positive parenting. According to the first aim, our data based on a sample of 80 adoptive families show that parents attachment protects against adoptees disorganization and socio-emotional problems. To accomplish the second aim, an attachment evidence-based intervention (VIPP-SD) using video-feedback (Juffer et al., 2008) will be implemented and tested on a sample of adoptive families with preschool aged children using a randomized three-step longitudinal study. Families will be randomly assigned to the control group (n=40, intervention as usual) or the intervention group (n=40 video-feedback intervention) within 3 months from the adoption placement. Intervention effectiveness will be tested using multi-methods and multi-informants procedures. Researchers will be blind to which group a subject will be part of. Longitudinally data will be collected at the baseline (T1), after 3 (T2) and 12 months (T3) from the intervention completion. Impact of a parent education program Formacion y Apoyo Familiar: The role of application features Lorence Lara Barbara

Dept. of Developmental and Educational Psychology, U Huelva (Spain)

The program Formacin y Apoyo Familiar (FAF), based on a previous needs study, is designed for at-risk families who received a psychosocial intervention by Social Services for family preservation reasons. This program has been implemented since 2007, including psycho-educative and community models throughout a participative and experiential methodology. For the evaluation of this program, the effectiveness of FAF (based on pretest-posttest evaluation) was related to several characteristics of the intervention (i.e., number of sessions, group size, and professionals valuation about the program). First, cluster analyses were performed in order to develop a typology of interventions. The results of this analysis offered three different kinds of interventions. Secondly, repeated measures Manova analyses were run to study the impact of the three clusters on psychological dimensions after the intervention. In general, the effectiveness of the FAF program depended on the intervention cluster. As an example, regarding self-esteem, the most positive results were found for the cluster characterized by: a long intervention, a lot of sessions, large size of the group, implementation by professionals with a positive perception of FAF, which have also been positively assessed by an expert group Results about intervention characteristic that benefit effectiveness of the FAF program are discussed. Parent self-efficacy reinforcement: effects on parent-child interaction and child behavior Mouton Benedicte

Dept. of Psychology, Catholic University of Leuven / Louvain (Belgium)

In most young children (3-6 years old), Externalizing Behavior (EB), such as aggressiveness, disobedience and agitation, is common but may become problematic if it persists overtime. This behavior is one of the main focuses of evidence-based parenting programs for preschoolers, since numerous studies documented the relation between EB and parenting, in particular to coercive childrearing behavior and to low parental self-efficacy beliefs. These programs have shown a positive impact on both parenting skills and child behavior. However, they do not allow the identification of which of the parenting variables has the most effect on EB since several variables are manipulated together. Based on a randomized controlled trial with 43 preschoolers and their mother, our study aims to disentangle these variables and test the causal relationship between parenting and EB. In an experimental design, self-efficacy beliefs are manipulated independently from childrearing, using false-positive feed-back to the mother. The effects of self-efficacy manipulation are measured in a laboratory observation of parent-child interactions, using the Crowell procedure with frustration tasks. Such self-efficacy manipulation is hypothesized to improve parent-child interaction, childrearing and child behaviors (i.e. positive effect, irritability, parent responsiveness to the child). 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 OToole Thommessen Sara Amelie

Psychology Department, City University London, Northampton Square, London EC1V 0HB, England (United Kingdom)

Children of traumatised refugee parents typically experience impaired mental health and educational achievement compared to children of non-traumatised refugee parents. Intergenerational transmission of trauma and the effects of being parented by mothers who are typically isolated, poor and who experience discrimination create disadvantages which extend to later social and educational settings. An intervention designed for refugee women, trafficked to the UK, and their infants, focused on attachment, resilience and positive parenting and included elements previously shown to be valuable to vulnerable mothers (Nelki, Gorney, Hassan & OShaughnessy, 2011; Shore, 2001). Weekly sessions including artwork, poetry, and baby massage encouraged mother-infant bonding. The structure and elements of the sessions and pre- and post- assessment comparisons are presented as qualitative analyses including quotes relating to the experience of taking part, changes to parenting abilities and the motherinfant relationship. We offer evidence that interventions presented early in the childs development can minimise or prevent the intergenerational transmission of trauma and enhance childrens ability to integrate into society successfully and maximise their opportunity to develop their full potential. We also provide an example of how a short and cost-effective intervention can lead to positive changes in a group of vulnerable women.

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II Universal programs and research questions Chair: Barbara Reichle Parent Start: A preventive intervention with first time parents Dette-Hagenmeyer. D. E., Dorothea

Dept. of Psychology and Sociology, Ludwigsburg U of Education, Ludwigsburg (Germany)

The transition from couple to family is one of the biggest ones in adulthood. 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 preventive intervention program Parent Start - 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, (2) facilitating the development of a secure parent-child attachment relationship and positive parenting styles by improving parents knowledge and competencies, and (3) creating a positive developmental background for children by promoting caregiving skills and reducing emotional strain during the transition to parenthood. Parent Start - The beginning counts is a structured, fully manualized couples group training for expecting first parents and parents in their first year of parenthood. Ten 90-minute-modules cover topics such as life management, communication, child behavior, attachment, parenting, co-parenting, and anger management. Evaluation of the program takes place within a pre-post-follow-up design comparing intervention parents with controls. Preliminary results of the program evaluation support the notion of a beneficial effect of a preventive intervention with first time parents. Strengthening families program 6-11 years among US Portuguese immigrant families and families in Portugal Magalhes Catia

Dept. of Health, U Utah, 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. Hence a culturally-adapted version was developed for Portuguese families. A child gender analysis has never been conducted for SFP. 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, and whether the SFP is equally effective for girls and boys. 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- to posttest) by 3 group design. Standardized test scales were used and measured 21 risk and protective factors. Statistically significant positive results were found in Portuguese and USA Portuguese families. 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. It can be concluded that Portuguese families and US Portuguese families benefitted substantially from SFP participation. SFP was equally effective for girls as for boys because girls are more impacted by family relationships. Empowering parents through online communication Nieuwboer Christa C.

Dept. of Education, U Amsterdam (The Netherlands)

Web-based technologies offer many opportunities to supply information and support to parents. Parenting professionals have begun to employ these technologies for their work and since 2003 some of these programs have been evaluated, showing positive outcomes. The workshop will focus on online interactions between parents and parenting practitioners. These interactions are mostly text-based, like in chat or email consultations. A randomized controlled trial shows that a short, one-response email consultation may enhance the empowerment of parents. Typically, email consultations are used to alleviate daily parenting stress or worries, and both parental and practitioners satisfaction with the use of this medium are high. But also, more severe or long-lasting situations have been put forward in parenting questions, showing a more pressing need for guidance in the process towards empowerment. A content analysis of consultations shows that practitioners use a range of instruments to write their text-based advice, but no distinct methodological approach has been found. In order to enhance practitioners competencies to provide empowerment-orientated text-based consultations, a theoretically grounded model has been developed for training purposes. During this workshop, this model will be illustrated with examples from a number of email consultations, showing opportunities for short-term in-depth counseling towards positive parenting. Disentangling parent training program effectiveness: The search for effective components Leijten Patty Dept. of Psychology, 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.g., Piquero et al., 2009). This knowledge would enable the improvement of parent training program effectiveness and cost-effectiveness. My colleagues and I have proposed a model in which small scale randomized trials (1) examine the effectiveness of individual program components, (2) examine the extent to which these components contribute to (or actually compromise) program effectiveness, and (3) inform parenting theory and program development. For example, we tested the well establishedbut never experimentally testedparenting advice to use labeled rather than unlabeled praise to reinforce childrens positive behavior (e.g., in Incredible Years and PCIT). In a field experiment with children (aged 4-8) and their parentsas nave confederateswe tested the effects of labeled and unlabeled praise on childrens compliance. Our results do not support the assumption that labeled praise is superior to unlabeled praise. In fact, labeled praise was less effective than unlabeled praise at promoting child compliance, especially when provided by parents who routinely used relatively much unlabeled praise in daily parenting. We discuss possible explanations for our findings and implications for parenting theory and program development.

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Predictors of dropouts in parenting programs Marinho Sylvie

Dept. of Psychology and Educational Sciences, Minho University (Portugal)

Family preservation has increased in the last years, not only with the goal to avoid the removal of children, but mainly to reinforce and optimize family functioning (Chaffin, Bonner, & Hill, 2001). One main indicator of the efficacy of parenting programs is the adhesion of the parents, ensuring their presence along the duration of the programs. Therefore attrition rates are a main concern for both the promoters and the professionals that implement them. 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. The dropout is defined as any participant evaluated in pre-test but not evaluated, at least in one measure, in the post-test. From the 592 participants that were evaluated in the pre-test, 49 (8.3%) were dropouts. Logistic regression analyses were employed to determine factors that were predictive of group membership (dropouts and completers). Different models were tested including pre-test measures (e.g. perception of social support network), participant characteristics (e.g. employment status) and intervention characteristics (e.g. provision of transportation). This study highlights improvements to be made in order to enhance adhesion of parents into parenting programs. Assessing modes of discipline and types of child misbehaviours Passini Christina

Dept. of Psychology and Education, University of Geneva (Switzerland )

There are conceptual, policy, and practical benefits of making a distinction between discipline tactics (DT) and discipline delivery (seeBaumrind, Larzelere, & Owens, 2010;Socolar, 1997), although this is rarely done in the parenting domain. Our presentation will focus on this issue. Using repeated measures data, collected in a sample of 32 mother-toddler dyads in the course of 10 days using ambulatory assessment, our study examined specific parental DT and their mode of delivery. In effect, two forms of dysfunctional discipline administration (DDA), namely over reactive and lax discipline, were studied. The unique and combined influences of key situational and person-related variables on the discipline process were explored. We explored real-life variations of and the linkages among types of child misbehaviour (moral, conventional, high arousal, noncompliance, and prudential), commonly experienced maternal negative affect (MNA), maternal attribution for child misbehaviour, DDA and specific DT. We also examined the impact of MNA during the discipline encounter on maternal use of DDA, controlling for childcentred or mother-centred attribution made by mother and for rate of child misbehaviour. Additionally, using multi-level analyses, we examined whether the situational effects vary across mothers and interact with mothers emotion regulatory style and child difficult temperament. Becoming a Family: The dynamic relation of maternal intrapersonal qualities and triadic interpersonal relatedness in the family Schroeck Felicia

University Clinic Heidelberg, Dept. 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. This process contains critical developmental tasks on an individual level but also on a systemic level of the whole family triad. Empirical research on the dynamic relation of individual, intrapersonal aspects and interpersonal aspects of the family has mostly concentrated on dyadic mother-infant interaction. However, 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, father and child, already at the age of three months. The present study investigates the dynamic relation of maternal intrapersonal qualities and triadic interpersonal relatedness in the family. The mother`s personality structure (OPD, DEQ) and mental health (CES-D, BSI), structural and dynamic aspects of the interpersonal relatedness in the LTP as well as (perceived) qualities of the social surrounding (e.g. social support) of the family are assessed. Results of possible associations of intra- and interpersonal qualities are drawn from an empirical database of 40 families and will be presented, also looking at a possibly moderating role of the social surrounding.

Family, Mental Health and Intergenerational Relationships 09.00 16.00 | Room 340 Amphiple

Chair: Marta Gonalves Instituto Universitrio de Lisboa (Portugal)

As preparation of the Twentieth Anniversary of the International Year of the Family 2014, this pre-congress workshop will offer an opportunity to work together for one full-day on three priority social topics in Europe: family, mental health and intergenerational relationships. The workshop will allow a discussion of implications for action, policy and future research within the three topics at European level and promote networking among the participants.

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Treating posttraumatic stress disorder (PTSD) after traumatic childbirth with cognitive behavioral therapy (CBT) 09.00 16.00 | Room 321 Amphiple

Chair: Antje Horsch University of Lausanne (Switzerland)

This workshop will draw on cognitive models to conceptualise PTSD following traumatic childbirth. The focus of this skills-based workshop will be on developing specialist skills in assessment, formulation and trauma-focused cognitive-behavioural therapy for this population, using video clips, role plays, and discussion of case examples. Participants will (a) learn about diagnostic criteria, epidemiology and risk factors for postnatal PTSD, (b) understand cognitive models of PTSD and the evidence for trauma-focused CBT, and (c) develop specialist evidence-based skills in assessment, formulation and trauma-focused cognitive-behavioural therapy for PTSD following traumatic childbirth.

ADHD AND DEVELOPMENT (In French) 14.00 16.00 | Room 414 Amphimax Les Aspects Dveloppementaux du Dficit dattention Avec/Sans Hyperactivit: de Lenfant ladulte

Chair: Michel Bader , Olivier Halfon University of Lausanne, (Switzerland)

Les aspects dveloppementaux du dficit d'attention avec/sans hyperactivit (TDAH/ADHD) reprsentent un paradigme fondamental de l'expression symptomatique en lien avec les processus de maturation crbrale et psychique. Cet atelier abordera les caractristiques cliniques et les enjeux des prises en charge du TDAH de l'ge prscolaire l'ge adulte. Un accent sera port sur l'interdpendance des aspects pluridimensionnels et sur le rle central des composantes dveloppementales et environnementales pour la comprhension de l'htrognit des profils cliniques. Les approches cognitives, psychodynamiques et familiales seront aussi dveloppes partir de vignettes cliniques.

OPENING SYMPOSIA
These opening symposia are open to everyone

UNDERSTANDING ENVIRONMENTAL AND GENETIC INFLUENCES ON NEUROCOGNITIVE DEVELOPMENT 16.30 18.00 | 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, not predetermined. From infancy onwards, genetic and environmental vulnerabilities influence gene expression as well as neural, cognitive and behavioural developmental trajectories. The symposium comprises four talks. 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. The third talk will uncover how brain imaging and animal models have enriched our knowledge of the development of fear and anxiety in adolescence. The final speaker will discuss how neurocomputational modelling has furthered our understanding of developmental regression in toddlers with autism. The symposium provides an overview of different methods used to uncover the complexities and varieties of emergent phenotypes over developmental time. 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, with recent data revealing significant long-term influences on language and attention. Despite the progress in mapping the influence of SES on the developing brain, it

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remains unknown how early such effects can be demonstrated. 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. Spectral power of resting brain activity in EEG was measured in the awake state. Between-subject comparisons of infants from low- and high-income families revealed significantly lower frontal gamma power in infants from low-income homes. Similar region-specific power differences were found when comparing infants according to maternal occupation, with the infants from lower occupational status groups yielding lower power. 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. Our results indicate that the effects of SES disparities on brain activity and attention to social stimuli can already be detected in early infancy, potentially pointing to very early risk in infancy for subsequent atypical developmental trajectories. Electrophysiological Measures in Autism Differentiate Behavioural from Neural Processes Esha Massand

Centre for Brain & Cognitive Development, Birkbeck, University of London (United Kingdom)

Recognition memory in ASD (Autism Spectrum Disorder) tends to be comparable to typically developing individuals (Bowler et al., 2000), yet it is unknown whether their memory processes rely on similar or qualitatively different neural mechanisms from the typical case. One way to investigate this is to record online brain electrical activity during item recognition in individuals with ASD compared to age- and IQ-matched healthy controls. 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, compared to words correctly rejected as new (old/new ERP effect). 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., 2001). We used this method to explore neural activity underlying recognition memory in ASD. Behavioural data revealed no overall differences in recognition memory between the ASD and comparison groups. However, ERP data yielded diminished old/new ERP effects in the ASD group, mainly at the central and fronto-central scalp sites. 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. This study is the first to reveal atypical old/new ERP repetition effects in ASD, 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. Casey

Sackler Institute, Weill Cornell Medical College, New York (United States of America)
Anxiety disorders (e.g., social phobia, 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. 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. A substantial portion of patients improves with this therapy, but 40-50% do not. 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, especially during adolescence. Behavioral, genetic and brain imaging data will be provided to offer insights for whom may be at risk for anxiety and for whom and when, during development, exposure based treatment may be most effective for treating individuals with anxiety disorders Regression in Autism: A Neurocomputational Approach Michael Thomas

Neurocognitive Development Lab, Birkbeck, University of London (United Kingdom)

Neurocomputational models are essential tools for investigating the mechanistic causes of developmental deficits. Implemented models force specification of the details of the developmental processes that have gone awry. Models often lead to novel testable predictions. An example is developmental regression which occurs in a subset of young children with autism. It constitutes an apparent reversal of cognitive development in the second year of life, including the loss of previously established skills. The profile of development and loss, as well as the variability in outcome, has proven hard to explain. In this presentation, I use a neurocomputational model to argue that regression in autism is caused by aggressive pruning of brain connections, an exaggeration of a normal phase of brain development that occurs during early childhood. The model has three main virtues. First, it can explain the source of variability observed in the severity and prognosis of regression, by specifying protective and risk factors for the pruning of network connectivity. Second, aggressive pruning may allow us to link the regressive subtype of autism to the broader phenotype; that is, pruning may explain other developmental trajectories of autism, where regression is not observed because the underlying development is slower and/or because the aggressive pruning occurs earlier. Third, 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. Most notably, the pruning hypothesis predicts that the earliest symptoms in the emergence of autism should be sensory and motor rather than social, despite a deficit in social skills characterising the adult phenotype Summary and Discussion Annette Karmiloff-Smith

Centre for Brain & Cognitive Development, Birkbeck, University of London (United Kingdom)

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Understanding contributions and threats of sport and physical activity to Children development 16.30 18.00 | Room A Amphiple An integrative science symposium co-sponsored by the International Olympic Committee and UNIL.

Chair: Fabien Ohl & Patrice Cholley (Switzerland)

Protection of the Elite Child Athlete: IOC Recommendations Margo Lynn Mountjoy,

IOC Medical Commission Sport Medicine Physician, 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, Endocrinology, 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 18:1519:00 | Room 350-351 Hamburger Amphimax Christiane Moro, Chair of the local committee Blaise Pierrehumbert, Chair of the Scientific committee Luc Goossens, EADP President Franciska Krings, Vice Rectrice Lausanne University

Awards The William Thierry Preyer Award for Excellence in Research on Human Development 2013 goes to Hkan Stattin and the late Margaret Kerr

Chair: Luc Goossens1 and Rainer K. Silbereisen2 1 University of Leuven (Belgium), 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 childrens processing of other actions

Chair: Ana Almeida Universidade do Minho. Instituto de Estudos da Criana, Braga (Portugal)

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Preyer Award Address 19:0019:45 | Room 350-351 Hamburger Amphimax "Beyond monitoring" Stattin Hkan

Orebr 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 Amphiple

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WEDNESDAY, 4 SEPTEMBER 2013

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Wednesday 4 September 2013

KEYNOTES

K1 OLFACTION, COGNITION AND ADAPTIVE RESPONSIVENESS IN EARLY LIFE 09:00 09:45 | Room: 350-351 Hamburger Amphimax Benoist Schaal

Center for Taste, Smell and Food Science, CNRS, Dijon (France) Chair: Blaise Pierrehumbert1& Christiane Moro2 1 University of Lausanne , SUPEA, Lausanne (Switzerland) 2 University of Lausanne , IP, Lausanne (Switzerland)

Olfaction has long been overlooked in humans, but recent psychological and psychobiological research has rekindled scientific interest for this modality. It is particularly salient in early life and infants do then benefit from it to face the multiple challenges of early development. The neonatal brain is already keenly reactive to odor stimuli, especially those to which it has been attuned by fetal experience. 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, orientation and appetitive behaviors. These chemoperceptual abilities are further expanded in the context of the mothers body, breast and milk odors, which work then both as sources of information and as reinforcers that promote rapid learning. 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, attachment, stressrelief), and prepare the infant to cope with the odor environment at large. In recent years, the tutoring power of the olfactory system has been shown to pervade into multisensory processes. Odor cues were indeed shown to promote or modulate visual attention and orientation during development as well as they do at adult age. By its regulatory functions, olfaction contributes to open the developing brain to the multisensory stream of information. In general, odours operate as sensory tags for other attributes of objects, persons or contexts, including the subjects own internal states. This ubiquitous associability of olfaction is backed by persistent memory processes. 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. Such odour tags may facilitate the assimilation of perceptual discontinuities, 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. But, 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, as suggested by studies on longterm consequence of traumatic life events. Accordingly, olfaction may be considered as a key sense in the multisensory organization of early cognitive and emotional life.

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, IP, Lausanne (Switzerland) 2 University of Lausanne , SUPEA, Lausanne (Switzerland)
Experimental tests of perceptions, memories, emotional reactions and object concepts of single infant subjects, measuring responses in controlled conditions, have produced conflicting theories of the primary processes of human intelligence and cultural learning. A more coherent picture of the motives that animate and childs experience, and that attract cooperative emotional connection with parents and other persons, emerges from detailed ethological description of spontaneous movements driven by emotions of playful curiosity and preferential engagement with affections, interests and interpretations of known companions. Age-related advances in rhythmically integrated activities, sensory discrimination and affective appraisals, including those that sensitively coordinate body movements and regulate shared autonomic contact with the mothers vitality before birth, show how the innate powers of the human being are uniquely adapted for both affective attachment and cooperative awareness in companionship. A progressive growth of motives for intimate, inventive, informative and imperative forms of communication with the child regulate the collaborative learning of social habits, arts, technologies and systems of belief in historic communities, and their codification in symbolic rituals, arts, practices and language. These natural developments of human consensuality, and the effects of environmental risks and benefits, are clarified by findings of comparative and developmental brain science.

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INVITED SYMPOSIUM
IS1 ATTACHMENT AND AUTONOMY/RELATEDNESS: WHAT IS UNIVERSAL, WHAT IS CULTURAL?

Chair: igdem Katba. Koc University (Turkey) Co-Chair: Blaise Pierrehumbert2 Lausanne University SUPEA (Switzerland)

11:00 12:30 | Room A - Amphiple

This invited symposium concerns two key topics in social development in cultural context. These are autonomy-relatedness and Attachment. Though conceptually highly relevant for one another, these topics are rarely studied together in unison. This is at least partially due to the different theoretical and research traditions involved. Attachment theory and research emerged as a special area in developmental Psychology, whereas, autonomy- relatedness derived from a self orientation in personality/social Psychology. This symposium, therefore, endeavours to highlight points of intersection as well as to reconcile differences between these important theoretical perspectives. Culture figures significantly in this symposium, often as a factor challenging some of the assumptions made regarding these psychological phenomena. Where Do the Cultural Differences Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Control Beiwen Chen, Wim Beyers, Stijn Van Petegem, Bart Soenens & Maarten Vansteenkiste

Ghent University (Belgium)

Research shows that controlling parenting is related to maladaptive developmental outcomes across different cultures. On the basis of this finding, it has been argued that controlling parenting frustrates children's universal and basic psychological needs for autonomy, relatedness and competence. This finding, however, 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. This study investigated Belgian (N = 341, mean age = 15.7) and Chinese adolescents' (N = 316, mean age = 14.4) perceptions of and reactions towards parental guilt induction (PGI). We presented a vignette depicting PGI and compared adolescents' perceptions and coping strategies in this vignette to those of two other vignettes, an explicitly controlling (PEC) vignette and an autonomy supportive (PAS) vignette. First, we found cultural differences in vignette perception. Belgian adolescents perceived PGI to be equally controlling as PEC whereas Chinese adolescents perceived PGI to be moderately controlling, between PEC and PAS. Second, controlling parenting predicted more experiences of need frustration across the two samples. Third, we found evidence for cross-cultural similarities and differences in the way adolescents react to PGI and subsequent need frustration. Although need frustration was associated with more oppositional defiance across the two samples, Chinese adolescents also reported that they would engage more often in compulsive compliance and less often in negotiation than Belgian adolescents. 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. Is Attachment Avoidance a Predominant Risk for Parenting in Relational Cultures? Comparing the US and Turkey Nebi Smer

Middle East Technical University, (Turkey)

Because of their diverging cultural functionalities, attachment anxiety in the collectivist relational cultures and attachment avoidance in individualistic cultures are relatively high. Considering that the incongruence between parenting socialization goals and the pattern of attachment orientations create a risk factor for cultural adaptiveness, it can be assumed that attachment anxiety in individualist and attachment avoidance in the relational/collectivistic cultures would be a predominant risk factor. In this study, the power of attachment anxiety and avoidance in predicting a number of parenting behaviors including the dimensions of psychological and behavioral control, emotional warmth, rejection, and parental competency, was examined on mothers having children in middle childhood from the US (N = 92) and Turkey (N = 96). As expected, Turkish mothers reporter higher levels of attachment anxiety and psychological control than the US mothers. Although attachment anxiety did not predict the majority of parenting behaviors in both cultures, attachment avoidance predicted lower level of parenting behavioral control (parental knowledge and child disclosure) in Turkey, but not in the USA. Examination of culturally relevant parenting behaviors can shed some light on the dynamics of cultural variation in both attachment orientations and parenting behaviors. Different Faces of Attachment Heidi Keller

University of Osnabruck (Germany)

Based on evolutionary thinking and allied assumptions, the Bowlby-Ainsworth tradition conceives of attachment as a universal need that follows the same developmental logic across cultural environments (assumption of universality). It is based on the conception of an agentic infant that has the right of a responsive environment. Attachment qualities are the consequence of the quality (sensitivity) of early interactional exchanges to meet the needs, wishes and intentions of the baby. With these assumptions, attachment theory embodies the cultural value of psychological autonomy, i.e. an emphasis on the mental world of wishes, cognitions, emotions, preferences and intentions. Relationships, including attachment are emotional bonds that are negotiated between independent individuals. 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, late parenthood, few offspring and nuclear families. Larger pockets of the worlds population (e.g. rural subsistence based farmers with low formal education, early parenthood, many offspring and large multigenerational households, around 30 - 40 % of the worlds population) emphasize hierarchical relatedness as a closely knit fabric of responsibilities and social obligations as the basis of self development. Autonomy is action based to

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support early independent contributions to the household. 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. 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 - - Autonomy-Relatedness and Attachment. This discussion/presentation endeavours to integrate aspects of autonomy-relatedness and attachment and indeed to identify the points of convergence between them. These points of convergence concern their main conceptual orientations rather than their specific formulations. Kagitcibasis Autonomous-Related Self Model will be used as the basis of this endeavor. The symposium is distinguished by its emphasis on culture as the significant context providing meaning to the psychological phenomena involved. The main points of discussion are that first of all, both perspectives have a universalist stance in making the basic assumption that attachment as well as autonomy and relatedness are fundamental human needs. Research provides empirical evidence for this assumption. Secondly, and more importantly, both relatedness and autonomy are ingrained in attachment in the sense that in secure attachment autonomy develops out of (within) relatedness. These points of convergence hold only if autonomy and relatedness are considered to be compatible - - A view which is endorsed by Kagitcibasis Autonomous-Related Self Model and Ryan & Decis Self-Determination Theory and which differs from such views as emotional autonomy, separation-individuation, conflict theories of personality, and individualism-collectivism paradigm that claim autonomy and relatedness to be conflicting orientations. Culture emerges as a key construct here in pointing to non-individualistic contexts where autonomy and relatedness are indeed compatible. It also comes in as a corrective in demonstrating the varied ways in which these psychological processes are manifested in behavior.

SYMPOSIA
SY1.1 HETEROGENEITY OF PEER-VICTIMIZED CHILDREN AND ADOLESCENTS: EXAMINING INDIVIDUAL AND CONTEXTUAL DIFFERENCES 11:00 - 12:30 | Room B - Amphiple Chair: Claire Garandeau

University of Turku (Finland) Disscussant: Ersilia Menesini University of Florence (Italy)

Being victimized by ones peers at School is always a painful experience: Peer victimization leads to numerous psychological difficulties (Isaacs, Hodges, & Salmivalli, 2008), some of them persisting well into adulthood (Ttofi et al., 2011). However, the situation of victimization is not identical for all targets of harassment. Victims differ from one another in their degree of internalizing problems as well as in their social position and social interactions, such as peer status or social support from adults. Contextual variations may also explain differences in victims individual adjustment. A precise understanding of the heterogeneity of peer-victimized Children and adolescents is thus needed to guide antibullying intervention efforts. This symposium brings together researchers from Finland, France and Italy to take a closer look at peer-victimized youth and the variability of their condition with the presentation of four papers. 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, and those who go unnoticed. This study aims to identify factors that predict such recognition. Study 2 considers victims differences in peer-perceived popularity and examines whether popular and unpopular targets are subjected to the same forms of aggression. 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. Study 4 focuses on social support from different sources - peers, teachers and family members - and explores which specific forms of support predict victimization, as well as bullying. In addition, this study controls for the effects of classroom norms for defending victims and supporting bullies. These presentations will be followed by a discussion from a School bullying expert. 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. However, 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. In order to improve the effectiveness of anti-bullying interventions, it is essential to facilitate teachers recognition of peer-victimized students. This study aims to identify factors that promote or hinder this recognition. Gender, grade level, bully-victim status and victimized students decision to disclose the harassment were investigated. The sample of students and school personnel in the present study were participating in the evaluation phase of KiVa, a nationwide antibullying program in Finland. 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. Using student questionnaires (117 schools, N = 12 915, grades 2-9), we focused on a subsample of students who undoubtedly should have

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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). Documentation from school personnel gathered throughout the pilot year indicates that less than 20% of chronic victims received support from school personnel. Logistic regression analyses showed no main difference in identification between primary and secondary schools. However, boys were recognized more often than girls, although significantly only in primary school (p < .001). Telling an adult about ones plight increased the likelihood of recognition, whereas being a bully-victim decreased it. 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. Victimization and Popularity: A Closer Look Miia Sainio,

University of Turku (Finland)

Bullying is often viewed as strategic behavior to gain status and dominance within the peer group (Bjrkqvist, Ekman, & Lagerspetz, 1982). In order to safely demonstrate their power, bullies avoid targeting high status peers (Salmivalli, 2010). Victimization is not, however, always related to low perceived popularity (Rodkin & Berger, 2008; Sainio, Veenstra, Huitsing, & Salmivalli, 2012). In this study, 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. Or perhaps popular victims are aggressive, being also perpetrators themselves? We may also wonder whether the two types of victims are equally maladjusted. A sample of 17,256 students (grades 36 and 78) 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 = .14, SD = .18). Among the 2,100 students reporting victimization at least two or three times a month (Olweus, 1996), we examined differences between popular (26.3% of victims scoring above average in popularity) and unpopular victims. Controlling for sex and grade level, popular victims were less often verbally victimized and excluded, but more often targeted physically, sexually and via internet or mobile phone, as compared with unpopular victims (ps < .05). There was no difference in victimization by spreading rumors. In comparison to their unpopular counterparts, popular victims bullied others more, but curiously, defended other victims more; they were also better accepted and less rejected by peers (ps < .001). Furthermore, popular victims were less anxious (p < .001); though not lower in depression nor higher in self-esteem. The overall mixed profile of popular victims will be discussed. 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, but whether other children share the same plight makes a difference: In classrooms where many are targeted, victims are better accepted, less depressed, and higher in self-esteem (Huitsing, Veenstra, Sainio, & Salmivalli, 2010) compared to those in classrooms where few are victimized. Seeing others being subjected to similar maltreatment may decrease victims tendencies for self-blaming attributions. A negative context can thus protect individual victims. We hypothesized that when classroom victimization decreases, the remaining victims feel even worse off than before. 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. Data were collected from 8,704 fourth- 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). Victims were identified through self-reports. There were 1187 victims at T1 and 704 at T2. Our analyses focused on the 262 children who remained victims at both time points. 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). An analysis of covariance was used to test for mean differences in psychological adjustment at T2 between two classroom victimization contexts, while controlling for intervention status (KiVa vs control) and grade level. As expected, stable victims in classrooms with decreasing victimization experienced higher levels of depression (p <.006) and social anxiety (p <.006) at T2 compared to those in classrooms with stable or increasing victimization. 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. Social support, from peers, family or teachers, was found to play an important role in these issues: While victims tend to lack support from all sources, bullies generally do not experience less peer support than uninvolved children. Another line of research has emphasized the importance of classroom behavioral norms in explaining the prevalence of bullying and victimization. The present study integrates these findings by concurrently investigating how perceived individual support from various agents and classroom norms, namely victim-defending and bully-supporting norms, predict bullying and victimization. Multilevel analyses were conducted on a sample of 688 Italian adolescents (55 % male) from 41 classrooms (mean age = 15). Individual-level predictors included gender and perceived social support from families, peers and teachers. Classroom-level predictors included victimdefending norms and bully-supporting norms. Results revealed domain-specific links between perceived social support and the two outcomes. Support from teachers, but not from other agents, negatively predicted bullying (Z = - .037; p<.001); victimization was negatively associated with family support (Z = - .026; p<.05), but not with support from teachers or peers. There was no effect of gender. At the classroom-level,

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effects of victim-defending norms were not significant. However, bully-supporting norms positively predicted bullying (Z = 3.16; p<.001) and victimization (Z = .89; p<.10), though the latter finding was marginally significant. These results indicate that adolescents who feel supported by their teachers bully less, even in classes where bullying is sustained by bullyingreinforcing norms. Support from family members specifically protects students from victimization by peers. However, 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

SY1.2 RE-ASSESSING THE IMPACT OF PREMATURE BIRTH ON LANGUAGE ACQUISITION AND PROCESSING 11:00 - 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, Neurospin/CEA (France)

Premature birth can have a negative impact on neurocognitive development. 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, language acquisition being among the affected areas. 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. 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. 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. Electrophysiological and optical spectroscopy data assessing auditory discrimination abilities in very young infants will be first presented. Behavioural data on word segmentation abilities by the end of the first year of life will also be analyzed. Measures on communicative and linguistic abilities and quality of mother-infant interaction up to the age of two years will also be offered and, finally, long-term effects of preterm birth on speech and lexical processing trough ERP responses at age nine years will be described. The role of maturational and environmental factors in the short- and long-term effects of premature birth on language outcomes will be discussed. Maturational age and Environment, what is important to learn your native language? Ghislaine Dehaene-Lambertz

INSERM U992, Neurospin/CEA (France)

During the first year of life, speech perception becomes attuned to the native language. Preterm infants receive broad speech stimulation several weeks earlier than full-terms. They hear the full frequency range of speech, which contrasts with the low-passed filtered speech foetuses hear in the womb. They experience face-to-face interactions with their caregivers, and sensorimotor and auditory feedback from their own vocalizations. However their brain is very immature and many neurons are still on their migrating way. 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, it is possible to test infants at the earliest age and describe their capacities in relation with cortical maturation. I will discuss the type of circuits necessary to perceive, discriminate, but also remember the external world, and the impact of brain lesions on these circuits. 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. 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. Language delays and a slower rate of lexical development have been repeatedly described in infants born very preterm. Studies exploring early segmentation abilities in this population can contribute to a better understanding of preterms delays in first vocabulary building. Data from an ongoing research project on word segmentation abilities in groups of participants with different gestational ages will be presented. A total of 132 infants, grouped into two age levels (8 and 11 months) and three gestational ages (32 weeks; 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. Data revealed that only the groups of full term participants succeeded at segmenting and recognizing word forms at both ages. Moderate preterm participants could only succeed in the task at the older age tested, while very preterm participants groups yielded no clear evidence of successful word segmentation at neither age tested. The link between maturation at birth and the timing of the word segmentation ability will be analyzed.

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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. However, preterm childrens early lexical processes have not been enough investigated as well as the role of early mother-infant interaction in building infants lexicon. We addressed this issue by examining extremely preterm infants communicative and linguistic abilities, as well as the dynamics of mother-infant interaction and communicative style, compared to those of typically developing (TD) children. Seventeen monolingual Italian extremely preterms without severe cerebral damages and neurosensorial impairments (GA <28 weeks) were compared to 11 monolingual Italian full-terms. At 12 months infants observational measures of communicative and linguistic abilities, 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. At 24 months the same direct and indirect measures and a lexical test (Picture Naming Game) were administered. Linguistic and cognitive difficulties were found in extremely preterm infants through direct and indirect tools and observational measures already at 12 months, becoming more evident at 24 months. 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. The methodological implications of this approach will also be considered. 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. Pathogenic pathways for language deficits are not fully understood. Well-functioning auditory processing is crucial for language development. 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, and that deficits in CAP correlate with language acquisition. 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. 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. 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 , 1, 4, and 6 years. In addition to these results the results of the N400 in the same children will be presented in the symposium. Our results may bring new understanding in speech processing and language learning in children born preterm.

SY1.3 CRIME, PUNISHMENT, AND RESTORATION: MOTIVES BEHIND COST IMPOSITION BY YOUNG CHILDREN 11:00 - 12:30 | Room 315. Amphiple Chair: Ben Kenward

Uppsala University (Sweden)

Disscussant: Mario Gollwitzer Philipps-Universitt Marburg (Germany)

Third party punishment is an important factor enabling humans complex cooperative networks (Nowak & Sigmund 2005). Studies of adults attitudes towards punishment (e.g. Keller, Oswald, Stucki, & Gollwitzer, 2010) have begun to investigate the motives underlying punishment. Till now, however, young childrens motivations for punishment, and indeed whether they punish at all, have hardly been investigated. Robbins and Rochat (Paper 1) demonstrate that a tendency to pay a cost to punish selfish behaviour develops between three and five years. Jensen and Pollock (Paper 2) likewise demonstrate the emergence of a tendency to engage in costly punishment, but in their context punishment emerged between six and eight years. Paper 1 further demonstrates that when given the option of paying to restore resources to the victim of a selfish act, or paying to punish the selfish individual, fiveyearolds choose punishment, but sevenyearolds choose restoration. At an age when punitive tendencies are increasing (Paper 2), punitive behaviour can nevertheless decrease when restorative justice is a possibility (Paper 1), demonstrating the importance of the existence of other forms of redress. Papers 1 and 2 also take comparative perspectives. Paper 1 demonstrates cultural differences in punitive tendencies between Samoan and US fiveyearolds, and Paper 2 compares the results to those from other primate species.Kenward (Paper 3) indicates that fouryearolds enactment of punishment is motivated by punitive sentiment rather than the copying of adult punishment - they corrected stories in which an adult had perversely punished an attacks victim rather than the perpetrator. The study further demonstrates that fiveyearolds will punish not only puppets but even antisocial humans adults, although only anonymously. 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. Reward and Punishment: Developmental and Cross-Cultural Differences in Childrens Restorative Justice Erin Robbins

Emory University Atlanta Georgia (United States of America)

Here we report developmental and cross-cultural findings regarding childrens proclivities to engage in costly restorative justice, either by punishing perpetrators or compensating victims of unfair sharing. In Study 1, 3 to 5 year olds (N=104) exchanged valuable coins with selfish and generous puppets in a multi-round, triadic sharing game (Robbins & Rochat, 2011). Afterward, children could sacrifice their own coins to punish puppet(s) of their choosing. Results demonstrate only 5 year olds systematically oriented punishment toward the stingy puppet. In control conditions where puppets were identically stingy, identically

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generous, or portrayed as passive recipients, children of both ages punished at chance levels and did not orient punishment toward one particular puppet. We also compared 5 year old children from the US (N=14) and a traditional, collectivistic, small scale society in Samoa (N=14). Children of both cultures were equitable in the triadic sharing game, but only US children systematically engaged in costly punishment oriented toward the stingy puppet, suggesting the important role of culture in sanctioning norm violations. In Study 2, 3 to 7 year old US children (N=62) earned an endowment of valuable coins before observing stingy and generous puppets exchange coins. Children could sacrifice coins to either give coins to (reward condition) or take coins from (punishment condition) the puppet(s) of their choosing. Results indicate a strong interaction of age and condition. By 5 years, but not before, children (82%) engaging in costly sacrifice were significantly more likely to restore equity through punishment than reward; in contrast, at 7 children (76.8%) were significantly more likely to reward than punish (Fishers exact tests, both p<.05). In all, we interpret these findings as expression of an ethical stance emerging by 5 years in which children begin to make principled decisions toward others, thus becoming moral agents proper, with some evidence of cultural variations. 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. A useful tool for determining how the threat of punishment increases fair division of resources is the ultimatum game (Gth, Schmittberger & Schwarze, 1982). A proposer is given an endowment that can be shared with a responder who can accept or reject it. The expectation of simple maximisation is that the responder should accept any nonzero offer, and knowing this, the proposer should offer the smallest amount possible. However, responders routinely reject offers, even though it is costly to do so, because doing so results in the proposer getting nothing. This threat of punishment induces proposers to be more generous than they would if the responder is powerless (dictator game). The mini - ultimatum game provides pairs of choices to the proposer, one of which is always unfair (disadvantageous) to the responder (Falk, Fehr & Fischbacher, 2003). Adults are less likely to reject unfair outcomes, for instance, if the proposer is faced with identical options (8/2 vs 8/2). Five year old children, on the other hand, reject unfair offers only when the option is a fifty-fifty split, suggesting a willingness to pay a punishment cost, but not a sensitivity to relative outcomes or the intentions behind them (Wittig, Jensen & Tomasello, under review). To explore sensitivity to unfair intentions, 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 responders share (Kaiser, Jensen, Call & Tomasello, 2012). Preliminary analyses suggest that it is not until about 6 years that children reliably reject any offer, and not until about 8 years that they pay a cost to punish unfairness. These results will be compared to work on chimpanzees and bonobos to consider the evolution of punishment. 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.g. Smetana, 2006), but little is known about whether they might actually act out such punishment. 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. In study 1, 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. Participants did sometimes copy the punishment of the victim in inconsistent trials. However, they usually tended to change the punishment target following inconsistent punishment so that the perpetrator, not the victim was punished (story changing was more frequent in inconsistent trials, p=.004, sign test). 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, which itself is known to be very strong (Nielsen & Blank, 2011). Their selection of punishment targets is therefore at least partially motivated by a sentiment that wrongdoing merits punishment, not simply a tendency to act in the way that adults do. The use of dolls as punishment targets raises questions as to whether results generalize to real situations. In Study 2, fiveyearolds therefore allocated unpleasant and pleasant items to neutral and antisocial adults, presented as real and shown on video. One group allocated anonymously whereas a second group were informed they would give in person (N = 24 per group). When anonymous, 82% of participants allocated unpleasant items to the antisocial adult, but only 21% of giving-in-person participants did so (p = .008, Fishers exact test). Neutral adults were almost never allocated unpleasant items. These results demonstrate that fiveyearolds spontaneously punish antisocial adults although they do not dare to do so in person.

SY1.4 EVIDENCED-BASED PARENT EDUCATION PROGRAM: DIFFERENT EVALUATION APPROACHES 11:00 - 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, 2009), and positive parenting movement has been permeated by this concern (e.g., EJDP special issue 1, 2012). As a consequence, researchers include standards of evaluation in order to assist practitioners and policy makers to determine which parent education programmes are effective (Flay et al., 2005). To get this aim, and having concern for methodological standards, several evaluation strategies can be followed. In this symposium five

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evaluation approaches are presented and discussed, showing a diverse but integral view of parent education programme evaluation strategies respectful toward methodological standards. First, a qualitative approach for the evaluation of a parent education program for at-risk families is presented. It includes focus-groups with content-analyses concerning motivation, learning and parent practices perceived by both parents and children. 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. Third presentation displays the results from a parent education program for at-risk families, focusing on the long-term effects (follow-up) on the families and the professionals according to the implementation process characteristics. 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. It includes a pre-post-test and follow-up assessment controlling for parent and programme differences. Fifth, a cross-national evaluation of a parent education program is introduced. The Delphi technique (administered to parents, 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. Learning together, growing up in a family: The qualitative evaluation of a psycho-educational programme M. ngeles Balsells

University of Lleida (CAT) (Spain)

The programme Learning together, 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, and is aimed at families who are in a situation of poverty and vulnerability. It is carried out in groups and has three intervention levels with sessions for sons/daughters, for mothers/fathers and for the whole family together. The evaluation adopted a mixed methodology, using standard quantitative questionnaires and focus-groups with a quantitative content analysis. Out of a total of 1834 people participating, 1270 took part in the programme (609 parents, and 564 children) (296 parents and 268 children) being the control group. 61 groups were formed in 12 cities using 138 professional staff. 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, the drawing in and the initial evaluation of the families; (2) To analyze the factors which contribute to the development, the usefulness and satisfaction of the programme; (3) To look at the changes made during the learning process of positive parenting. According to the methodology adopted, discussion groups were chosen as a way of collecting information. This established a dialogue between the participants, to understand the subjectivity between them and to look into proposed themes for discussion, as well as making the participants more aware of the importance of the theme. 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; in total 35 discussion groups were made. The Program growing happily at Home: Immediate effects evaluation Mriam lvarez

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. Thus, different institutions have developed programs and plans to support the strengths and capacities of the families to be able to face the parenting exercise, with new focuses in parental competences and a positive vision of family intervention in the family preservation perspective. In these line of action, it is Growing Happily at Home program (Crecer Felices en Familia), that consists of a psycho educative programme to promote child development for parents with children between 0 and 5, developed in Junta de Castilla y Len Social services, Lleida Social services and Tenerife island Social services and educational centres. The main objective of this study is to evaluate the efficacy of the program in order to produce changes in the parents. The participants of this study were 180 parents referred, on one hand by the social services for showing negligent behaviors with their young children with three different levels of risk, and on the other hand, parents proceeding from educational centres without psychosocial risk factors. We have studied the pre-post-test differences in parental competences and attitudes, as well as potential moderating effects of family and contextual factors. The results indicate that the program have positive effects attending to specific circumstances. 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 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. In the follow-up evaluation 20% of the sample of participants were selected randomly, so a total of 95 parents participated, mainly mothers, 42,7% of them referred by the municipal social services, and 57,3% where non at-risk families. The results indicate that implementation process factors are highly related to the effects of the program.

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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. 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, analyses are constrained to participants who completed the three assessments. The results focus on the effects of parenting interventions on parental stress, parental practices, social support network, childrens behavioural and emotional difficulties, as perceived by parents, as well as on the influence of some identified factors on the effectiveness of the parenting interventions. Consistent intervention effects were maintained at the follow-up assessment on parental and social support measures, yet no positive effects were registered on all the dimensions of child behaviour and emotional difficulties. Moreover, positive outcomes were related to some parent characteristics (education level and child protection referrals) as well as to a number of programme characteristics (e.g., length, manualized versus tailored, transportation, provision of specific training). 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. 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 adolescents quality of life. There is consensus about the standards of evidence must include not only criteria for efficacy and effectiveness, but for dissemination. A few exemplary programmes had been replicated by independent research teams in multiple trials with longitudinal outcomes with large effect sizes, with the aim to be overspread. However, there is a gap about how to guarantee the cultural adaptation of a parent education program evaluation, particularly in Spanish-speaking countries. To move forward, it is necessary both to control of a set of biases common to all transcultural research, and to consider the specific characteristics of the evaluation studies. As a first step for the cultural adaptation of the evaluation design of a parent education programme, in this presentation cultural differences on beliefs about education and development between Peru and Spain are showed. For this project the Delphi technique was administered in Seville (Spain) and Leymebamba (Peru), including 50 questions about (1) relevance of several contexts for child development, (2) role of childhood, family and school for the society, (3) functions of family and school for child development, and (4) children and adolescents needs. A group of 30 mothers and fathers users from a parent education program in family preservation services (pre-test evaluation), 30 educators and 15 authority figures at a community level were interviewed, and two rounds of the Delphi technique were performed. The results showed the need for adapting evaluation designs to the cultural context, and to include measures from a macrosistemic level.

SY1.5 TAKING MATERIALITY SERIOUSLY IN PSYCHOLOGICAL DEVELOPMENT: A SKETCH OF NEW METHODS IN DEVELOPMENTAL PSYCHOLOGY 11:00 - 12:30 | Room: 315.1 Amphiple Chair: Virginie Dutrannois

Lausanne University (Switzerland) Disscussant: Christiane Moro Lausanne University (Switzerland)

In developmental psychology, the psychological significance of object and gestures linked with objects (what we globally call materiality) have tended to be downplayed. In contrast, a number of scholars have highlighted the role of language and gesture, excluding the role played by object in communicative and linguistic development. In that symposium, the papers reconsider this missing link, i.e. the role of objects in gestures, either in communicative and linguistic development, or in cognitive development where communication and cognition are considered as tightly intertwined which constitutes one of the bases of psychological development. The papers presented here emphasize the role of objects (re)considered as artefacts in gestures. It is argued that objects, through their uses and public meanings, shape childrens cognitive, communicative and linguistic (here reading) development. 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, adult and objects triadic interactions. This conception is grounded in Vygotskian framework and Moro & Rodrguez works on early infancy. 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. In day care centres, it will be demonstrated that materiality is, in educational situation, an indicator of psychological development. In nursery and elementary schools, 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. In that symposium, 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

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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, the role of gestures that involve objects has received little attention despite their importance in communication and cognition. 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. From a pragmatic and semiotic perspective based upon Vygotskys theory, 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. In these works, it has been noticed that when children has appropriated the canonical use of the object (between 10 to 13 months), they become able to produce gestures related to these uses directed either toward other people, either toward oneself. In our talk, 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. Six children interacting with one of their parents with two different objects (for 7 minutes with each one, each two months) are videotaped in naturalistic conditions. 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. Then we will present our analysis of gestures to oneself (their forms, functions and relations to semiotic systems) through an on line micro genetic and semiotic analysis inspired from Peirces semiotics. Finally, we will conclude our talk with a discussion on action, gesture, sign and their respective relations in the context of our research. Which methodology for highlighting the materiality rolled out in reading teaching-learning in ordinary classroom situations? Claire Taisson-Perdicakis

Universit 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). In these school levels, one of the main curriculum objectives is the development of competency to read. We consider that the development of reading skills (potential developmental level) is built on the pupils actual developmental level (Vygotski, 1934/1997). When learning to read, pupil yet has at ones disposal semiotic abilities related to both knowledge of the material objects and their uses, and of basic gestures and their meaning (what we globally call materiality). Consequently, in that research, 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. Our present contribution will concentrate on the methodology used to highlight the materiality and its evolution throughout the three schoolyears. The data is constituted by ethnographic observations realized four times a year. These observations are completed by semi-structured and self-confrontation interviews and by the investigation of officials school curricula. In macro genetic analysis, we realize the synopsis of the situations from which significant sequences come out, holder of materiality. The significant sequences are constituted by remarkable events that are used for micro genetic analysis. Our study shows that the materiality allows the pupils to become readers at the end of the last year; our contribution highlights that the so far used methodology then becomes inoperative because the language prevails on the materiality in the last filmed session. Educational situations and psychological development in childcare centres: Materiality as an indicator of psychological development Sophie Tapparel

Ecole d'Educateurs/trices de l'enfance Genve (Switzerland)

Our research takes place in the historico-cultural and semiotic approach of psychological development of Vygotski. In line with works of Moro & Rodrguez, we consider that: 1. the educational situation is where psychological development occurs; 2. materiality (i.e. objects and gestures linked to objects) plays a central role on psychological development. In this contribution, we will focus on the materiality produced by a childcare worker in a painting situation organised for 2-to-3-year-old children. 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. The situation was filmed six times during one year. 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). 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. In other words, he produces gestures linked to objects to construct with children shared meanings around the painting situation. We also assume that as soon as children have constructed shared meanings: 1. childcare workers gestures decrease; 2. new activities or new objects are introduced. We will illustrate our talk by playing three video extracts of the painting situation. Two of them were filmed at the beginning of the year and the third was filmed in the middle of the year. By analysing online the materiality produced by the childcare worker, we will demonstrate that micro genetic analyse of triadic interactions is essential to understand how psychological development is let off in quasi-ordinary situations. Therefore materiality is, in educational situation, an indicator of psychological development.

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WORKSHOP
WK1 EFFECTIVENESS OF CULTURALLY ADAPTED STRENGTHENING FAMILIES PROGRAM IN FOUR COUNTRIES 11:00-12:30 | Room: 210 Amphiple 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. Because of positive results in a NIDA RCT, SFP has been widely disseminated through schools, family services agencies, drug treatment centres and clinics. 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. Effectiveness reviews (Cochrane Reviews-Foxcroft, et al., 2003; 2012) and cost-benefit studies (Miller & Hendrie, 2008), find the Strengthening Families Program (SFP) is the most effective substance abuse prevention program. Recent RCT SFP studies also found SFP reduced by 50% substance use, delinquency, depression/anxiety, and HIV risk in genetically at-risk youth having short alleles of the 5HTTLPR serotonin transporter gene (Brody, et al., 2012) and days in foster care for children of addicted parents (Brook, et al., 2012). Hence, SFP reduces health and social costs. Because of this programs effectiveness, 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, Bangkok and also the Pan American World Health Organization (PAWHO). The four presenters in this oral symposium will discuss their reasons for selecting SFP, language and cultural adaptation methods, implementation challenges and successes and results for four different countries US (Kumpfer), Spain (Orte), Portugal (Magalhes) and Austria (Spiel). Dr. Kumpfer, who is the original program developer, 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. 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, validated and applied the Strengthening Families Program (SFP), a selective, multicomponent program to prevent drug use and other problem behaviors originally designed for US familiesto the Spanish social and cultural context. The user profile for which the North American program was designed did not match the profile of potential users in Spain, and consequently it has been adapted to the sociocultural characteristics of families being treated for drug addiction as part of the pilot validation study, as well as families known to social services in subsequent experimental applications. The results of adaptations of the SFP, both in the USA and in other countries, suggest that cultural adaptations can substantially improve both take-up and acceptance of the program. To successfully transfer the program and to achieve results similar to those obtained in its original form; the cultural adaptation must remain faithful to the program. 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, PCF) in the version validated for Spain. 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. 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. We present the process of cultural adaptation carried out of the SFP in Spain, and the results obtained in the implementation of the program in several high-risk groups in several Spanish autonomous communities. Implementing Positive Parenting in Carinthia / Austria Georg Spiel, 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. 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. It consists of an integrated network of different service domains. A central issue of this NGO is to provide support for children/ adolescents and their families, although each of the different service domains tries to reach this goal in its own way. In the last years we fostered the family orientation of our projects systematically. Within the framework of quality assurance, group discussions on family involvement were conducted in order to assess the corresponding goals, interventions and pitfalls and to gather ideas for potential improvements. Each service domain summarized the main results of their discussions, and these reports were subjected to a content analysis. The results showed that a broader discussion concerning the organization's main goals with regard to family involvement was needed, as was improvements of the interventions taken to reach these goals. A road map depicting the next steps planned, in the sense of organizational development was developed. The first step was to implement the Strengthening Families Program (SFP) to enhance positive parenting. Secondly we implemented Fostering Changes (F.Ch.) a program to support foster carers and other professionals in their everyday pedagogic routine. 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. Ch. Training. We will discuss necessary (cultural) adaptations and present evaluation results.

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Positive Parenting: Effectiveness of the Strengthening Families Program 6-11 Year among Portuguese Families Catia Magalhes,

Technical University Lisbonne (Portugal)

Evidence-based parenting and family interventions are effective in improving parenting skills, positive parent/child relations and childrens developmental outcomes. Hence, selecting a family EBPs that best match the local family needs and culturally adapting is the best route to positive family outcomes vs. creating a new unproven programme. A Cochrane Collaboration review (Foxcroft, 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, 2008). Since 2003, 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, Magalhes & Xie, 2012). Hence a culturally-adapted version was developed for Portuguese families. These cultural adaptations point out, culture-relevant language, colloquialisms and examples; culturally accepted norms of role behavior; culture-relevant definitions of undesirable behavior and culturally and context-appropriate systems and service providers. Statistically significant positive results (p. <.05) were found for family, parents and children outcomes using the standardized SFP instruments. Statistically significant positive results (p. <.05) were found for 16 or 76.2% of the 21 outcomes measured for Portuguese families. Families can benefit substantially from SFP participation to improve parenting skills, family relations and childrens behaviours. Evidence-based family skills training programs are the most effective method for reducing mental health and substance abuse disorders in high risk youth. Recent SFP studies also found SFP reduced by 50% substance use in genetically at-risk youth (Brody, et al., 2012) and days in foster care for children of addicted parents (Brook, et al., 2012). Hence, SFP reduces health and social costs. 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. Effectiveness reviews (Cochrane Reviews-Foxcroft, et al., 2003; 2012) and cost-benefit studies (Miller & Hendrie, 2008), find the Strengthening Families Program (SFP) is the most effective substance abuse prevention program. Recent RCT SFP studies also found SFP reduced by 50% substance use, delinquency, depression/anxiety, and HIV risk in genetically at-risk youth having short alleles of the 5-HTTLPR serotonin transporter gene (Brody, et al., 2012) and days in foster care for children of addicted parents (Brook, et al., 2012). Hence, SFP reduces health and social costs. However, SFP is costly to administer$880 to $1400/family for a 7- or 14-week family group course. To reduce costs to $5/family a new 11-session, Home Use DVD was created and tested in schools. Methods. 244 parents of 6th and 8th graders completed the DVD at home or in US school evening groups. To allow comparisons using a quasi-experimental 2 group x 2 repeated measures (pre-and post-test) ANOVA analysis design, the same SFP parent survey was used for data collection. 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 4,500 families. Results. The DVD group outcomes were significantly better than the regular SFP12-16 Year or SFP 10-14 Years norms. The Home Use DVD had almost as large Cohens d effect sizes for improving parenting and family outcomes, but larger positive changes in the youth. Conclusions. The results will be presented and implications of the use of computer technology (DVD and web delivery, aps) in reducing delivery cost of family interventions to improve social and mental health developmental and health care outcomes in youth.

THEMATIC SESSIONS

TS1.1 MARITAL RELATIONSHIP AND CONFLICT

Chair: Jolle Darwiche University of Lausanne (Switzerland)

Effects of Work-Family Dynamics on Parenting: A Couple-Level Analysis Vieira Joana1, Lopez Frederick 2, Matos Paula1
1

11:00-12:30 | Room: 319. Amphiple

Faculty of Psychology and Educational Sciences, University of Porto, (Portugal) University of Houston (United States of America)

Based on a systemic and ecological perspective, the main goal of the study here presented is to contribute to a more comprehensive understanding of the work-family (im) balance complexities, 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. Using a sample of 200 Portuguese dual-earner couples with preschool children, this study explores how the conflicting and enriching balance of work and family roles echoes in parenting experience. More specifically, it analyzes the impact of both negative (conflict) and positive (enrichment) work-family dynamics in parenting experience (satisfaction, stress and sense of competence), as well as in mother- and fatherchild relationship (attachment, involvement, discipline and relational frustration). Contrasting with the limited examination of couple level work-family relationships, this study focuses on a dyadic approach, using Actor-

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Partner Interdependence Models (APIM) to examine both within- ("actor effect") and across-dyad ("partner") effects, and this way accounts for interdependence within families. These analyses are performed while controlling for the effects of some variables which have been linked to significant work-family and/or parenting findings, such as parents socioeconomic status, parents depressive symptoms, and number of children. Finally, 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, family and parental roles. 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. Understanding development of mental health among parents is therefore needed to design effective intervention strategies for families. Subjective well-being (SWB) is recognized as a major component of mental health. Knowledge about development of SWB among parents is thus important to improve such intervention strategies. Divorce is negatively related to SWB, but recent research has indicated that divorce can be positive for SWB under some circumstances. However, being a parent of small children is associated with several challenges, and consequences of divorce may be different among persons in this phase of life than in the population in general. More knowledge about when divorce is positive versus negative for SWB among parents of young children is therefore needed. Method: The current study used a sample of more than 30,000 mothers of young children (0-3 years of age). 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. Both cognitive and affective aspects of SWB were measured - life satisfaction (LS) and positive affect (PA), respectively. Results: Divorced women showed a more negative development in SWB than not-divorced women over the three-year period. This was true for both LS and PA. However, when the quality of the broken relationship was very poor, divorce predicted a more positive development in LS and PA than staying in the relationship. This positive effect of divorce was stronger regarding LS than regarding PA. Conclusion: Among parents of small children, divorce may be beneficial for SWB if relationship quality is very poor. If relationship quality is relatively good, staying in the marriage may be more beneficial than leaving. These findings could have consequences for marital counselling of parents of small children. Malaysian Childrens Mental Health, Well-Being, and Academic Performance are Affected by Parental Marital Relationship Mohd-Zaharim Norzarina, Hashim Intan

Universiti Saints Malaysia (Malaysia)

Childrens mental health, well-being, and academic performance may be affected by parental marital relationship, and children who are more resilient should be able to weather difficulties in their parents marriages better than those who are less resilient. Among resilient factors for children include self-esteem, self-efficacy, optimism, and emotional intelligence. The primary aim of this study was to explore the relationships between parental marital relationship and childrens resilience, mental health, well-being, and academic performance. Participants were 1077 Malay-Malaysian children age 11. They responded to a questionnaire containing nine sections: demographic background, self-esteem, selfefficacy, optimism, mental health, well-being, emotional intelligence, parental relationship and conflict, and parent-child attachment style. Findings indicated that: (1) parental marital status had significant effects on childrens mental health and well-being; (2) parent-child attachment style had significant effects on childrens mental health, well-being, and academic performance; and (3) emotional intelligence and self-efficacy mediated the links between parental relationship and conflict and childrens mental health, well-being, and academic performance. These findings are discussed within the framework of optimal child development. Child Adjustment in Divorced Families: Can We Successfully Intervene with Dutch 6- to 8-Year-Olds? Klein Velderman Mariska1, Cloostermans Anne1, Pannebakker Fieke1, de Wolff Marianne1, Reijneveld Sijmen2,1
1 2

TNO Behavioral and Societal Sciences (The Netherlands) University Medical centre Groningen (The Netherlands)

Parental divorce impacts strongly on children within a family. They score lower on measures of wellbeing, conduct, psychological adjustment, self-concept, and social relations. In the Netherlands, available preventive support for children of divorce is mostly local, not proven effective, and focused on children aged 8 years and older. The US Children of Divorce Intervention Program (CODIP) is an evidence-based intervention to prevent divorce related problems in children of different age ranges. 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. A pilot study was conducted consisting of four CODIP-NL support groups, provided to 23 children dealing with divorce. We examined mother and group leader reported differences in child positive functioning before and after participation, and compared effects of CODIP-NL to effects found in previous US research. Mother-reported child adjustment did not show significant pre- to post-test differences. However, a positive trend was found in motherreported total difficulties scores. The increase in mother-reported child positive functioning (n=20, d=.39) was smaller than increases reported in US research among CODIP participants (n=50, d=.64). Group leader-reported data (n=22) revealed strong intervention effects on childrens positive adjustments (d=1.03) and on total difficulties (d=.64). This was in line with a strong effect on group leader reported child adjustment (d=1.44) as found in the US. In sum, 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. At ECDP2013, sample elements of intervention content will be shown, and results of our pilot will be presented.

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TS1.2 MEMORY

Chair: Koviljka Barisnikov Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva (Switzerland)

11:00-12:30 | Room: 340. Amphiple

Virtual Reality in the Ecological Study of Prospective Memory Development Abram Maria1, Picard Laurence2, Orriols Eric1, Piolino Pascale 1,3
1 2

Paris Descartes University, Institute of Psychology, Memory and Cognition Laboratory (France) Franche Comt University (France) 3 INSERM U 894 Psychiatry & Neurosciences Centre (France)
Introduction: prospective memory (PM), or remembering to do specific things in the future, includes event-based (EB, triggered by an external cue), time-based (TB, triggered at a certain moment) and activity-based (AB, triggered by another activity) actions [1, 2]. PM is linked with retrospective memory (RM) and executive functions (EF) abilities [3, 4]. PM has not been studied much in children, and tasks often differ from everyday life conditions. Our goals were to test normal PM development with a new virtual reality (VR) task [5], a controlled but close to everyday life environment, and to study the links of PM with RM and with EF. Method: 36 subjects (aged 5 to 25) memorized 16 actions (EB, TB and AB) they later had to remember to do while navigating in a familiar virtual town. They also performed RM, EF and standardised PM tests. Results: ANOVAs show an age effect (better results for adults and adolescents than for children), and a type of task effect (better results for EB and AB actions than for TB). There is also an Age x Task type interaction, TB difficulties being the most important in children. Partial correlations (age controlled) show that PM scores correlate with RM, EF scores and with a standard PM score. The age effect is more important in VR than the standard PM task. Discussion: the results confirm an age effect on PM and show that TB actions are the most difficult, especially for children. Independently of age, PM is related to RM and EF abilities. 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, this task being more sensitive than the standard PM task. Impact of a Program for the Stimulation of Working Memory in Pre-Kindergarten Children from Vulnerable (Rural and Urban Areas Rojas-Barahona Cristian A1. Frster Marn Carla E1. Moreno-Ros Sergio2
1 2

Pontificia Universidad Catlica De Chile, Facultad De Educacin (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., 2005) and pre-schoolers (Welsh et al., 2010). There is also a correlation between WM development and future academic performance in general (Blair, 2006). Rural students present disadvantages in their cognitive development in comparison with children urban areas (MINEDUC, 2000). Objective: To promote the development of WM in pre-kindergarten children through a specially created computer program, in vulnerable urban and rural areas. Methodology: N=286 children (143 rural /143 urban), average age: 4 years and 5 months. The design was quasi-experimental. A comparison group (CG) and an intervention group (IG) were used, with pre and post measurements being made. The program was applied during 16 sessions (30-minute), 2 times per week. Before and after the intervention, a WM test (AWMA) and a reading competences (RC) test (Tejas LEE) were applied. The analysis consisted in repeated measures ANOVA and multiple regressions. Results: The study shows that the IG reaches further WM development than the CG, both in the visual-spatial (VS) (p2 Goldsmiths, University of London. Grandparents play an important part in the in the lives of their grandchildren as they provide emotional, practical and educational support. Children learn and develop attitudes towards grandparents in part through books and media representations. The present study investigates the three generational perceptions of grandparents representations in childrens books in the in the United Kingdom, Italy and Greece A total of 180 participants, 20 children, 20 parents, and 20 grandparents in each country were interviewed while being shown a selection of illustrations of grandparents from childrens books (Sciplino et al., 2010). Generational and national differences were found. Grandparents considered the picture of younger grandparents as the best representations, whereas the children more frequently chose the picture of middle aged and older grandparents. By contrast these pictures were viewed by parents and grandparents as stereotyped and not reflecting the beliefs about grandparenthood today. As to national differences, 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. Implications of these different perceptions are discussed. Individual Differences in Involuntary Memory Recall among Japanese Elders Nomura Haruo

Graduate School of Human Sciences, Osaka University (Japan)

Reminiscence seemed to be a phenomenon occurred generally in elders. It also has been promoted in therapeutic situations such as life review or reminiscence therapy (Butler, 1963). Elders recall events arouse around 20 years-old and this characteristic distribution is named reminiscence bump (e.g., Rubin et al., 1986). However those generality of reminiscence and memory distribution is mainly based on experiments in laboratory in western countries. Therefore it is necessary to scrutinize reminiscence in more natural settings in other culture. The present study investigated distribution of autobiographical memory recalled involuntarily with diary studies and examined generality of

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such distribution. 16 Japanese elders over 60 years of age (8 women and 8 men, average age 63.4) recorded at most 3 involuntary memory recalls per day in a portable diary during a week. Items recorded were situation of recall (date, time, activity, prompt, affect) and content of recall (time of event, content of event). The total results showed frequent recall of 60s and 10s and indicated recency effect and reminiscence bump. However those results consisted of individually different types of recall. Recent Recall type (6 participants) recalled mainly events in 50s and 60s, and Remote Recall type (4 participants) recalled mainly events in 10s. Inactive Recall type recalled under 10 events, and Scattered type (3 participants) could not be classified in 3 types above and recalled events in various ages. Some participants classified in Recent Recall type ruminated about recent stressful events such as family conflicts. Some participants classified in Inactive Recall type preoccupied in daily activities such as leisure, learning. The present study implies individual or contextual differences in involuntary memory recall among Japanese elders. Reminiscence bump could be a composition of different types of memory recall and should be scrutinized in consideration of individual and contextual differences. The Influence of Training on Working Memory (WM) Development: Invariabilities and Changes on Performance and Neural Efficiency Nussbaumer Daniela1, Grabner Roland H.2, Schneider Michael3, Stern Elsbeth1
1

ETH Zrich (Switzerland) University of Gttingen (Switzerland) 3 University of Trier (Germany)

2

Recent studies show controversial results on whether development of WM capacity, a limiting factor of human cognition, can be provoked through training. We investigated whether participants improve performance in trained and untrained tasks as a result of WM training. By means of electroencephalography (EEG) we additionally investigate if potential behavioral changes are reflected in changed general cognitive activity patterns. Ninety young adults trained over a two week period (7.5 hours total) in one of the following conditions: an adaptive WM task with increasing difficulty, a non-adaptive WM tasks with constant moderate demands, and a control reaction time task. All three groups where presented with the same WM, mathematical or intelligence transfer tasks before and after training when also their brain activity was measured. WM training had positive effects on trained tasks as well as on untrained tasks with a similar surface structure. Tasks that differed in various characteristics showed no WM transfer gains depending on the three experimental groups. In the EEG results, an increase in neural efficiency was seen after training. In light of these findings, limitations and chances of WM trainings are discussed. The significance of the present results is threefold. First, our results suggest that WM training is of limited use to develop WM capacity and thereby enhance human cognition in general. 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. Second, as positive transfer occurred between two tasks focusing on inhibitory processes, it might be possible to enhance this specific component of WM. Third, there is the possibility that WM training can reduce brain activity. According to the neuronal efficiency hypothesis this makes individuals more efficient and thus could help participants with lower IQ. Developmental Improvement of Maintenance Mechanisms of Verbal Information in Working Memory between 6 and 9 Oftinger Anne-Laure, Camos Valrie

Universit 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. The first, originally described in Baddeleys (1986) model is already in use at 7 (Tam, Jarrold, Baddeley, & SabatosDeVito, 2010). At similar age, children also use attentional refreshing, a mechanism described in the time-based resource-sharing (TBRS) model (Barrouillet, & Camos, 2010). The present study included 3 experiments aiming at evaluating the interplay between these two mechanisms from 6 to 9. In the first experiment using a Brown-Peterson paradigm, the opportunity for using the attentional refreshing was manipulated by introducing a concurrent task before the recall of verbal items. In the second experiment, using a complex span paradigm, this opportunity was manipulated by varying the attentional demand of the concurrent task. On these 2 experiments, concurrent tasks were performed either silently or aloud, the latter impeding the use of sub vocal rehearsal. In the last experiment with a Brown-Peterson task, we manipulated the use of attentional refreshing by varying the number of time that they have to perform a concurrent task. Moreover, to manipulate the opportunity to use rehearsal, half of the children had to say oui for all beeps that they heard in headphones. As expected, recall performance increased with age, and the concurrent articulation had a detrimental effect on recall regardless age. Moreover, increasing the attention demand of the concurrent task reduced recall. However, the interaction between rehearsal and refreshing as well as the 3-way interaction varied with the manipulation of the attentional demand. Interactions emerged when a concurrent task was introduced, but not when its attentional demand varied. To conclude, the efficiency of both mechanisms improves from 6 to 9 and, refreshing and rehearsal are independent in children, as in adults

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TS1.3 SOCIAL COGNITION IN CHILDREN

Chair: Isabelle Albert Universit du Luxembourg, Walferdange (Luxembourg)

11:00-12:30 | Room: 201 Amphipole

Childrens Irony Understanding between Speakers Belief and Intention Massaro Davide1, Valle Annalisa1, Marchetti Antonella1

Universit Cattolica Del Sacro Cuore (Italia)

Irony is a mental state jointly created by communicative partners to convey emotions, intentions, and beliefs (Gibbs, 2000). It is traditionally defined as an expression in which the intended meaning is the opposite of the literal meaning (Clark, 1996; Creusere, 1999). In fact, irony implies a literal level, which is the explicit utterance, and an intended level, which is the speakers communicative intention and attitude. Recently, 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. Some authors argue that speakers beliefs understanding is necessary for the comprehension of communicative intentions (Pexman, Glenwright, 2007); other authors consider that the communicative intentions can be understood without the representation of speakers beliefs (Filippova, Astington, 2010). Our work aims to compare two different ways to operationalize irony understanding deriving from these two perspectives. A set of irony tasks was administered to 70 Italian children (34 females, mean age = 78,26 months), assessing the ability to understand speakers beliefs and communicative intentions. The predictive effect of theory of mind (ToM, namely 1st and 2nd order false beliefs) and metacognitive vocabulary was also explored. Results show that the two different ways of operationalization significantly affect the predictive effect of ToM and metacognitive vocabulary. In fact, when the intention understanding depends on belief, ToM predicts irony comprehension, whereas the metacognitive vocabulary explains a significant portion of its variance, when belief and intentions are considered as independent. These findings contribute to the debate about the relationship between irony understanding and metarepresentational abilities. The Mind Gaze In Children between Three and Four Years Old de La Rosa Adriana

Universidad Autnoma de Occidente (Columbia)

This paper presents the results of a study of the process of understanding complex images and visual metaphors in 3.5-4 year old children. The methodology was multiple cases study and micro genetic method. The population was eight children, was presented with metaphoric images during 10 sessions along a six month period. A visual metaphor is defined as a new visual object comprising one or more elements, generally incompatible. The results of the study indicate that understanding implies that the children make adductive inferences, since they build hybrid categories for each inference and the get integrating the different elements included in the metaphoric image. Contrary to earlier studies, it was found that children understand more easily interpenetrations than iconic tropes. Complex reading of metaphors reveals that children made four different types of hybridization, that is, by coordination, by spatial relations, by constitution, and full hybridization. These different types of categories are evidence of the cognitive flexibility of children and, at the same time, of the complexity of process of visual metaphors comprehension. Reading fiction and perspective-taking ability in elementary school children Tamura Ayana1, Tsunemi Kohei2
1
2

Showa Womens 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 of four different grades (n=392) participated in the study: ninety-six 3rd-graders (87 girls), one-hundred and two 4th-graders (87 girls), one-hundred 5th-graders (81 girls), and ninety-four 6th-graders (79 girls). Children were participated in this study as a class. They performed three types of perspective-taking task (perceptual, conceptual, and affective), as well as answered a question of how much they read fiction. Performance on the affective perspective-taking task correlated positively with ratings of reading fiction. Perceptual and conceptual perspective-taking performance, however, were not reliably related to reading fiction. The ANOVA on the affective perspective-taking level revealed a significant effect of the amount of fiction, F(1, 378)=4.25, p<.05. Readers of fiction tend to have better abilities of affective perspective-taking. This finding suggests that reading fiction plays an important role for affective perspective-taking ability.

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TS1.4 IDENTITY AND SELF ESTEEM

Chair: Anna Brytek-Matera University of Social Sciences and Humanities (Poland)

11:00-12:30 | Room: 321. Amphiple

Evaluation of physical appearance, 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, behavioural component of body image avoidance and interoceptive awareness in older adolescents aged 16-19 years, relative to young adults aged 20-25 years with eating disorders. The research consisted of 57 female patients diagnosed with anorexia and bulimia nervosa, and included 21 patients aged 16-19 years (mean age 17.38 1.20) and 36 patients aged 20-25 years (mean age 22.17 1.59). We used the Contour Drawing Rating Scale (Thompson & Gray, 1995), the Body Image Avoidance Questionnaire (Rosen et al., 1991) and the Interoceptive Awareness Scale (Garner, Olmsted & Polivy, 1983). The results revealed significant differences between both clinical groups. Our study showed that having difficulties recognising bodily sensations was higher in older adolescents than in young adults with eating disorders. In addition, in patients aged 16-19 years avoiding social situations in which food, weight, 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. 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. 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, particularly in older adolescents with eating disorders. The effects of life event and personality on depression and self-esteem in a longitudinal sample of college students Tani Iori1, Igarashi Motoko2, Moriyama Masako3, 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. Investigation of the factors related to depression is important to prevent of depression in college students. 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. Method: Participants (n =198, aged between 18 and 21 years) completed the Big-five scale (Wada, 1996), the Center of Epidemiological Studies-Depression Scale (CES-D) (Shima, Kitano, Kitamura, Asai, 1985), Life Event in interpersonal and achievement domain Scale (Takahira, 1998), Self-Esteem Scale (Hoshino, 1970) seven times, every three months in two years. Stability of the factor structure was examined using multiple population analysis in the SEM. Developmental changes were examined by ANOVA. The effects of life event and personality on depression and self-esteem were examined by hierarchical multiple regression analysis. Results: To examine the effects of life event and personality on depression and self-esteem, we conducted a hierarchical multiple regression analysis with the following order of entry: (1) Step 1- age; (2) Step 2- the Big Five personality traits; and (3) Step 3-life events. The results show following. (1)Neuroticism is significantly, positively related to depression in every time, (2) Negative life events are significantly, negatively related to depression in three times and R2 Changes is significant. (3) A total of 20-38% of the variability in depression was accounted for, with age accounting for 1-3% (n.s.), with the set of personality traits adding an additional 2-17% (p<.01) of the unique variance in depression. (4) Self-esteem could not be explained consistently among seven times. Changes in Self-Image during Childhood Strayer F. Francis, Bettayeb Nahma, Rousse Judith

Universit Bordeaux Segalen (France)

Two distinct approaches have inspired empirical research on the emerging sense of self. Psychosocial research frames the study of the selfconcept as a normative question, requiring quantitative analysis of multidimensional judgments shaped by different experiences during early childhood. In contrast, psychodynamic investigations emphasize differences in early personality, indexed by qualitative differences in early self-representation. Hue, Rousse, Bon & Strayer (2009) argue that person-centred analyses of quantitative measures offer a potential bridge between these two domains of self-representation research. This study examined elementary school childrens (N= 1658; ages - 6 to 12 yrs.) perception of personal competence using Harters psychometric scales (Harter, 1979; 1982). Initial findings indicated significant decreases in positive self-evaluation for both boys and girls as a function of age. Person-centred cluster analyses revealed five types of self-representation that were quite similar at each age-level. Secondary K-Means analyses indicated that children at each age-level could be classified as Competent, Academic, Social, Sportive or Inferior. Most of the 6 and 7 year-olds were classified as having either Competent or Inferior selfimages (Adler, 1954; Erikson, 1956). However, with increasing age, 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, Social or Sportive self-images. These developmental trends appeared earlier among girls, similar effects for boy emerged one to two years later. Results corroborate and extend prior empirical work on the development of self-perception during middle childhood. Findings validate Harters four-dimensional model of self-perception, and clarify earlier findings on self-image by tracking additional patters of self-representation. The joint use of psychometric and person-

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centred methodologies provides a more robust basis for examining developmental changes in self-representation. These findings provide hope for the eventual integration of psychosocial and psychodynamic accounts of the developing self. The relationship between mental health and test anxiety in the gifted and normal students SabzehAra Langroudi Milad , Mohammadi Mostafa2, Mehri Yadollah2 , 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. The comparison of these constructs between talented and normal schools student was assessed as well. 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, 1981), General Health Questionnaire-12 (Goldberg, 1972), Pope Self-Esteem Scale (Pope, 1989) and Implicit Association Test (Greenwald, McGhee and Schwartz, 1998). Results showed a significant relationship between explicit self-esteem and test anxiety, but no significant relationship for implicit self-esteem and test anxiety. Also there was no significant difference between two schools in test anxiety and global self-esteem. Academic and social context of gifted and normal students is essential for determination of their level of self-esteem and dominance on academic challenge. Identity Formation and Emerging Adulthood in Young Adults Skhirtladze Nino1, Javakhishvili Nino1
1

Ilia State University- Tbilisi (Georgia)

Emerging adulthood is a relatively newly developed notion of one of the stages of psychosocial development, introduced by Jeffrey Arnett. It develops between the adolescence and adulthood stages. Research in different parts of the world validates its existence and, at the same time, shows evidence of importance of contextual diversities. The socio-cultural factors, such as marriage age, career choice opportunities, and others greatly contribute to the existence of emerging adulthood. This research was aimed at checking emerging adulthood stage occurrence in Georgia, currently developing country in the stage of transition to the free market and democracy. The analysis of some contextual factors mean age of marriage, family life characteristics, and vocational development tendencies - make grounds for suggesting that emerging adulthood is not widespread in Georgia. According to Arnett, along with socio-cultural characteristics emerging adulthood is expressed in psychological aspects of personality development. As identity formation is one of the central psychological issues of emerging adulthood life stage, the identity formation processes were studied by various psychological instruments. The current research utilized Dimensions of Identity Development Scale (DIDS) for the first time with this specific aim, as the scale proved to be a significant and reliable measure for identity formation processes. The comparative mean values of five identity formation processes commitment making, exploration in breadth, exploration in depth, identification with commitment, ruminative exploration - confirmed expected outcomes. We suggest that high levels of commitment making and identification with commitment are expressions of achieved adulthood. In our study mean values on commitment making and identification with commitment were high in comparison with exploration dimensions.

TS1.5 SCHOOL AND COGNITIVE PROCESSING

Chair: Stphanie Breux University of Neuchtel (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, Pucker Katrin, Cummings Anna, Kser Udo

Department of Psychology, University of Bonn (Germany)

A core task of school is to promote cognitive development, especially the effective use of memory strategies, because the acquisition of metamemorial competencies enables pupils to learn how to learn. 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, 1992) of clustering can be used effectively by pupils at around 10 years of age. This quasi-experimental study (N = 1301) examines the questions to which extent school achieves this objective and, in relation to age, pupils are really able to use memory strategies effectively. The following questions are analysed: 1. How well do children memorise? 2. Which strategies are used by them in general? 3. How are memory capacity and the use of different strategies linked? 4. To which extent is clustering used in particular? 5. How are memory capacity and clustering connected to learning mode, age, gender, and school type?

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Childrens cognitive argumentations: the construction of argumentative sub-discussions Miserez-Caperos Cline, Breux Stphanie, Perret-Clermont Anne-Nelly

University of Neuchtel (Switzerland)

In his early work, Piaget wanted to create a method to empirically observe the structures of childrens thinking through their judgments and reasoning (Piaget, 1926). In order to access their reasoning, he would engage children in critical interviews, often around cognitive tasks, and confront them with different opinions. Piaget wanted to see if children were able to support their views with arguments. But in fact, more than studying childrens argumentations, he was focusing on the logical structure of their arguments. Argumentation has been studied in many contexts such as political discourse, juridical discourse, etc (Rigotti & Greco Morasso, 2009). According to van Eemeren and colleagues (1996, 2009), an argumentation implies two parties involved in a difference of opinion and an issue which is discussed. Despite growing interest in argumentation, the topic of childrens cognitive argumentation is rarely approached in contemporary studies on argumentation theory. Few studies (Muller Mirza & Perret-Clermont, 2009) explicitly consider how children's argumentative discourse is dependent on the social context. For this reason, our interest is devoted to better understand childrens argumentative thinking in cognitive activities. In our study, 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. 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. Our data offers us to observe that children do not always stick to this issue, but are discussing about other issues in sub-discussions. These sub-discussions may seem irrelevant in the adults eyes. However a closer analysis of the data highlights that they tend to be indirectly linked together and form a sophisticated argumentation. The development of mental arithmetics in German fourth-graders Kser Udo, Bnniger Meta

Department of Psychology, University of Bonn (Germany)

Although German fourth-graders can be found in the upper third of the current international study TIMSS, weaknesses still prevailed in arithmetic. In light of this result, it is interesting to focus on the ability to perform mental arithmetic. The question arises, how well fourthgraders can solve arithmetic problems mentally and how this ability develops during fourth grade. The basis for answering these questions is provided by the results of a longitudinal study with 54 pupils of fourth grade. Their development in mental arithmetic was examined at three measurement points with an interval of about two months. In addition to that, it was analysed how this development is correlated with previous knowledge, learning skills, intelligence, and academic self-concept. The results will be discussed against the background of curricular objectives (Ministerium fr Schule und Weiterbildung NRW, 2008) and the results of TIMSS (Institut fr Schulentwicklung, 2012). Home Chaos, Academic Achievement, Cognitive Performance and Social-Emotional Adjustment of Pakistani Primary School Children Shamama-tus-Sabah Kazim Syeda1, Gilani Nighat2, Wachs Theodore. D3
1 2

Govt. Degree College (Pakistan) NIP, QUA, Isl (Pakistan) 3 Purdue University (United States of America)

Research findings from western developed countries have found strong associations between home chaos and childrens cognitive performance and behavioral problems. In the present study we were intended to test if the same pattern of associations can be replicated in a non-western developing country. The sample consisted of 203 Pakistani primary school children. To assess home chaos the Confusion, Hubbub, and Order scale was translated into Urdu and was administered to mothers. 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, respectively. Academic achievement of children was assessed by taking the average of their two consecutive examinations from the archival records of school examination branch. Results indicated that home chaos was not related to childrens cognitive performance. However, replicating the same pattern of findings from western developed countries, higher home chaos uniquely predicted elevated levels of internalizing and externalizing behavioral problems and lower levels of adaptive behavior in Pakistani children, as rated by both mothers and teachers. In addition children from high chaotic families exhibited significantly low academic achievement as compared to children from low chaotic families.

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TS1.6 LIFE NARRATIVES

Chair: Ayala Borghini University of Lausanne, SUPEA (Switzerland)

11:00-12:30 | Room: 413 Amphimax

The Development of Childrens and Pre-Adolescents Narratives Boulard Aurore1, Poudat Cline2 , Gauthier Jean-Marie1
1
2

Universit de Lige (Belgium) Universit de Paris (France)

The aim of this study is to explore the development of childrens narratives in three different contexts that are favorable to the production of (self-) narratives: (i) at home with parent(s), (ii) at school with peers and (iii) with a researcher in psychology. 136 children aged from 3 to 13 have been recorded 50 minutes in each situation. Once transcribed, the data were morph syntactically annotated and processed using multivariate exploratory techniques, including Correspondence Analysis, Principal Component and Classification Analysis. 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.e. simplified vocabulary, demonstrative pronouns). The situation with the psychologist was the one leading to the more elaborate narratives, as children seem to show greater language control with unfamiliar adults. However, age naturally impacts the complexity of narratives, both on the lexical and morph syntactic levels. The results we obtained enabled us to observe a gradation in the complexity of textual productions, setting the roots of the future self-narratives the subjects will be able to develop later, during adolescence. Thus, the findings show different and significant aspects of the development of narratives and self-narratives in childrens speech, considering age and context. Last but not least, they also suggest the relevance of the application of text statistics methods to clinical psychology.

Images of the Relationship between Elderly Persons and their Children: Visual Narratives of Life (1) Yamada Yoko1, Ieshima Akihiko2, Urata Yu3
1 2

Ritsumeikan University (Japan) Shimane University (Japan) 3 Kyoto University (Japan)

This study had three purposes. First, it examined how elderly persons represent themselves and their relationships with their children. Second, it compared the patterns characterizing these relationships with those in the drawings of young adults taken from previous studies. Third, it identified the narrative themes that structured visual life stories of the past, present, and future. Three kinds of drawings (of past, present, and future relationships) were collected from 70 participants (males: 36, females: 34; average age: 70.9 years), and the following nine fundamental patterns of relationship were observed: wrapping, supporting, looking after, siding, facing, separating, leading, giving, and punishing. These fundamental patterns were common to the young adults drawings depicting their relationships with their mothers. Four narrative structures and themes were identified: cycle story (the future pattern resembling the past), reversal story (from caring for to being cared for), independent story (moving from dependence to independence), and consistent story (no changing among three fundamental patterns from past to future).

Depicting Life Stories in the Sugoroku Format: Visual Narratives of Life (2) Ieshima Akihiko, Yamada Yoko2, Urata Yu3
1
2

Shimane University (Japan) Ritsumeikan University (Japan) 3 Kyoto University (Japan)

The purpose of this study is twofold. 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), classifying patterns of their life story sugoroku in terms of shape, theme, rule, storyline, episode, and so on. 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. Various types of life story sugoroku were collected from more than 300 Japanese university students. I selected a few cases of life story sugoroku as visual narratives and analyzed them using the KJ method. The main findings are as follows. (1) The life story sugoroku of Japanese university students can be classified into three main types: (a) convoluted, (b) zigzag, and (c) loop. (2) Young people enjoy depicting their life stories in the sugoroku format, which includes a representation of their philosophy of life.(3) The process of creating, sharing, and discussing life story sugoroku can be a good incorporation into a career education program.

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Assessing the Meaning of Life using Network Illustration: Visual Narratives of Life (3) Urata Yu, Yamada Yoko2, Ieshima Akihiko3
1
2

Kyoto University (Japan) Ritsumeikan University (Japan) Shimane University (Japan)

This study explored a new method to assess the meaning of life narratives. This method is based on a visual model constructed using the methodology of model construction based on the qualitative data. Initially, data on the meaning of life narratives was collected both in student samples and quotations from eminent people (e.g., Nobel Laureates, philosophers, and physicists). For the student samples, a global assessment of the sources of meaning was made by asking the participants to rate the Important Meaning Index (IMI; Urata, 2011) measuring the extent of importance of each source of meaning. Then, participants were asked to describe how these sources were related to each other. The qualitative data were transformed into network illustrations of the visual model by the researcher. These samples were also compared with the narratives of eminent people, which referred to both the personal and universal meaning of life. The result showed that the narratives about similar sources of meaning might differ depending on their level of integration or elaboration. This suggests the important distinction between the sources of meaning people believe in and the ways they believe in them. 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.

Stories from Childrens Imaginary Worlds: a Longitudinal Cross-Cultural Study of Childrens Developing Narrative Skills Lim Ai Keow

University of Edinburgh (United Kingdom)

Childrens language and social skills become increasing sophisticated between 2 and 4 years of age. During shared play, they tell stories that relate to their past experiences and narrate fantastic tales. Children develop and maintain their play episodes through collaborating in narrating stories involving familiar and fantasy themes, discussing pretend scripts, assigning roles and attributing pretend properties to objects, events and situations. Play narratives provide valuable opportunities for children to discuss about the mental-states of playmates and characters enacted, thus gaining insights into others thoughts, feelings and perspectives (Kavanaugh & Engel, 1998). Childrens narrative ability and styles reflect family, community and cultural values and norms acquired during daily activities and conversations (Engel, 1999). 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. This paper presents a longitudinal cross-cultural study of the development patterns of narrative content and construction between 36 UK children (M = 42.75, SD = 1.84) and 38 Singaporean children (M = 43.68, SD = 2.79) at 2, 3 and 3 years. A repeated-measures semistructured observational approach was used to study naturally-occurring pretend play behaviour. 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. Two aspects of developmental patterns will be compared: (a) narrative content: types of stories children tell; and (b) narrative construction: communication strategies used to enter the play episodes, sustain the pretend episodes and resolve conflicts. Preliminary descriptive results indicate that the stories that children enacted and styles of narrative construction are culturally-specific, suggesting that cultural values, norms and beliefs are transmitted to children from an early age. The discussion will focus on culture and biological differences in the development of narrative skills.

POSTER SESSIONS

PS1.1. ISSUES ON CONTEXT QUALITY AND CHILD ENGAGEMENT IN DAILY ENVIRONMENTS

Chair & Disscussant: Ana Isabel Pinto University of Porto - Faculty of Psychology and Educational Sciences (Portugal)

11:45-12:30 | H2 Amphiple Hall

The study of child engagement during the first years of life is especially relevant, as it is assumed to describe the process through which children acquire knowledge. Considering that toddlers and preschoolers learn essentially through play and other interactions with people and objects in their daily environments, 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, 1995). Several studies have analyzed the role of individual engagement in explaining the effects of child care quality on childrens developmental outcomes, indicating that child engagement is associated with child characteristics (de Kruif & McWilliam, 1999; Pinto et al., 2006), as well as with classroom structure quality (Raspa, McWilliam, & Ridley, 2001; Casey & McWilliam, 2005), and process quality (McWilliam, Scarborough, & Kim, 2003; Pinto, 2006). 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, 1999; Tonyan & Howes, 2003), suggesting that the observation of child engagement ought to be used as an indicator of child care quality as it provides information on childrens experiences (McWilliam et al., 1985; Raspa et al., 2001) Based on the ecological perspective and on the socio-cultural approach to development and learning, the studies presented on this symposium consider engagement as a process proximal to day care quality, illustrating the childs interactive competencies in natural settings, and as a potentially critical factor for optimal learning and developmental change. By documenting the linkages between child care quality and child engagement

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at early ages, results have obvious implications for politicians and for educational practice in the field of early education in general and specifically for children with disabilities. Process quality in center-based child care and individual child engagement Ana Isabel Pinto1, Joana Cadima1, Susanne Kuger2, Manuela Pessanha3
1

University of Porto - Faculty of Psychology and Educational Sciences (Portugal), German Institute for International Educational Research (Germany), 3 School of Education, Polytechnic Institute of Porto
2

A great deal of evidence suggests the short and long-term effects of developmentally appropriate, high-quality center-based child care on childrens cognitive, language, and social outcomes as well as on later school achievement (Vandell, Belsky, Burchinal, Steinberg, & Vandergrift, 2010). While in most studies quality has been assessed at classroom level, data regarding process quality experienced by individual children is scarce. Analyzing such quality at individual child level may provide evidence on the goodness-of fit between the learning environment and childrens characteristics, based on their experiences and behaviors. Research comparing quality at the two levels of assessment identified several differences between quality at classroom level and quality at individual child level (Kuger, Smidt, & Rossbach, inprep.). The current study analyzes associations between two measures of process quality assessed at classroom level and individual child engagement. The question is: to what extend the two levels of assessment are related with each other. Observation of child engagement has been used as an indicator of child care quality, as it provides information both on childrens experiences and on their developmental competences (McWilliam & Bailey, 1992; Raspa et al., 2001). Data used in this study was drawn from a longitudinal study and considers two data points: during the toddler years (T1); during the preschool period (T2). It includes observational data assessed at classroom level measured by the ITERS and the ECERS-R for global quality, and by the EC II (McWilliam, 1998) for group engagement. The individual child observation focuses on the sophistication of child engagement. 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). Correlation analyses display a pattern of relations among aspects of process quality at classroom level and child level. Effect of teacher-child interaction and children characteristics on observed engagement Catarina Grande, Ana Isabel Pinto

University of Porto - Faculty of Psychology and Educational Sciences (Portugal)

Teacher-child interactions are considered to be developmentally appropriated when teachers respond contingently and warmly to children, provide a variety of opportunities to participate in a two-way communication, identifying and elaborating on childrens feelings, interests, and activities (NAEYC, 1997). Studies show that teachers interactive styles are related to child engagement, influencing the quantity and quality of childrens engagement (de Kruif, Zulli, McWilliam, Scarborough, & Sloper, 1999). Engagement has been defined as the amount of time children spend interacting with adults, peers or materials in a developmentally and contextually appropriated manner at different levels of competence (McWilliam & Bailey, 1995). Quantitative and qualitative differences in engagement were also found depending on childrens developmental status. Children with disabilities spend less time in mastery level engagement, and more time in unsophisticated engagement (McWilliam & Bailey, 1995; McWilliam & Scarborough, 1997). The purpose of this study is to analyze the relative influence of child characteristics (chronological age and disability status) and teachers interactive styles on observed engagement of children with disabilities in inclusive settings. Fifty children with disabilities and fifty special educations teachers participated in this study. Engagement Quality Observation System III (McWilliam & de Kruif, 1998) was used to measure childrens observed engagement. Childrens Disability Profile was assessed using Abilities Index (Simeonsson & Bailey, 1991). Special education teachers interactions were rated based on the Teaching Styles Rating Scale (McWilliam, Scarborough, Bagby, & Sweeney, 1998). Results indicate that older children, children with lower levels of disability, and children whose teachers use elaborative-responsive behaviors more often and redirect behaviors less often, spend more time on more sophisticated levels of engagement and less time in unsophisticated behaviors and nonengaged. Results are discussed highlighting the implications for improving inclusive practices of children with special educational needs in preschool settings. Observation of student engagement in Portuguese elementary schools Joana Cadima, Slvia Barros, Ana Isabel Pinto, Teresa Leal, Vera Coelho

University of Porto - Faculty of Psychology and Educational Sciences (Portugal)

Considering that research suggests the importance of students engagement for their learning and development (McWilliam & Bailey, 19952; de Kruif & McWilliam, 1999; McWilliam, Trivette, & Dunst, 1985), 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; Greenwood, Carta, Kamps, & Delquadri, 1997). Eighty-four children, attending the 4th grade, and their elementary teachers were observed in three sessions during one school day. The results showed that students spent about 90% of the observation time engaged in appropriate behaviors, although the academic responses were less frequent than task management responses. In addition, results provide evidence on the reliability and validity of the obtained data, thus supporting the use of CISSAR in Portuguese elementary school settings.

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PS1.2. EXECUTIVE FUNCTIONS AND THEIR RELATION TO SOCIAL, MOTOR, AND COGNITIVE OUTCOME VARIABLES IN MIDDLE CHILDHOOD 11:45-12:30 | H4 Amphiple Hall Chair: Sarah Loher

Institute of Psychology, University of Bern, Bern (Switzerland) Disscussant: Claudia M. Roebers Institute of Psychology, University of Bern, Bern (Switzerland)

In the context of the development of domain-general cognitive skills, executive functions (EF) have been evaluated as a strong predictor of later academic achievement in the preschool and early school period. This multifaceted construct encompasses higher-order cognitive abilities, including the inhibition of task-irrelevant stimuli or responses, updating of newly acquired memory contents, or the flexible shift of the focus of attention. While this so-called umbrella term displays heterogeneity in terms of involved processes, the focus on outcome measures recently gained a growing interest of research. The current symposium focuses, on the one hand, on aspects which fuel the development of EF. On the other hand, EF and their ability to either explain individual differences or growth over time in external factors will be evaluated. As factors potentially fuelling development of EF, physical variables such as physical activity and motor coordination will be discussed. As candidate factors which are explained by EF performance, social and behavioral factors such as peer relations and eating habits, and cognitive factors (theory of mind, attention, and academic achievement) will be focused. This symposium shall be understood as contributing to the embedding of the theoretical construct of EF into capacities which are relevant to childrens everyday lives. The symposium unites studies from different nations and presents an interesting variety of considered external factors and methodological approaches, while the age-homogeneity of the examined children (middle childhood) allows for comprehensive conclusions across the different contributions.

Effects of physical education on executive functions in school children Katja Jger

University of Bern (Switzerland)

Because of the importance of executive functions (EF) in everyday life and especially in school functioning, various forms of intervention programs targeting EF have been designed in recent years. Physical activity seems to be one potential factor that affects EF throughout lifespan. However, empirical findings regarding effects of physical activity on EF in children are rare and the duration of potential effects are unclear. The aim of the present study was to investigate the acute effects of a sport lesson on EF in school children. 102 second grade children were randomly assigned to an experimental (EG) and a control group (CG). While the EG participated in a sport sequence of 20 min length which included cardiovascular and cognitively demanding physical activities, the CG listened to an audio drama. Before (pre), immediately after (post), and 20 min after (follow-up) the intervention or the control condition respectively, EF was assessed by an n-back and a modified flanker-task. No group differences could be found in the updating and shifting performance. But in inhibition, the significant interaction (F (200, 2) = 2.58, p = .04, n2p = .03) indicated, that the EG improved more from pre to post than the CG. Between post and follow-up however, the benefit of the EG compared to the CG levelled out. 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. These results correspond to previous studies, which also found effects of physical activity mainly on inhibition. However, this study also showed that the effects did not persist over time. 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.

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. There is a lot of interest regarding different aspects of self-regulation during the preschool years as predictors of school readiness. The 3 factors model of Denham et al. 2012 involves the cognitive, affective/motivational and behavioral aspects/processes of the self-regulation. Such cognitive and affective/motivational processes, supported as they are by cortical involvement, are implicated in what Denham et al. term executive control, with 2 components: cool executive control (CEC: more affectively neutral, slow acting, and developing) and hot executive control (HEC: more reflexive, fast acting, early developing, and under stimulus control) (Willoughby et al., 2011). The third component is the one about the behavioral process, behavioral regulation (Ramani, Brownell, & Campbell, 2010), specifically, compliance is considered as the ability to use internalized rules and standards to help regulate behavior adaptively (Blair, 2002; Eisenberg & Spinrad, 2004; Kochanska, 2002). Our aim is to establish the relation between self-regulation and body/motor coordination at 5 to 6 years old children in Romania. We use HTKS - Head-Toes-Knees-Shoulders (McClelland, Cameron, 2008) and Krperkoordinationstest fr Kinder (Kiphard, Schilling, 2007) on a sample of 150 preschool children in Romania, which attend preschool institutions. We are also interested in designing an intervention program for improving the motor skills of the children, program that can be implemented by the kindergarten teachers.

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Executive functioning, 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. However, it remains unclear exactly which components of EF (hot vs. cool) and ToM (affective vs. cognitive) are of importance and whether one of these risk factors contributes more strongly to the development of antisocial behavior in middle childhood. The aim of this study was to relate EF, ToM and antisocial behavior in school-aged children. ToM was assessed using a cartoon paradigm consisting of a cognitive and an affective condition. As measures of cool EF flexibility, a Stroop and a working memory task were employed. The measures of hot EF used were a child-version of the Iowa gambling task and a delay of gratification paradigm. In addition to the experimental tasks, EF was assessed via teacher ratings (planning/organizing abilities) and parent ratings (inhibition and emotional control). As measures of antisocial behavior parent reports of disruptive behavior (CBCL) and conduct problems (SDQ) were employed. The data were collected on 6 to 10-year olds (n=1650). Preliminary results show significant associations between various EF components, cognitive and affective ToM and antisocial behavior. 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. Executive functioning and eating behavior in middle childhood Karoline Groppe

University of Potsdam (Germany)

. Executive functioning (EF) refers to higher-order processes considered fundamental for cognitive, affective and behavioral control. Studies on adult patients suggest that deficits in EF may precede or even contribute to the development of eating or weight-related disorders. So far, however, there have been few studies examining early associations between EF and eating styles in children. 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. Cool cognitive EF (inhibition, 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. In addition, parent-evaluation of emotional control and inhibition as well as teacher-evaluation of planning/organizing was assessed. Data on childrens eating styles was collected via parent questionnaires, including subscales for food approach and food avoidance. Furthermore, childrens body mass index (BMI) was determined. Preliminary analyses show significant associations between particular EF measures and eating styles/BMI. An elaborate latent structure model of associations will be presented including possible moderating variables. 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. 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.

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). By doing so, the child needs to inhibit irrelevant stimuli, maintain newly acquired memory contents and flexibly adapt the activity according to current task demands while sustaining the focus of attention. EF have repeatedly been proven to predict scholastic achievement and behavior which is related to successful learning. At the same time, attention has previously been stated as one of the strongest predictors of later academic achievement in preschool children. Even though both EF and SA have showed to share common processes, 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. The present study aimed, on one hand, at re-evaluating the relationship between EF and SA in order to strengthen the assumption of some common involved processes. The main focus of the study was, on the other hand, the prediction of Interindividual differences in academic achievement by EF and SA both as joint and separate predictors. Thereby, two aspects of academic achievement were considered, namely academic achievement tests (math and literacy) and teacher-rated learning related behavior. As for EF, inhibition (Fruit/Vegetable Stroop task and Flanker task), switching (Cognitive Flexibility task and advanced Dimensional Change Card Sort task), and working memory (backward digit recall and backward colour recall) were assessed individually. Data collection is about to be completed, however, preliminary analyses point to small but significant associations between EF and SA, postulating shared processes. More interestingly, we found evidence of differential patterns of performance predictions, varying as a function of age (grade), predictor (EF vs. SA) moreover differing for achievement tests compared to learning related behavior.

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POSTER EXHIBITION

PE1.1 FAMILY RELATIONS 09:00-12:30 |H3 Amphiple Hall Emotional and Behavioural Symptoms of the Seven Year Old Childs Crisis in terms of Family Characteristics Zubkova Marina, Vasilenko Viktoria, Savenysheva Svetlana

Saint-Petersburg State University (Russia)

Present research aims to identify the relationship between emotional and behavioral symptoms of the seven year old childs crisis and parenting styles with concern to family status. The study involved 50 children and 31 mothers (including 28 children from one-parent families and 22 children from complete families; 26 boys and 24 girls (Mage =6.5 years). Methods used were: anxiety test (R. Temml, M. Dorci, V. Amen), test Ladder (for the study of self-esteem) by V.G.Schur, projective method House-Tree-Man" by John Buck, Symptoms of the seven year old childs crisis questionnaire by V.Vasilenko, Analysis of family relationships questionnaire by E. Eidemiller and V. Yustitskis. Conclusions: 1. Children from one-parent families had higher indicators of anxiety, insecurity, self-distrust, difficulties in communication and hostility; selfesteem and level of claims were lower than within children from complete families. 2. Children from one-parent families had more pronounced neutral symptoms, the overall crisis and individual symptoms such as rigor, interest to appearance, autonomy, dispute, stubbornness and whims. Children from complete families had more frequent occurrence of common questions. 3. In one-parent families we found higher scores on hyperprotection, acquiescing and unstable parenting type, and in complete - hypoprotection. 4. 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. 5. Anxiety was one of the characteristics most closely linked to the symptoms of the crisis. 6. Parenting style to a greater extent determines negativistic symptoms of the crisis. Thus, in families with conflict relationships, and insecurity in parents negativistic symptoms in children are more pronounced. Overprotection may interfere the formation of a constructive element in the crisis. Excessive rigor in parenting leads to a lower self-esteem of a child, increased anxiety and feelings of insecurity.

Modelling the Mothering Role in a Sample of Turkish Mothers Yalnz Bra, orap 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. 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 sample consisted of 34 mothers (mean age = 33 years, SD = 2.9) from Istanbul. All mothers were married. Ninety-two percent of them had at least 4-year college education, and 91% of them were employed, either full- or part-time. Mean age of their children was 26 months (SD = 4.4). Families were recruited through flyers distributed to mother-toddler playgroups and through postings on the websites relevant for mothers of toddlers. Mothers were administered a semi-structured interview that included questions about possible sources of information on parenting and their most important parenting role models. Audio taped interviews were transcribed verbatim. In this study, 32% of the mothers did not endorse a specific role model presence in their lives. They listed numerous reasons including that times has changed and information about parenting from their own mother is outdated, emphasis on raising children more independently, and weaknesses of their mothers such as angry attitude. Forty-one percent of the mothers endorsed their mothers as a role model, while 27% reported a combination of parents or parent and their instincts, personal experience, or peers as contributors to their role model. Benefits of the role model presence included having a model for communication and problem-solving skills, and calm attitude in mother-child interactions. of the mothers who endorsed a role model presence, 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.

Grandfather, 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 Glin, Kaya Balkan dil, Akta Ayenur Maltepe University (Turkey) Parenting attitudes are the main socialization tools in passing on culture and values into the next generations. Fiek (2002) suggest that research in Turkey seems to indicate that while the bedrock of the traditional familial self and familial relatedness remains strong, individuals and families are finding a variety of ways of expanding their range of experiencing and relating, changing some features of the traditional family landscape to suit their emerging needs, while hanging on to that which they find valuable. The present study aimed to investigate child rearing styles and family functions across three generations of 138 Turkish fathers (46 grandfathers, 46 fathers, 46 grandsons). In addition the mediating role of mothers child rearing styles on family functions of fathers will be examined. Parenting Styles Scale, Family Assessment Device is being applied. The program Social Science Statistical Programme (SPSS) will be used to analyze the data. Analysis will be done when the application is finished and the results will be discussed. The research will be completed in March 2013.

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Turkish Adolescents' Conflict Resolution with their Parents: Links to Life Satisfaction Dost Gzkan Ayfer

zyegin 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, b) the differences between adolescents conflict resolution strategies in their relationships with their fathers and mothers, and c) the links between these strategies and the extent of adolescents life satisfaction. 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. These strategies were followed, with decreasing frequencies, by not disclosing information to avoid conflict, ignoring the conflict, withdrawal of communication, compliance to avoid punishment, self-assertion, and deceit. Paired sample t-tests showed that compliance due to respect, t (137) = -3.79, p < .001, compliance to avoid punishment, t (137) = -3.47, p = .001, non-disclosure, t (136) = -3.01, p = .003, and ignoring the conflict, t (137) = -2.03, p = .044, were higher in adolescents relationships with their fathers than with their mothers. Self-assertion was the only conflict resolution behavior that was higher in adolescents relationship with their mothers than their fathers, t (137) = 4.34, p < .001. Bivariate correlations indicated that adolescents life satisfaction was positively linked to mutual accommodation and compliance due to respect, whereas it was negatively linked to non-disclosure in adolescents conflict resolution both with their mothers and fathers. Adolescents life satisfaction was also negatively linked to self-assertion in their relationships with their mothers, and non-disclosure and ignoring the conflict in their relationships with their fathers. Overall, conflict resolution preferences of Turkish adolescents showed similarities to that of adolescents from collectivist cultures; supporting the claim that open conflict is discouraged in some cultures. Results also highlighted cultural elements in regards to the relationships with parents and their implications for adolescent life satisfaction

Transmission of Parenting Between Mother, Father and Child: Does It Work for Sons and Daughters Alike? Erzinger Andrea B

Pdagogische Hochschule Saint Gallen (Switzerland)

A growing body of empirical research suggests continuity of parenting across generations. The hypothesis, that modeling of parenting behaviours and attitudes lead to the transfer from one generation to the next, is widespread. Social learning theory and value transmission theory support the notion that transmission of parenting is especially prevalent in same-sex-dyads. Children adopt parental positions rather by modelling the same-sex parent. Underlying assumption is that learning occurs more accurate from similar models. With respect to gender, research shows inconsistent findings. Some studies on the transmission of constructive parenting highlighted stronger continuity for daughters. For sons, on the other hand, significant associations between harsh discipline as well as poor parenting of parents and offspring were found (Simons et al. 1992, Capaldi et al. 2003). Nonetheless, other findings revealed transmission effects of constructive parenting to be stronger in parent-son than in parent-daughter relationships (Chen 2008). Unlike most studies on the issue, this study focuses on the transmission of parenting attitudes between mothers, fathers and their child prospectively. It investigates the hypothesis of a gendered transmission. The sample consists of 128 families based on a Swiss longitudinal study over 23 years. Attitudes towards parental control of mothers and fathers (1984 and 1985, children at age 5) and their adult children (2007, at age 30) are measured by the Constance Parenting Questionnaire KSE (Koch, Cloetta et al. 1972). Structural equation modeling reveals that parents pass on their parenting attitudes to their adult children over two decades later. Transmission effects are stronger in sons than in daughters when controlling for SES. Particularly fathers seem to transmit their parental control attitudes to their sons. Mechanisms underlying these processes are discussed.

Quality of the Family Environment in Families at Psychosocial Risk Padilla Sonia, Miquez Maria Luisa, Rodrigo Maria Jos

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 influence that the quality of the family environment plays in the formation of skills, competencies and the development of children has been already shown. 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. 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. For this study we used the following instruments: Sociodemographic family profile, Psychosocial risk profile (Rodrigo et al. 2000) and HOME Inventory (Home Observation for Measurement of the Environment, Caldwell and Bradley, 1984) in its translation into Spanish by Palacios, Gonzalez and Moreno (1989). The results show that the quality of the family environment was modulated by some socio-demographic characteristics of the participants (the participant's age, type of family and level of education) and their level of risk. 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

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Influence of Quality of Neighbourhood on Changes in Parental Monitoring in at Risks Families Rodrguez Elisa1, Rodrigo Mara Jos1 ,Martn Juan Carlos2
1
2

University of La Laguna (Spain) University of Las Palmas de Gran Canaria (Spain)

Currently, adolescence as a social phenomenon is extending beyond the arrival of the childs majority age. This makes that the reaching of maturity, as expected by parents as a signal that teenagers can reach the levels of autonomy that they claim, just does not arrive. In addition, the parents encounter the dilemma of how to control such attempts of autonomy without using more restrictive and authoritarian procedures, similar to those that many of them have received. Adolescence is also a time when parents have to realize that they are not unique as agents of socialization. The educational scenario is filled with other voices, coming from different contexts (peer group, new technologies, leisure), claiming their share of influence on the adolescent child. For this reason, many parents feel that they have little power of educational influence on their children. Therefore, it is necessary to support parents by means of a parent education program. This study examines how the quality of neighborhood, socio-demographic variables and the families psychosocial risk level predicted changes in parental monitoring after attending a parenting program. Participants in the study were 148 fathers and mothers who attended the program "Living Adolescence in the Family" implemented in the province of Lleida, Spain. The following instruments were used: Scale for the Assessment of the quality of the neighborhood (Menndez, Hidalgo, Lorence, Jimnez, Snchez & Arenas, 2008), socio-demographic family profile, psychosocial risk profile (Rodrigo et al, 2000) and the Spanish adaptation of the scales of Parental Monitoring, Child disclosure and Parental Control (Sttatin & Kerr, 2000). The results showed that the neighborhood characteristics (socioeconomic level, amount of resources and degree of cohesion), 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.

Personal Self-Disclosure in Online Communities: Role of Members Self-Disclosure, Online Disinhibition and Perceived Risk among Czech Adolescents Machackova Hana, Dedkova Lenka

Masaryk University (Czech Republic)

In online communities, adolescents find and sustain peer relationships: they share common interests, norms, and sense of belonging. Adolescents also tend to self-disclose in these communities: they express and share their inner feelings, dreams or experiences. Such selfdisclosure can be very beneficial as it increases popularity and facilitates development of social relationships. Self-disclosure can be beneficial also for a whole community, because it helps to strengthen ties among members; and it can also be an outcome of adhering to community norm. But self-disclosure is always connected to some risks. Adolescents can be ignored or even refused, or can become victims of some exploitation of disclosed information. In online community, the latter risk can be even larger and more severe, because the identity (and trustworthiness) of users is often unknown, while the information is widely accessible. Thus, despite the benefits of self-disclosure, the fear of possible misuse (i.e. the perceived risk) can have inhibiting effect on the disclosure. In this study, we focused on the self-disclosure of adolescents in online communities and examined the association between this behavior and online Disinhibition, disclosing behavior of other members (representing group norm), and the fear of misusing published information; the effect of age and gender was also considered. We analyzed data from the survey conducted in Czech Republic in spring 2012. Only respondents who participated in online community and had only online contact with its members were selected (N=244, age 10-18). All abovementioned variables were included in a three-step hierarchical regression model. Only tendency for online Disinhibition and selfdisclosure of the members were significant predictors of self-disclosure in the online community. The results are discussed with regard to the group norms of self-disclosure, online risks, and the influence of the online environment on the personal and social development of adolescent users of the Internet.

Quality of the family environment in families at psychosocial risk Padilla Sonia, Miquez Maria Luisa, Rodrigo Maria Jos

University of La Laguna, 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. The influence that the quality of the family environment plays in the formation of skills, competencies and the development of children has been already shown. 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. 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. For this study we used the following instruments: Sociodemographic family profile, Psychosocial risk profile (Rodrigo et al. 2000) and HOME Inventory (Home Observation for Measurement of the Environment, Caldwell and Bradley, 1984) in its translation into Spanish by Palacios, Gonzalez and Moreno (1989). The results show that the quality of the family environment was modulated by some socio-demographic characteristics of the participants (the participant's age, type of family and level of education) and their level of risk. 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.

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Effects of the Home Visiting Program Growing Happily at Home on Parental Stress and Childrearing Attitudes Miquez Maria Luisa, Padilla Sonia, Rodrigo Maria Jos

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, to promote the development of children between zero and five years in families at psychosocial risk. It is a program based on the home visit offering individual information, guidance, advice, practical help and emotional support to families in their homes in order to improve the home psycho-educational conditions, to promote the family wellbeing and prevent child abuse and negligence. The program that lasted twelve sessions of an hour consisted of intensive sessions of training of daily life routines from a very practical orientation. During these routines, parents learn interactive activities and sequences of stimulation aimed at strengthening the parent-child relationship and to improve the child development. 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, who were involved in the program Growing Happily at Home in the island of Tenerife. Effects of the program were examined in parental attitudes and parental stress using the following instruments: Adult-Adolescent Parenting Inventory and Parental Stress Index. The results indicated that the home visiting program Growing Happily at Home has positive effects on the dimensions assessed. Thus, after the program mothers reported a decrease in the dimensions related to parental stress: parental distress, dysfunctional mother-child interaction and perception of the child as difficult. There was also an increase in positive parenting attitudes: appropriate expectations, empathy and autonomy. In conclusion, the program is useful to protect children from vulnerable families by providing a better home environment.

Social competence in Elementary School Children: relationships between supportive maternal responses and Childrens coping strategies Fiorilli Caterina1 de Stasio Simona2, di Chiacchio Carlo3 1 LUMSA University, Rome (Italy)
2

Foro Italico University of Rome (Italy) INVALSI Rome (Italy)

Childrens abilities to regulate their emotions affect their peer relationships. For instance, children able to shift their attention to neutral or positive stimuli in anger- or anxiety-arousing situations (a cognitive avoidance-coping strategy) have been found to be more positive in social interactions (Eisenberg et al., 1997). Moreover, childrens social competence is linked to parenting attributes, e.g., parental responsiveness, warmth and positive parental responses to childrens expression of emotion (Chan, 2009; Davidov, Grusec, 2006; Jones et al., 2002). Although the influence of parenting on childrens development of social competence has been well established, research on the underlying mechanisms is relatively limited (Mize et al. 2000; Contreras et al. 2000). Our study aimed to examine the relationships between positive parenting and childrens social competence. Furthermore, we investigated whether parental practices affect childrens constructive coping strategies. Participants were 80 children aged 6 to 9 years, their mothers and 3 teachers. The peer nomination questionnaire (Dodge et al., 2003) was used to evaluate childrens peer acceptance vs. rejection. Teachers rated childrens prosocial behaviour by the Prosocial Behavior subscale and Peer acceptance scale (Chan, 2011). Finally, mothers rated childrens constructive emotion-coping strategies by means a checklist (Eisenberg et al., 1993) and self-rated their responses to childrens expression emotion by MRCE, adapted from Chan (2009). Correlational analysis showed childrens peer acceptance, prosocial behaviour and childrens adoption of constructive emotion-coping strategies were all correlated. In addition, children constructive coping strategies was regressed on maternal supportive responses showing that the two variables share about 12% of variability, and that scores on children coping strategies increased 0.408 scores for each score unit increases in maternal supportive responses. Results suggest that positive parenting facilitate the acquisition of constructive emotion-coping strategies. A model of supportive maternal responses affecting childrens social competence will be discussed.

Adolescent problematic internet use and video game playing in context of their mothers anger, depression and parenting practices Miltuze Anika, Bite Ieva, 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 mothers emotional difficulties (anger and depression) and parenting styles. Participating in the study were 120 respondents 60 adolescents, ages 13 14 years old, and their mothers. Adolescents completed a questionnaire concerning their internet use and video game playing habits, including addictive behaviors, based upon the Compulsive Internet Use Scale (Meerkerk et al., 2009). Mothers completed this same questionnaire, as well as the Trauma Symptom Inventory (Briere, 1995) and the Alabama Parenting Questionnaire (Frick, 1991, modified version). Results showed that adolescent males reported higher ratings of addictive video game playing than adolescent females, but there were no gender differences in regard to problematic internet use. Positive associations were found between mothers and her sons problematic internet use and gaming. The most prominent associations were between mothers depression, the use of corporal punishment, inconsequent disciplining and poor monitoring in regard to adolescent males addictive internet use. Mothers anger was associated with her daughters problematic video game playing. Interaction of parenting style and mothers emotionality was demonstrated. Practical implications of the study are discussed in regard to the importance of mothers emotion regulation, parental monitoring, consequent discipline and positive parenting practices.

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The Effects of Optimism/Pessimism and Critical Thinking Ability on Early Prosocial Behaviour Lu shih-chin , yu-yi Jheng ting-an Bao, hsiao-ting Lai , fang-ci Wu odmandakh Davaasure

National Cheng Kung University, department of Psychology (Taiwan)

Prosocial behavior covers a broad range of actions that benefits other people. It has also been an important issue for the long-term effects of prosocial behavior on childrens social development. There are a lot of factors that would affect childrens prosocial behavior, including emotional and cognitive perspectives. In order to investigate the prosocial behaviors that children behave in their daily lives, 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. Therefore, the study focuses on the relationships among the degrees of optimism/pessimism, the ability of critical thinking, and prosocial behavior. There were 28 sixth-grade students attending the present research. They were asked to respond to a set of questionnaires concerning optimism/pessimism and critical thinking. A role-play-game of treasurehunt was designed for observing their performance of prosocial behavior. The expected findings are the followings: the degree of optimism has a positive correlation to prosocial behavior, and childrens critical thinking ability also supports their prosocial behavior performance. The results imply that critical thinking skills and childrens optimism should gain more attention by educators, teachers, and parents for they might play a crucial role of mediating the development of prosocial behavior.

The role of parental mediation in European adolescents' excessive Internet use Blinka Lukas1, Kalmus Veronika2, lafsson Kjartan3
1
2

Masaryk University, (Czech Republic) University of Tartu (Estonia) 3 University of Akureyri (Iceland)

The new digital media became incorporated part of everyday life for recent youth. 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. The addictive potential of the medium has been studied and discussed, especially with respect to children and adolescents. As e.g. noted by Kaltiala-Heino and Rimpela (2004), adolescence is a formative period for life-styles, and misuse of the Internet during adolescence can be more harmful than in later periods of life. For adolescents, the family is still a highly important mediator of their Internet use. Our contribution focuses on one aspect of the family context, aiming to shed light on the role played by parents in the form of specific behavioural strategies namely, parental mediation of adolescents Internet use (EIU). The data from the EU Kids Online II project (eukidsonline.net) were used in this study. A random stratified sample of 11-16 year olds (N=18,709) and their parents from 25 European countries was analysed to explore to what extent different types of parental mediation and other factors predict EIU. Active parental involvement in the childs Internet use (when the child had experienced online harm) and restrictive mediation were associated with lower EIU. Harmful online experiences, time spent online, scope of online activities and adolescents age predicted higher EIU. Also, the analysis showed large variance between European countries suggesting strong cultural influence. But in general, the effect of parental mediation and rearing styles on adolescents EIU is rather modest.

PE1.2 COGNITIVE SCIENCE 09:00-12:30 |Room H3 Amphiple 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, on one hand and was well described by hot and cool dimensions on the other hand. Ninety six children participated in the study (48 3-year-olds and 48 4-year-olds). The 3 different false belief tasks (Discrepant Belief, FB Location, FB Content), conflicting -desires tasks, and 6 different inhibitory control tasks (Day/Night, Grass/Snow, Cart Sort, Box search 1, Box search 2, Delay of Gratification) were used. The finding indicated that Korean children at age 3 performed significantly better on conflictingdesires questions than on false belief questions. The FB performance significantly improved with age (73.5% in 4-year-olds). There was also developmental change in children's performance on tasks measuring inhibitory control (70% in 3-year-olds vs., 90% in 4-year-olds). From the cross-cultural point of view, it is interesting to note that Korean children showed more advanced performance in the tasks measuring inhibitory control than western children did. Unlike the finding in western children, Korean children's performance on inhibitory control tasks was not significantly correlated with FB understanding after controlling for age, gender, vocabulary. Only performance on the task measuring delay of gratification was significantly correlated with it. Korean children's performance on some inhibitory control tasks (Day/Night, Grass/Snow, Card Sort, Box search, Delay of Gratification) was correlated with performance on tasks measuring subject (or perspective) desire understanding. The CFA analysis on IC performance did not support the two-factor model with cool executive function and hot executive function.

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Are Preverbal Infants Confident about their Decision? A new Measure of Metacognition in 16 Month-olds Infants Goupil Louise, Kouider Sid

CNRS/EHESS/ENS-DEC (France)

We know that even though they cannot communicate yet, preverbal infants already have sophisticated knowledge about the physical and social world. What is less known however, is whether young infants also have some kind of cognitive processes about their own mind, or metacognitive processes? Traditional studies on the development of metacognition used verbal and complex tasks derived from adult studies. This literature suggests that explicit metacognitive processes do not develop before the age of 4 years old at the least. However, more recent studies using non-verbal and simpler tasks have shown some form of monitoring and control of cognition in younger children (e.g. Balcomb & Gerken, 2008). Here, 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. Sixteen month-old infants performed a colour categorization task using a manual search paradigm. Infants were trained to search for blue or green toys in two colour-matching boxes. They were then presented with more or less ambiguous toys (e.g. 2/3 blue, 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). 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). Consistent with our hypothesis, we found different patterns of searching according to performances on the categorization task and the difficulty of the trials. These results suggest that when they take decisions 16 months-old infants can estimate confidence based on the reliability of evidence. Follow up studies are currently performed to confirm and extend these results. Lifespan Development of Imaginary Body Movement in Spatial Perspective-Taking Watanabe Masayuki1, 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. Most previous research has not separated these processes, and most simultaneously studied ages ranging from infants to elderly people. Thus, it is not clear when and how imaginary body movement develops. If the response time of perspective-taking assumes a linear regression with the vantage points, the linear function formula is applicable. The gradient represents the speed per degree for imaginary body movement, and the intercept represents the time required for other cognitive information processing. By comparing the indices between different age groups, it should be possible to clarify how imaginary body movement and cognitive information processing develop. A task that can produce these indices must be something that can be easily understood and performed by young children and elderly people. We devised a video game task to get the indices. Eight hundred and nineteen healthy individuals aged 3 to 87 years performed the task. The linear function formulas were calculated and the Welch's F-test for the gradients of age groups was done. A significant main effect of age group was demonstrated. Scheffe's multiple comparisons test revealed significant differences between the 3-5, 6-10, 76-80 years group and other age groups. 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, leaving only one participant of this age who could be analyzed. In contrast, almost none of the four-year-olds had difficulty solving the task. We found that imaginary body movement develops at about age four. Its speed increases over the next 10 years, slowly declines during adulthood, and declines precipitously starting at age 75. One for you, two for me: Quantitative Sharing by Young Children Walter Sarah

University of Oxford, (United Kingdom)

Sharing has social and cognitive significance. There are different ways to share fairly. Children can use the same dealing behaviour to attain different aims or different behaviour for the same aim. If one recipient gets double units while the other singles, equal sharing involves giving two sweets to the latter whenever the former gets one. In reciprocity, if you give two sweets for each one you keep, I must do the opposite when I share to achieve equal shares. Dealing can involve one-to-one or two-to-one correspondences to build equivalent shares. Two studies analyzed how 4- and 5-year olds share blocks in equal sharing and reciprocity situations and their number inferences about one set after counting the other. In the first study, sharing was done using single and double units. The difference between doubles (two blocks glued together) and singles was apparent and children were asked to share without counting. Children succeeded more in building equivalent shares in the equal sharing than in the reciprocity condition. The majority of children who shared correctly also made appropriate number inferences when shares were equivalent; when the researcher had to equalize the shares; children were less likely to make correct numerical inferences. In a second study, children were allowed to count to share if they wished. Double units were visually distinct in some trials and not in others, but this did not affect the results. For children who used counting, level of success did not differ between the equal sharing and reciprocity conditions; they first equalized the shares in the reciprocity condition and then shared the resources. In both studies, 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.

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Predicting deaf Children's mathematical Achievement Gottardis Laura

University of Oxford, (United Kingdom)

This studys aim was to investigate whether working memory (WM), counting ability and logical-mathematical reasoning independently predict deaf children (DC)s mathematical achievement (MA), after controlling for background factors and non-verbal intelligence. For five decades, studies have reported that DC lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011) but the reasons for this delay are still not clear. Theories on how hearing children learn mathematics highlight that logical-mathematical reasoning, counting ability and WM influence childrens 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. These factors predict hearing childrens MA in longitudinal studies, after controlling for intelligence. Thus, if these measures also predict DCs MA, they might explain their mathematical underachievement. A longitudinal study with 110 DC (6-8 years old; moderately to profoundly deaf) tested this hypothesis. At Time 1, measures of non-verbal intelligence, WM, counting ability and logical-mathematical skills were administered. At Time 2, six months later, MA was assessed. Hierarchical regressions analyses were used to evaluate the independence of the contributions of logical-mathematical reasoning, WM, and counting ability to the prediction of DCs MA. Age, years in education, type of educational provision and non-verbal intelligence were controlled for in these analyses. Each of the predictor variables did contribute independently to the prediction of DCs MA; logical-mathematical reasoning was by far the stronger predictor. It is concluded that logical-mathematical reasoning, counting ability and WM are good candidate for causes of DCs delay in mathematics: DC under-perform in each of these measures, and each of them contribute to the prediction of MA. Tactile picture recognition by early blind Children: the effect of illustration technique Theurel Anne

Facult de Psychologie et des Sciences de l'Education (FAPSE) Universit de Genve (Switzerland)

This study investigated factors which influenced haptic recognition of tactile pictures by early blind children. Our objective was to examine the effects of three techniques used to illustrate pictures, and to find out if their effect depended on participants level of practice in using tactile pictures. Twenty-three early blind children (half with a regular or moderate level of practice in using tactile pictures, 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, thermoforming, textures). Results showed better recognition of textured pictures than of thermoformed and raised lines pictures. Participants with regular or moderate practice performed better than participants with no or infrequent practice. Finally, the effect of illustration technique on picture recognition did not depend on prior practice with tactile pictures. Practical implications for tactile pictures design are discussed. Mental rotation performance in Children with hydrocephalus both with and without Spina bifida Lehmann Jennifer, Jansen Petra

Institut of Sport Science, University of Regensburg (Germany)

Children with Spina bifida show impaired mental rotation performance compared to healthy controls. 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. 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. Additionally, a matched healthy control group (12 children) was included into the analysis to compare the performance of children with neurological disorder to healthy controls. When analyzing the reaction time data we found a main effect for angular disparity (F(2,66)=91.76,p<.001), and group (F(2,33)=3.92,p<.05), and a significant interaction between both factors (F(4,66)=3.21,p<.05). The three groups of children differed in the 90 (F(1,33)=3.79,p<.05) and 180 (F(1,33)=4.03,p<.05) condition, but not in the 0 (F(1,33)=1.29,n.s.) condition. Children with hydrocephalus showed faster reaction times compared to children with Spina bifida and hydrocephalus and similar reaction times compared to the healthy controls. The results revealed an impaired mental rotation performance for children with Spina bifida and hydrocephalus compared to children with hydrocephalus only. The performance of the children with hydrocephalus only was comparable to the healthy controls. 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. This might be attributable to the impaired motor abilities in children with Spina bifida and hydrocephalus, but this aspects needs to be determined in detail in further studies. Do executive function skills or theory of mind abilities predict preschoolers role-Playing? Furumi Furmikazu1,2, Osanai Hidekazu1,2, Shimatani Taiga3, Yanaoka Kaichi3
1
2 3

Graduate School of Education, Kyoto University (Japan) Japan Society for the Promotion of Science (Japan) Faculty of Education , Kyoto University (Japan)

Many studies have focused on the relationships between young childrens false belief skills and either their executive function, or their roleplaying abilities. However, few investigations have examined the links between these three topics. Moreover, it is not clear to what extent preschoolers understand role-play. We developed new puppet role-playing task for preschoolers, with two versions: where they enact or predict a protagonists actions. In this task a puppet, Dog, knew the correct names of animals, but did not correctly identify any plants, whereas another, Elephant, knew the correct names of plants, but not animals. 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, or simply predict what he would say. The number of new items reported correctly was recorded. Participants were also tested on false-belief, the Dimensional Change Card Sort (DCCS) (attentional

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flexibility), and the Happy-Sad task (inhibitory control). First, enacting the role-play was significantly more difficult than predicting what the puppet would say. Irrespective of the childs role-playing condition, secondly, correlations show that false-belief task and the Happy-Sad inhibition task were related to DCCS performance. The false belief inhibition correlation was not significant in this Japanese sample (c.f. Carlson et als studies in the USA). Thirdly, 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 puppets perspective. These results suggest that early abilities to understand anothers perspective are determined more by the ability to inhibit a prepotent response than an ability to gauge anothers mental states. Analysis of Wisc-III Based on Clustering Similarity Measures Gkintoni Evgenia1, Halkiopoulos Constantinos2, Giannopoulou Georgia3, 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. In this paper, we investigate the application of clustering similarity measures into WISC-III data sets. 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 order to identify this, data were collected from a public organization supervised by the Ministry of Education, called Centre of Diagnosis, Evaluation and Support in Municipality of Arcadia (region in Peloponnesus in Greece). In the study, 200 children and adolescents were participated, who belong in several diagnostic categories from urban and rural regions. Throughout this paper, we will refer to the output of a clustering algorithm K-means as clustering rules. 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, Information, Digit Symbol, Similarities, Picture Arrangement, Arithmetic, Block Design, Vocabulary, Object Assembly, Comprehension, and Digit Span) and also the Verbal, Performance and Full Scale Score extracted from data collected. The present study aims to illustrate the utility and the reliability of WISC-III, in order to diagnose several disorders in children and adolescents with the use of data mining techniques. 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. Social and Cognitive Development and What Is Beautiful Is Good Stereotype Nikitina Elena

Institute of Psychology, 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. The experiments of J. 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. Similar results were obtained for older children and adults (Dion; Hildebrandt & Cannan; Kleck & Rubenstein). Children of 3 and 6 years in the study of K. Dion claimed that their attractive peers were friendly, did not like to fight and scream and did not hit another. On the contrary, they believed that unattractive children loved to scare others and could cause pain to another person without reasonable cause. Despite the best efforts of the parents and teachers to show that somebodys look is not related to the beauty of ones soul, the children have no doubt that the good characters are usually beautiful and vice versa. 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. In our study we examined believes of children and young people about the relationship of appearance and personal traits. Subjects of 3 age groups: 5 year-olds, 9-11 year-olds and 20 year-olds estimated 32 stimuli photos of faces of newborns, 7-year-olds, and 20-year-olds and elder people. Participants had to describe these people and then to rate their attractiveness, health, strength, intelligence, kindness, altruism, honesty, openness and courage. The hypothesis about weakening of the correlation between attractiveness ratings and believes about personal traits with observes age has not been confirmed. How does the consciousness of possession Change when he lends or borrows something with his friend? Kominato Mai

Kanagawa-Ken, Zama-Shi, (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. Participants were 202 schoolchildren, 265 junior high school students, 311 high school students, and 484 college students. The result of this research suggested that the consciousness of possession tends to decreases during the lends something to his friend. and on the other hands, during he borrows something to his friend; his consciousness of possession tends to decrease.

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Effects of media exposure on the development of copying complex Chinese letters and figures in elementary School Children Koyasu Masuo1, Goshiki Toru2
1 2

Kyoto University (Japan). 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. The participants were 836 children (441 boys and 395 girls, 8; 7). 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, Japan. The data were collected by mailing questionnaires to each family. In a copying tasks, children were asked to copy four Chinese letters which they had not learned in school but often appear in TV animation programs, a figure which was composed of two diamond shapes, and a Rey-Osterrieth complex figure which has been used to assess childrens visuo-spatial abilities. They were asked to copy these individually by using a pencil in a non-timed condition. The media exposure questionnaire is comprised of keeping a media exposure diary in a designated week. In this diary, parents were asked to record their childs usage of television, video, and video game every day (24 hours) in 15-minute units. The results were as follows. Gender difference was found in Chinese letters (F (1, 815) =4.92, p<.05), the composition of two diamond shapes (F (1, 819) =6.13, p<.05), and the Rey-Osterrieth complex figure (F (1, 788) =6.54, p<.05). All gender differences indicate that girls are better at copying than boys. Concerning the effects of media exposure on the development of copying, no significant correlations were found in boys, while in girls there were a significant negative correlation between TV viewing time and copying of Chinese letters (r =-.15, p<.01) and a significant negative correlation between TV viewing time and copying of the Rey-Osterrieth figure (r =-.23, p<.01). Media multitasking among early adolescents and its relationship to executive function Baumgartner Susanne1, Weeda Wouter1,2, van der Heijden Lisa2 , Huizinga Mariette2
1
2

Amsterdam School of Communication Research, University of Amsterdam, (The Netherlands) VU University, Department of Educational Neuroscience (The Netherlands)

Due to the availability and easy accessibility of ever more media technologies, the way young people use media has changed dramatically. Youth frequently use several media types simultaneously, thereby engaging in media multitasking. The increasing prevalence of media multitasking is concerning because frequent media multitasking may be negatively related to childrens cognitive control abilities (i.e. executive function). Because media multitasking is characterized by constant switching between several ongoing tasks, the interruptive nature of media multitasking may have negative consequences for executive function. If young adolescents get used to the constant switching between tasks, they may lose their ability to focus and control their attention, and to show adequate, goal-directed behavior. However, the relationship between media multitasking and executive function has not yet been investigated. The present study investigated the relationship between media multitasking and executive function in 118 early adolescents (aged 11 to 13; 50% girls). The three central components of executive functions (i.e., working memory, shifting, and inhibition) were measured using self-reports on daily-life functioning, as well as experimental tasks (Digit Span, the Dots-Triangles Task, and the Eriksen Flankers Task). Regression analyses (controlling for amount of media use, gender, 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. Media multitasking was however not related to the performance on the experimental tasks (Digit Span and Dots-Triangles Task). Interestingly, adolescents who engaged more frequently in media multitasking were better in ignoring irrelevant distractions in the Eriksen Flankers Task. Overall, the results suggest that although media multitasking is negatively related to executive function in everyday life, it may be positively related to specific components of cognitive processing.

PE1.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 09:00-12:30 | H4 Amphiple Hall Inclusion of men in eating disorders assessment Radosaw Rogoza1,2, Karolina Faber1,2, Katarzyna Bochyska1
1
2

Maria Curie-Sklodowska University in Lublin, (Poland) Polish National Centre for Eating disorders (Poland)

Epidemiology of eating disorders is estimated at 0,48-0,7% for Anorexia Nervosa and 1-2% for Bulimia Nervosa with additional 2-3% of population demonstrating clinical significant traits (Ackard, Fulkerson and Neumark-Sztainer, 2007, Hoek and van Hoeken, 2003). Prevalence of eating disorders in men is estimated at 5-12% of cases (Button, Aldridge and Palmer, 2008). In Poland there is currently absolute lack of questionnaires suitable for diagnosing eating disorders in men. The aim of this study is to adapt internationally recognized tool in the diagnosis of eating disorders as EAT-26. The consent for adaptation process was granted by inventor prof. David Garner. 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. Age would range between 19 24 which is suitable with peak moments of development of Bulimia Nervosa in men (Abebe, Lien i von Soest, 2012) and plateau period of woman eating disorders dynamics. Reliability would be counted using Cronbachs C and validated by Confirmatory Factor Analysis (CFA). Results from the questionnaire normalization process would be used to disseminate adapted tool in Poland. Including men in diagnosis of eating disorders while not popular in Poland is crucial and could lead to better understanding of underlying maladaptive patterns. 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.

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Weight concerns in adolescents: obesity, eating disorders risk and psychological morbidities Massimo Cuzzolaro1 Giuliano Grossi2, Marco Tineri2, Antonio Dellagiulia3, Eleonora Poggiogalle1
1 2

Department of Experimental Medicine Food Science and Human Nutrition Research Unit, Sapienza Roma (Italy) Clinica"Villa delle Querce" Rome (Italy) 3 Salesian University Rome (Italy)
Background. Jointly with other psychological and social aspects, body image distortions and dissatisfaction, usually described in adolescents, play a pivotal role in the development of eating disorders, obesity and unhealthy eating habits. The aims of this study is to assess the prevalence of overweight and obesity in adolescent students and to evaluate body image dissatisfaction, self- esteem, eating disorder risk, depression and anxiety. Hypotheses. We hypothesized a relationship between body weight and psychological morbidities in adolescents. Method. 531 adolescents (350 males and 181 females; 14-19 years-old) completed a questionnaire assessing body image dissatisfaction, eating disorders risk, depression, anxiety, and self-esteem. Psychological morbidity prevalence has been explored taking into account body weight, overweight and obesity corresponding to +1 body mass index standard deviation score (BMI-SDS) and +2 BMI-SDS, respectively. The psychological evaluation was performed using: the Multidimensional Self Concept Scale (MSCS), the Eating Disorder Inventory-2 (EDI-2), and the Depression and Anxiety in Youth Scale (DAYS). Results. 11.1% and 1.9% of participants were overweight or obese, respectively. When compared to their lean counterparts, obese and overweight adolescents showed higher scores with respect to the body dissatisfaction scale, interpersonal distrust scale, social insecurity scale, and bulimia scale of the EDI-2, as well as significantly higher scores were observed for anxiety and depression. Conclusions. Obese and overweight adolescents should be evaluated to assess the risk of developing psychological morbidities related to body weight. Feeding disorders of infancy and early Childhood. Discussion of a problem in Poland Mackiewicz Marta1, Rogoza Radoslaw2,3
1

Cardinal Stefan Wyszynski University in Warsaw, (Poland) Maria Curie-Sklodowska University in Lublin, (Poland) 3 Polish National Centre for Eating disorders (Poland)
2

In opposition to eating disorders (understood as Anorexia Nervosa, 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. According to the DC:0-3R (2005) system classification, which is a response to lack of clinical utility of DSM-IV-TR (2000) and ICD-10 (1996) systems, as well as is the literature of BryantWaugh (2007, 2010), Ammaniti (2011), Chatoor (2009), which indicates necessity to disseminate theoretical background for polish environment, especially because this problem seems to be ignored in Poland. Our research project assumes adaptation of Comprehensive Feeding Practices Questionnaire (CFPQ) designed by prof. Dara Musher-Eizenman (2007, terms of agreement in adaptation process have been signed at 10.2012). Our research project is to investigate the true extent of the problem in Poland and to find factors (e.g. family, environmental, personality, temperament factors) which may be indicators of these disorders in the Polish population. Development of Social Problem Solving A Longitudinal Study (20092011) in a Hungarian context Kasik Lszl, Zsolnai Anik

University of Szeged, Faculty of Arts, Institute of Education (Hungary)

The aim of our longitudinal study (20092011) was to investigate the development of social problem solving (SPS) among adolescents (N=180) in Hungary. At the beginning of the study (2009) the students were 12-year-olds and they were 14 at the last time of measurement (2011). The questionnaire of SPS was adapted (SPSIR: S, DZurilla et al., 2002). The studied SPS-factors were the following: negative problem orientation (NPO), positive problem orientation (PPO), rational problem solving (RPS), impulsivity (I) and avoidance (A). Beside childrens own evaluations, mothers and teachers also evaluated the childrens SPS in each year. The adapted questionnaire showed good reliability and validity (Cronbach above .85; KMO above .75 for all scales). The mothers sample represented a range of Hungarian mothers educational levels (MEL) in all years. Based on the self-assessment, four factors (NPO, RPS, I, A) show increasing tendency with age, however, in the case of PPO significant age differences have not been found. The mothers ratings are the same in the case of NPO, PPO and RPS, but they think that their 12-year-olds show lower impulsivity and avoidance than their children of 13 and 14 years. According to the teachers rating, NPO, RPS and A show increasing tendency with age, however, the values of I and PPO decrease with age. In the case of gender differences, the teachers opinions differ significantly from those of mothers and children in all years. The correlations between childrens and mothers ratings are the strongest, and the most divergent evaluations were given by teachers and mothers. The children-mothers correlation values and the correlations between MEL and self-assessment SPS show descending tendency with age. Results are intended to be used as the basis for a development programme in 2013. Childrens 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 childrens understanding and recognition of mixed emotion in themselves and others using non verbal measures. 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 childrens colour use has not yet been systematically explored. The present study therefore investigated childrens colour use in drawing tasks specifying single and mixed emotions in themselves and in an age and gender matched others. It was

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predicted that a) children would use colour differentially in drawings of themselves and a protagonist, that b) children would use colours differentially in drawings of figures characterised with single and mixed emotion, and that c) an understanding and differential deception of single and mixed emotion through colour use would increase with age. 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. Session A measured understanding of single and mixed emotion and colour use in relation to a brief vignette. Childrens colour preferences were measured in Session B. Children used colours differentially across drawings of themselves and other people and in relation to depicting single or mixed emotions. In particular red and blue was used when depicting a protagonist with mixed emotions and red when depicting the childrens own experiences of mixed emotion. The differential colour use between drawings of single and mixed emotion increased with age. The findings are discussed in terms of exercising caution when examining childrens use of colour in relation to affect in drawings of themselves and others and the need to further investigate childrens understanding and non verbal expression of mixed emotion. Emotional autonomy profiles: Separation, detachment and loneliness during adolescence Corsano Paola1, Majorano Marinella2 , Musetti Alessandro1
1
2

University of Parma, (Italy) University of Verona (Italy)

Introduction .The aim of the present study is to analyse the relationship between five profiles (not yet separated, detached, typical, separated and ambivalent) of alternative substantive models of emotional autonomy (Beyers, Goossens, van Calster, & Duriez, 2005) and aloneness/loneliness (Goossens, Lasgaard, Luyckx, Vanhalst, Mathias, & Masy, 2009) during adolescence. In particular we expect to find a relationship between Separation-related profiles and parent-related loneliness and Detachment-related profiles and peer-related loneliness. Participants: 1223 adolescents (556 males; 667 females) recruited from Italian high schools ranging from 13 years to 20 years of age (M = 16.33; SD = 1.55). Participants were Caucasian and from monocultural Italian families. Measure: Emotional Autonomy Scale (EAS Steinberg and Silverberg, 1986; Italian version by Meleddu & Scalas, 2002). The Louvain Loneliness Scale for Children and Adolescents (LLCA Marcoen, Goossens & Caes, 1987; Italian version by Melotti, Corsano, Majorano & Scarpuzzi, 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. A significant effect was found for the dimensions of peer-related loneliness (F (4.560) = 7538, p Discussion: These data allow a better understanding of the connection between Detachment and worst developmental outcomes of the process of separation/individuation. High scores of Separation may signal greater suffering in the relationship with their parents. This could be a sign of psychological pain inevitably linked to the physiological processes of separation. 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. Exploring the Path to Empathy Basford Yael, Roth-Hanania Ronit

Academic College of Tel Aviv Yaffo, (Israel)

This study explored empathy among infants aged 3-9 months. For decades, emotional reactions to anothers perceived distress among infants were deemed emotional contagion as 'true empathy' develops once children have matured in other developmental domains. Forty infants aged 3, 6 and 9 months participated in the study. During a home visit, infants observed a 60-second videotape of a crying infant. The infants were videotaped and their responses were coded. The vast majority of infants in this study showed slight to moderate empathic reactions and no distress. While for decades studies have shown that newborns react to the perceived distress of another, the true empathic nature of these reactions has been contested; based on Hoffman's (1982; 2001) theory of empathy development, these reactions were said to be self-centred in nature, mainly induced by self-distress in light of perceived distress and lack of self-other differentiation. The present study brings evidence for the relation between affect sharing and self-regulation abilities in infancy. In congruence with previous studies, we too have found that the infants' receptive language skills were among the factors contributing to individual differences in empathic behavior. This study contributes to several other pioneering studies in the field of empathy development in infancy, in that it attempted to extend the previous findings of empathic reactions among infants to younger ages. Our study has found that infants were not distressed at the sight of another peer's distress; rather, they tended to show concern and to try to comprehend the situation. Thus, this study adds to a growing body of research revisiting Hoffman's theory of empathy development. Process of Change in mothers ability to perceive infant emotion Obara Tomoko

Okazaki Women's Junior College, (Japan)

Background/Aims: We examined changes in mothers ability to perceive their infants emotion from a relational system viewpoint using the theoretical framework of Fogel et al. (2006). Kay (1977) speculated that fluency in construction of the mother-infant interactive system is maintained by the mothers competency. Therefore, a mothers ability to perceive her infants emotion may be a significant social function in emotional development of the child. Tronic & Brazelton (1980) suggested that mothers might interpret infant emotion not only from facial expressions, but also by context. 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 infants emotion. The developmental process in multiple cases was examined to verify the diversity of developmental trajectory by binding the findings. Development of video clip stimulation Subjects: 127 mothers caring for an infant. Four to five infants in each age group were videotaped Scenes showing positive, negative, and neutral emotional expressions were selected and prepared as 15-second clips.

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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, 6, 9, and 12 months (total 20 clips). The subjects evaluated the following. 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, such as emotional behavioral, but also their inner representations of parenting attitudes and principles. Variations in pattern of developmental changes were suggested, as some mothers become competent to use a wide-ranging context along with parenting experience, while others focused on a specific context. Emotions at the zoo - Factors Affecting Childrens Perception of Animal Emotions a preliminary report Rocha Slvia, Gaspar Augusta, Esteves Francisco

CIS ISCTE, Lisbon (Portugal)

Several factors are known to affect childrens perception of emotions, but little is known about childrens perception of animal emotions (PAE). 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. In order to assess which factors could influence PAE, 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. Questions included information on pets, zoo visits and multiple other forms of contact with animals. 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). Most children appraised emotion events correctly (85% matches) and of those, 83% provided a justification based on behavior. This measure was significantly affected by age with no matches at 3 yrs old and maximum at 6 yrs. Children were very similar in their exposure variables, all visiting zoos, circuses with animals, parks, shows, etc, and both exposure measures and environmental awareness measures did not affect matches. Finally, being a Pet Owner significantly affected matches all dog and other mammal owners producing matches. Considering the homogeneity of this sample, the survey requires replication in other types of animal setting and country, to sort out possible cultural effects.

PE1.6 CULTURE AND LEARNING 09:00-12:30 | H4 Amphiple Hall

Conceptions of the transition to adulthood among emerging adults in Bulgaria, Greece and Turkey Ganeva Zornitza

Sofia University, (Bulgaria)

Based primarily on work conducted in the United States, Arnett (2000; 2004) has proposed a theory of emerging adulthood that attempts to characterise the development of young people roughly aged 18 to mid- to late twenties. According to Arnetts theory, the distinct features of this time period set it apart as a period of development that is distinct from both adolescence and adulthood. There is a growing body of work examining similarities and differences in emerging adulthood in different countries, including China (Nelson, Badger & Wu, 2004), Israel (Mayseless & Scharf, 2003), Argentina (Facio & Micocci, 2003) and Canada (Cheah & Nelson, 2004). However, with the exception of recent work in the Czech Republic (Macek, Bejcek & Vanickova, 2007) and Romania (Nelson, 2009), little work has been done to compare emerging adulthood in the Balkan countries sharing common border: Bulgaria, Greece and Turkey. 278 Bulgarians (147 girls and 131 boys), 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). Upon conducting this research, an answer to following questions will be given: 1. What meanings do adolescents and young adults from Bulgarian Greek and Turkish origin attach to the concept of being adult?; 2. Which facets of the construct of adulthood are more important to them?; and 3. 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.

Ethnic Identity and Maintenance Enhance Well-being of Turkish-Bulgarian and Turkish-German Adolescents Aydinli Arzu1, Dimitrova Radosveta1, Chasiotis Athanasios1, Bender Michael1, van de Vijver Fons J. R1,2,3
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), acculturation orientations (host culture adoption and heritage culture maintenance) and their influence on psychological and sociocultural outcomes vis--vis the Turkish and mainstream cultures. Participants were 178 Turkish-Bulgarian and 166 Turkish-German youth (mean age of 15.96 years) who completed measures on ethnic identity, acculturation orientations, well-being, and socio-cultural outcomes. 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. Turkish-Bulgarians also reported higher scores on host culture adoption than Turkish-Germans. A multigroup path model showed that Turkish identity and maintenance were positively related to well-being and adjustment to both cultures, whereas mainstream identity and adoption were positively associated with adjustment to the host culture only. We conclude that Turkish ethnic identity and maintenance are salient factors for well-being of Turkish minority adolescents from two different European countries

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Dual emotional reaction to filial responsibility in immigrant children & their psychological adjustment as young adults: A retrospective study. Ponizovsky Yael1 , Kurman Jenny2, Roer-Strier Dorit1
1
2

Hebrew University, (Israel) University of Hafa (Israel)

This paper examined emotional reactions of young adults to filial responsibilities (FRs) following immigration as predictors of adjustment. We hypothesized that the meaningful responsibilities children assume in immigrant families create a dual response of negative and positive emotions, not mutually exclusive. Newly developed separate scales taping positive and negative emotional responses to FRs enabled a separate investigation of this range of reactions. 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). Two aspects of adjustment were measured as well: selfefficacy and reported psychological symptoms. Two components of emotional reactions to FR, Pride and Distress, was identified by factor analysis. The FRs domains differentially predicted the emotional reactions: cultural brokering predicted Distress, whereas emotional support to parents predicted Pride. The self-reliance domain was the strongest predictor of Distress and was negatively related to Pride, revealing a clear trend of negative implications. The emotional reactions demonstrated unique predictive ability above and beyond that of the FRs domains for both adjustment indicators: Pride predicted self-efficacy, whereas Distress predicted psychological symptoms. In addition, this study showed that the two emotional reactions co-exist, and are related to different adjustment aspects. 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.
Ambivalent self-construal strategies for Romanian young cohorts Gavreliuc Alin, Gavreliuc Dana, Ciobota Cristina

West University of Timisoara, Faculty of Sociology and Psychology, Department of Psychology (Romania)

Our research has examined the manner in which a set of social cognitions such as self efficacy, authenticity, satisfaction with life and coping style relate to the independent-interdependent self-construal. 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 - Theodore M. Singelis; Authenticity Scale Alex Wood; Self-Efficacy Scale Matthias Jerusalem and Ralf Schwarzer; Satisfaction with Life Scale Eduard Diener; Coping Style Scale Susan Folkman. The outcomes have indicated high scores for all the subscales of the independent self-construal - self-reliance, uniqueness, consistency and self-direction - and high scores for inclusion and commitment, as interdependent sub-scales that describe an interdependent self-construal. The results have also shown that independent self-construal scales were positively correlated with authenticity, self-efficacy, satisfaction with life and coping styles; and interdependent self-construal scales were negatively correlated with the dimensions studied. For the social stratum analyzed (young cohorts) at least, the stereotypical image of Romanian collectivism, on a societal level, and that of disengaging social cognitions on an interpersonal level, is infirmed. Thus, we have evidenced the ambivalent self-construal strategies activated, at the same time strong in some specific facets of interdependent and independent registers. Useful especially for the public policies articulated in a structural intervention in the educational system, this research does not involve representative generational samples, like other similar studies and, therefore, their results should be interpreted with caution. This change in the cognitive strategies, due to the cultural impact, in a new social and political climate, even if encouraging, can only be local and decontextualized. For that reason, in the nearest future we will extend the sample to a representative one, in order to test all these tendencies. The relationship between ethnic identity and ego identity in cross-cultural situation: with Japanese students abroad Uematsu Akiko

Japan Lutheran College, (Japan)

Introduction: Many studies have indicated that ethnic identity is correlated with psychological well-being. A longitudinal study on Japanese students abroad has indicated that situations of cross-cultural transition make a persons ethnic identity salient. A study of Japanese people studying abroad, however, have suggested that their attachment to their own ethnicity has predicted negatively in a sense of ego identity, suggesting that Japanese adolescents in intercultural environments as an ethnic minority might develop negative feelings. Indeed, it has been reported that Japanese studying abroad are likely to suffer a health problems in the host country. Therefore, in this study, the role of ethnic identity on ego identity was explored through protocol analysis. Method: Participants were Japanese exchange student (N = 25: 17 women and 8 men; mean age = 20.5 (SD =.77), their mean length of studying abroad was 10.4 months (SD=.88). Participants were interviewed individually after they came back to Japan and interview protocols were analyzed. They also completed a questionnaire on ego identity. Participants were divided into four groups using their ego identity scores based on questionnaires and ethnic identity scores based on interview protocols. Results : The group with high ethnic identity had low ego identity scores. This indicated that in these participants, ethnic identity was a defence against an unstable ego identity, which would protect them against negative cross-cultural experiences. Moreover, before studying abroad they had inferiority feelings about their ethnic background, which were not observed in the other 3 groups. It is suggested that attachment to ones ethnic background predicted negatively the sense of ego identity, because of its defensive role. and it is also suggested that research on the relationship between ethnic and ego identity needs qualitative approaches to clarify its functions.

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Intergenerational study of retrospective adolescent experiences Molchanova Olga, Vasilevskaya Ekaterina

The National Research University - Higher School of Economics Moscow (Russia)

The present research aims to illuminate psychological characteristics of adolescence in different social and historical contexts. Previous studies focused on the key characteristics of adolescence. We addressed special attention to the characteristics of adolescence through "the cultural context of the environment". We explored the retrospective adolescent experiences in the two samples: the sample 1925-1927 and the sample 2011-2012 by using the comparative analysis. The "Autobiographical Notes" method was applied. It is an open questionnaire conducted to determine the retrospective experiences of adolescence, developed by Russian psychologist M.Rubinstein for his sample 1925-1927. There were 129 participants in the present study 67 women and 62 men, the average age is 22. The findings from the research indicate both the similar (increased interest to the inner world, reflection, desire for independence, a protest against the adults, the need for affiliation, romantic aspirations, etc.) and the different (changing interests, aspirations, experiences, role models, and personal expressions) characteristics of the participants in the two samples. The participants from the sample 2011-2012 are more likely to express protest against the adults rather than participate in their activities; they are more likely to start sexual and loving relationships earlier, but less likely to experience romantic love or sacrifice themselves for a great goal; they are more likely to experience the feelings of anxiety and irritability, rather than embarrassment and shame. The results show that the participants from the sample 2011-2012 are more realistic and prefer individualistic values. We conclude that there are constant key characteristics of adolescence, independent from the change of epochs and social context, and at the same time we emphasize the qualitative specificity of the identified features, reflecting the change in "the cultural context of the environment". 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, the social development, 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. The academic staff is an important constituent group within the higher education institutions impacting the quality of the institutions and students success. 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. Therefore, the focus of attention in this research is motivation and self-efficacy for teaching and research. 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, age, total years of service, academic rank and title. 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, including: content of work, policy of the organization, relationships with colleagues, relationships with management, feedback on performance. 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. 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. Filial responsibility in immigration: Dual emotional reaction and psychological adjustment among young adults Ponizovsky Yael1, Kurman Jenny2, Roer-Strier Dorit1
1 2

Hebrew University, (Israel) University of Hafa (Israel)

Immigration often prompts role reversal and many immigrant children assume various roles in the family - "filial responsibilities" (FRs). The study retrospectively examined whether emotional reactions of young adult immigrants to filial responsibilities (FRs) are predictors of psychological adjustment. We hypothesized that the meaningful responsibilities children assume in immigrant families trigger both negative and positive emotions that are not mutually exclusive. Two newly developed scales that tap positive and negative emotional responses to FRs enabled independent investigations of these reactions. 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). Two aspects of adjustment were measured: self-efficacy and reported psychological symptoms. Two components of emotional reactions to FR, Pride and Distress, were identified by factor analysis. The FRs domains differentially predicted the emotional reactions: Cultural brokering predicted Distress, whereas emotional support to parents predicted Pride. The self-reliance domain was the strongest predictor of Distress and was negatively related to Pride, revealing a clear trend of negative implications. The emotional reactions demonstrated unique predictive ability above and beyond that of the FRs domains for both adjustment indicators. In addition, this study showed that the two emotional reactions co-exist, and are related to different aspects of adjustment. Pride predicted self-efficacy, and Distress predicted psychological symptoms. Implications for clinical and social work with young adult immigrants who assumed FRs in their families of origin are addressed.

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PE1.7: VICTIMIZATION & QUALITY OF LIFE 09:0012:30 | H2 HALL Relations between marital adjustment, life satisfaction and coping with stress: Stage of Family Life Cycle Kaya Balkan dil, Akta Ayenur, Karadeniz Glin

Maltepe University Istanbul (Turkey)

Although there has been considerable amount of evidence for changes that occur in marital satisfaction, especially suggesting a U shaped pattern of marital satisfaction over the life course, the research in this topic is very limited in Turkey. The present study aimed to investigate the relations between marital adjustment, life satisfaction and coping with stress among 300 Turkish men and women at various stages of marriage cycle. Dyadic Adjustment Scale and Ways of Coping Inventory, Life Satisfaction Scale, is being applied. The program Social Science Statistical Programme (SPSS) will be used to analyze the data. Analysis will be done when the application is finished and the results will be discussed. The research will be completed in March 2013. From disease to health - a rite of passage. The experiences of patients with cardiac arrhythmias treated with RF ablation Maryniak Agnieszka1, Walczak Franciszek2
1 2

Children's Memorial Health Institute Warsaw (Poland) Institute of Cardiology, Warsaw (Poland)

Cardiac arrhythmias significantly disrupt daily functioning of the patients. In its treatment radiofrequency catheter ablation procedure is used. Based on interviews with two hundred forty patients (aged 16 - 73) who underwent ablation due to their arrhythmias (paroxysmal atrio ventricular nodal reentry tachycardia, paroxysmal atrio - ventricular reentry tachycardia, and paroxysmal atrial fibrillation), the patients experiences related to the illness and treatment have been analyzed. Cardiac arrhythmias, due to their nature - periodic feeling of fast, strong, irregular heart beat -have a special emotional significance for patients, may be associated with both a sense of danger to life and, through permanent focus on the feeling of your heart rate, provoke increased introspection and self-analysis. The specificity of the RF ablation procedure lasting a few hours, performed under local anaesthesia, during it the patient experiences changes in heart rate, time of recovery is short, verification of the effectiveness quickly followed all this is for many patients a special experience, perceived as a kind of "rite of passage". Its meaning in the perception of some patients (especially younger, for which the arrhythmia was the only health problem) goes beyond the cure of burdensome disease, gaining a deeper, spiritual dimension. Self-Esteem and Family Communication on Users of Social Networks Botelho Slvia , Salvaterra Fernanda

Lusfona University Lisboa (Portugal)

The way social networks have became a part of the daily life of millions of people, absorbing a substantial amount of their available time, has undoubtedly influenced its users both in their social relationships as in their more intimate aspects. Such a phenomena would certainly raise the interest of the international scientific community, which has been focusing its studies in the student population of countries with highest internet penetration rates. The current study has set the objective to overcome this gap by surveying 1187 Portuguese adults, to evaluate how Facebook usage is related with their social relationships, with their self-esteem (Rosenberg's self esteem scale, 1965)and family communication (Olson's Circumplex model- FACES IV, 2006). The conclusions of this investigation show Facebook influence upon several dimensions under analysis, corroborating international studies. Therefore, these conclusions constitute an additional contribution to demonstrate how social networks are indelibly shaping individuals and their social behavior. Feeling of safety at School and subjective well being: evidence from cross-lagged relations in a 1-year longitudinal sample Raiziene Saule, Garckija Renata

Mykolas Romeris University Vilnius (Lithuania)

Cross sectional literature suggests negative correlation between violence exposure and subjective well being. 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. 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. Data used for this research were taken from the ongoing Positive Youth Development project. Data from 1556 adolescents were collected, 628 (40,4%) boys and 928 (59,6%) girls respectively aged 14 18 (M = 16,26; SD = 0,94) participated in the research. The second measure took place in a one time period after the first one. The measures used in this research were the Feeling of safety at school scale (Henrich et al., 2004) and Subjective well being scale (Diener et al., 1995). For both girls and boys feeling safe at school and subjective well being showed moderate stability over one year time. Feeling safe at school and subjective well being are positively correlated for both Time 1 and Time 2. 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. However only feeling safe at school at Time 1 has a buffering effect for subjective well being at Time 2 for boys. The results compliment earlier studies about the differences in socialization context for boys and girls.

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Screening for depression in elderly Anagha Raul

Bharati Vidyapeeth, Pune (India)

Introduction: Depression is a treatable medical condition the most frequent causes of emotional distress in older adults. Untreated depression can delay recovery or worsen the outcome of other medical illnesses . Depression is NOT a part of normal aging. Psychological factors increasing vulnerability for depressive disorders are: Specific stressors like widowed state, Retirement, Medical illness, financial dependence, Family discordance Objectives to determine the prevalence of depression among the elderly population. To identify the risk factors with respect to depression in elderly Material and Methods: Study design: Cross sectional study. Study setting: Community based. Sample size: 216 . Study area: Southern part of urban Pune city. Inclusion criteria: more than 60 yrs of age. Study tool: Predesigned Questionnaire including WHO 5 Well being index and Mastering depression in Primary care version 2.2 was administered: Part 1 Socio-demographic information covered a diverse set of parameters namely; age, sex, marital status, education, income stressors, employment status, the type of family system. Part 2 WHO 5 Well being index and Mastering depression in Primary care version 2.2 were administered. For the subjects not well versed with English a Marathi version was developed. Results: The prevalence of depression was 21.6% with majority in 74-80 age group. Widowed state, retirement, medical illness and residing in a nuclear family system, financial dependency were strong predictors of depression in the elderly. CONCLUSION: Widowed state, retirement, 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. Relationships between Hierarchies of Adolescent Values and Their Life Goals Set for Various Time Periods Czerwiska-Jasiewicz Maria

University of Warsaw, 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), set for various life periods (for one year, for 10 years and for their entire life). The significance of this relationship is supported by literature concerning the above topic (Nuttin 1980; Nurmi 1991; Zaleski 1991; M drzycki 1996; Czerwiska-Jasiewicz 2005). Many authors suggest that values are a fundamental criterion of life goal selection. However, there are few empirical studies conducted on this topic. 200 pupils from general profile upper secondary schools in Warsaw were studied. The adolescents were in their final year of school taking their matriculation school leavers exam, aged 18-19 years. Two research techniques were employed: 1) The Rokeach Value Survey (RSV) in the adaptation of P.Brzozowski to measure adolescents' value hierarchy, and 2) The Life Goals Questionnaire measuring the content and formal properties of the life goals of adolescents, which constitutes a modification of the Goal Questionnaire (KCL) of Zaleski (1991), conducted under the direction of M.Czerwiska-Jasiewicz within a master's seminar in the Faculty of Psychology at the University of Warsaw. The results obtained confirmed the formulated research hypotheses. A significant relationship was found between the life goals of adolescents and terminal and instrumental values. Facebook use, Social capital, and Well-being: Developmental differences between emerging adults and adults Hood Michelle, Sousa Rocha Gabriela Griffith University (Australia) Emerging adulthood is an important new developmental period between adolescence and adulthood (Arnett, 2000). The present study examined differences between emerging adults (18 25 years; 60% of sample) and adults (26 71 years; 40% of sample) in the accumulation of social capital on the Social Networking Site, Facebook, and its relationship with well-being. 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, getparticipants.com, and staff and students at the authors university. Most (86%) spoke English as their main language. Any participants with a self-reported English-language reading ability of less than average were excluded (the survey was in English). Participants completed an online survey comprising measures of Facebook use, Internet bridging and bonding social capital, life satisfaction, and general well-being. Developmental differences were found. After controlling for the time spent on Facebook and number of Facebook friends, 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. In emerging adults, 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. In adults, online bonding capital was not related to either wellbeing outcome but greater online bridging capital was weakly related to greater well-being. These results show that emerging adults use Facebook to develop and maintain both weak and strong ties (bridging and boding social capital) whereas, in adults, its use is only associated with development and maintenance of stronger ties. The results also show that Facebook fosters broader well-being outcomes in emerging adults than in adults.

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Psychological and economic well-being in times of recession Vleioras Georgios1, Wasowicz-Kirylo Grazyna2, Melissidou Gesthimani3, Stavrou Achilleas
1 2

General Hospital of Volos (Greece) University of Warsaw, Faculty of Psychology, (Poland) 3 Region of Thessaly (Greece)

The last years, the Hellenic Republic has been in the center of European attention because of a severe economic recession. This recession has brought about a dramatic decrease in the average income of Hellenic households and an equally dramatic increase in unemployment. This study is an initial investigation of the well-being of the Hellenic manpower at these difficult times. First, it focuses on psychological wellbeing, which was defined according to Ryff (1989) as encompassing what it takes to be psychologically well (namely, positive relations with others, environmental mastery, purpose in life, sense of continuous personal growth, autonomy and self-acceptance). Second, it focuses on economic well-being, which was defined as the feelings of security that people derive from their financial condition. A demographic sheet, the Hellenic version of the Psychological Well-Being Scales and a new measure of economic well-being were administered to 163 individuals, 103 of which were women, aged 21 to 65 years (average age was 35.9 years). We found that the most pervasive predictor of well-being is the working condition. In particular, individuals who work fulltime or part-time scored the highest in positive relations with others, environmental mastery, personal growth and economic well-being. Single individuals scored higher than married ones in personal growth and married individuals scored higher than divorced ones in economic well-being. Residents of the province scored higher than city residents in environmental mastery and economic well-being, and individuals living abroad scored the highest in economic well-being. Younger individuals scored higher in personal growth. Education and gender were not significant predictors of well-being. Finally, lower scores in economic well-being were related to lower scores in environmental mastery, self-acceptance, and purpose in life. In conclusion, our results support that having a sufficient income is an important aspect related to psychological health. A text mining study of students narratives after 311 Disaster Nishino Misako1, Ito Takehiko2
1
2

Tohoku Fukushi University, (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. The research was carried out to the students of disaster areas at the beginning of June in 2012.Question 1 is on the changes of their recognition after experiencing the Earthquake. 232 compositions were made an analysis by a text mining. Mean length of composition is, 38.5 letters per a student, total sentences are 589, and mean length of a sentence is 15.2 letters. Total number of words are 3703, the number of variety of words are 1201 and type-token-ratio is 0.051. The highest occurrence words are person: 80, important :72, family :71. As for the question of message to themselves. mean length of composition is 18 letters per a student, total sentences are 334, and mean length of a sentence is 12.5 letters. Total number of words are 1674, the number of variety of words are 615 and type-token- ratio is 0.367. The highest occurrence words are precious:45, dont forget: 44, and live:40. The student description are classified into 5 factors of PTGI made by Tedeschi & Calhoun 1996 .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. From the research we could see that the students really felt the importance of life and realized the significant ties with their families , friends and others. Further it became clear that they appreciated their ordinary life which they had taken for granted before the earthquake and felt pleasure and happiness. 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. Relationship between Mental Health and Lifestyle among university students (1): Age-related Changes Nakagawa Yoshiko1, Kobayashi Kumi1, Nakamura Naoto2
1
2

Tokyo Future University, (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. Their sleeping and eating habits deteriorate as their time spent at school progresses. 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, to determine any age-related differences and the relationship between them. Methods: Seventy-seven university students between the ages of 19 to 22 participated. The questionnaires addressed general health (GHQ-30) and lifestyle patterns (diet, sleeping quality, relaxation, leisure time, and college workload) were administered. The participants were divided into two groups by their school years (lower group: 1st and 2nd grades; 36 students, upper group: 3rd grade; 41 students). Results: An analysis using t-tests revealed that the average number of credits for one school year was 9.3 for the upper group and 13.2 for the lower group. There was no significant difference between the two groups in the number of students who skipped breakfast. However, the students in the upper group who skipped breakfast were more negatively affected than the students in the lower group who skipped breakfast. The responses of the students in the upper group displayed a more stressful and unhealthy mental state due to having less time to relax. Conclusion: Although the college workload in the upper group was less than that of the lower group, there were age-related deteriorations in mental health and lifestyle patterns among the university students in accordance with school year. Due to the increasing demands of academic requirements and job hunting, students have less time to experience a healthy lifestyle; they therefore may be suffering from anxiety correlated with their school years at university.

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Relationship between Mental Health and Lifestyle among University Students (2) : In The Light of the Choice and Contents Concerning Foods Kobayashi Kumi1, Nakamura Naoto2, Nakagawa Yoshiko1
1
2

Tokyo Future University, (Japan) Kochi University of Technology (Japan)

Background: Higher education tends to be universal stage in many countries. A number of studies provide evidence that university students experience dramatic lifestyle changes caused by several factors of college lifestyles. Their mental health which is going to deteriorate as their time spent at the grade progresses, usually started from skipping breakfast and then caused several mental and lifestyle problems. 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, such as dining options( to prepare by themselves, to buy something to eat so on), a method of dietary intake, and the contents of the meal. Methods: Seventy-seven university students between the ages of 19 to 22 participated. The anonymous questionnaires addressed General health (GHQ-30) and lifestyle patterns (diet, sleeping quality, relaxation, leisure time, and college workload) were administered. Results: The choice and behavior of dietary intake, 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)=-1.816, p<.05) and sleep disturbance (t (45)=2.505, p<.01) of the GHQ-30 factors. The group of much using a convenience store to get ready to meal food tend to be higher point of somatic symptoms (t (73)=-1.460, p<.01) of the GHQ-30 factors in comparison with other group, and tend to be more negatively affected at the relaxation(t (73)=-2.072, p<.05) and the stresses coping (t (73)=-2.072, p<.01). Conclusion: These data suggest that mental health of the university students has been influenced by their total choice behavior of meal. Are metal heads Relentless Reckless forever? An experimental study of the effects of heavy metal on reckless behaviour among adolescents Beyers Wim, Arijs Cedric

Ghent University (Belgium)

In this study we investigated effects of listening to heavy metal on reckless behavior among adolescents. Literature (e.g., Arnett, 1991; Roberts et al., 1998; Rubin et al., 2001; Selfhout et al., 2008; ter Bogt et al., 2013) has described correlations between heavy metal music and reckless or externalizing behaviors. To imply causality we used an experimental study. 64 adolescents (aged 17-19) participated, that is, 32 metal fans and 32 not-fans. Gender was equally distributed across these two groups. Prior to the experiment sensation seeking (SSS; De Wilde, 2007) and reckless behavior was measured using questionnaires. Participants then were divided random among an experimental group, who listened to 12 minutes of heavy metal music, and a control group, who listened to 12 minutes of pop music. After exposure, participants completed the Balloon Analogue Risk Task (BART; Lejuez et al., 2002) in which they could take risks to earn money. However, if they pushed too far to earn money, they could lose the money again. This way the BART offers an ecologically valid simulation of risk taking. After this, participants completed a state version of the SSS (De Wilde, 2007) which measured their explicit current attitude towards doing something reckless. Analyses revealed no evidence for an effect of music preference, meaning that metal fans as a group did not report more reckless attitudes or performed more reckless behaviors. There was, however, an effect of listening. Participants who had listened to heavy metal reported a stronger attitude towards doing something reckless afterwards (F(1,57) = 7.04, p < .01, = .11). However, no effect of the listening condition on actual reckless behavior was found (F(1,60) < 1). So, although adolescents who listen to heavy metal might develop an explicit reckless attitude, they dont necessarily transpose this urge into reckless behavior.

PE1.8 LANGUAGE & COMMUNICATION 09:0012:30 | H1 Hall Amphiple Development of Mentalist Abilities in Deaf Children Using Current Auditory Technology Mara-Jos Linero, Carmen Barajas, Inmaculada Quintana, Antonia-Mercedes Gonzlez, Rocio Lavigne, Carrero-Francisco; Navarta- Concepcion

University of Mlaga (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. 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. All participants were evaluated with: Theory-of-Mind Scale by Wellman and Liu (adapted and translated into Spanish), Test de Vocabulario en Imgenes (Peabody Picture Vocabulary Test, PPVT-III) and Test de Comprensin de Estructuras Gramaticales (CEG) by Mendoza et al. (Grammatical Structures Comprehension Test). The results show differences in Theory of Mind abilities not related to age but related to both lexical understanding and syntactic competence, as well as to other variables jointed to deafness (mainly age of prosthesis).

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Subsyllabic graphophonological strategy in CVC EL2 word naming: Is CV a locus of segmental overlap or L1 transfer ? Yamada Megumi

Hokkaido Pharmaceutical University, Otru (Japan)

The present study investigated the role of sub lexical units in the phonological encoding of English singleword production in a wordnaming task. Targets comprised sixty single syllabic words, most frequently used in EL2 materials, of CVCC sequence, in the prime-mask-target setting. Three different priming conditions were used: CVC of the orthographically and phonologically overlap word condition; CVCC with the different onset and identical rime (VCC) condition; and four hash marks of the control condition. The participants were twenty-five EL2 adults (Japanese) and eleven EL1 adults (American). The result showed a similar tendency in naming latency between the two groups, with the fastest on the CVC prime condition. 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, which comes along with the theory of reading development. On the other hand, 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, suggesting that CV or L1 Japanese syllabic strategy may have been attributed some role in the EL2 situation. The result of the present experiment indicated an onset and segmental overlap prime effect in both groups, 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. Toddlers teaching an adult Kawakami Kiyobumi1, Takai-Kawakami Kiyoko2
1
2

University of the Sacred Heart, Tokyo (Japan) Japan Womens University (Japan)

Although some debates on the topics of teaching in nonhuman animals, there are only a little data on the beginning of teaching in human toddlers. The first author ( O:observer ) has been conducting participant observations in a nursery. O has attended in a one hour free play session once a week. O has played with children as a passive person. O has recorded childrens behaviors toward him in an IC recorder within his chest pocket. The data of 7 weeks observations were analyzed. Children in sessions were 17, 12 girls and 5 boys, from 0-year-olds to 2-year-olds. We have selected 10 observational categories ( ex. Showing, Pointing ). The percentages of intercoder agreement of Vocalization and Verbalization were 100. A total of 149 behaviors were recorded. We have found 16 Teaching behaviors in them. Zero-year-olds did not show the Teaching behaviors. and boys did not show them. In the 16 Teaching behaviors, 15 were teaching of friends name to O. For example, This cap is xxs. When a child teaches O the name of the cap owner, she/he may think that O doesnt know whose cap it is. If it is true, she/he must have a Theory of mind. There is another possibility. The child doesnt think about Os mind and has tendencies to teach some information. If it is true, it should exemplify that human toddlers are very social beings. They want to teach the adult something even though they cant speak fluently! From our data, human toddlers begin teaching from the second year of life. and girls show the Teaching behaviors more than boys. But we must collect more data using other children and in other situations to generalize the results. Thats really very funny! Ironic Hyperboles Understanding in Children Aguert Marc1, Martel Karine1, Laval Virginie2
1
2

Universit de Caen Basse-Normandie, (France) Universit de Poitiers (France)

Irony is defined as an incongruity between an utterance and the situational context in which this utterance is produced. Beyond the contextual incongruity, the speakers ironic intent may be displayed using various cues including prosody and linguistic cues. The role of these cues in irony understanding has not been studied much in children. In this study, we focused on hyperbole (e.g., saying Thats really very funny! when one is the target of a bad joke), which is a cue to irony both at the lexical level and at the prosodic level. In the first experiment, short stories were presented on a laptop to 58 six-year-old children and 39 ten-year-old children. The utterances were either hyperbolic (both at the lexical and prosodic levels), or not. The situational contexts were either slightly ironic or strongly ironic. Our hypothesis was that hyperboles would increase irony understanding especially when the situational contexts were slightly ironic. Main effects of age (10-year-olds > 6-year-olds), hyperbole (hyperbole > no hyperbole) and contexts (strong context > slight context) were observed on irony understanding but no interaction reach statistical significance. In the second experiment, the same stories were presented to 40 six-year-olds and to 39 ten-year-olds. The utterances varied depending on the level that was hyperbolic, either the prosody (Thats funny, no lexical hyperbole) or the words (Thats really very funny, no prosodic hyperbole). Results showed that 10-year-old children better understood irony than 6-year-old children. There was no effect of the type of hyperbole. This study brought the first empirical evidence that lexical and/or prosodic hyperbole increases irony understanding in children, even in the younger ones.

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Studying English: values and motivation Teles Joseilde Maria

University of So Paulo - Institute of Psychology (Brazil)

Introduction and hypothesis: Learning languages involves complex, personal knowledge building, accepting different cultures and values. Adult Brazilians who study English, concerned about market opportunities, seem not to be aware of that. Some may have learning problems related to conflicts between their own values, and values of new language. According to Piaget (1954) affection and cognitive development are integrated. Our hypothesis is that affectivity (energetic source) increases or decreases the amount and quality of motivation in the interaction with the language. Method: Bibliographical review on affectivity in Piagetian theory, linguistic identity (Signorini, 1998) and learning disabilities (Alicia Fernndez and Sara Pan). Clinical interviews about values students attribute to the new language. Preliminary results: 10 participants were asked about: IMPORTANCE: 100% "very important" to learn English. UTILITY: 20% "theorical use" (do not apply the knowledge at present); 40% "instrumental use" (reading materials); 40% "communicative use" (oral communication). MOTIVATION: 10% "abstract need" ("obligation" - English "universal language"); 60% "practical need" (professional); 30% "intrinsic need" (always wanted to study it). FEELINGS: 30% "negative feelings" (strange or ridiculous when speaking); 20% "ambiguous feelings" (lost or embarrassed but it is nice); 50% "positive feelings" (feeling well, proud, rich). GOALS: 60% "career goals" (conferences, jobs); 30% "social goals" (interpersonal tendency: taking courses, visiting relatives); 10% "personal goals" (intrapersonal tendency: changing lifestyle by living abroad). Discussion Highest percentage scores refer to more extrinsic motivation. All participants declared it is "very important" to learn English, although 20% do not use it at all in their present lives. 60% motivated to study English due to professional demand (more extrinsic motivation), only 30% declared intrinsic motivation. 10% declared "obligation" to study it. 30% manifested negative feelings while expressing themselves, 20% feel some discomfort. 60% will use the language basically for professional purpose while just 10% declared personal goals. 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. When we judge a conviction degree of a wide variety of expression, we refer to not only affirmative expression (e.g., "must") but also the vague expressions (e.g., "seem). 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. But this investigation was not considered about these factors enough. Therefore this study examined the Japanese university student's comprehension of the conviction degrees by the short sentences including the vague expressions. Hypothesis: The conviction degrees of vague expressions will be affected by the kind of the speaker and the presence or absence of knowledge. Method: 126 subjects were asked to rate the sentences with the affirmative expressions and the vague expressions in Japanese. First, they were asked When your friend (or the salesclerk) says as follows, how degree does the information think it to be reliable? and were presented the 10 sentences. 5 sentences explained taste of unknown fruit; I know (think) that the canistel is sweet. /The canistel may (seems to/must) be sweet. and 5 sentences explained taste of known fruit. They were asked 1 point in the 0-100 %. ResultThe rating values of the affirmative expressions were higher than the rating values of the vague expressions. In the condition that a friend explained known fruit, the conviction degree changed with the difference of the vague expressions. In the condition that a friend explained unknown fruit, the conviction degree did not change. 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. Nonword repetition is related to vocabulary development: evidence from Spanish typically developing and late talking Children Mariscal Sonia1, Rujas Irne2, Casla Marta2
1 2

Universidad Nacional de Educacin a Distancia (UNED) Madrid (Spain) Universidad Autnoma 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. While most studies have been conducted in English, there are no studies carried out in Spanish with very young children. This study is part of a broader research that compares longitudinally typically developing (TD) and late talking (LT) children. Different experimental and standardized phonological, lexical and morph syntactic tasks are used from 2 years of age up to 3; 06. 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. The word and Nonword repetition task was based on Roy & Chiat (2004), but specifically designed for Spanish language. Besides, a parent report measure of expressive vocabulary was administered to children that took part of this study, 19 TD and 10 LT. As in previous work (Mariscal et al., 2011), the repetition task elicited high levels of response in TD children (100%). By contrast, refusal to participate in the task was high in LT children (33%). Overall, 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. Although the sample of LT is small, results already show important differences between TD and LT, being the former more accurate than the latter.

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Results encourage the discussion of a) the word and Nonword repetition task as a tool for assessing phonological development, b) the relationship between phonological and lexical development, and 3) early phonological difficulties as an early predictor of further language skills. Development of mental state vocabulary in the Japanese language: from a large-scale study of pre-School Children Kitano Sachiko1, Tsuji Hiromi2, Yamada Chieko3, Toi Yoko
1 2

Graduate School of Human Development and Environment, Kobe University, 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. However, relatively little has been explored using large-scale surveys, particularly for non-Anglophone languages. Historically, Japanese Early Childhood Education had a strong emphasis on fostering human relationships; this curriculum has recently been revised to include additional emphasis on language activities. 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. To provide normative data for mental state language in Japanese, this study undertook a large-scale survey using parental checklists for childrens expressive language for 2 to 6 year old children. The lists of mental state vocabulary were drawn from lists reported in Englishspeaking studies (e.g. Ridgeway et al., 1985) with modifications. The list comprised of the categories of 37 emotions (emotion and affects), 22 mental states (desires and intentions), 16 cognition, 4 perception, 8 physical states and 10 syntax (modulation of assertions). The present paper examined data from 1,083 children between 4 and 6 years old. The percentage of children who expressed each term was calculated and, those terms used by at least 75% of the children were counted as having been mastered. Whereas most terms related to perception, physical states, and syntax were mastered by the age of 4, less than half of terms related to emotion, mental states and cognition were mastered by the age of 6. Gender and age effects were examined for the number of terms used by the children. ANOVAs suggest that 4 year-olds used a significantly smaller number of terms compared to 5 and 6 year-olds. There was a very small, but significant gender effect for girls outperforming. Relationship between mental state language and socio cognitive development: a large-scale study in a Japanese-speaking population Tsuji Hiromi1, Kitano Sachiko2, Toi Yoko, Yamada Chieko3
1 2 3

Osaka Shoin Women's University, (Japan) Graduate School of Human Development and Environment, Kobe University, Kashiba (Japan) Ikoma city, Medical Centre Division (Japan)

Mental state language has been investigated in relation to the development of socio-cognitive understanding. Mental state language plays an important role in nurturing childrens social minds. Despite numerous empirical investigations concerning mental state language, developmental norms derived from large-scale studies are scarce. The present study investigated Japanese pre-schoolers expressive mental state language and socio-cognitive development using a large-scale survey. Parents of 1,083 children (529 boys, 540 girls, 14 not stated) between 4 and 6 years-old completed checklists for mental state vocabulary and behaviours related to socio-cognitive development. Mental state vocabulary included the categories of 37 emotions (emotion and affects), 22 mental states (desires and intentions), 16 cognition, 4 perception, 8 physical states and 10 syntax (modulation of assertions). Socio-cognitive development was assessed from 12 questions concerning joint attention, self-recognition, imitation, pretend play, understanding others emotions, talks about the past and future, and talks about other peoples minds. A hierarchical cluster analysis was conducted to organize these socio-cognitive measures into developmentally similarity groups. 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. These developmental clusters were examined for age and gender effects. Gender effects were found for these measures with girls outperforming boys, but no age effects were found. These socio-cognitive measures correlated significantly with all the categories of mental state vocabulary and syntax measures when controlling for childrens age. Regression analyses for predicting childrens socio-cognitive development (cluster 2) revealed that beyond the age, gender and early socio-cognitive development (cluster 1), the number of emotion and cognitive terms used by the children appeared to be significant variables. Implications of these findings will be discussed. The effect of joint attention processes on pragmatic communication skills in differing care contexts in infancy Witting Andrea, Ahnert Lieselotte

University of Vienna, Institute of Applied Psychology: Health-Development-Intervention, (Austria).

Research on language acquisition has been providing ample of evidence, how children rely on pragmatic information, from early on, while they learn to interact as conversational partners. The goal of the present study is to map associations between two mechanisms, i.e., joint attention processes and pragmatic communication skills, and to demonstrate adjustments of infants communication repertoire in differing care contexts. 170 children (12 to 26 months) were videotaped during joint attention episodes which were later coded based on the Early Social Communication Scale (Mundy, Delgado, Block, Venezia, Hogan & Seibert, 2003). 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). Furthermore, mothers and child minders were questioned about the infants verbal and nonverbal behavior, in order to delineate the pragmatic communication profile (PCP: Dewart & Summers, 1995) of each infant. The PCPs allowed to capture the variety and level of communication and contained various complex components, such as refusals, requests, attention controls, shared emotions. Findings from the present work show that Joint Attention processes as reflected in IBR were associated with infants levels of request, shared

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emotions and refusal throughout the day, whereas IJA correlated with levels of infants attention controls in everyday situations. PCPs at home as compared at the child minders appeared significantly different with more variety and higher level of communication at home. These discrepancies in PCPs were specifically accentuated if infants IJA processes were scored low; discrepancies were small if infants had already developed sufficient JA skills reflected in high scores on IJA. Infants capability to initiate behavioral requests meeting own needs, however, remained unaffected by the different care contexts. Thus, IJA processes are most important for infants to adjust in differing care environments. Word recognition in 15-months old infants: an Italian adaptation of the Looking While Listening Paradigm Suttora Chiara, Salerni Nicoletta

Department of Psychology, University of Milano-Bicocca, (Italy)

Infants receptive vocabulary shows important gains during the 2nd year of life, even if most of the studies on language development focused on speech production. Studies on lexical comprehension development mostly rely on parental reports and on off-line experimental tasks. These methods provide information about which words infants understand but fail to address the actual process of word recognition. The looking while listening paradigm (LWL) (Fernald et al., 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. Studies conducted with LWL showed that infants efficacy in word recognition increases in the 2nd year; moreover, measures of word processing represent reliable predictors of later linguistic development. This study would provide data from an Italian adaptation of the LWL developed by Fernald et al. (1998); word recognition of 12 infants aged 15 months has been assessed. The auditory stimuli consisted of sentences containing 8 words typically acquired by Italian infants at early ages, which were extracted from the Italian version of McArthur-Bates CDI. Infants productive and receptive linguistic skills were also assessed by the administration of McArthur-Bates CDI. Results indicated that the infants exhibited good word recognition. Examining the proportion of looking time (accuracy) to the distracter and the target objects, infants looked significantly more at the target than at the distracter pictures (t=-5.048).

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 Amphiple

In the past decade, 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. A variety of training methods have been proposed, which mostly target executive control functions, known to be important for goal-directed behavior and self-regulation. Increasingly compelling evidence has shown that training leads to benefits in the particular cognitive function being trained as well as related domains, such as fluid intelligence, behavioral regulation and learning. Additionally, 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. Importantly, benefits of training have been observed across the life span, 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. Papers included in this symposium will convey information on recent advances in the field of cognitive training, presenting information on the effects of training during infancy (paper 1); Childhood (papers 3 & 4) and elderly (paper 2). In addition, information will be presented on the effect of training in the function and structure of brain networks, as well as the modulation (or lack of it) produced by genetic variation on the effects of intervention. Papers will be discussed in relation to the new insights into enhancing cognitive resources of people across development that they provide. 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, 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. However, no direct (i.e. non-parent mediated) methods exist that provide cognitive training targeted at individuals younger than 4 years of age, due to the extreme methodological difficulty of training very young individuals. We present research that used computerised paradigms aimed at training endogenous attentional control in infants. These were administered via an eye tracker and were gaze contingent - i.e. different events took place depending on where the infant was looking. The training targeted working memory and attentional control, 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. We present findings from two trials showing transfer to other aspects of attentional control relative to an active control group following short (5-visit, 80 minutes per infant) training phases, including results with typically developing as well as infants from low socio-economic status backgrounds. We discuss current investigations into the potential of this work in preventative, early interventions for individuals at high risk of subsequent disrupted development - including infants born prematurely and infants with family histories of disorders such as ADHD. 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.

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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. Little is known, however, about plasticity of large-scale brain circuits that mediate learning in children, particularly in academically relevant domains like mathematics. Here, we used a multimodal network-based approach using resting-state fMRI, structural MRI and diffusion tensor imaging (DTI), to examine the effects of a classroom-tested math training program in 24 third-grade children (7-9 years old). We found improved math problem solving skills after training, as well as a shift in problem solving strategies from counting to memory-based retrieval. We found increased functional connectivity between fronto-parietal attention and medial temporal lobe memory systems, suggesting dynamic changes in interaction between attention and memory processes with learning. Critically, hippocampal volume, as well as functional connectivity between the hippocampus and prefrontal cortex predicted performance improvements with tutoring. Behavioral performance improvements were also associated with changes in fronto-parietal white matter pathways. Taken together, our findings provide novel insights into experience-dependent brain network changes, and suggest that intrinsic brain organization before tutoring can be used to as endophenotypic markers of skill acquisition in elementary school children. Genetic modulation of cognitive training in preschool-aged Children Joan Paul Pozuelos,

Dept. of Experimental Psychology and CIMCYC, University of Granada (Spain)

A growing pool of evidence has shown that individual differences in childrens ability to regulate behavior are influenced by environmental (e.g. parenting, education, nutrition, etc.) as well as constitutional (e.g. temperament and genes) factors. However, much less is known about how these factors interact with each other. To explore GxE interactions in the context of the development of executive control and selfregulation, 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. Additionally, genotypes of various Dopamine-related genes (i.e. DRD4, DAT1 and COMT) were obtained for all participants. The training program consisted of a set of computer-based exercises designed to train inhibitory control, working memory, sustained attention and conflict resolution (Rueda et al., 2005; 2012). Participants were divided in three groups according to whether they received training with an elaborated metacognitive feedback (MF, n=30), training with a regular correct/error feedback (RF, n=30), or they only underwent the first levels of difficulty in each exercise (Active control, AC, n=30). Results showed that, compared to the AC group, trained children significantly improved in behavioural measures such as fluid intelligence, working memory span, and inhibitory control. Moreover, 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. Importantly, training effects on WM and inhibitory control were moderated by genetic variation in the COMT and DAT1 genes. Our results suggest that, at least during a period of major development of executive control, genetic variations associated to more efficient structural and functional brain activity interact with educational interventions leading to enhanced neuro-cognitive efficiency.

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SYMPOSIA

SY2.1 INTERACTION-DOMINANT DYNAMICS OF READING DEVELOPMENT AND DEVELOPMENTAL DISORDERS 13:30-15:00 | Room B Amphiple Chair: Sebastian Wallot

Interacting Minds Centre, Aarhus University (Denmark) Co-Chair: Anna Bosman Radboud University, Nijmejen (The Netherlands)

Disscussant: Ralf Cox Department of Developmental Psychology, University of Groningen (The Netherlands)
The nature and assessment of reading skill is one of the oldest topics of investigation in modern psychology. Reading is not only very practically investigated in laboratory settings, but is a skill of high relevancy in modern society. However, and despite this long tradition, research in reading has failed to deliver a clear picture of the factors that govern the development of reading skill or disruptions thereof. A large number of factors have been identified that contribute to the reading process of normal or dyslexic readers, but a coherent picture has yet to emerge. Also, some areas of reading research have almost been left untouched, for example the question of the development of silent text reading skill in beginning readers or differences in reading fluency in adult literate readers. In this symposium we expand the perspective on reading performance by summarizing research on dyslexia, as well as on children and adult reading from the viewpoint of complex systems and interaction-dominant dynamics. 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. The work presented here highlights how reading performance can be understood in terms of the global organization of the cognitive system, and how this organization can be measured using nonlinear analysis techniques. In particular, the presented work aims at how the global organization of the cognitive system can be quantified, how these quantifications can be used to tackle new question in reading such the development of text reading skill in children and literate adults, and how interaction-dominant dynamics holds new answers to old questions, such as what lies on the core of developmental reading disorders. Dynamics instabilities in developmental dyslexia Maarten Wijnants

Behavioural Science Institute, Radboud University Nijmegen (The Netherlands)

The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, 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. In this presentation, two complexity measures (1/f scaling and recurrence quantification analysis) are introduced that focus solely on response variability, to serve as metrics of reading fluency in young readers. These metrics have been proven especially powerful in clinical populations. 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, rather than from specific deficits encapsulated within components. Moreover, 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, 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. Some researchers believe that a stable performance on a genuine task indicates skilled performance, others rather point to the importance of a healthy degree of variation. The starting point of this presentation is that reading performance is both organized and variable. Although the bulk of standard statistical analyses are frustrated by the presence of structure in trial-to-trial variation, mixtures of nonGaussian distributions make use of this apparent paradox. It is shown that response time distributions may indicate system behavior at the edge of stabile versus flexible performance in an optimal balance, and are indicative of additive versus multiplicative effects. This postulate was corroborated by a recent study that revealed clearer log-normal distributions in more fluent reading, while dyslexic readers predominantly showed power-law distributions. Interestingly, dyslexic readers also revealed predominant power-law distributions in a variety of tasks that do not include word recognition. Since comorbidity has consistently been associated with a poorer prognosis and greater demands for professional help, unravelling the causality of comorbidity ranks among the top priorities in dyslexia research. The observation that dyslexic children fall out on so many different tasks and modalities is not strange from a complex systems perspective, since it does not assume specific component deficiencies to malfunction, but much more general reductions of system interactions.

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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, and therefore do not capture the development shift, around grade 4, to silent reading. It is problematic that there is no established measure for silent reading fluency, given that silent and oral readings have been shown to be independent. 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. A story reading task was given to cross-sectional groups of children in grades 2, 4, and 6, and an adult comparison group. Half of the participants were randomly assigned to read silently and the other half read aloud. Each participants word reading time series was subjected to fractal and recurrence quantification and cross-recurrence analyses. Metrics from these analyses, including fractal scaling, percent recurrence and determinism and maxline, were compared across the age and reading mode groups. 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. Reading across the age groups showed increases in percent recurrence, determinism and maxline. Silent reading compared with oral reading showed higher fractal exponents, and greater percent recurrence, determinism and entropy. There was also an age by mode interaction for meanline, with only adult readers showing greater meanline. For cross-recurrence, results showed greater shared structure between younger, less fluent readers, and for silent reading. It is concluded that more fluent reading across age was marked by more stable but flexible structure found previously with adult readers. Complexity metrics were more sensitive to fluency changes across grade and reading mode compared with traditional reading rate measures, and thus show promise for an alternate way to characterize reading fluency. Differences in text reading fluency in adult readers Sebastian Wallot

Interacting Minds Centre, Aarhus University (Denmark)

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, 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. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.

SY2.2 SOME METHODOLOGICAL CHALLENGES IN BULLYING (AND OTHER) RESEARCH

Chair: Kyrre Breivik Uni Health, Regional Centre for Child and Youth Mental Health and Child Welfare, Uni Research (Norway). Disscussant: Donna Cross Edith Cowan University (Australia)
There is nothing so practical as a good method. The use of good and appropriate methodology is of great importance for the advancement of bullying research. In the present symposium, the authors will focus on some methodological challenges currently facing bullying research. Even if the focus is on bullying research, the themes to be discussed are highly relevant to developmental psychological research in general. Kyrre Breivik will show through the use of bifactor models the importance of distinguishing between bullying and aggression in general. Thrse 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. Such response shifts implying that the meaning of the outcome measure has changed over time could lead to biased estimates of program effects. Finally, 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. An experienced bullying researcher, Christiane Spiel, will serve as a discussant. Distinguishing between bullying and general aggression: A bifactor analysis Kyrre Breivik 13:30-15:00 |Room 410 Amphimax

Uni Health, Regional Centre for Child and Youth Mental Health and Child Welfare, 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, 1993, 1999). The special characteristics of bullying are often overlooked when measuring bullying, however, to the effect that the distinction between bullying and aggression in general is blurred. There are some controversies in the research literature about how harmful this practice is. While researchers such as Solberg and Olweus

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(2003; Olweus, 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, for example; others have claimed that bullying can be measured simply by use of items describing aggressive behavior in general without specification of the defining characteristics. These controversies underline the strong need to explore whether bullying is a distinct construct or just part of a general aggression factor. In line with how bullying is usually defined, we hypothesize that it is both: Bullying behavior is both part of a general aggression factor and a reflection of a unique bullying construct. We tested our hypothesis in a large Norwegian sample consisting of 5 to 9 graders by use of bifactor analysis. 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. 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), and on a separate domain specific bullying factor. These findings support the importance of not blurring the distinction between bullying and general aggression in future research. Response shift bias in evaluations of school anti-bullying programs Thrse Shaw , Donna Cross
1

Child Health Promotion Research Centre, Edith Cowan University (Australia)

Involvement in bullying at school is detrimental to students mental and physical health; however, school anti-bullying programs have not been found to be uniformly successful. Self-reported frequency of involvement in bullying victimization and perpetration, often used as outcome measures in program impact evaluation studies, may be subject to response shift, that is, a change over time in the meaning the participants place on a construct. Such differential shifts or lack of measurement invariance over time could lead to biased estimates of program effects. This issue will be explored using data from the Cyber Friendly Schools Project (CFSP), a large longitudinal group-randomized trial evaluating a cyberbullying intervention, conducted in Western Australia. Means of testing for and potential consequences of this form of bias will be discussed. Residual change score analysis: A misguided search for causal relations Dan Olweus

Uni Health, Regional Centre for Child and Youth Mental Health and Child Welfare, Uni Research (Norway)

As documented in a recent meta-analysis (Reijntjes, Kamhuis, Prinzie, &Telch, 2010), a considerable number of longitudinal studies have
attempted to find out if being bullied/victimized at a certain point in time, T1, leads to or causes increased internalizing problems such as depression or poor self-esteem at later point in time, T2, after internalizing problems at the first time point have been partial led out from internalizing problems at T2. Several of these studies have also examined the opposite relation, the possibility that internalizing problems at T1 may cause or lead to increased victimization at T2. In studies where the relations in both directions have been examined, 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. 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. 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. 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 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. This common practice should be abandoned and alternative approaches will be discussed.

SY2.3 EMOTIONAL WELL-BEING AND ACADEMIC OUTCOMES: IMPLICATIONS FOR PRACTICE IN EDUCATIONAL SETTINGS 13:30-15:00 |Room 415 Amphimax Chair: Jessica Deighton

CAMHS EBPU, 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.g., Jones & Bouffard, 2012; ONS, 2012), not only because it is important aspect of development, but also because of its association with other key outcomes, such as educational attainment. As a result many countries have implemented programmes to address mental health and well-being in the school context (e.g. Kids Matter in Australia, SEAL & TaMHS in England).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. Specifically the first paper (Jessica Deighton) will explore cross lagged models of emotional, behavioural outcomes and academic attainment in primary and secondary schools in England. The second paper (Praveetha Patalay) will examine the links between longitudinal trajectories of emotional difficulties and change in attainment over the same period. 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. Specifically, 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. The findings reported highlight the role of mental health and well-being to childrens functioning in the school context and indicate the importance of strategies to support and promote well-being in schools. Implications for school-based practice and policy will be discussed.

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Psychological and academic outcomes a cross lagged analysis Jessica Deighton

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

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flagship National Strategy under the New Labour government whose outcomes were mixed. 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. Issues discussed include lack of methodological rigour in evaluations, null results in key studies, variability in implementation, and failure to use research findings to inform roll-out. Recommendations include proper trialling of SEL initiatives before they are brought to scale, the use of research to inform and improve programme design, the need to temper expectations, and the importance of educating implementers about the importance of implementation quality. We conclude with a look forward to the future of universal SEL provision in England and internationally.

SY2.4 INTERCULTURAL FRIENDSHIPS IN MULTICULTURAL CLASSROOMS: PREDICTORS, PATTERNS, AND DYNAMICS 13:30-15:00 |Room 315 Amphiple Chair: Elisabeth Stefanek

University of Applied Science Upper Austria (Austria) Disscussant: Adam Rutland Goldsmiths University of London (United Kingdom)

Friendship networks are, despite of increasing ethnic diversity in schools, still more segregated than integrated. Therefore it is necessary to study antecedents, 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, which are related to the ethnic composition of peer networks. The four studies of this symposium extend the existing literature in applying innovative methodological approaches. 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. It was explored how perceived positive contact norms and perceptions of cultural distance predict friendship nominations of different ethnic groups. 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. For this study, Austrian Native students, Turkish students and students from former Yugoslavia were investigated. 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. It was tested whether immigrant status was ground for selection and if the selection was influenced by the group composition of the school. The fourth study investigated longitudinally how ethnicity or migration background determines friendship selection, how selection criteria change over time and how Interindividual differences predict children's intergroup contact. For this study children from multicultural classrooms were followed during their first year of secondary schools at three points of measurement. Implications of these four studies will be discussed. Who is Friends with whom and Why? - 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. This study examines the patterns and antecedents of these friendships in German ethnically heterogeneous schools. Utilizing a novel approach to the study of interethnic friendships, we draw on research on intergroup contact (Allport, 1954; Blau & Schwartz, 1997) and cultural distance between immigrant and non-immigrant groups (Galchenko & van de Vijver, 2007; Hagendoorn, 1995). Analyses are based on data from 842 students (Mage=11.50, SDage=.71; 53% male) from 42 multi-ethnic classrooms in Southwest Germany. Results revealed that cross-ethnic friendships are to a large extent formed on the basis of cultural distance. Popularity and reciprocation rates for friendship nominations of different ethnic groups reflect the ethnic hierarchy, with children with a Muslim background being particularly isolated from the rest. 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. The effects were largely the same for immigrants and non-immigrants. 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.

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. However, there is robust evidence that youth show a preference for friends with same cultural or ethnic backgrounds (e.g., Graham et al., 2009). Moreover, 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, 1987). 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. On the individual level age, gender, numbers of friends, racist victimization, and ethnic pride were investigated. On the class level ethnic diversity in classrooms, percentage of boys, percentage of students with limited language skills, and the implementation of a multicultural education curriculum were considered. 577 students (46% girls) aged 13 to 14 years from 36 classes in secondary schools participated. 125 students were Austrian natives, 196 students

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had a Turkish background and 256 students originate from former Yugoslavia. For data analysis multiple group hierarchical linear modeling (HLM) was applied. 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. 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. In the group of Turkish students a higher percentage of boys in class predicted more homophily. In the group of students from former Yugoslavia multi-cultural education predicted less homophily. The present findings highlight the importance of contextual factors and their differential influence on friendship homophily in ethnic groups. Integrated or Isolated? - Friendship Nominations of Diverse Immigrant Youth Ylva Svensson

rbero Universitet (Sweden)

With increasing immigration, our societies and consequently also our schools become more ethnically diverse. In most multicultural societies there is an aim of integration, promoting friendships between the natives and the immigrants. Previous findings, however, suggest a preference for intraethnic friendships (McPherson, Smith-Lovin, & Cook, 2001). The question is what friendship nominations look like if the immigrant group in itself is highly diverse. In the current study we tested whether immigrant status was ground for selection. Because the preference of interethnic friendships has been found to vary with the composition of the context (Vermeij, van Duijn, & Baerveldt, 2009) we tested for differences in selection between schools with different group compositions. We used sociometric data from two time points, collected from seven secondary schools; three majority-immigrant schools (54% to 65.2% immigrant) and four minority-immigrant schools (11.1% to 25.1% immigrant) in one community in Sweden. The analytic sample consisted of 1,169 youth (50.4 % boys, 27.6 % immigrant, Mage= 13.92, SD =.85). Network analyses revealed that immigrants showed a tendency for other immigrant friendships, regardless of their ethnicity, over friendships with non-immigrants in both types of schools. This suggests that a shared immigrant experience is important when forming friendships. In minority- immigrant schools this selection effect was stronger, and immigrant youths nominated significantly more peers and were significantly more nominated than immigrant youths in majority-immigrant schools. Taken together, these results suggest that immigrant youths in minority schools are not integrated, but rather make up an isolated group that nominate each other. Question is, 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. 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. Yet, how these friendships form is poorly understood. We wanted to know if and to what degree ethnicity or migration background determines friendship selection, how selection criteria change over time and how Interindividual differences predict children's intergroup contact. We draw on a unique dataset following 297 10-year-old-children from multicultural classrooms in Germany in their first year of secondary school. Questionnaires were administered at the beginning, middle, and end of the school year. 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. The former type of segregation was caused by greater same-preference among migrants. Over time, segregation due to ethnicity declined whereas segregation due to migration background stayed constant. Similarly, hierarchical linear models showed that preference for same-ethnic friendships declined over time among both German and Turkish children. Variability in preference for same-ethnic friendships was further predicted by intergroup attitudes and peer norms. Findings also showed that cross-ethnic friendships were less stable than same-ethnic friendships. 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. Together these findings offer important insights into the dynamics of friendship formation in multicultural classrooms. First, 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. Second, our findings attest to the value of studying friendship networks as they form over time.

SY2.5 LINKING EMOTION UNDERSTANDING, MEMORY AND PRAGMATICS: TYPICAL AND ATYPICAL DEVELOPMENTAL PERSPECTIVE 13:30-15:00 |Room 315.1 Amphiple Chair: Evelyne Thommen

HES-SO EESP (Switzerland)

Disscussant : Dermot Bowler City University London, 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. 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. Moreover, longitudinal approaches offer the opportunity to examine the developmental pathways of children. The symposium will discuss these aspects through four presentations containing data from Italy, Switzerland, France and United Kingdom. Classical social cognition development will be discussed first through a longitudinal research project concerning typical children and children with ASD (Thommen, E., Rossini, E., Bulgarelli, D. Molina,

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P.). Then we introduce debate by presenting data on the relation between learning processes and emotion understanding in autism (Gaigg, S. B. & Bowler, D. M.). The third presentation will discuss the issue of learning in more detail (Ring, M. Thomas, C. Gaigg, S. B. & Bowler, D. M)and finally, the symposium will reflect on the relation between pragmatics and emotion understanding (Laval, C., Burgeot, C., Gil, S., & Laval, V.).

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. 1998; Peterson, et al. 2005). Emotional understanding is also regularly presented as deficient (Baron-Cohen, 1993; Celani et al., 1999; Thommen et al., 2004). The evolution through time of this understanding in children is not yet well known. Our research focused on the evolution of social cognition for a period one year compared to the evolution of typical children. We presented social cognition tasks to 60 children with autism. Emotion understanding is evaluated through the French version of the TEC (Test of Emotion Comprehension, Pons & Harris, 2005) and theory of mind through the French version of the Tom Storybooks (Blijd-Hoogewys et al. 2003). The children aged 4 to 14 years old were evaluated two times in the period of one year. A comparison group of 28 children aged from 4- to 6-years old spent the same test battery in order to compare the results to typical development. First results show important difficulties of these children to cope with false beliefs tasks and complex emotional attribution tasks. The evolution is less important as the one of typical children. Nevertheless, their result on theory of mind and on emotion understanding improves with time, especially for emotion recognition. Our research shows that children with autism are able to improve their social cognition even if they present mild intellectual disability. 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. 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. Individuals with ASD experience difficulties understanding and identifying the emotional expressions of others, 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, 2012 for a review). 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, mentalizing and the seeking and experiencing of social reward. Recent evidence, however, has begun to challenge such explanations on the grounds that emotion-related difficulties in ASD extend far beyond interpersonal behaviours. In particular, 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, which demonstrate that the emotional significance of stimuli fails to moderate declarative memory processes in adults with ASD. Because this evidence implicates neural systems that are considered critical components of the social brain (the amygdala, orbitofrontal cortex and striatal reward system in particular), 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. In this context, 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, buzzing confusion of early infant experiences (James, 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, 2012). This impairment can manifest in social difficulties but also in problems with learning and memory (Boucher & Bowler, 2008). One brain region that has been implicated in this difficulty is the hippocampus, which is responsible for binding together parts of an event to form an episode and enabling flexible retrieval of studied material (Bowler, Gaigg, Lind, 2011). It is also involved in processing configural aspects of visual stimuli. The current study adapts a test of configural learning from the animal literature (Sanderson, Pearce, Kyd & Aggleton, 2006), in which rats with hippocampal lesions showed impairments only on tasks which involved learning the structural arrangements of the stimuli (Sanderson et al, 2006). The current study predicts that individuals with ASD would show similar patterns of performance as hippocampectomised rats. Data were collected from typical adults and children, and adults and children with ASD, on these configural tasks. Participants were presented with pairs of stimuli on a touch screen laptop, and after 4 training blocks were presented with a test block involving re-paired stimuli for two of the tasks. Preliminary data show no significant differences between the tasks in either of the typically developing groups, however there is a significant group effect in the adult sample, with ASD individuals performing worse overall. 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. This supports the notion of impaired flexibility in the use of studied material, therefore potentially indicating a problem in hippocampal functioning.

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Emotional Speech Comprehension in French-Speaking Children: The Role of Situational Context, Prosody and Faces Ccile 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. Understanding emotional speech involves both language- and emotion-comprehension processes, which places this research field at the interface between these two research areas. Understanding emotional speech is thus a complex skill which plays a major role in social cognition. 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. In an attempt to unveil the workings of a fundamental component of social cognition, developmental researchers have therefore examined whether, at different ages, children focus on certain preferred cues to infer the emotional state of the listener. In the present study, we examine the development of the ability to infer the emotional state of others, by taking account of three types of potential sources of information that are present simultaneously. The question is thus what use do children aged between 3 and 9 years make of situational context, prosody and emotional facial expressions? To this end, 96 children played a computer game that made it possible to manipulate the emotional information conveyed by each cue embodied in a common environment. This program presented two characters, Pilou the bunny and Edouard the duck, who interacted with one another. Pilou spoke to Edouard in meaningless syllables and the children were presented with three different conflicting cues which they had to use to identify Pilous emotional state, which could be either sad or happy. The results showed that, whereas situational context predominated over prosody in all the age groups, 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.

SY2.6 PARENTAL MENTAL HEALTH IN THE PERINATAL PERIOD

Chair: Antje Horsch SUPEA CHUV University of Lausanne (Switzerland) Disscussant: Carole Mller-Nix University of Lausanne (Switzerland)

13:30-15:00 |Room 319 Amphiple

The perinatal period is a crucial period in the lifespan of an individual. The period of pregnancy and the birth of a baby are often experienced as happy and fulfilling, as well as life-changing. However, there is also the potential for parents to be exposed to potentially traumatic experiences, such as having pregnancy complications, giving birth to an extremely premature baby, or experiencing a stillbirth. The impact of events such as these on the mental health of parents, their relationship with their (subsequent) child, and their decision-making with regards to a future pregnancy is still under researched. 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.

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, on the parental perception of environmental stress, parental symptoms of post-traumatic and quality of parent-infant interaction during the hospitalization in neonatology. The sample consisted of 51 mothers of preterm infants born <33 weeks gestational age, and 25 mothers of full term infants (control). Environmental stress was assessed with the Parental Stressor Scale: Neonatal Intensive Care Unit (PSS :NICU, Miles & Funk 1993) and parental symptoms of posttraumatic stress were evaluated with the Perinatal PTSD Questionnaire (PPQ, DeMeir 1996). Four groups of parents were compared: controls, premature without prenatal hospitalization, premature with a short (i.e. <8 days) prenatal hospitalization and premature with a long (i.e. 8 days) prenatal hospitalization. When prenatal hospitalization of the mother occurred, both mothers and fathers acknowledged increased concerns and stress induced by the environmental factors during the infants hospitalization. Furthermore, 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. Parents with more symptoms of post-traumatic stress described significantly more difficult interactions with their infant in the NICU. 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. This group is at high risk of presenting posttraumatic stress symptoms which could have a negative impact on the quality of parent-infant interactions. Parental trauma after a premature birth: impact on attachment, representation and mentalization in parents 11 years after Nomie Faure

University of Lausanne (Switzerland)

Previous studies have shown that parents may experience traumatic stress after a premature birth. Prematurity, mediated by parental traumatic stress, has an impact on maternal dyadic behavior (Muller-Nix & al., 2004), child eating and sleeping problems (Pierrehumbert, Nicole, MullerNix, Forcada-Guex & Ansermet, 2003), and on parental representation of their infant (Borghini & al., 2006). This study aims at examining the relationship between parental perinatal post-traumatic stress, attachment, representation and mentalization process in parents in an 11-year-

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long follow-up. Fifty-nine families (37 born preterm infant < 33 weeks gestational age and 22 full term infants control) participated in the follow-up. Parental post-traumatic stress was assessed with the Perinatal Posttraumatic stress Questionnaire (PPQ, Quinnell & Hynan, 1999) at 18 months. Parental representation of the child was assessed with Working Model of the Child Interview (WMCI, Zeanah & Benoit, 1995) at 6, 18, and 42 months. At 11 years old, parental representations were assessed with the Parental Development Interview (PDI, Aber, Slade, Berger, Bresgi & Kaplan, 1985), and mentalization was assessed with Card Attachment and Mentalization for the Parent (CAMP, Borghini & al., in progress). Analyses are currently in progress. Our main hypothesis is that parental traumatic stress will influence parental representation and mentalization 11 years after the premature birth. 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). Eleven women were interviewed, eight of whom were pregnant at time of interview. Modified grounded theory was used to guide the research methodology and to analyse the data. A model was developed to illustrate womens experiences of decision-making in relation to subsequent pregnancy, and of subsequent pregnancy itself. The results of the current study have significant implications for women who have experienced stillbirth, and the health professionals who work with them. Based on the model, women may find it helpful to discuss their beliefs in relation to healing, and health professionals to provide support with this in mind. Women and their partners may also benefit from explanations and support as to the potentially conflicted emotions they may experience during this time. Mothers experiences of stillbirth and their relationship with their living infant Meltem-Ustundag Budak. 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. 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, 2000) with increased psychopathology (Hughes, Turton & Evans, 1999) disorganised infant attachment in subsequent infants and increased vulnerability for mental health problems (Hughes et. all 2001). More recent studies have also emphasized the impact of a loss of an infant on the subsequent parenting of mothers (Warland, 2010) and indicated paradoxical patterns in their parenting styles. However, this emerging literature requires further research in order to understand the factors that may be affecting a mothers relationship with the subsequent infant, with the inclusion of parenting experiences. Therefore, this study investigated stillbirth experience of mothers and their relationship with their subsequent infant from their written accounts. A qualitative design was chosen to focus on individuals responses to trauma as discussed by Bonanno (2004). An IPA analysis of 6 womens accounts presented 11 sub themes, grouped under three broad areas: Broken Canopy, How This Happened and Continuing Bonds. Findings revealed an ongoing process where women accepted a new world view, re-evaluated the existing self and others view, and established relationships with the deceased and living infant simultaneously. Findings of the study also highlighted the coexisting experiences of mothers from conception to present dead and live baby; joy & grief; betrayal & fruition , and identified dilemmas such as the broken sequel of birth -> death and seeing & holding their stillborn. In addition, such experiences had an influence on subsequent parenting. Faced dilemmas are also discussed in terms of their implications for psychopathology (e.g. PTSD) and complicated > prolonged grief.

Predictors of mental health problems of mothers who experienced perinatal trauma: How attachment anxiety-avoidance, 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, attachment styles, perceived support, and memories of parental rearing experiences of women who have experienced perinatal trauma. It aimed to enhance the current understanding of the relationship of these variables, particularly with regards to postnatal anxiety following perinatal trauma experiences. The sample consisted of 198 mothers (Mean age = 31.46) from the UK, US/Canada, Europe, Australia/ New Zealand, who had experienced stillbirth, neonatal loss, ectopic pregnancy, and / or traumatic birth in the last 4 years. Findings indicated that high levels of parental rejection, high levels of attachment anxiety, and low levels of perceived health professional support predicted the poorest mental health outcomes for these women who experienced perinatal trauma. Furthermore, when attachment styles, parenting experiences, and relevant demographic variables were controlled for in analyses, support from significant others did not explain unique variance in general mental health scores, but it was a significant predictor in overall models in predicting PDSQ total scores as well as specific scores of anxiety (PTSD, Panic, Social Phobia) and depression (Major Depression and Post Natal Depression). Attachment anxiety, parental rearing styles and support from significant others appear to be important predictors for perinatal mental health. Therefore, 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. It is advisable that as preventative measures, staff training and antenatal classes should cover information and awareness of the predictors identified by this research.

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WORKSHOP
WK2 DEVELOPMENTAL CHANGES IN THE YOUNG CHILDS GESTURE IN BIMODAL COMMUNICATION 13:30-15:00 |Room 210 Amphiple Chair: Heather Brookes

University of Cape Town (South Africa)

Disscussant: Jean-Marc Colletta Stendhal University, Grenoble 3 (France)

Bodily communication and gesture play an important role in the childs language and cognitive development. This panel focuses on early developmental stages and the relation between gesture, object, language and context. Communicative development is grounded in the familial and social context of the child. Children start using gestures to communicate during the first year and learn new forms and appropriate uses of conventional gestures as they grow. 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. Like the pointing gesture, the ostensive gesture is produced by infants in their first year as well as by older children. Although, Ostension is important in psychological development, it remains understudied at early stages of development. Virginie Dutrannois and colleagues present a micro genetic and semiotic analysis of Ostension in children aged 0; 8 to 2; 0 years that reveals its role in the construction of language and cultural objects. As words become the preferred form of communication, the child combines gestures and words into bimodal utterances that precede the first two-word utterances. Several aspects of this developmental course remain unstudied. Mats Andrens presentation focuses on qualitative changes in gestures and the way they combine with speech. This longitudinal study provides a comprehensive developmental story of the relationship between gesture and speech in Swedish children aged 1; 6 to 2; 6 years. The presentation by Aurore Batista et al. focuses on the role played by gestures and bimodal combinations over the one-word stage. The authors report on a study of the verbal and gesture repertoire of French young children aged 1; 6 to 3; 6 years. These findings have implications for the assessment of language abilities. 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. One of the most prominent codified gestures is the thumbs-up gesture. Speakers use it to greet, agree, approve, congratulate, praise and thank. Its paradigmatic meaning is positive. Its syntagmatic meaning is inclusion and solidarity. It is an important symbol of belonging expressing recognition and inclusion. It is one of the first gestures an infant learns. Adults use this gesture to greet infants from four months of age, and children produce it as they reach the one-word stage. To perform the thumbs up gesture, speakers hold the hand out at neck height extending the thumb upwards. However, from 2001, speakers held out the gesture and then touched thumbs on the inside pads with a flick like movement in opposite directions when greeting. In a longitudinal ethnographic study of gestural communication in one speech community, 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. We observed four subjects acquisition of the gesture before the introduction of the thumbs-up touch, and observed and filmed spontaneous and elicited instances of use from 14 subjects from 6 to 24 months after the change. Before 2001, infants produced the thumbs up gesture from 9 to 20 months using the index finger extended upwards instead of the thumb. The transition from index finger to thumb occurred from 20 to 24 months. With the introduction of the thumbs-up touch, children produced the correct form immediately although some children used the index finger for a short period at 12 months of age. The role of touch, visual perception, social interaction and embodied cognition are discussed in relation to these findings. 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, Christiane Moro, Sandrine Fardel, Olivia Piguet

University of Lausanne (Switzerland)

One of the main insights of Vygotsky was to sketch the role of linguistic signs in psychological development. In the present paper, 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. Ostension has been rarely studied by psychologists compared to the pointing. 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. In our study, we will focus on the ostensions toward oneself produced by the child from 8 to 24 months of age. Twelve children interacting with one of their parents with two different objects (for 7 minutes with each one, each two months) are videotaped in naturalistic conditions. The analysis suggests criteria for the identification of ostensions to oneself and a definition of gesture as a sign including the object. A micro genetic and semiotic analysis of ostensions in relation to cultural superordinated units of analysis, which are either the use of object (i.e. oriented to knowledge) or the uses of language in its premices (i.e. oriented to communication) will be presented. The semiotic analysis is grounded in Peirces semiotics. In order to achieve these targets, we will present some prototypical forms of ostensions in the context of production mentioned above, and the functions they fill toward oneself. We will conclude on the methodological and epistemological implications of our study for early historical-cultural psychological development.

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Transitions in the relationship between gesture and speech from 18 to 30 months Mats Andrn

Centre for Languages and Literature Lund University (Sweden)

Based on an analysis of five Swedish children who interact with their parents, recorded at least once a month from 1;6 to 2;6, I will present evidence for several developmental transitions in the relationship between gesture and speech. First, around 21, 25 and 29 months several aspects of gesture and speech are reorganized, involving several interrelated changes in the relations between mean length of utterance (MLU), frequency of gesture production, proportions of gesture+speech utterances versus speech only utterances, and increases in grammatical competence. Second, 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. The transition is quicker for frequent recurrent gestures than for less frequent recurrent gestures. This finding is discussed in terms of what I have called multimodal constructions, which is an extension of construction grammar and usage-based theories of language development (Tomasello 2003) to also include the gestural domain. Tomasello has indeed also studied gesture, but then in relation to issues like joint attention and communicative intentions, and not with reference to the usage-based theories he uses to explicate and explain development of spoken language.) All in all, 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. Trajectories of gesture development and development of spoken language are in several ways different (although intertwined), but in certain respects also truly following the same underlying principles. This may explain why deaf children learn sign language just as readily as hearing children learn spoken language. The import of bimodal combinations in the child aged 18 to 42 months Batista Aurore1, Colletta Jean-Marc1, Le Normand Marie-Thrse2
1 2

Universit de Grenoble; St Martin dHres (France) Universit 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. 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, with the production of certain types of combinations found to predict the emergence of the first two-word utterances. 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. Our study documents the use of bimodal combinations, speech and gesture, in the French child aged 18 months to three and a half years. Our goal was to confirm the developmental changes found in other studies, and to investigate the role of bimodal combinations at later stages, once the child starts producing longer utterances. The data was collected in nurseries with children aged 18 to 42 months at play in a triadic setting with an unfamiliar adult. Each child spontaneously played in a similar standardized context while the adult elicited language after his: her actions and intentions. Unlike verbal utterances and gesture or vocal utterances, which either increased or decreased with age, bimodal utterances did not disappear after 2 years. 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. Our results point to a developmental scheme with the <n words> bimodal combination indexing the upcoming of the <n+1 words> verbal utterance. 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.

THEMATIC SESSIONS
TS2.1 PARENT ADOLESCENT INTERACTIONS

Chair: J. Carola Prez. 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 Amphiple

National ChengChi University (Taiwan)

Using data from the Taiwan Youth Project, a longitudinal panel study of 2696 youths since year 2000, 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. Parental involvement, reported by parents and/or adolescents, was measured on three types of parental behaviors: parental participation in their childrens school life, parental monitoring of their childrens whereabouts and the extent of control parents placed on their childrens routines. Adolescents rated their relationships with parents and their depressive symptoms. Regression analyses were first conducted separately for the 7th- and 9th-grade data. Results showed that at both time points parental control was associated with more depressive symptoms, and parental monitoring was associated with fewer depressive symptoms and better parentchild relationships. No significant effects of parental participation were found, however. Next, we computed changes in parental monitoring and control from 7th- to 9th grades. Each set of parental-behavior variables were computed and recoded into two dummy variables, one

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showing increases and one showing decreases in monitoring or control during junior high school. Using the 9th-grade depression and relationship scores as outcome variables, controlling for the 7th-grade outcome scores, regression analyses showed that increases in parental control and decreases in parental monitoring predicted more depressive symptoms, whereas increases in parental monitoring predicted better parent-child relationships. Our findings suggested that parental monitoring and parental control were two distinct constructs , each having unique, though opposite, effects on adolescent development. Although based in Chinese cultural contexts, 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. Congruence between autonomy expectations of adolescents and their parents and its relationship to adolescent adjustment: The case of Chilean adolescents Prez J. Carola 1, Cumsille Patricio2
1 2

Universidad del Desarrollo (Chile) Pontificia Universidad Catlica 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., 2000), two different models have been used to explain adolescent autonomy development. On one hand, 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. In contrast, Juang, et al. (1999) indicated that it is the fit between the expectations of autonomy among adolescents and their parents which predicted a better adjustment in adolescents. 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, taking into account the different domains of action: personal and prudential (Smetana, 2000). Data were analyzed by constructing an index of agreement that puts together the information of adolescents and their parents. The sample consisted of 171 students, 67% women, 13-18 years old, and their parents (76% mothers, M=44.56 years old), attending public and private schools in Santiago, Chile. Results indicate that there was greater agreement on autonomy expectations between adolescents and their parents in the prudential domain compared to the personal domain. Unlike expected, agreement between adolescents and their parents was not related to adolescent adjustment indicators such as self-efficacy and self-esteem, instead significant negative correlations with maladjustment indicators show up. Thus, 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. Finally, a greater congruence between adolescents and their parents in the prudential domain is associated with lower maladjustment indicators, both along the lines of internalizing and externalizing behaviors. How parent-adolescent conflicts in different domains predict academic performance in early adolescence? Brkovic Irma1, Puklek Levpuscek Melita2, Kerestes Gordana1
1 2

Faculty of Humanities and Social Sciences, 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, there is little empirical work linking these two changes. 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, home chores, free time and moral issues. Gender differences in changes in academic performance were also examined. We applied accelerated approach to overlapping cohort design in which 851 adolescents (51.4% girls) and 1288 parents (53.9% mothers) took part in three datacollection occasions. Multilevel longitudinal modeling allowed us to calculate developmental trajectories for five-year period of early adolescence, as well as to compare if and how various topics of parent- adolescent conflict contribute to prediction of academic achievement. Parallel forms of the Parent-Adolescent Conflict Scale were administered to measure parent-adolescent conflict in different dyads and from different informants. Average midterm school grade was used as an indicator of academic achievement. The results showed an overall decrease in academic achievement, steeper among boys and at the beginning of early adolescence. Conflicts in all four domains were related to school achievement. However, when other factors were controlled for, conflicts related to free time could not predict school achievement, while school-, home- and moral-related conflicts all kept independent predictive validity, with school-related conflicts being the strongest predictor of school achievement. Parent-adolescent conversations and the adolescent daily experiences of love and sex Dalenberg Wieke,Kunnen Saskia, van Geert Paul

University of Groningen (The Netherlands)

Parent-adolescent communication plays an important role in the developing sexual and romantic experiences of adolescents, such as specific sexual behaviour. Research shows that parents and adolescents differ in how they experience conversations about love and sex. They not only differ with respect to the different topics, but also to the frequency of conversations. Mostly, these studies use questionnaires and interviews with a retrospective character that is susceptible for recall bias, for example the susceptibility of mixing current meaning-making and prior experiences. To fully understand how parent-adolescent communication about love and sex plays a role in adolescents sexual and romantic development, it is necessary to gather information on the spot without reducing the complexity of real-life. 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. 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). To measure the process of parent-adolescent communication, we use a diary method to capture

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naturally occurring daily conversations in real life of parent-child dyads (n = 42; 14-17 years old). To measure the relationship from two perspectives, we asked both parents and adolescents to write spontaneously and individually about real-life conversations they experienced with respectively the adolescent and the parent. In addition, to study the differences between parent-adolescent communication and the adolescents personal experiences, the adolescents also reported their daily concerns about love and sex. Furthermore, age, gender, parenting style and the importance of religion are considered. The real-time parent-child conversations, based on the individual diary reports, will give insight into the complexity of parent-adolescent conversations and the development of adolescents sexual behaviour and personal experiences of love and sex. I want to break free: A longitudinal study on defiance and autonomy Van Petegem Stijn , Vansteenkiste Maarten, Beyers Wim

Ghent University (Belgium)

Adolescence is typically seen as a difficult life period, characterized by increases in conflict and externalizing problems (e.g., Moffitt, 1993). The present study focuses on the construct of oppositional defiance, that is, a blunt rejection of parental authority and a tendency to do exactly the opposite of what is expected (Vansteenkiste & Ryan, in press) and is conceptually very similar to psychological reactance (Brehm, 1966). Extent previous research has shown that psychological reactance and oppositional defiance are elicited whenever people are put under pressure (e.g., Dewall et al., 2011). The goal of such reactant behavior is to restore ones autonomy and freedom. Yet, this may depend on the conceptualization of autonomy. Specifically, oppositional defiance and reactance may result in more absolute freedom and more distance, as one is not complying to authority. However, we expected a negative relation when defining autonomy as volitional functioning (i.e., acting upon personally endorsed interests and goals; Deci & Ryan, 2000). This is because reactant behavior merely entails the opposite behavior of what is expected, which may come at the expense of ones personal preferences and interests (Skinner & Edge, 2002). We addressed this research question in a longitudinal sample of 707 adolescents (age range at T1 = 13-20 years). At three points in time, they filled out questionnaires on oppositional defiance against the parents, volitional functioning, and emotional distance from the parents. Analyses through growth curve modeling (Preacher et al., 2006) confirmed our hypotheses. Specifically, initial levels of oppositional defiance significantly predicted decreases in volitional functioning across time. By contrast, initial levels of oppositional defiance predicted increases in interpersonal distance across time. These findings point to the crucial importance of approaching autonomy in a differentiated manner, when study adolescent defiance.

TS2.2 THEORY MIND 13:30-15:00 | Room 321 Amphiple

Chair: Alejandro Vasquez Echeverria 1,2 1 University of Porto (Portugal) 2 University of the Republic (Uruguay)
The development of episodic foresight: six months follow up Vasquez Echeverria Alejandro1,2, Cruz Orlanda1
1 2

University of Porto (Portugal) University of the Republic (Uruguay)

Episodic foresight (EF), 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. This ability emerges between ages 3 and 5 as shown by most studies with a cross-sectional design. These results are usually interpreted as 3-years-olds dont have the competence while 5-years olds have it, despite the presence of inter-individual differences. This study intents to overcome these limitations and explores the development of the episodic foresight in a period of six-months. At the same time, the stability of the measures is analyzed. At Time 1, ninety-six 3 and 4 years-old children, recruited from Porto region preschool centres were evaluated for episodic foresight with three tasks: draw task, pictured trip task and blow football game. Five to seven months after, 84 children (M age= 57,4, months SD=6,3) were followed-up with the same measures. The experimental mortality was 12,5%. Composite score of EF was created with the scores of all tasks. Design included a within-subject variable Time (Time1, Time2) and sex and age in years at Time1 (3 and 4) as between-subject variable. A repeated measure ANOVA with GreenhouseGeisser correction, determined that episodic foresight differed significantly between time F (1, 82) = 28,9; p<.001. No interaction effect for sex or age was found. Sex differences were observed in Time 2, t (82) = 2,97, p <.01. Correlation of the EF measure between Time was r = .51. The results showed that the episodic foresight develops constantly at the preschool years. Also interesting, results suggest that the tendency of sex-typed differences remains manifest, with girls producing statistically significant higher scores in both time periods. These results resemble those obtained in self-regulation research. Finally, stability of the EF measures will be discussed. Theory of mind in life-span perspective: beyond false belief and second-order of recursivity Valle Annalisa, Massaro Davide, Castelli Ilaria, Marchetti Antonella

Universit Cattolica del Sacro Cuore Milano (Italy)

This research aims at investigating development of Theory of Mind (ToM) from adolescence to adulthood. ToM abilities are classically studied in children through first- and second-order false belief tasks, respectively passed around 4 and 7 years of age. Recently, the literature shows that ToM also change in adolescence, adulthood and old age (Keysar et al., 2003; Happ et al., 2008). Apperly (2012) emphasizes the

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complexity of ToM in a life-span perspective: he shows that in adulthood ToM can be understood and studied through different approaches, proposing a distinction between the having and using ToM in everyday life. We investigates ToM development in 110 participants from adolescence (first group N=47, mean age=14.8 years, s.d.=0.49; second group N=43, mean age=17.8 years, s.d.=0.33) to adulthood (N=20, mean age=22.8 years, s.d.=1.7). 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, the Listening Span test to evaluate the working memory abilities, two language test (the Vocabulary and Comprehension sub-scales of the WISC-III and of the WAIS-R). Results show an age effect on the third-order false-belief task (F [2,103] = 6.12 p <.01) in favour of adults, and the fourth level of IMT (F [2,103] = 4 , 19 p <.05), in which younger subjects have worse performance than the other two groups. In addition, we find a positive correlation between the Third-order false-belief task and the fourth level of IMT ( = .216, p = .024 df = 109) and a significant correlation between the Listening Span test and performance in the IMT (r=.252, p= .008 gdl = 110). Theory of Mind through a task of disambiguation in speech acts Blin Raoul1, Norimatsu Hiroko2 , Sorsana Christine3
1 2

CNRS (Centre National de la Recherche Scientifique, Paris (France) CLLE-LTC, University of Toulouse 2 (France) 3 InterPSY University of Nancy 2 & University of Toulouse 2 (France)

To examine childs ability of understanding of others' knowledge, one of the skills involved in Theory of Mind defined by Premack & Woodruff (1978), previous studies were principally based on the false belief task (Wimmer & Perner, 1983; Baron-Cohen et al, 1985). However, with this task, it remains difficult to examine this ability in young children under 3 years-old, before the acquisition of certain degree of linguistic ability. As for the relation between the Theory of mind and Language, many researches have stressed on the relation between two independent measures, one side, child linguistic ability and the other side, their ability in ToM. However, the ability of ToM directly in speech acts has rarely been examined. The aim of our study was double. Firstly, to examine the childrens understanding of others' knowledge in speech acts, and secondly, to examine this ability in young children under 3 years-old in using a task which doesnt require any verbal answer. For this, we have devlopped and used an original paradigm, task of disambiguation in the interpretation of speech acts (Blin, 2009), which doesnt require any verbal response (because the capacity of comprehension precedes that of production). In parallel, we tested Non verbal false belief task of Call & Tomasello (1999), as benchmark of comparison. 16 French children aged from 16 to 36 months have participated in this pilot study. The results indicated that no child was able to pass non verbal false belief task of Call & Tomasello (1999). As for the task of disambiguation, almost all children more than 30 months-old have successfully passed, whereas all children of less than 30 months (except one) couldnt pass this task. 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. The theory of mind and self-regulation in preschoolers Vilenskaya Galina, 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. We suppose that the development of behavioral control and ToM in 5-6 yr can be predicted by their development at ages 3-4. Also we interested in interrelations between ToM and the behavioral control in preschool age. We define behavioral control as psychological level of behavioral regulation providing a goal-directed behavior. So, it is similar to executive functions. In the study 43 children 36-51 mo. aged (24 girls) are participated. We used 2 subtest from WPPSI (Vocabulary and Block Design), Day-Night task, some motor tasks, test of anxiety reactions (Dorky-Amen), questionnaire ECL and Draw-a-Man test. Also some ToM tasks are used (understanding of intentions, understanding of perspective, seeing-knowing, Sally-Ann test) The results show that the behavioral control is on the average level, only for Day-Night task an amount of mistakes are between 50-75%, but it corresponds with age norms. 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). The development of ToM is limited by understanding of particular aspects of Others mind. Children cannot consider perceptual information as source of Others knowledge and misunderstand external clues of mental states. It leads to failure in prognosis of Others behavior. 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. Also we found a positive relation between predictors of ToM and intellect. Behavior problems, executive function, and theory of mind in institution-reared Turkish children: A two-wave panel analysis Harma Mehmet1, Yagmurlu Bilge2, Alayli Ayca2, Sandikci Yasemin2, Korucu Irem2, 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, which are likely to be carried to adolescence and adulthood. The findings also show that these children have problems in attention, executive skills, language, and cognitive abilities; yet we dont know if and how these difficulties are associated with behavior problems of children who are reared in institutions. In this study, we used two-wave panel analysis to investigate the causal relationships between theory of mind (ToM), executive function (EF) and

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social behavior problems (i.e., aggressive and withdrawn behavior) in preschool-aged institution-reared children in Turkey. The data were collected at two time points from 75 children residing in four child-rearing institutions. The mean age of children was 57.60 months (SD = 9.48) at Time 1 and 70.53 months (SD = 9.13) at Time 2. The theory of mind (aggregated from one knowledge access task and two false belief tasks), executive function (composite score of Day-Night and Peg-Tapping Tasks), receptive language (measured by TIFALDI; the Turkish equivalent of PPVT), 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. Two-wave panel analysis yielded significant associations between ToM, EF, and problem behaviors, suggesting a possible causal relation between ToM and EF (2(8)=18.59, p<.05, GFI=.92, AGFI=.80, CFI=.91). Specifically, after controlling EF and language at T1, ToM positively predicted EF one year later, ( =.24, p<.05). In turn, EF at T2 was associated with lessened problem behaviors ( aggression=-.28, p<.05; withdrawn=-.31, p<.05). The findings are discussed in the framework of early development in child-rearing institutions, a causal link between ToM and EF, and the necessity of programs that target cognitive skills for the prevention of behavioral problems in high-risk populations.

TS2.3 DEALING WITH TRAUMA 13:30-15:00 |Room 412 Amphimax

Chair: Stephanie Habersaat, Universit de Nancy (France)

Childrens Personal -General Belief in a Just World and Its Cultural Transmission: A Comparison of Working and Nonworking Children Yenice- Kanik Ebrar1, Ulker-Erdem Ayca2
1 2

Istanbul University (Turkey) Karabuk University(Turkey)

As Lerner (1965) proposed, belief in just world theory states that individuals need to perceive the world as predictable, safe and controllable. In other words, the just world theory refers to people's tendency to believe that the world is just and that people get what they deserve. Just world belief is assessed in two subcathegory: Personal belief of just world is about the individuals own life course. On the other hand, general belief of just world questions whether the world is a just place. The literature shows that just world belief is affected by psycho-social circumstances such as traumatic life events, stress factors or coming from disadvantaged groups. Whithin this context, this study aims to assess childrens personal and general beliefs in a just world and to find out whether there is a difference between working and non-working childrens just world beliefs. For this purpose, 15 working street children (14-17 year-old) and 15 non-working street children (14-17 year-old) were asked to fill 'Personal- General Belief in a Just World Scale' and a demographic information form. In addition to this, 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. The stories were subjected to content analysis and compared with the results of the scale. All the findings will be discussed under the relevant literature Personality and adaptation to chronic illness in adolescence and emerging adulthood Rassart Jessica1, Luyckx Koen1, Klimstra Theo2, Eva Goossens3, Silke Apers3, Philip Moons3
1 2

Department of Psychology, KU Leuven (Belgium) Department of Psychology , Tilburg (The Netherlands) 3 Department of Public Health, KU Leuven (Belgium)

The presence of a chronic illness can pose major life challenges to those affected. In adolescence and emerging adulthood, these challenges might interfere with the many developmental tasks at hand, such as forming an adult identity and settling into a life of their own. Poor illness adaptation has been found to lead to substantial morbidity and even mortality among individuals with a chronic illness. Hence, more research on the determinants of poor illness adaptation is needed to help clinicians in identifying patients at risk. One potentially important determinant that has not received much attention to date is personality. In Study 1, we therefore investigated associations between Big Five personality traits, quality of life, and several domains of perceived health in 366 adolescents with congenital heart disease. Big Five traits were found to predict these outcomes above and beyond the effects of sex, age, and illness complexity, demonstrating the importance of studying personality in chronic disease populations. In Study 2, 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. Big Five traits were found to predict diabetes-related treatment, food, emotional, and social support problems above and beyond the effects of sex, age, and illness duration. Moreover, illness perceptions and illness coping were found to be important intervening mechanisms in these associations. Illness perceptions partially mediated relationships between Big Five traits and illness coping. Illness coping, in turn, partially mediated relationships between Big Five traits and diabetes-related treatment, food, emotional, and social support problems. In sum, 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, thereby guiding health care professionals working with these individuals.

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Child abuse detection at the Emergency Department using a new protocol based on parental characteristics Diderich Hester M1., Fekkes Minne2 , Verkerk Paul H2., Pannebakker Fieke 2, Klein Velderman Mariska2, 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. The Hague-protocol takes a new and successful approach in the recognition of child abuse at the Emergency Department. 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, visits the Emergency Department because of either 1) Substance abuse; 2) Suicide attempt; or 3) Domestic violence. A before and after study was done at Emergency Departments of five hospitals in an urban region in the Netherlands. Results: In this region during the two years prior to the introduction of the protocol, a total of three parents were reported to the Reporting Center for Child Abuse and Neglect in 2006 and one parent in 2007. After the guidelines were issued in 2007 the number of suspected child abuse cases reported to the Reporting Center, based on parental characteristics, rose substantially. A total number of 111 cases were reported in 2008, 149 cases in 2009, 127 cases in 2010 and 178 cases were reported in 2011. Each of these cases was investigated by the Reporting Center. Results indicate that child abuse was confirmed in the large majority (91%) of the reported cases. In 7% of cases child abuse could not be confirmed and in 2% of cases was concluded that there was no child abuse. Conclusion: The Hague-protocol can substantially improve and increase the detection rate of child abuse cases via the Emergency Department. Parental characteristics can be strong predictors of child abuse, and can be included in Emergency Departments guidelines to help identify new cases of child abuse. 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, 2004). The risk to be a victim or perpetrator of dating violence increases especially during emerging adulthood years (Howard & Wong, 2003). 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, personal and interpersonal factors. Age, gender, ethnicity (i.e. Turkish vs Cypriot), family income and parental education was analyzed as demographic variables; aggressogenic cognitions, gender stereotyping, selfefficacy for anger control and risk taking behaviors as personal variables and, peer attitudes towards violence perpetration, and prior negative experiences with parents (i.e. childhood maltreatment, parental conflict) as interpersonal variables. A total of 350 university students (186 females and 164 males) aged between 19-26 (M= 22.25, SD = 2.56) were recruited from a medium size university in North Cyprus. All the measurement tools used were internally consistent (Cronbach Alphas range between .73 and .92). Hierarchical Regression Analysis was conducted by entering demographic variables in the first step, interpersonal variables in the second step and personal variables in the third step. The results showed that ethnicity ( : .22), negative peer attitudes toward the violence perpetration ( : -.17), childhood maltreatment ( : .12), parental conflict ( :.19), negative dating violence norms ( :-.23), gender stereotyping ( :.14), conflict management skills ( :-.20), self efficacy for anger control ( :-.15) and risk taking behaviors ( :.14) significantly predicted dating violence perpetration (F(14, 350) = 6.10, p < .001, R2 = .36, , p < .001). 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.. A Study of the Condition of Children in a Prefecture Severely Affected by the Tsunami of March 2011. Kamiyama Machiko1, Nakatani Kyoko2
1 2

Yamagata University Tagajyo (Japan) Hyogo Pref. 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, and also conducted a number of interviews. The return rate for the questionnaires was over 90%. The questionnaire asked teachers to report on the health and mental condition of their pupils, whether any pupils where exhibiting symptoms possibly related to the disaster, and contained a section for free description. Over 90% of the teachers reported that their pupils overall appeared to have adapted successfully. There were only 3 cases reported which could be identified as PTSD. However, in the free description section, some teachers reported that certain individual pupils in high risk families (economically disadvantaged or in substandard housing) showed psychological and physical problems. Among pupils who were thought to have adapted successfully, some showed a tendency for indefinite complaints, obesity, skin diseases or appeared to be increasingly accident and injury prone. Our findings suggest that stress related to the disaster demonstrates itself in a wider variety of ways, many of which do not initially appear to be directly related to the disaster experience.

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TS2.4 PSYCHOPATHOLOGICAL PROBLEMS I 13:30.-.15:00 |Room 413 Amphimax

Chair: Marta Casonato Institute for Scientific Interchange, Turin (Italy)

The experience of Marta a video-based mental health destigmatisation program in Portugal Gonalves 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, including Portugal. Mental illness, especially emotional and behavioral problems and learning difficulties, increase among children and young Europeans. The results of the AMHC Study: Access to Mental Health Care in Children, demonstrate the need to destigmatize the health and mental illness. According to youngsters, their caregivers, health and education professionals who serve them, the biggest barrier for not seeking help, regardless of whether or not they belong to an ethnic minority, is stigma. The aim of this presentation is to introduce a video-based mental health destigmatisation program, tested in an educational context, with an intervention and a control group. 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.

Change of psychological problems in adolescents with and without visual impairment Pinquart Martin, Pfeiffer Jens P.

Philipps University Marburg (Germany)

Psychosocial problems, including emotional, behavioural and peer problems, are prevalent among adolescents and interfere with everyday functioning. Adolescents with sensory and other disabilities may be at elevated risk for emotional and behaviour problems due to restrictions of everyday competence, higher dependency on others, more parental control, negative ideas about physical attraction, being discriminated by others, and difficulties when mastering age-appropriate developmental tasks. While few cross-sectional studies compared psychological problems of adolescents with and without visual impairment, longitudinal research is lacking that assessed change in between-group differences over time. The present study analyzed change in psychological problems of German adolescents with and without visual impairment across a two-year interval. A total of 182 adolescents with visual impairment and 560 sighted adolescents provided longitudinal data. Data were analyzed with Hierarchic Linear Modelling. At the start of the study, adolescents with visual impairment had, on average, elevated scores on all problem scales of the Strengths and Difficulties Questionnaire, but only about 15% of them scored in the abnormal range. However, between-group differences of emotional and total problems declined over time. While adolescents who are blind and who have low vision had similar levels of psychological problems, conduct problems and peer relationship problems showed less improvement in adolescents with congenital visual impairment than in their peers with acquired visual impairment. In conclusion, 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.

Child effortful control and physical aggression in a longitudinal study Backer-Grndahl Agathe, Nrde Ane

The Norwegian Center for Child Behavioral Development Oslo (Norway)

Several studies have found support for a relationship between effortful control (EC),(i.e., temperamental self-regulation), and social-emotional functioning, e.g., externalizing behavior. However, the relationship between EC and externalizing behavior has often been investigated in cross-sectional studies, and when studied longitudinally, it is seldom controlled for stability in the constructs over time. The aim of this study was to investigate the longitudinal relationship between EC and physical aggression (36 and 48 months), with and without controlling for construct stability over time. Data was drawn from the Behavior Outlook Norwegian Developmental Study (BONDS), a longitudinal study following 1159 children and their families from age 6 months onwards. EC and physical aggression were measured by parent report at both time points. SEM analyses were conducted in Mplus. EC (T1 and T2) was represented in second order models (12 observed variables, four first order latent factors, EC as the second order latent factor). Six observed variables loaded on the latent factor of physical aggression (T1 and T2). First, we tested the relationship between EC (T1) and physical aggression (T2) without controlling for longitudinal stability. There was a significant negative relationship between the latent factors ( -.21, = p<.001). Second, when controlling for stability in the constructs over time, EC did not predict residual changes in physical aggression, and physical aggression did not predict residual changes in EC. However, the residual changes in the constructs (T2) were correlated (r=-.23, p<.001), suggesting the effect of a third variable. Both models had good fit to the data. In sum, we found no support for a longitudinal relationship between EC and physical aggression among small children when controlling for construct stability across time. These preliminary results highlight the importance of longitudinal studies and of controlling for construct stability over time in developmental research

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Modality matters: A meta-analysis investigating what works for children and youth with co morbid internalizing and externalizing problems Grimbos Teresa, Woltering Steven, Granic Isabela

University of Toronto (Canada)

Children with comorbid internalizing and externalizing problems experience negative outcomes; thus it is critical to determine what works for them in treatment. 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. We performed a meta-analysis on 13 treatment studies that examined children and/or youth referred for primary externalizing problems (e.g., conduct disorder) with comorbid internalizing problems (e.g., depression, anxiety) (PE samples), and 25 studies that examined primary internalizing problems with comorbid externalizing problems (PI samples). Effect sizes (hedges g) compared treated groups versus control groups on treatment reductions in primary and comorbid symptoms in PI and PE samples separately. Moderators were also examined, including treatment modality, with categories such as child-focused, medication and multisystemic treatment (MST). PE studies comprised 693 children and/or youth (10.7 years old; 61% boys), and PI studies comprised 1,172 child and/or youth (12.7 years old; 47% boys). For PE samples, treatment effects were shown for externalizing (g = -.49, p < .001 ) and comorbid internalizing symptoms (g = -.31, p < .01) at post-treatment, but not at follow-up. For PI samples, treatment effects were found for internalizing problems at post- (g = -.42, p < .001), but not follow-up; comorbid externalizing problems were not reduced at post-treatment, nor were they reduced at follow-up. Moderator analysis revealed that treatment modality moderated effect size differences in PE and PI samples. 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. 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. Web-based Screening and Brief Intervention for Poly-drug use among Teenagers: a multicentre two-arm randomized controlled trial Arnaud Nicolas1, Baldus Christiane1, Thomasius Rainer1, Winkler Petr2, Elgan Tobias3, DePaepe Nina
1 2

Centre for Psychosocial Medicine; German Centre for Addiction Research in Childhood and Adolescence, Hamburg (Germany) Prague Psychiatric Centre, Laboratory for Social Psychiatry (Czech Republic) 3 Karolinska Institutet (KI), 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. While the detrimental long- and short-term effects of problematic consumption patterns in adolescence pose a major public health concern, current prevention programs targeting alcohol- and other substance-using adolescents are scarce. 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. Methods/Design: To determine the effectiveness we apply a two-arm randomized controlled trial (RCT) study design, with baseline assessment at study entry and a three month follow-up assessment. Participants from Belgium, the Czech Republic, Germany, 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. Recruitment, informed consent, randomization, intervention and follow-up are implemented online. Primary outcomes are reductions in frequency and quantity of alcohol use and drugs other than alcohol over a 30 day period, as well as consumption per typical occasion. Secondary outcomes concern changes in substance use related cognitions. Moreover the study addresses a number of moderator variables, including parental substance consumption and quality of parent-child relationship. Discussion: The trial is expected to contribute to the growing literature on theory- and web-based brief interventions for adolescents. We discuss the potential of using web-based technologies as means of delivering preventive interventions. In doing so we are among the first to target the relevant group of young poly-drug users in Europe

TS2.5 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, Salzmann Patrizia ,Krattenmacher Samuel

University of Teacher Education St.Gallen (Switzerland)

Vocational choice and the attainment of vocational qualification is an important developmental task at the transition from childhood to adulthood (e.g. Fend, 2001; Flammer & Alsaker, 2002). In Switzerland, more than two out of three adolescents start an apprenticeship. The choice of a vocation and the successful application for an apprenticeship stands at the beginning of vocational identity work (Erikson, 1981) and the establishment of a vocational self-concept (Eder, 1998), and temporarily ends after the successful entrance into the labor market. Career choice and development theories typically focus on internal satisfaction (see Duffy & Dik, 2009), and some prominent theories (e.g. Dawis & Lofquist, 1984; Holland, 1985, 1996) estimate an ideal match between job characteristics and individual interests, values, and skills as most critical. However, the utility of volition-based approaches is restricted. Notably students from schools with basic requirements often have

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limited opportunities to find an apprenticeship. The key question is not whether their interests fit the (future) occupation, but whether they can find an apprenticeship at all (Herzog, Neuenschwander & Wannack, 2006). Krapp and Lewalter (2001) highlight the importance of learning contexts in VET that allow for situational interests, in order to activate motivational processes. In the long run, they enable the development of more stable vocation-related interests. In this paper, 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. 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. Accordingly, we analyse and compare occupational interest development of those who entered their preferred occupation and those who did not. If I Could, Like I Would - Teacher's Mathematical Beliefs and Practices within Conditions of Institutional Context and Motivation Glser Johanna, Meyer-Siever Katja, Levin Anne

Universitt 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. 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. In this study a total sample of 800-1500 pedagogues, selected according to key characteristics like teaching mathematics is aspired. About 120-150 Kindergarten teachers in Bremen and 400-600 in Baden-Wrttemberg as well as 120-150 respectively 400-600 primary school teachers in Bremen and Baden-Wrttemberg are currently being recruited. The methodological design includes a questionnaire-survey and technology based assessment (TBA). Data about epistemological beliefs concerning mathematics will be collected with the scales used in TedsM adapted to the target groups. Furthermore, a realistic test-situation will be created by TBA. Combining these methods makes it possible to elaborate mathematical teaching practices on a cognitive as well as conative level. Thus, the math-related beliefs of kindergarten and primary school teachers and their mathematic teaching practices are linked to concrete actions. This approach allows for testing the alignment of teaching beliefs and practices. The collected data are going to be analyzed by structured equation modeling. It is expected, that motivation mediates the relationship between contextual conditions and beliefs as well as between contextual conditions and the quality of instruction. Motivation is expected to be higher in Baden-Wrttemberg than in Bremen because of different contextual conditions due to higher economical standards and therewith associated abundance of resources. The project receives grants by the Federal Ministry of Education and Research (BMBF), the European Social Fund for Germany and the European Union. School-Related Factors and Emotion-Based School Refusal Havik Trude, Bru Edvin, Ertesvg Sigrun

Norwegian Centre for Learning Environment and Behavioural Research in Education Stavanger (Norway)
Previous research indicates that school attendance problems may seriously hamper psychological, social and academic development (Heyne et al., 1999; Kearney, 2008). Non-attendance problems might cause both short and long term consequences (Brandibas, Jeunier, Clanet, & Fouraste, 2004; Kearney, 2007; Kearney & Bates, 2005; King et al., 1998). There is relatively little research-based knowledge about how schoolrelated factors may contribute to emotion-based school refusal (Egger, Costello, & Angold, 2003; Lyon & Cotler, 2007; Pilkington & Piersel, 1991). Therefor the aim of present study was to explore parents perspectives on the role of school factors in emotion-based school refusal (EBSR). Semi-structured interviews were conducted with 18 parents who had experienced EBSR with their own child. Parents identified several school factors related to EBSR. Some of these findings suggest that students who are prone to EBSR need more predictability and more support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects the perceived predictability and support for EBSR-prone students. All parents expressed concern about bullying, 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. 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. Finally, 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. 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, including school refusal and truancy might cause serious consequences for academic, social and psychological development (e.g. Kearney 2008). Prevalence estimates differ, but the percentage of students with frequent unexcused absence are likely to be as high as 10% (e.g. Egger et al. 2003). School factors, such as aspects of the learning environment, have received relatively little attention in research on unexcused school absenteeism, compared to individual and family factors (e.g. Pellegrini 2007). The role of school factors in unexcused school absenteeism is therefore the scope of this presentation. Problems with peers at school, especially being a victim of bullying is believed to be a risk factor for unexcused school absenteeism. Perceived

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support from teachers could be another aspect influencing unexcused absence. Younger students may be sensitive to student-teacher relationships, while older students might worry more about academic performance and making friends (Kearney & Haight, 2011). This might indicate that emotional support from teachers are more important for elementary school students, whereas relations with peers and academic support from teachers are more closely related to unexcused school absenteeism among secondary school students. However, research indicates a decline in perceived teacher support with increasing student age (Bru, Stornes, Munthe & Thuen, 2010). Problematic studentteacher relationships, that may elicit school refusal for some vulnerable students could therefore be more prevalent in secondary schools. 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. The survey included measures of individual, familial and school factors, as well as self-reports of absence and reasons for absence. In the analyses of associations between school factors and unexcused school absenteeism, individual and familial factors are controlled for. Internalizing Problems in Dyslexic Children Attending Special Needs vs Mainstream Schools Leonova Tamara

Universit de Lorraine Nancy (France)

Even though dyslexia is the most studied of the learning disabilities, the scientific community knows relatively little about it, and most of this knowledge comes from studies done about the cognitive, social and emotional development of English-speaking dyslexics. The internalized symptoms (depression, self-esteem, and anxiety) of French-speaking children and adolescents suffering from reading disabilities have not been empirically studied. The aim of this study is to explore self-esteem, depression, and anxiety in French-speaking dyslexic children attending different types of schools (Special Needs school vs Mainstream school) in Switzerland, to compare their internalizing problems level to that of the control group and to study the prevalence of high anxiety, depression and low self-esteem scores in the three groups. 35 dyslexic children from Special Needs school, 37 dyslexic ones from mainstream schools and 31 children without dyslexia have filled the Revised Childrens Manifest Anxiety Scale (Reynolds, Richmond, & Castro, 1999), different subscales of self-esteem (Harter, 1985), and the Childrens Depression Inventory (Kovacs, 2001). 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. Whatever their school context, the percentage of dyslexics with clinical level of depression, anxiety and low self-esteem is significantly higher than that of the control group. This implies that parents and teachers must be attentive to these childrens psychological well-being and wary of their slightest signs of distress.

TS2.6 BULLYING AND INTERVENTION STRATEGIES

Chair: Takuya Yanagida Osaka University of Education, (Japan)

13:30-15:00 |Room 201 Amphiple

Person-Centred Approach for Evaluating Program Effectiveness: Patterns of Change among Bully-Victim Groups Yanagida Takuya1, Strohmeier Dagmar1, 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. Mostly, statistical analysis are based on a variable-centered approach with a focus on relationships among variables on aggregate level. However, this approach is restrictive, because it neglects heteregoeneous groups of individuals. We propose an integration of a person-centered approach to evaluate program effectiveness. To illustrate the utility of the person-centered approach, evaluation results of the ViSC Social Competence Program are presented. The main goal of the ViSC program is to reduce aggressive behaviour and bullying in schools via a one year school development project. 1377 adolescents (722 boys, 655 girls) participated in the program, 665 adolescents (356 boys, 309 girls) were in the control group. Data were collected via self and peer measures. Latent class analysis (LCA) and multiple group latent transition analysis (LTA) comparing control and intervention group were applied for statistical analyses. Analyses are based on 30 imputed data sets stemming from multiple imputation using chained equations (MICE). First, we applied a set of cross-sectional LCAs to determine the number of latent classes. In line with the theory, a four-class solution fit the data best: bullies (B), victims (V), bully-victims (BV) and uninvolved (U). Next, we conducted a multiple group LTA resulting in transition probabilities for control and intervention group. Last, we applied Baysian model selection using (in)equality constraints analyzing patterns of change among bully-victim groups. Results revealed intervention effects for victims and bullies with higher probability moving from V to U and B to U in the intervention group. However, no intervention effects were found for bully-victims and uninvolved. 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.

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Do Peer Mediation Programs Work to Improve Behaviors and Attitudes Against Bullying? Villanueva Lidn, Us Inmaculada, Adrin Juan Emilio , Cuervo Keren

Universitat Jaume Castelln (Spain)

Although the advantages of peer mediation systems are outstanding, few studies have included a longitudinal design and a scientific measure of the impact of these programs (Kmitta, 1999). Moreover, in comparison to positive results found in the mediator pupils and in the direct users of the service, the rest of levels (school climate, participant roles, etc.) yield ambiguous results. In this sense, the objective of this study was to analyse the impact of peer mediation programs in high school education. This impact was measured by two variables: roles adopted in the conflict (aggressor, supporter of the aggressor, victim, defender of the victim and public), and attitudes to victims. In order to attain this goal, two public high schools, with similar characteristics, were compared: one developing a peer mediation program, and one not developing it. Different questionnaires, such as the Role Scale Nominations from Salmivalli et al. (2006), and the Attitudes Scale, from Rigby and Slee (1991), were administered to students from 12-15 years old (N = 323), in time 1 (baseline), and time 2 (after program development). Results showed that negative effects in both variables were observed in the school without peer mediation program. Therefore, the intervention effects in the school with peer mediation program does not seem to indicate a clear improvement, but a prevention of the negative escalation in bullying that uses to appear in this age range. National Guidelines in The Netherlands for School Doctors and School Nurses on Bullying Behavior Among Children Fekkes Minne, van Gameren-Oosterom Helma, Kamphuis Mascha

TNO, Leiden (The Netherlands)

Bullying behavior is part of a group process where children can have different roles, such as victim, perpetrator, bystander, or defender. Especially for victims, but also for bullies, health problems can be associated with the problem behavior. Early detection, adequate support, and effective interventions and treatments are therefore necessary, and this is where the Child Welfare services, which include school doctors and school nurses, can fulfill an important role. 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. The following issues were addressed in this guideline: a) how to identify children in welfare services with bullying problems, b) how to support these children and their parents, and c) what are evidence-based interventions . The first part of the guidelines focused on how to identify children in welfare services with bullying problems. 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; 2) consultation of the parents; 3) consultation of the school; 4) referral for individual help (when needed); 5) follow up. The third part of the guidelines focusses on interventions, for children, their parents , and schools, that are evidence based, and available in the Netherlands. The guidelines are currently tested in five child welfare services in the Netherlands, and will be nationally implemented at the end of 2013. In the presentation we will present these new guidelines on bullying behavior for school doctors and school nurses.

KEYNOTE
K3 UNDERSTANDING COMMUNICATIVE AGENCY: OSTENSION, REFERENCE, AND RELEVANCE-BASED REASONING IN YOUNG INFANTS 15:15-16:00 |Room 350-351 Amphimax Gyorgy Gergely

Central European University, 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. 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. 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). Ill present evidence that infants are prepared to receive relevant information from others ostensive communications in several ways. First, infants show special sensitivity to ostensive signals (such as eye contact, infant-directed speech, 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. Second, infants assume the referential nature of the signals coming from the source of ostension. Third, ostensive signals induce in infants built-in presumptions of relevance, genericity, and sharedness of the manifested knowledge content. It is proposed that by having evolved such specific cognitive biases, human infants are prepared to be at the receptive side of communicative knowledge transfer, which, together with adults' inclination to pass on their knowledge to the next generation, constitute a system of 'natural pedagogy' in humans. This communicative learn

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INVITED SYMPOSIUM
IS3 MOTIVATION AND WELLBEING DURING LIFE TRANSITIONS: LIFE-SPAN - LIFE-COURSE DEVELOPMENT 16:30-18:00 |Room A Amphiple Chair: Katariina Salmela-Aro

University of Jyvskyl, Finland

The symposium titled Motivation and wellbeing during life transitions: life-span - life-course development builds bridges between psychological life-span development approach and sociological life course approach. Five papers from four countries, Switzerland, Germany, the (United Kingdom) and Finland, present recent longitudinal data collected during the transition from adolescence to adulthood focusing on key transitions during this period, such as educational transitions, transition to work and training and transition to parenthood. The papers focus both flourishing positive pathways as well as vulnerable and floundering pathways using both variable- and person-oriented approach to examine the pathways to adulthood. The first paper by Staerkl and his colleagues from Lausanne presents recent findings from the NCCR LIVES program on vulnerable pathways. The second paper by Haverinen and her colleagues from Finland focused on trajectories of depressive symptoms during educational transitions. The third paper by Schoon from the (United Kingdom) presents both slow and fast transitions to adulthood. The fourth paper by Wiese and her colleagues from Germany focuses on mothers return to work after Childbirth. Finally, Tomasik from Switzerland and Silbereisen from Germany investigate young peoples future work and family life among those still in training and education. Vulnerability and life course regulation: A psychosocial approach Christian Staerkl, Vronique Eicher, Mouna Bakouri, Marlne Carvalhosa Barbosa, & Alain Clmence

University of Lausanne (Switzerland)

This contribution presents an on-going research programme on young adults carried out within the NCCR LIVES. Adopting a holistic view of life course regulation, we present a theoretical model articulating a sociological perspective on the life course with psychosocial approaches focusing on the interplay between vulnerability, motivation and collective dynamics of social belonging and identification. 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, students from an academic high school (N = 340) and apprentices and young employees (16-30) of the municipality of Lausanne (N = 230). The findings confirm that belonging to a disadvantaged group is associated with greater exposure to stress factors and negative life events. We then show that young people from immigrant families perceive more barriers to their life projects than those from Swiss families. This effect can be buffered by collective self-definitions: for young people from immigrant backgrounds who define themselves as members of specific social groups, the perception that barriers do exist neither affects their self-esteem nor their feeling of self-efficacy in the face of lifes problems. 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. Other findings concern the comparison between the three groups in terms of regulation strategies and the impact of different forms of vulnerability on young peoples regulatory strategies. The findings are discussed in the context of the social inequalities in material, social and psychological resources. Trajectories of depressive symptoms across two educational transitions: Examination of stage-environment fit in two Finnish longitudinal studies Kaisa Haverinen1, Noona Kiuru2, Esko Leskinen2, Hannu Savolainen1, Leena Holopainen1, & Katariina Salmela-Aro2
1 2

University of Eastern Finland, Joensuu (Finland) University of Jyvskyl (Finland)

The present study examines the relationship between depressive symptoms and satisfaction with ones studies or work across two educational transitions in late adolescence and early adulthood from a developmental perspective of stage-environment fit theory (Eccles & Midgley, 1989). 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, 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. Latent Profile Analysis identified four different trajectories of depressive symptoms in both transitions. The largest group (78% and 71% in the two transitions, respectively) showed a low level of depressive symptoms both before and after the transition. Low-increasing depressive symptoms group (11% and 8%) showed an increase from a low level to a risk level of symptoms over the transition. High-decreasing depressive symptoms group (7% and 16%), in turn, reported a high pre-transition level of symptoms and a marked decline over the transition. High depressive symptoms group (4% and 5%) showed a clinically significant level of symptoms throughout the transition. Based on the stage-environment fit theory, 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. In both transitions, the ANOVA analyses indicated differences between groups as hypothesized, with the exception that in the second transition, only the Low symptoms group was significantly more satisfied. These group differences remained significant even after controlling for participants' gender, family SES and post-transition educational or working environment.

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Pathways to adulthood: Slow and fast transitions Ingrid Schoon

Institute of Education, University of London (United Kingdom)

I examine variations in the transition to adulthood and strategies enabling a positive and rewarding engagement with developmental tasks. Based on evidence from longitudinal studies, especially the British cohort studies and the Longitudinal Study of Young People in England, I will show the role of early school engagement and motivation and support from the family in facilitating positive adjustment, even in the face of adversity. The transition to adulthood has generally elongated, especially regarding education transitions and making the step into parenthood. There is however a significant number of young people, the forgotten half, who continue to follow the traditional fast track transitions, characterised by early school leaving, early attachment to the labour market, and relatively early family formation. 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. A common-sense belief about transitions to adulthood is that early and multiple transitions result in reduced health and wellbeing. 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, health, and wellbeing. There is considerable heterogeneity in experiences and pathways, yet the active engagement in and commitment to meaningful social roles predicts higher levels of wellbeing. The timetable when to achieve certain tasks is variable and depends on the resources available. Here I focus on the role of early school engagement and motivation as well as support from the family, showing how it is possible for young people to turn around an initially problematic transition. The findings are discussed within a developmental-contextual framework of human development, taking into account multiple influences and their interactions over time.

Mothers return to paid work after Childbirth: Antecedents and consequences of leave length Bettina S. Wiese1, Thorana Grether1, & Johannes O. Ritter2
1 RWTH Aachen University, (Germany) ,2University of Erfurt, (Germany)

Most women return to paid work after they have become a mother. There is, however, substantial variability in leave length: Some mothers return to work after a few weeks, whereas others take a leave of several months or years. The present talk focuses (a) on predictors of leave length, and (b) on how leave length affects womens experiences when they have returned to work. Integrating the theory of planned behavior and the Job Demands-Resources model, we expected return plans to be influenced by career-related attitudes, subjective norms (i.e., motherchild ideology), and self-efficacy beliefs as well as by external work/family resources and demands. Longitudinal data from 330 Swiss and German women (T1 during pregnancy; T2-T4: 6 to 24 months after childbirth) showed that internal predictors (e.g., career aspirations, motherchild ideology) seem to be more important for return-to-work plans and behavior than external demands/resources (e.g., workplace characteristics). With respect to the actual experiences during the first months after return, we refer to a second longitudinal data set of 297 Swiss and German mothers (T1: before the return to work; T2-T4: one to six months after re-entry). We found shorter leaves to result in a faster process of organizational re-integration. However, 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. In addition, for early returners, everyday stress experiences resulted in increased return-to-work regrets, whereas women who returned after a longer leave were rather resilient in the face of familyrelated stress. Overall, 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. Comparing Demands of Social Change in those still in Training and Education and those Beyond M. J. Tomasik 1,& Silbereisen. R.K.2,
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. It also investigates their appraisal of such demands, how they deal with them, and the outcome of this process in terms of subjective well-being. Analyses compare young people in training and education with adults who have already finished education and/or entered the labour market. Results show that young people perceive fewer demands stemming from social change, appraise them in a more optimistic way, feel well prepared to deal with them, and are less affected by a high load of demands compared to older adults. At the same time, however, they are less engaged in dealing with demands and revert to self-protective attributions in case of failure. Despite these age-group differences, the factors predicting who actually perceives many demands and who deals with them in what way are very similar across age groups. 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.

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SYMPOSIA
SY3.1 CURRENT PERSPECTIVES ON THE DEVELOPMENT OF MEMORY FROM 1.5 TO 10 YEARS OF AGE

Chair : Pierre Lavenex University of Lausanne (Switzerland) Co-Chair : Christiane Lange-Kttner London Metropolitan University (United Kingdom) Disscussant: Pierre Barrouillet University of Geneva (Switzerland)

16:30-18:00 | Room B Amphiple

This symposium will highlight mechanisms underlying memory formation from 1.5 to 10 years of age and provide a current perspective on the development of memory for events that happen in defined spatiotemporal contexts. Such memories are especially important for constructing episodic memories of autobiographical events that are central to defining who we are. Yet, before 2 years of age, Children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. From 2 to 7 years of age, Children still have fewer memories than predicted based on a forgetting function alone, a phenomenon known as Childhood amnesia. In this symposium, the first presentation will discuss the emergence of allocentric spatial memory, a fundamental component of episodic memory, at about 2 years of age, and its subsequent maturation until 5 years of age. The second presentation will discuss whether objects are a necessary part of location memory, or whether 5-10-year-old Children can memorize individual Places just as well without a Placeholder. Although all Children required time-consuming visual exploration of the spatial context of an array, small, isolated, individual Places were examined quickly, albeit not more correctly. The third presentation will discuss the emergence of the ability to form spatial memories based on a single experience, and show that this capacity gradually improves from 3.5 to 7 years of age. The fourth presentation will discuss how verbal maintenance strategies can influence short-term visual memory in Children between 5 and 8 years of age. Together, 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.

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. Here, we studied the development of spatial memory in two versions of a real-world task requiring 18 month- to 5-year-old children to search for rewards hidden beneath cups distributed in an openfield arena. 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, children older than 43 months found the reward locations reliably. These results support previous findings suggesting that allocentric spatial memory, if present, is only rudimentary in children under 3.5 years of age. However, when tested with only one reward location among four possible locations, children 25-39-months-old found the reward in absence of local cues, whereas 18-23-month-olds did not. Our findings show that the ability to form a basic allocentric representation of the environment is present by 2 years of age, and its emergence coincides temporally with the offset of infantile amnesia, and the likely functional maturation of the CA1 region of the hippocampus. However, the ability of children to distinguish and remember closely related spatial locations improves from 2 to 3.5 years of age, a developmental period marked by persistent deficits in episodic memory known as childhood amnesia. We propose that it parallels the functional maturation of other hippocampal regions, specifically the dentate gyrus that subserves the process of pattern separation in adulthood. These findings, together with our studies on the development of the neurobiological substrates underlying these processes in adulthood, support the hypothesis that the differential maturation of distinct hippocampal circuits might underlie the differential emergence of specific memory processes during early childhood, culminating in the emergence of episodic memory concomitant with the maturation of all hippocampal circuits.

Is There such a Thing as Unique Place? Empty Places, Object-Place Binding and Array Effects in Location Memory Development Christiane Lange-Kttner

London Metropolitan University (United Kingdom)

The study investigated whether children can use information about distinctive places for location memory, or whether they need an object as a placeholder as a memory cue. The latter would indicate that object-place binding is essential in childrens spatial memory. In the presentation of the reaction time/accuracy task, a star appeared as a placeholder in five different locations on a grid that had each place differently colored. Three test conditions were used in a between-subjects design, (1) the same full display as in the presentation (encoding specificity), (2) only the colored places were shown individually in a random sequence (location memory), (3) the colored places were shown individually but with the star as a placeholder (object-place binding). In Exp. 1 the results of 6- to 8-year-old children (N=30) showed that location memory for distinctly colored places without a placeholder was significantly faster, but also lower, compared to the other two array conditions, however, it also improved considerably during the experiment. In Exp. 2, three age groups of 5-6-, 7-8- and 9-10-year-old children (N=52) were tested

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with the same task. For location memory accuracy, chronological age and place learning during the task were important independently of each other, but the type of test array did not matter, with comparable performance levels. However, like in Exp. 1, reaction times were fastest for the empty, unique places and slowest for the full array display, with the star-filled place units showing intermediate latencies. The results suggest that independently of age, the spatial context of an array can require time-consuming visual exploration, while small, isolated, individual places can be examined quickly indicating an important role for place boundary detection The development of single-trial allocentric spatial memory in 3.5-to 7-year-old children Pamela Banta Lavenex

University of Lausanne (Switzerland)

Single-trial learning is fundamental for forming episodic memories. Here, we studied the developmental progression of single-trial, short-term allocentric spatial memory in children from 3.5 to 7 years of age. Children were tested on a trial-unique, allocentric spatial memory task. Rewards were hidden beneath cups distributed in an arena. Children participated in 3 sessions with 1, 2 or 3 rewarded locations, respectively. Each session consisted of 10 trial-unique locations or arrays of rewarded locations. Children learned the rewarded locations on a first encoding trial in which the rewarded location(s) were indicated by (a) red cup(s). In a subsequent recall trial, children were asked to re-visit the rewarded location(s) now covered by white cups, and thus visually indistinguishable from the other cups in the arena. Across all children, performance (number of trials 100% correct, number of correct choices before error, and number of cups opened to find the reward(s)) decreased with increasing numbers of rewarded locations. Furthermore, older children (63-86 months) exhibited better performance on all three measures than younger children (43-63 months). Interestingly, no younger children were capable of remembering three locations simultaneously, whereas older children could be divided into high and low performers. These findings indicate that children 3.5 years of age are capable of single-trial spatial learning, but that this capacity improves significantly between 3.5 and 7 years of age. This improvement might be dependent on the maturation of specific hippocampal circuits, specifically the dentate gyrus and CA3, which in turn may underlie a progressive improvement in episodic memory. The short-term maintenance of visually presented stimuli by 5- to 8-year-old children Valrie 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. Indeed, it is believed that children under 7 years of age maintain such stimuli in their visual format, whereas older children recode the stimuli verbally and maintain it through sub vocal rehearsal (Hitch, & Halliday, 1983). However, recent studies question that the development of short-term memory relies on such a qualitative change (Tam et al., 2010; Citroen, & Jarrold, 2012). In addition to domain-specific maintenance, we recently proposed a domain-general mechanism which maintains memory traces through attention refreshing (Barrouillet, & Camos, 2010). In this series of experiments using a Brown-Peterson paradigm, we manipulated the nature of the interference task to be performed between the presentation of the stimuli and recall. The task could induce either visual interference, verbal interference, or could reduce the amount of available attention. If young children are maintaining information in a visual format, their recall performance should be impeded by visual interference, but not by verbal interference. The reverse is expected for older children, since they should be relying on verbal maintenance. We found that our verbal interference task impeded recall in children from 5 years onward. However, the visual interfering task reduced recall in younger children but only when they had to maintain visual attention to the stimuli. These findings are in accordance with studies suggesting that children can use verbal maintenance strategies before 7 years of age.

SY3.2 RECONSIDERING SYMBOLING DEVELOPMENT FROM A SOCIO-CULTURAL PERSPECTIVE: MAJOR ISSUES AND DEVELOPMENTAL CHALLENGES 16:30-18:00 | Room 410 Amphimax Chair: Valrie Tartas

Universit 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. 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. It implies to focus on triadic (child-otherobject) interaction in social settings; (2) the uses of objects are mostly neglected in developmental research or objects are much considered as transparent entities, not as fruits of social conventions. It is thus necessary to reconsider the objects uses through social interaction in order to explain symbolic activities. (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. We present different research analyzing the way adult and child or child-child communicate and build knowledge through objects uses and language uses. In this symposium, three presentations focus on the communication and its development through objects uses in early infancy, in atypical development and later in childhood. Finally we address a couple of issues concerning theoretical, methodological and practical (early intervention) implications for future developmental psychology.

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Common Ground on Object Use Associates with Caregivers Gestures Nevena Dimitrova

Georgia State University (United States of America)

Although the adjustment of caregivers gestures (i.e. gesturese) has been related to childrens development (Baldwin & Baird, 1999; Brand et al., 2002), it remains unknown what prompts this modification. Given that successful communication requires that communicative partners adjust to the knowledge and meaning that they mutually share (Clark, 1996), such common ground might also be related to caregivers gesturese. The conventional use of objects is an important type of knowledge that infants develop at the end of the first year of life, thus allowing infants to share with others a type of semiotic system very early on (Moro & Rodriguez, 2005). Objects being the primary referent in early communicative dynamics, we postulate a relationship between infants mastery of the conventional use of objects and caregivers gestural input. To explore this possibility, we videotaped six mother-infant dyads every two months for 30 minutes in their homes, from child age 8-to-16 months, while they played with two toys. We coded videos for (1) the infants knowledge of the conventional use of objects, and for (2) the amount and the complexity of caregivers gestures. Results showed that across age infants significantly increased their knowledge of conventional object use. Furthermore, 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. Importantly, we found that the more infants mastered the conventional use of objects, the more caregivers produced communicative gestures and the more these gestures were produced in a complex way. Overall, our results showed that infants common ground knowledge about objects in the communicative environment serves as an important ingredient in shaping caregivers nonverbal input. Such results underlie the importance of considering the advent and early development of communication from a semiotic, shared meaning perspective. First symbolic uses in children with Down syndrome in communicative and triadic contexts Karina Crdenas1,& Cintia Rodrguez2
1

Pontifical Catholic University of Chile (Chile); 2Universidad Autnoma de Madrid (Spain)

Symbols are communicative and cognitive powerful tools. They allow children refer to absent realities. From a semiotic-pragmatic perspective on early development (Rodrguez & Moro, 1999) symbols do not have their roots in any literal evident reality. Rather, symbols are built on rules based on conventions (Rodrguez, Palacios, Crdenas & Yuste, in press). Some of these conventions come from conventional uses of objects (Costall & Dreier, 2006; Sinha, 2005; Sinha & Rodrguez, 2008), which are public and shared by the users of the community to which the child belongs. 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. We conduct four sessions of video recording at 12, 15, 18 and 21 months of age. Our data are coded in semiotic categories used in previous studies and new emergent categories. We carry out a micro genetic analysis to observe the moment of appearance of symbols, characteristics, frequency and evolution of these symbolic uses performed by children and adults. Symbolic uses of different semiotic complexity are found (Crdenas, 2012). Results show marked differences in symbolic uses, more than in typically developing children (Palacios, 2009). Most of symbolic uses performed by children and mothers are made using the referent object replica or artefact. Symbols have different characteristics, tending to increase and become more complex with development. During interaction, some symbolic uses performed by children are accompanied with some linguistic productions, however, the use given to objects (substitute or not) organizes and gives meaning to the symbolic scenario (Barthlmy-Musso, Tartas, & Guidetti, in press). Comprehension and production of symbolic uses are the result of a multimodal communication, semiotically mediated, where material objects are involved. The development of social conventions and creativity: how do 3 to 7 years-old children use objects during dyadic play ? Audrey Barthlmy

Universit de Toulouse 2 (France)

The research investigated childrens co-construction of social conventions in dyadic play through objects uses. 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, 2008), few consider the triadic interaction (child-other-object) as a unit of analysis and rather, focus on the individual childs comprehension. It has been shown that even at 35 months-old, children had difficulties to interpret adults communicative intentions when he did not use object in a conventional way (Tomasello, Striano & Rochat, 1999). 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. 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, 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). A progressive development of symbolic objects uses with age depending on the play setting is observed. 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, mainly at three yearsold. 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.

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SY3.3 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, predict and explain their own and others emotions (Harris, 1989). The development of EC has been largely studied; in Harris and Pons model, this competence develops through three main periods (external, mental and reflective), each one encompassing three components (Pons, Harris, & De Rosnay, 2004). To test the emotion understanding development at different ages, the TECTest of Emotion Comprehensionwas developed (Pons, et al., 2004) and translated in several languages, allowing to compare EC development in children from different countries. The studies of this symposium allow to compare EC among several European countries: Italy and Germany (Molina, Henning, Bulgarelli, Aschersleben), Italy and Albania (Farina, Ikonomi & Albanese), and Switzerland (Rossini & Thommen). These European countries are different from each other for language, religion, socioeconomic context, influence of the ancient Latin and Greek cultures, etc., these aspects still influencing the current cultural features, among them, for instance, parenting styles that are linked to EC development in children. The main research topics underlying this symposium are two: first, analysing the possible effect of minor cultural aspects on EC development and, secondly, testing the stability of the TEC scores across cultures and languages. Our studies give back the image of a universal development of EC competence, 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. Italy and Germany belong to the Latin and the Anglo-Saxon cultural cluster, respectively, and show e.g. diverse languages, religious practices, rearing styles and socialization goals. Given potential cultural differences in the developmental goals of independence and interdependence (e.g., Greenfield, Keller, Fuligni & Maynard, 2003), the present work sought to explore developmental differences between Italian and German preschoolers comprehension of emotion. Aim. This study compared Italian and German preschoolers understanding of nine components of emotion comprehension as assessed by the Test of Emotion Comprehension (TEC, Pons & Harris, 2000), particularly focusing on the rank orderings of success on the nine tasks in these two countries. Method. The Italian sample comprised the data of 114 3- to 6-year-old children (M = 57 months, SD = 11, range = 38 76, 60 females) and the German sample of 108 3- to 6-year-old children (M = 60 months, SD = 12, range = 37 82, 56 females). Twenty-eight Italian and 25 German children were bilingual or multilingual. Children completed the Italian (Albanese & Molina, 2008) or German (Janke, 2006) version of the TEC. Results. In both the Italian and German samples, number of tasks solved regularly increased with age. The two cultural groups did not differ in average number of tasks solved (t(218.38) = 1.50, p = .136). However, more Italian compared to German preschoolers understood that expressed and felt emotion may differ (Component 7 Hiding, 2(222) = 8.07, p < .01). Consistent with this finding, Mokken scale analyses revealed different rank orderings of success on the different tasks, with Component 7 appearing to be the principal responsible for this difference between countries. Discussion. Results will be discussed in relation to cultural belonging as well as to maternal educational level, presence of siblings and bilingualism. Emotion Comprehension in Albanian and Italian children: Eleonora Farina

University of Milan Bicocca (Italy)

Studies on childrens 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., 2004). At the same time, authors evidenced the importance of individual differences in this development. Some of them can be due to cultural specificity. Studies on emotion understanding in non-Western cultures are few and produced contrasting results (Tenenbaum et al., 2004). In this study we investigated on emotion comprehension of Albanian pre-schoolers in comparison with a group of Italian children. 63 Albanian children and 63 Italian children paired for age and gender were administered the TEC. In line with literature, Albanian childrens emotion comprehension was affected by age [F(2,60) = 16.430; p<.001], but not by gender. The univariate ANOVA did not evidence any significant difference between the two nationality groups on the main measure of emotion understanding . Observing the nine components of TEC, Albanian children obtained statistically significant lower scores on facial recognition of emotions [F(1,124) = 9.101; p<.01], emotion regulation [F(1,124) = 8.369; p<.01] and comprehension of the difference between real and apparent emotions [F(1,124) = 3.936; p<.05]. Our results suggest that, even if Albanian children seem to follow a similar trend to the one found in Western cultures, there are also some specificities which could be due to culture. For example, schooling and engagement in conversations on emotions with adults proved to be crucial for emotion comprehension (Vinden, 2002; deRosnay et al., 2004), but these experiences can be very different between Albanian and Italian children, considering school systems and social values. Future research may consider such cultural features more specifically.

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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. The normal development of this competence is still discussed, some tests of recognition of complex emotion are succeeded after 6 years (Gosselin, Roberge, & Lavalle, 1995). Aim. Our research focused on the evolution of emotion understanding in typical children. We analysed the particularity of this evolution in relation with the children's language. Method. We presented emotion understanding tasks to 69 children aged 4 to 9 years old. They follow schools in the French speaking part of Switzerland. Emotion understanding is evaluated through the French version of the TEC (Test of Emotion Comprehension, Pons & Harris, 2005). All are evaluated with the Wechsler Nonverbal Scale and the E.CO.S.SE (French equivalent of TROG). Results. First results show important evolution through the age. The TEC components are achieved progressively. Emotion recognition is acquired at 4 years old, explanation at 6 years old, false belief in relation to emotion at 7 years old and relation to morality at 8 years old. The correlation with language abilities is high (.70). Discussion. The evaluation of emotion understanding by the TEC will be discussed by a detailed analysis of pattern of success and of error through age.

SY3.4 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 Amphiple

Identity formation is a major developmental task of adolescence and early adulthood. Youth and young adults face the important task of learning to define themselves in terms of social categories (Verkuyten, 2005) and how they manage in this task has a significant influence on their individual well-being (Kiang, Yip, & Fuligni, 2008; Smith & Silva, 2011). However, 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. This symposium aims at bringing novel contribution to the literature in three specific ways. First, 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. Second, by relating timely to current issues and controversies of ethnic and religious belonging, that has serious implications for policy to enhance youth and young adults well-being. Third, it provides two specific cross-cultural variations by covering diverse cultural contexts and minority groups, hardly considered in prior research on identity. This symposium presents four papers designed to promote our understanding of identity and well-being in youth from Africa, Asia, Latin America and Europe. All papers offer methodological and theoretical advances that will be addressed by our discussant, a leader in the developmental psychology field, who will frame our findings within public interest and policy promoting practices.

Collective Identity and Well-Being of Roma Adolescents in Bulgaria Radosveta Dimitrova

Tilburg University (The Netherlands)

In Europe and particularly in Bulgaria, Roma represent the largest low-status minority group that is subjected to marked public intolerance and discrimination. This study examined links among Roma (N = 207) and Bulgarian (N = 399) adolescents ethnic, familial, and religious identities as salient identity aspects for their psychological wellbeing. Results indicated that, as expected, Roma youth reported lower levels of wellbeing than Bulgarian youth. The latter revealed a weaker religious identity than Roma youth, whereas no ethnic group differences emerged regarding Bulgarian or familial identity. Furthermore, we observed that collective identity was higher in older participants of both groups. Finally, a multigroup analysis using structural equation modeling showed that collective identity was a positive predictor of wellbeing for both Roma and Bulgarian adolescents. 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. The Association between Ethnic Identity and Psychological Wellbeing across Cultural Contexts Fons van de Vijver

Tilburg University, North-West University and University of Queensland (The Netherlands)

Ethnic identity has been observed to be associated with psychological wellbeing among young adults. Given its saliency there has been a proliferation of empirical work to evaluate its influence in various contexts. However, most of the literature is informed by data from Western countries. Little if anything is known of how ethnic identity formation is approached in other regions of the world. Yet, there is research evidence to indicate that social, cultural, political and economic factors may influence both the manifestation and the saliency of ethnic

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identity among adolescents and young adults. This study examines the influence of ethnic identity and their relation to well-being of youth (19-25 years) in diverse cultural contexts. The papers attempt to answer three specific questions: a) Does the MEIM measure (Phinney, 1992) show invariance across different contexts? b) Are there differences in mean scores of young adults from different countries? If they are, 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 4,000 undergraduate students from more than 22 countries across Africa, Asia, America, Europe and Oceania. The Multi-Ethnic Identity Measure (MEIM; Phinney, 1992) alongside the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS, Huebner, Seligson, Valois, & Suldo, 2006) and the General Health Questionnaire (GHQ-12, Goldberg, 1972) were administered. Multigroup confirmatory factor analysis and multilevel analysis were carried out to evaluate the research questions. Results of the study alongside theoretical and practical implications of our findings are discussed. 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. The sample consisted of 178 Bulgarian and 211 Romanian adolescents. A mean age of the whole sample was 16.96 years (SD = .75). The hypotheses were formulated from the perspective of Stephan and Stephan's threat theory. As expected, perception of threat mediated the relationship between ethnic identity and Romaphobia. Furthermore, the findings showed that these relationships are comparable between Romanian and Bulgarian youth. Levels of threat and Romaphobia however significantly differed between countries. Youth in Bulgaria, 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. Our findings demonstrate that ones identification with an ethnic group may lead to prejudice in case ingroup values and material interests are assumingly threatened by out-groups. Explanations will be discussed as well as implications for theory and prejudice reduction in diverse intercultural settings. 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, 1968; Marcia, 1966) has seen many revisions since it was first proposed, one of which is that of Luyckx et al. (2008). Adding the dimension of Ruminative (or Maladaptive) Exploration, they presented a five-dimension model of identity. 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. Using the Dimensions of Identity Development Scale (DIDS, Luyckx et al., 2008), the SCL-90R (Derogatis, 1994) as a measure of psychological symptoms, the Rosenberg Self-esteem scale (Rosenberg, 1965), and a sociometric test (Coie, Dodge, & Coppotelli, 1982) we tested the effects of the five identity dimensions (Commitment Making, Exploration in Breadth, Identification with Commitment, Exploration in Depth, and Ruminative Exploration) on psychological well-being (symptoms of depression and self-esteem), and peer popularity. Self-report data from 424 adolescents (mean age 15.86, SE=0.48, at wave 1; 54.5 % boys), were analyzed using a series of hierarchical regressions. Commitment making, Exploration in Breadth, Identification with commitment, and Ruminative exploration showed significant cross-sectional correlations with depression and self-esteem on both waves. However, only Ruminative exploration showed small but significant longitudinal negative effects on change in both depression and self-esteem at wave 2. In regard to peer popularity, only Commitment making appeared to have cross-sectional effects on social impact, and small significant positive longitudinal effects on change in social preference. The results will be discussed in light of the recent research on identity in adolescence.

SY3.5 CO-PARENTING AND CHILDS DEVELOPMENT: RESEARCH IN PRACTICE

Chair: Vronique Rouyer Universit Toulouse 2, Laboratoire PDPS (France) Disscussant: James P. McHale Professor and Chair Department of Psychology - University of South Florida (United States of America)

16:30-18:00 Room 315.1 Amphiple

Since P. Minuchins paper (1985), studies in developmental psychology have fit into a family systemic perspective, going beyond the study of the dyadic mother-child or father-child relationships to whole family relationship dynamics, their interdependence and their influence on the childs development. Many researchers examine the co parental relationship, which relates specifically to how the parents act together as parents, and they highlight its central role in family dynamics relative to childs development in the context of intact and separated families (see McHale & Lindhal, 2011 for a recent review). But most research has been conducted in the United States, and we know few about coparenting in European countries (Huntington & Rouyer, submitted). Based on recent European studies, this symposium aims to account for the main contributions of the research linking co-parenting dynamics and childs development and to propose some perspectives for practice. Several questions will be addressed. First, considering the many ways to conceptualize co-parenting dynamics in existing literature (McHale &

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Fivaz-Depeursinge, 2010; Rouyer & Huet-Gueye, 2012; Van Egeren & Hawkins, 2004), 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 childrens and adolescents development, based on European studies. Then, we will examine co-parenting with regard to existing public policies and practices.

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. In the present study, we tested the applicability of this instrument in families with preschoolers. The first sample consists of 168 German families that provided complete data from mothers and fathers. In 99 cases, data on child problem behavior were also available from preschool-teachers. The replication sample consists of 80 German families with complete data. Structural equation modeling was applied for testing whether the three-factor structure of the original study with families of adolescents could be replicated. Good model fit indicated support for the proposed factor structure with the factors cooperation, conflict, and triangulation. The subscales had satisfactory internal consistencies ( = .67 - .82) given the fact that each scale consists only of 4 items. In support of the validity of the measure, we found strong positive correlations with two related scales of the Coparenting Questionnaire by Margolin (1992): conflict r = .60 - 67, cooperation r = .60 - .61. Associations of triangulation with the respective scale by Margolin tended to be lower (r = .37 to .42). Mother and father reports were also positively correlated (r = .48 to .49). In both preschool samples, coparenting explained meaningful variance of mother reports and father reports on externalizing problem behavior of their children (12-20%) after controlling for sociodemographic confounders. Associations of coparenting with parent report of internalizing behavior tended to be lower (212% explained variance). Coparenting also explained 11% to 12% of the variance of teacher reports on internalizing and externalizing behavior. 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. Links between parental feelings about their parenting and family interaction: a longitudinal study during the first 18 months after birth France Frascarolo1, Herv Tissot2, Udry-Jrgensen Laura2, Favez Nicolas2
1 2

Centre dEtudes 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. Less know is the link between, on the one hand, observable interaction and, on the other hand, personal representations and feelings of the parents concerning their own parental role. We have studied longitudinally the link between these two aspects of family functioning during the first two years after birth. 68 volunteer families (with 31 boys and 37 girls), from middle to high socio-cultural levels participated to a longitudinal study. When babies where respectively 3, 9 and 18 month old, parents filled in the Being a Parent questionnaire (Johnson & Mash, 1989) and families where recorded when playing the Pic-Nic Game (a pretend play of having a family pique-nique, Frascarolo & Favez. 2005). Preliminary results indicate that there are links between aspects of family interaction (marital interaction, coparenting and warmth) and paternal perception of their own role (in particular their satisfaction as parent). But there are no links between family interaction and mothers perception of their maternal role. These results will be discussed in the light of the respective roles and investments of fathers and mothers in the family life. 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, helping children achieve positive outcomes has become a vital topic in England, with one strategy for promoting children's development being a renewed focus on supporting parent-child and family relationships through offering parenting interventions. In attempting to understand the influence offered by these parenting programmes, current evaluations demonstrate that some cause positive changes to mothers parenting practices. 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. 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. Applying a family systems approach, the research explores the relationships between parents and a parent support programme that targets families with children under five years old. 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. The studys findings suggest that a programmes ability to adapt to the parents stated needs is vital for beneficial programme engagement and influencing parenting practices. The implications for applying these findings to promote change in parenting practices in practical settings will be discussed, focussing specifically on the mother-father relationship.

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Presentation of the French adaptation of The Parenting Alliance Inventory: Issues in defining and measuring co-parenting Vronique Rouyer

Universit Toulouse 2, Laboratoire PDPS (France)

Coparenting appears as a complex concept in literature, and many authors propose different definitions and dimensions (Feinberg, 2003; McHale, 2007; McHale, Kuersten-Hogan, & Rao, 2004; Van Egeren, 2004), and measures (McHale & Fivaz-Depeursinge, 2010). One of the most used questionnaires in research is the Parenting Alliance Inventory, a self-administered 20-item questionnaire, which assesses the degree to which parents believe that they have a sound working relationship with their childs other parent (Abdin & Brunner, 1995). The aim of this communication is to present the French version of the Parenting Alliance Inventory. A total of 105 French families with child aged between 3 and 7 completed this questionnaire, the Dyadic Adjustment Scale, a measure of marital satisfaction (Vandeleur, Fenton, Ferrero & Preisig, 2003) and the Parental Stress index (Bigras & LaFrenire, 1996). First, we will present results concerning the internal consistency of the French version and the distribution of the 20 items on factors. Then, we will examine the correlations between the PAI and measures of marital satisfaction, parental stress index and childs social adaptation. These results will finally be discussed considering issues in defining and measuring coparenting.

SY3.6 PEER VICTIMIZATION AND INTERNALIZING PROBLEMS: DEVELOPMENTAL TRAJECTORIES AND MODERATING EFFECTS 16:30-18:00 Room 319 Amphiple 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 childrens and adolescents internalizing problems (depressive symptoms, loneliness). This symposium presents longitudinal data regarding associations between peer victimization and internalizing problems shedding light on developmental processes and moderating effects. Data from different studies in Switzerland, Italy and US are analysed using state of the art statistical procedures. All studies show that peer victimization trajectories are associated with change patterns of depressive symptoms. The first presentation demonstrates that being male and being depressive increases the risk of experiencing a high and stable victimization trajectory. The second and third presentations investigate whether certain person characteristics buffer or enhance the impact of peer victimization on depressive symptoms. The second presentation showed that, regardless of youths aggressiveness, those who were chronically victimized manifested higher and more stable levels of depressive symptoms than all other groups. The third presentation show that adolescents who attribute their victimization to the perpetrators jealousy (a self-serving kind of attribution) show less increase in depressive symptoms following victimization. Lastly, the fourth presentation investigated whether an intervention aimed to reduce experiences of offline and online peer victimization also has an impact on internalizing symptoms. Results suggest that the reduction of cyber victimization in the experimental group has a cascade effect on internalizing problems. 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. 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, thus, much remains to be learned about the extent to which elevated depressive symptoms (DEP) and gender increase adolescents likelihood of following a particular VICTRAJ. This studys purpose was to evaluate DEP and gender as risk factors for VICTRAJs. Data on 486 adolescents (242 girls; Mage in 4th grade spring (G4)=10.10 years) were collected from teachers, parents, and peers in G4, and the fall of 5th (G5), 6th (G6), and7th grades (G7). A DEP composite was constructed from teacher and parent subscales. Peer-reported victimization scores indexed physical, verbal, relational, and general victimization. Aim 1 was to identify via Latent Class Growth Analyses (LCGA) classes of adolescents who evidence distinct VICTRAJs from G5 - G7; the threeclass (High/Stable, Moderate/Decreasing, Low/Decreasing) model demonstrated superior fit. 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 (=.91, OR=2.48) and Moderate/Decreasing versus Low/Decreasing ( = .64, OR=1.9 differences in VICTRAJs and boys versus girls risk of following a particular trajectory. Analyses revealed that boys versus girls in the High class evidenced lower intercept and slope scores, respectively (boys=2.23, .01; girls=3.63, -.69); more boys comprised the High and Moderate classes (z=2.81 and z=3.09, respectively) whereas more girls comprised the Low class (z=4.33); and being a boy predicted a greater likelihood of belonging to High/Stable relative to Low/Decreasing ( =1.26, OR=3.53) and Moderate/Decreasing relative to Low/Decreasing ( =1.10, OR=3.00). Findings highlight heterogeneity in adolescents victimization experiences. 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., 2012), but little is known about the consistency of this association across developmental periods. Even less is known about this association for victims who differ in

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aggressiveness toward peers (e.g., moderately, chronically aggressive victims). Thus, there is a need to examine aggression-victimization trajectories from childhood through adolescence and determine how these trajectories are associated with depressive symptomology. Accordingly, our study aims were to: (a) determine whether youth follow distinct victimization and aggression trajectories from childhood through adolescence, and (b) determine whether certain victimization-aggression trajectories are more associated with depressive symptoms. Participants were 383 European (77.8%) and African American (17.8%) youth (50.4% girls; M ages 5.3-14.9) who completed peer nominations of physical aggression and victimization annually from grades 1 to 9. Parent reports of depressive symptoms (CBCL) were collected annually from grades 2 to 9. Growth mixture modeling identified a low risk group and eight victim/aggression groups with distinct trajectories from grades 1-9 (e.g., chronic aggressors/chronic victims, chronic aggressors, chronic victims, etc.). Levels and changes in depressive symptoms for each of these groups were examined with linear growth modeling. Results indicated that, regardless of aggressiveness, youth who were chronically victimized manifested higher and more stable levels of depressive symptoms than all other groups. These findings are unique because they imply that, from childhood into adolescence, continuity in victimization (high, chronic victimization) is coupled with continuity in depression. Novel, also, was the finding that among the chronically victimized, symptom continuity was equally apparent for more vs. less aggressive youth. This evidence is consistent with scar theories in which early, depression-triggering experiences (e.g., peer victimization) are seen as increasing the probability of symptom continuity.

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, 2000). In a recent meta-analysis, Reijntjes et al. (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. Although experiences of victimization are associated with higher levels of depressive symptoms, not all children who experience victimization show increases in depressive symptoms (Huitsing et al., 2009; Perren et al., 2013). Causal attributions are possible moderators of the association between victimization and depressive symptoms. On one hand, hostile attributions and self-blaming attributions have been found to increase the likelihood of developing depressive symptoms following victimization (Perren et al., 2013). On the other hand, self-serving attributions, such as attributions to jealousy, might protect from depressive symptoms. The aim of this study is to investigate longitudinally whether attributions to jealousy buffer the effect of victimization on increases in depressive symptoms. A total of 960 adolescents (mean age at t1 = 13.2; 49% female) reported on their experiences of victimization, attributions to jealousy, and depressive symptoms four times within 18 months. Cross-sectional results from t1 showed that the higher the peer victimization, the stronger the buffering effect of attributions to jealousy on depressive symptoms. For the longitudinal moderation, results of a bivariate dual change score model with four groups of attribution to jealousy (low, low-moderate, moderate-high, 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. Therefore, those adolescents who attribute their victimization to the perpetrators jealousy show less increase in depressive symptoms following victimization. These results will be discussed together with methodical challenges in examining longitudinal moderations with multiple measurements. Victimization, 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, Cillessen, 2003; Salmivalli et al., 1998). Several results underlined short- and long term effects of victimization on children and adolescents adjustment, with particular reference to the link between victimization and internalizing problems (Card et al. 2008; KochenderferLadd & Skinner, 2002). This effect is also found in the case of cybervictimization (Grandinger et al. 2009; Menesini, Calussi, Nocentini, 2012). The present study aims to understand whether the intervention Noncadiamointrappola, aimed to reduce peer and cyber victimization in adolescence, can also have a cascade effect on the reduction of internalizing symptoms. Noncadiamointrappola is an ongoing school-based intervention project for high school students designed specifically to tackle bullying and cyberbullying. The project is based on a peer-led model which resulted effective from a previous study (Palladino, Nocentini, Menesini, 2012). In the present study we aim to go further, analyzing whether changes in (cyber)victimization predict changes in internalizing symptoms. 754 Italian highschool students participated in the study: experimental group N=451 (male 57%; mean age= 14.48 SD=.82); control group N=171 (male 69%; mean age= 14.88 SD=.95). Data were collected at three time points during the school year using: the Youth Self Report (Achenbach, 1991) for the internalizing symptoms; the FBV Scales for victimization and the FCBV Scales for cybervictimization (Menesini, Nocentini, Calussi, 2011). The Multiple-Group Growth Curves revealed a significant decrease over time for cybervictimization, victimization and internalizing symptoms only in the experimental group and not in the control group. Besides, in the experimental group the decrease in the internalizing symptoms is significantly predicted by the decrease in cybervictimization. Results are discussed in terms of school and health intervention policies.

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WORKSHOP
WK3 AMAE AND ATTACHMENT REPRESENTATIONS IN CHILDREN 16:30-18:00 | Room 210 Amphiple

Chair: Keumjoo Kwak Seoul National University (South Korea) Co-Chair : Blaise Pierrehumbert University of Lausanne SUPEA Lausanne (Switzerland) Disscussant : igdem Katba Ko University ckagit (Turkey)
According to the theory of attachment, early social experience contributes to the construction of Internal Working Models which will later guide the individuals expectations and behaviors in close relationships, all along his or her life. Even while the individual characteristics of these models reflect the specificity of the individuals early experiences with attachment figures, the attachment literature suggests that these models are not cultural specific. This presentation will explore possible cultural particularities of preschoolers' representations of relationships with caregivers, using a narrative procedure, i.e. the Attachment Story Completion Task to evaluate children's attachment representations, supplemented with several additional stories focusing on representations of affiliation and of autonomy in relationships with caregivers. The study is in progress in three occidental countries (Canada, Switzerland, and France), and in three oriental countries (South Korea, Japan, and Turkey). Data will be compared, regarding the representations of attachment and of affiliation/autonomy. Cultural specificities regarding preschoolers' representations of children-caregivers relationships are expected, in association with specific cultural values regarding affiliation and autonomy. Specificities of Japanese culture regarding attachment have already been discussed in the literature (in association with the Japanese concept of Amae, or "need love"), and some authors challenged the universality of Bowlbys theory. This presentation, 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. Furthermore, under the autonomy-relatedness model presented by Kagitcibasi (2005), the significance of the compatibility of autonomy and affiliation in childrens representations of mother-child relationship will also be discussed. 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.

A 5 years-old perspective in a relational problem solving study Myriam Chantal, Rjean Tessier

University of Laval (Canada)

In our occidental context and based on a psychoanalytical individual orientation, autonomy defined as achievement and independence from others, is considered essential for a healthy human development (Kagitcibasi et al. 2005). All parents supported by these cultural values try to help children developing their own capacities. These values are then reflected in interpersonal infants behaviours where self-satisfaction is the key. Contrasting this perspective, the Eastern paradigm is based on the interdependence of the self, which should drive parents to help infants to build more relational self. Objective: to evaluate the strategies used by 5 years-old children to resolve relational problems. These data are then compared to those obtained in different cultures confronting Western to Eastern contexts. Method : Twenty 5 years-old children responded to the Attachment Story Completion Task (Bretherton et al. 1990) to which we added 4 vignettes representing social conflicts between the internal (family) world and the external world (friends). Observations are codified using a validated protocol and scores of attachement behaviors are obtained. Results: Firstly, the scores will be compared to those obtained from research in the Western environment. Secondly, these scores will be compared to those from Eastern countries, namely Korea and Japan. We expect these comparisons to enrich our understanding of attachment theory in both Western and Eastern cultural context.

Amae, autonomy, relatedness and attachment representation among Swiss children Hlne Turpin Murata

University of Lausanne (Switzerland)

Amae is an important concept to understand Japanese culture. It can be translated by "need of love" (Doi, 1971/2010) and partly concerns the mother-child relationship. As for Behrens (2004), she suggests that amae is a Japanese concept of relatedness. In this paper, we propose to link amae with relatedness and autonomy defined by Kagitcibasi (2005) not as two antagonistic notions but both coexisting. It's with this aim in view that a narrative procedure has been created. A Q-sort coding procedure has been work out allowing to score autonomy and relatedness in children's narratives. We hypothesized that attachment security - derived from the ASCT (Bretherton & Ridgeway, 1990) - would correlate positively with both autonomy and relatedness, following Bowlby's notion that attachment promotes exploration. Whereas, we hypothesized that amae would correlate positively only with relatedness considering that amae can be close to dependence (Doi, 1971/2010). The sample is composed of 29 Swiss preschooler children. The purposes of this paper are to present the psychometric property of the Q-sort and to compare relationship between attachment representation, amae, autonomy and relatedness.

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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, 1986), it was hypothesied that this could be associated with the Japanese notion of amae (van Ijzendoorn, 1995), which is defined as interdependent affiliations motive. Although that hypothesis was based on the concept that Japanese amae involves insecure-ambivalent behavior; that normal levels of amae among Japanese is considered to be something healthy or socially acceptable. Whilst more empirical data in this area awaits, some researchers focus on amae using questionnaires from adults (Behren & Kondo-Ikemura, 2011; Rothbaum et al., 2007; Niiya et al., 2006, Tamase & Imamura, 2006). The present study focuses on representation of amae children show, and explores the relationship with their attachment prototype. We are expecting Japanese children, as compared with children from occidental cultures, to express more often affiliative behaviors in stories completions, and this would be associated with the secure attachment rather than the insecure attachment. ; conversely, affiliative behaviours might be associated with attachment security. First results collected on Japanese children will be presented.

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, the importance of what means to be secure may differ across different cultures due to differing cultural expectations and values is recognized. A Japanese concept of amae, another major concept of relatedness with emphasis on affiliation rather than on autonomy, is considered similar to and yet different from attachment theory and it is an example which supports the cultural specificity of attachment (Behrens, 2004; Yamaguchi, 2012). 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 childrens representations of child-caregiver relationship collected by the story completion procedures. The Attachment Story Completion Task and CCH coding system was used to collect and analyze childrens attachment representations and additional Amae stories and Amae coding system were used for the collection and analyses of the childrens representations of the need for affiliation and autonomy. One of the most representative characteristics of Korean parent-child relationship is the emphasis on oneness (Choi, 1994) which is also an important component 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, more often expressed compared to children from individualistic cultures. Furthermore, in examining the association of amae with attachment, amae was expected to be positively related to secure attachment not with insecure attachment in Korean preschoolers. The present study is one of the first attempts to examine Korean childrens representations of the relationship with their mothers in terms of amae. The issues regarding the importance of considering culture and affiliative quality in secure mother-child relationship will be discussed.

THEMATIC SESSIONS

TS3.1 IMPACT OF MATERNAL MENTAL HEALTH PROBLEMS ON CHILDS WEE-BEING

Chair: Antje Horsch University of Lausanne (SUPEA,(Switzerland)

16:30-18:00 | Room 340 Amphiple

Interaction of borderline mothers and their infants: longitudinal perspectives in attachment and emotional regulation Garez Valrie, Genet Marie-Camille, Valente Marina, Devouche Emmanuel, Apter Gisle

ERASME HOSPITAL, Unit de recherche RePPer, Unit PPUMMA, 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. Infants regulatory efforts are visible through dysregulated behaviors. These results suggest, in accordance with the literature, that children of mothers with BPD may be at risk of emotional dysregulation and Disorganized Attachment which are in turn risk factors for BPD. Among these dyads, 14 in the BPD group and 13 in the control group were followed up until school age. We will present longitudinal results of this subgroup including interactive micro-analysis, attachment status using the Strange Situation Procedure and toddlers attachment and quality of emotional regulation using the Attachment Story Completion Task. Impact on therapeutic management will be discussed.

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Interaction of borderline mothers and their three month old infants: differences in the interaction depending on the infant's gender Garez Valrie, Genet Marie-Camille, Valente Marina, Devouche Emmanuel, Apter Gisle

ERASME HOSPITAL, Unit de recherche RePPer, Unit PPUMMA, 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. Infants regulatory efforts are visible through dysregulated behaviors. Among these dyads,interaction of 49 dyads in the control group and 19 in the BPD group were compared. Behavioral interactions differ qualitatively and quantitatively depending on the infant's gender within the control group. On the other hand, these differences were not of the same order within the BPD group. Longitudinal study of mothers depression during the first three years of the childs life Scarano de Mendona Julia , Raad Bussab Vera Slvia, Kiehl Lucci Tania , Siqueira Jos

Universidade de So 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, especially those conducted in adverse social conditions, show a higher prevalence (Halbreich&Karkun, 2006). In Brazil, PPD prevalence varies from 8% (Moraes et al., 2006) to 37.1% (Cruz et al., 2005), depending on social class. However, few PPD studies are longitudinal and also consider prior episodes of depression. The present study is part of a larger longitudinal research project on the origins and consequences of PPD in low-income Brazilian families. Our objective is to estimate mothers depression prevalence at different moments during the first three years of the childs life considering prior episodes of depression. Four hundred mothers (mean age=25.2; range=13 to 43) answered the Brazilian version of the Edinburgh Postnatal Depression Scale when the child was 3, 8, 24 and 36 months old. Mothers were considered depressed when they scored 12 points or more. Mothers also answered questions about prior episodes of depression. Results show that in the absence of prior depression episodes, the prevalence rates at 3, 8, 24 and 36 months were 19%, 19%, 16% and 17%, respectively. In the presence of prior episodes of depression, the prevalence rates were 48%, 52%, 25% and 38%, respectively. Anovas comparing prevalence rates between mothers with and without previous depression yielded significant results. Mothers with previous depression episodes showed higher prevalence rates than mothers without previous depression at 3 (F(1,129)=13, p<0.001) and 8 months(F(1,90)=10, p=0.002). Discussion centers on the impact of prior episodes of depression on PPD, on the relation between PPD and mothers later depression, and on the impact of mothers depression on the childs development. Effects of maternal depression on motor development of children at 12, 24 and 36 months of age: a longitudinal study de Lima Salum e Morais Maria1, Kiehl Lucci Tania , de Oliveira Siqueira Jos2, Otta Emma2
1 2

Health Institute - So Paulo, SP (Brazil) So Paulo University (Brazil)

Although many studies about the effects of maternal depression on childs development have found negative influences, the results are not unequivocal. Among the factors mentioned as responsible for the variation in the results, there are: effects of depression prior to the pregnancy, time of incidence, and duration of depressive episodes. Longitudinal studies are more adequate for testing the effects of timing of depression. This longitudinal study aimed to verify the influence of mother's depressive state evaluated before delivery, at the 4th month after delivery, and at 8th, 24th, and 36th month of child's life on childs motor development milestones at 12, 24, and 36 months of age. 105 mother-baby dyads, residents of lower middle-class districts of the city of So Paulo, Brazil, participated in the study. Mothers were interviewed during pregnancy, and at 4th, 8th, 12th, 24th, and 36th month of child's life. Women with scores greater than 12 in the Edinburgh Post-Natal Scale were considered depressed. Childrens motor development was evaluated through indicators of development expected for their age, extracted from Denver and Gesell-Amatruda scales. Cross-Lagged Panel Correlation Analysis was used to estimate the effects of different periods of depression on each other and on childs motor development. Results revealed influence of previous depression on depression measured at the 4th month after delivery; of this one on that evaluated at 8 months after babys birth, and so on for the following periods. Effects of previous depressive episodes on baby's motor development at all ages were observed. The study reaffirms the importance of early detection and treatment of maternal depressive episodes to prevent negative consequences for mothers well-being and for childs development. Infant and toddlers developmental problems and health resources: The Portuguese reality Tendais Iva1, Costa Raquel1,2, Pacheco Alexandra3
1 2 3

University of Trs-os-Montes e Alto Douro Vila Real (Portugal Universidade Europeia | Laureate International Universities (Portugal) ISS, IP; 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. In other countries, 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., 2007). In other studies, similar rates of 16.2% (Egger & Angold, 2004) and 12.1% (Lavigne et al., 1996) were reported. 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, 2006). In Portugal, the National Commission for the Protection of Child and Youth at Risk 2009 report (CNPCJ, 2009) has indicated that 67117 children were protected by the CNCPJ. The causes are mainly associated with parental mental health problems, alcohol consumption and drug addiction. But a major problem is that only a third of these children receives

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help before the age of 5. To make treatment of these children as effective as possible, more exact knowledge about the course of developmental difficulties is needed as well as about how mental disorders may be detected. Environmental factors such as prenatal alcohol abuse, drug and tobacco consumption and parental psychopathology, were found to have adverse effects on fetal and neonatal development (Alvik, 2006; OCallaghan, 2009). According to some authors, the simultaneous exposure to several risk factors increase the odds of developing psychiatric disorders (Rutter, 1979), and are predictive of cognitive difficulties and decreased mental health outcomes, competence and social adaptation (Rutter, 1979). The aim of this presentation is to provide data on rates of developmental problems in Portuguese infants and toddlers, associated risk factors and help seeking rates for early childhood mental health problems.

TS3.2 MATHEMATICAL SKILLS

Chair: Donna Berthelsen Queensland University of Technology Kelvin Grove (Australia)

16:30-18:00 | Room 321 Amphiple

Number line estimation: Analysis of mental representation in conjunction with childrens self-reported strategy White Sonia, Walker Susan, Berthelsen Donna

Queensland University of Technology Kelvin Grove (Australia)

Number line estimation is a core aspect of childrens early development of number sense. Number line estimation tasks are seen as mechanisms that link external representations and internal (mental) representations of number. Cognitive researchers (e.g. Ebersbach et al., 2008; Siegler & Booth, 2004) have previously examined the development of numerical estimation with children. These studies have typically focused on modelling mental representations using generalised linear and logarithmic models. Research by Barth and Paladino (2011) argued that number familiarity and mental division (i.e. strategy) influence child understanding for different number magnitudes. The potential for strategy to be an underlying mechanism for accurate number estimation needs further investigation. Previous studies (e.g. Barth & Paladino, 2011) did not incorporate self-reported strategy. The present study investigates self-reported strategy in conjunction with mental representation in number estimation. This is a significant contribution to understand childrens strategies as influential mechanisms in the development of mental representation. Participants were male students in Year 5 of school with an average age of 10 years. Study 1 (n = 32) involved 0-100 and 0-1000 number lines. These number line magnitudes revealed mental representations that were best depicted via linear models and similar self-report strategies were reported. To increase the likelihood of observing variability of mental representation and strategy, Study 2 (n = 33) incorporated 010,000, 0-100,000 and 0-1 number lines. Individual data from Study 2 revealed greater individual differences, with evidence of both logarithmic and linear representations. The self-reported strategies were particularly revealing of participants misconceptions. Findings demonstrate the complex interplay between external and mental representations of number. How teachers facilitate the association between the external and mental representation, and the overt teaching of numerical strategy for number estimation, is an important direction in future research.

Developmental trajectories of childrens knowledge of essential and non-essential counting features Escudero Ana, Rodrguez Purificacin, Lago Oliva, 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, 1984; Kamawar et al., 2010; Rodrguez, Lago, Enesco & Guerrero, 2012). Nevertheless, as a consequence of the cross-sectional nature of the vast majority of those studies, little is known about the developmental changes in childrens ability to correctly identify essential and non-essential counting features, both between and within individuals. Precisely, this is the main aim of the current research. We carried out a 3-year longitudinal study in which 24 Spanish children - aged 5-to 6-year-olds (Time 1), 6-to 7-year-olds (Time 2) and 7-to 8year-olds (Time 3) - participated. By means of a computer-presented detection task, in every measurement occasion children watched a character performing several counts. The counts the character made could be: Correct-conventional (included as control trials), erroneous and correct-unconventional or pseudo-errors (with or without statements of the cardinal value of the sets). Children had to judge the correctness of the characters performance and justify their responses in all cases. 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, regardless their age; (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. In general, the group analysis showed that childrens performance improved with age but this result was qualified by the within-subjects analysis. Specifically, children were found to differ from each other on their shape and rate of growth. To conclude, the longitudinal design of this research highlights the importance of individual differences in the developmental trajectories of childrens comprehension of essential and non-essential counting features.

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Spontaneous focusing on numerosity and the development of mathematical skills in kindergarten Poltz Nadine1, Quandte Sabine1, Wyschkon Anne1 , Hannula-Sormunen Minna2, von Aster Michael1,3, Esser Gnter1
1 2

University of Potsdam, Department of Clinical Psychology/Psychotherapy (Germany) University of Turku Department of Teacher Education (Finland) 3 Clinic for Child and Adolescent Psychiatry, DRK Kliniken Berlin Westend (Germany)

Children differ in how much they spontaneously focus on numerical aspects (SFON) of their environment. This spontaneous tendency has been found to correlate with counting skills in kindergarten and arithmetic achievement in second grade. In addition SFON seems to be a predictor of later arithmetic skills. We examined whether such a relationship can be found with quantity skills as well and whether this relationship is explained by working memory. 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. SFON tendency, nonverbal and verbal IQ and working memory abilities (phonological loop, visual spatial sketchpad and central executive) as well as mathematical precursors (counting, reading number symbols, simple addition and subtraction, subitizing, nonsymbolic number comparison and contextual estimation) were tested individually. Two factors were developed by factor analysis based on the assessed mathematical precursors. Results showed significant relationships between SFON and counting and number knowledge (factor 1) and quantity knowledge (factor 2). This relationship remains significant after control for childrens verbal and nonverbal IQ, age and working memory abilities. Hence we provided a further argument for SFON as an prerequisite for mathematical skills.

Seeing when manipulating enhance action-specific effects on children object categorization Ambrosi Solne1,2,Bonthoux Franoise1, Marques Frederico2
1
2

Laboratoire de Psychologie et Neurocognition, 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, 7, and 9 years. 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. In the training phase, they either grasp spheres (grasp group) or push them to see them roll (push-and-roll group). 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. Congruent objects were either graspable (i.e. objects that could be identically grasped but not pushed) or rollable objects (i.e. objects that could identically roll when pushed, but not be grasped). Children from the grasp group were expected to focus on the volumetric properties of the spheres and to choose more often graspable objects. Alternatively, 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. In addition, vision plus manipulation training provides visual and motor information that are congruent after grasp but incongruent after pushand-roll, whereas blindfolded training provides only motor information. Thus object choices should differ across action type and training condition. At 5 and 7, choices are more accurate in the vision plus manipulation than in the blindfolded training condition. At 9, 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 study importantly shows that motor cues alone are not sufficient to compute objects similarity, and that action-specific effects on object categorization improve with ages.

Space or Physics? Two-and-a-half year-olds Use Physical Reasoning to Solve a Non-Tool-Using Trap Problem Seed Amanda1, Call Josep2
1
2

University of St Andrews (United Kingdom) Max Planck Institute for Evolutionary Anthropology Leipzig (Germany)

By 3 years of age, children can solve action tasks involving physical principles, e.g. inferring the final location of a ball rolled down a ramp behind an occluder, by the position of a partially-visible solid wall (Berthier, DeBlois, Poirier, Novak, & Clifton, 2000; Hood, Carey, & Prasada, 2000). However, is success in such paradigms is due to the implementation of physical or spatial reasoning (e.g. the properties of the wall or merely its location in relation to the ball)? We aimed to tease apart these alternatives. In the first experiment we found that three out of eight 2 and all of eight 3 year-olds, but no 2 year-olds ( half male, +/-2 months), solved a series of configurations of a trap-box task that required them to use the principle of solidity flexibly, depending on whether an object played the role of a supporting surface or a barrier. We argue that this performance requires integrating spatial and physical information. In Experiment 2 we found that a group of 2 year-olds tested on this problem with a tool performed worse than those tested without one, implicating cognitive challenges associated with tool use per se. In Experiment 3 a covered version of the task provided the same visual cues but hid their functional relevance. None of 8 2 , 3 and 4 year-olds solved this task, though they all solved the uncovered one, reinforcing the case for the use of physical knowledge rather than spatial location of a perceptual cue in the transparent task. Only around half of the 5 s and 6 s tested solved the covered task. The use of arbitrary cues with no obvious causal relevance to the task therefore emerges much later in development.

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TS3.3 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, Francis Brian2, Aydin Ezra1, Mason James1, Schaal Benoist3
1
2

Durham University (United Kingdom) Lancaster University (United Kingdom) 3 Universit de Bourgogne (France)

Background: Research suggests that fetuses open or close their mouth in relation to directed movements (e.g. Myowa-Yamakoshi & Takeshita, 2006) but it is unclear whether mouth opening anticipates the touch or is a reaction to touch, 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. 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. Participants: Fifteen healthy fetuses, 8 girls and 7 boys, underwent four additional 4-D scans at 24,28,32 and 36 weeks gestation. 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. Furthermore, results indicated a significant increase in the proportion of anticipatory mouth movements before touching increasing by around 8% with each week of gestational age. Additionally there was a decrease in the proportion of reactive mouth movements decreasing by around 3% for each week of gestational age. Discussion: Results of the prenatal development of "anticipation" are discussed in terms brain maturation. May I have your attention, please? Attention skills of moderately preterm and term born toddlers de Jong Marjanneke, Verhoeven Marjolein, van Baar Anneloes L.

Utrecht University (The Netherlands)

Background: Moderately preterm children have more attention and concentration problems than term born children at school age (7-9 years; Van Baar et al., 2009). Earlier recognition of attention difficulties may provide important intervention possibilities, as the first years of life are important in the development of attention (Ruff & Rothbart, 1996). Therefore, Eye Tracking technology was used to examine functioning of three attention systems (i.e. orienting, alerting and executive attention, (Posner & Petersen, 1990)) in 18-month-old moderately preterm and term born toddlers. Method: 127 moderately preterm and 104 term born children are followed with three waves of data collection at 12, 18 and 24 months of age. At 18 months of age, four eye tracker tasks are administered to assess attention capacities of the children. Currently, data are available of 104 moderately preterm (gestational age: M = 34.8 weeks, SD = 1.3; birth weight: M = 2615 grams, SD = 513) and 94 full term children (gestational age: M = 39.5 weeks, SD = 1.0; birth weight: M = 3589 grams, SD = 462). Results: Preliminary findings show differences on sustained attention, with moderately preterm children showing less sustained attention during the tasks than term born children. No differences were found for orienting and executive attention. Conclusion: Already at 18 months of age, differences are found in the ability to sustain attention between moderately preterm and term born children. Relations with neonatal, child and parental characteristics and later developmental outcomes are currently being investigated. The preliminary findings show that moderately preterm children need attention! Neurobehavioral, 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, single room NICUs for the care of high risk newborns. However, very few studies to date have attempted to measure these outcomes within a randomized design. 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. 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. 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, necrotizing enterocolitis rate, 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)). The NNNS examines the neurobehavioral organization, neurologic reflexes, motor development, 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. Measures of parental involvement, parental stress, depression and quality of life are also reviewed. In addition to quality improvement initiatives, this study will have implications for the future design of NICUs as well as interventions to improve developmental outcomes.

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Emotion regulation abilities in young extremely preterm children: a follow up study Barisnikov Koviljka1, Lejeune Fleur1, Martine Emmanuelle1, Bickle-Graz Myriam2, Hppi Petra S.3,Borradori-Tolsa Cristina3
1

Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, (Switzerland) Follow-up Unit,Clinic of Neonatology, University Hospital, Lausanne (Switzerland) 3 Division of Child Development and Growth, Department of Pediatrics, University Hospital, Geneva (Switzerland)
2

Background: Socio-emotional difficulties seem to persist throughout childhood and adolescence in preterm children. Studies using questionnaires revealed that in the first years of life preterm children are more negative in mood, more distractible, less adaptable, and present fewer regulatory abilities. We aim to study the development of emotion regulation abilities and regulatory strategies in young extremely preterm children (EPTC), using experimental tasks. 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. Their emotional abilities were assessed with 3 episodes of LAB-TAB eliciting different emotions: Puppet game (joy); Toy behind barrier (anger); Unpredictable mechanical toy (fear). Emotion regulation measures for each variable of the different episodes were calculated for mean intensity and peak intensity. Duration and type of regulatory strategies were coded (looking away, seeking help or comfort, etc.). Results: results indicated persistent emotional regulation difficulties in EPTC at age 12 and 24 months. They showed a significantly higher reactivity with less emotional regulation in response to anger-eliciting situations compared to their term-born peers. In contrast to the literature, preterm children exhibited high positive motor actions (e.g. applauding), showing greater excitement during the episode eliciting joy. EPTC demonstrated less varied and less frequent strategies during episodes eliciting anger. Conclusion: Results indicated that EPTC have early disturbances in emotion regulation abilities compared to full term children. At 12 months they demonstrated a smaller number of strategies overall. Although these strategies increased significantly at 24 months of age, this population remains less effective in regulating negative emotions, compared to full term children. This experimental procedure could be useful for the early detection of children at risk for later socio-emotional difficulties and behavioral problems.

TS3.4 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

Universit Catholique de Louvain Brussels (Belgium)

Background: The attachment proves for the child the need of a presence and a physical and psychic protection. It contributes to the development of social and emotional skills. However, the link between attachment, cognitive and physical development remains to be established. 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. Materials and Methods: 84 participants, aged 4 to 7 years, 42 abandoned children placed in institutions and 42 children living in families. The evaluation focused on the quality of attachment, cognitive performance and physical development of these children. Instruments: Attachment Story Completion Task (ASCT), Raven's Colored Progressive Matrices (CPM) and Growth vision. The Students t-test was used for comparing the quality of attachment, cognitive performance and physical development of the children. Results: ASCT: Secure attachment was found more frequently among children living in families (66.7%) than in institution (33.3%). CPM: Children living in family obtained a higher mean value (19.3) than children living in institutions (13.3). Moreover, for children with secure attachment, the mean value at the CPM, and the weight for height ratio were respectively 21.1 and 85.3% in family and 16.8 and 77.4% in institutions. However, despite the quality of attachment, the mean values obtained in family were greater than those obtained in institutions. Conclusion: These results suggest that the development of the child, both cognitive and physical depends on the quality of attachment. Life in family gives better potentialities than life in institution regardless of the quality of attachment. Mothers experiences of stillbirth and their relationship with their living infant Budak Ayse Meltem Ustundag , Harris Gillian , Blissett Jackie, 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. 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, 2000) with increased psychopathology (Hughes, Turton & Evans,1999) disorganised infant attachment in subsequent infants and increased vulnerability for mental health problems (Hughes et., all 2001). More recent studies have also emphasized the impact of a loss of an infant on the subsequent parenting of mothers (Warland, 2010) and indicated a paradoxical patterns in their parenting styles. However, this emerging literature requires further research in order to understand the factors that may be affecting a mothers relationship with the subsequent infant, with the inclusion of parenting experiences. Therefore, this study investigated stillbirth experience of mothers and their relationship with their subsequent infant from their written accounts. A qualitative design was chosen to focus on individuals responses to trauma as discussed by Bonanno (2004).

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An IPA analysis of 6 womens accounts presented 11 sub themes, grouped under three broad areas : Broken Canopy, How This Happened and Continuing Bonds. Findings revealed an ongoing process where women accepted a new world view, re-evaluated the existing self and others view, and established relationships with the deceased and living infant simultaneously. Findings of the study also highlighted the coexisting experiences of mothers from conception to present dead and live baby; joy & grief; betrayal & fruition , and identified dilemmas such as the broken sequel of birth -> death and seeing & holding their stillborn. In addition, such experiences had an influence on subsequent parenting . Faced dilemmas are also discussed in terms of their implications for psychopathology (e.g. PTSD) and complicated prolonged grief. Practice guideline about problematic attachment relationships for workers in Child Welfare services de Wolff Marianne S.1, van Bakel Hedwig J.A.2 Klein Velderman Mariska1
1 2

TNO Child Health, Leiden (The Netherlands) Tilburg University (The Netherlands)

Nowadays, much is known about the development and relevance of attachment relationships between caregivers and children. However, this scientific knowledge hardly found its way to the practice of child welfare. For instance, decisions to place a child in foster care are insufficiently based on sound attachment theoretical knowledge. In 2005, the AACAP presented a practice parameter about attachment disorders that is applicable to the American setting. In accordance to this parameter, we adapted and developed a guideline with a broader focus on problematic attachment relationships, that is applicable to Dutch Child Welfare services. Children with problematic attachment relationships suffer from insecure attachment to their caregivers, broken attachment, or even Reactive Attachment Disorder (RAD). The following issues were addressed in this guideline: a) how to identify children in welfare services with problematic attachment relationships, b) how to support these children and their parents, and c) what are evidence-based attachment interventions. Professionals at all levels in child welfare services should commit to identify problematic attachment behaviors in children they care for. Recommendations are given how a problematic attachment relationship can be adjusted to a more secure relationship, by supporting the caregiver to respond in a sensitive way to the child. We also developed a roadmap for behavioral scientists in child welfare services how to treat caregivers and children with problematic attachment behaviors. Finally, we described attachment-based interventions and treatments that are evidence-based in the Netherlands. The guideline will be tested in three child welfare services in the Netherlands. In the presentation we present our tools to identify problematic attachment, to support children and parents, and the roadmap to achieve good treatment of problematic attachment relationships in Child Welfare services. The future of adopted children at adolescence: The influence of vulnerabilities in the triad adopted child/ adopting parents Vinay Aubeline, 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 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. 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. The question of the parents vulnerability will be evaluated. A specific attention will be paid to the representations of adopting parents in regard to the adopted children during this crucial period. 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. 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. This research is about families that have a teenager between the ages of 14 to 18 that show or not behavioural disorders of attachment. Two panels of at least sixty teenagers each will be set up: one with teenagers living with their biological family, the other group with teenagers living with an adoptive family. The various tools will test the strategy of attachment of the different family members, the teenagers selfesteem, the parental stress, the behavioural difficulties of teenagers, different parenting skills, the parenting representations. A questionnary on the conditions of adoption will complete the investigation in the case of adopting families.

TS3.5 BULLYING AND VICTIMIZATION

Chair: Claire Fox Keele University (United Kingdom)

Reciprocity between Humour and Peer Victimization Fox Claire1, Hunter Simon2, 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, and involves complex interpersonal and group dynamics. Humor can strengthen and develop relationships, but is likely to require a supportive interpersonal and social context for positive forms to develop. Peervictimization endangers such development, and provides a useful context within which to evaluate humor development. Among adolescents (Fox et al., in press) there are four main humor styles, two are adaptive (affiliative and self-enhancing) and two are maladaptive (aggressive and

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self-defeating). 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. They further suggested that victims may internalize bullies negative comments, leading to a self-defeating humor style. Furthermore, self-defeating humor is considered to reflect an underlying neediness and low self-esteem. Given that low self-regard has been identified as a risk factor for peer-victimization (Egan & Perry, 1998), a vicious circle between self-defeating humor and peer-victimization may develop. The present study applied a cross-lagged panel design to begin disentangling directionality in the relationships between humor and victimization. Overall, 1,235 young people aged 11-13 years from six secondary schools in England provided self-reports of direct and indirect victimization, and of their humor styles. These were completed at the beginning and end of the school year. Using AMOS 20.0, a full cross-lagged model was tested. The model displayed acceptable fit, CMIN/DF = 2.040, CFI = .907, RMSEA = .029. Indirect victimization was found to predict an increase in young peoples use of self-defeating humor. Humor did impact upon later victimization with self-defeating humor leading to an increase in both direct and indirect peer victimization. The implications of these results for theory relating to humor and victimization are discussed. Bullying, victimization and internalizing problems: a revised interpretation of their relationship. Phedonos Phedi

University of Cyprus Nicosia (Cyprus)

Research has shown positive relationship between both bullying and victimization. However, the direction of this relationship cannot be determined, since the majority of the relevant studies are cross-sectional. Comparatively few studies have examined the longitudinal relationship between the aforementioned variables and their conclusions do not seem to be in agreement. The results of a short-term longitudinal study meant to investigate the possible reciprocal relationship among bullying, victimization and childs internalizing problems, are presented and discussed in this context. For this purpose, a cross-lagged model is developed, which assumes a reciprocal relation among the three. Variables are measured twice in a six month period of time, whereas the sample of the study consists of 701 students aged 9-12 years old (forth, fifth and sixth level) of seven public primary schools in Cyprus). Data are collected through Likert type questionnaires by both parents of the participants. The present study results in correlations among bullying, victimization and internalizing problems, however no directional influences were found. Conclusions suggest a multi-factorial approach of thinking, investigating and interpreting the relationship between these variables. An examination of parenting characteristics in bullies, 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. The sample included 500 children and pre-adolescents and their mothers. Children and adolescents completed the Bullying and Victimization Questionnaire and the Parental Authority Questionnaire. Mothers completed the Conflict Scale, and the Major Depression Inventory. Participants have been classified in various bullying engagement categories as bullies, victims, aggressive victims and uninvolved. Results showed that authoritarian parental style predicted bullying behaviour whereas permissive parental style predicted victimization. Also, motherchild conflict was a significant predictor of bullying behaviour. Similarly, mothers depression predicted bullying behaviour. In sum, the present study addresses questions about family dynamics in childrens involvement in bullying. 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. The role of interpretation biases in online and offline peer victimization Sumter Sindy1, Baumgartner Susanne1 , Valkenburg Patti1 , Peter Jochen1, 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, including social anxiety. With youth spending an increasing amount of time on the internet, peer victimization also takes place in this new social arena. Evidence is emerging that both offline and online peer victimization can lead to social anxiety. However, we do not know which underlying mechanism links peer victimization to social anxiety. In the current study we investigated the role of social information processing as one possible mediator, specifically interpretation biases. A questionnaire was administered to 1,124 primary and secondary school students. The questionnaire included measures of peer victimization, both offline and online, social anxiety, and cognitive processing of social situations. We investigated the relationship between offline and online peer victimization, and conducted meditational analyses with Process to test whether the relationship between peer victimization and social anxiety was mediated by interpretation biases. For todays youth their online and offline social worlds are increasingly intertwined. Youth who were victimized offline were also more likely to be victimized online, and both types of peer victimization were related to social anxiety. Furthermore, we showed that the effect of online and offline peer victimization on feelings of social anxiety is mediated by interpretation biases of social situations. Victims of peer victimization reported more negative and less positive interpretations of ambiguous social situations. In line with previous studies these biases were related to higher levels of social anxiety. As both offline and online peer victimization were related to interpretation biases, we expect that offline and online victims could benefit from cognitive bias modification training. 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.

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Characteristics of bullying-like behavior among young children in South Korea Lee Seung-ha1, Smith Peter, K2., Monks Claire, P3.
1 2 3

Chung-Ang University, South Korea Goldsmiths University of London (United Kingdom) University of Greenwich (United Kingdom)

Bullyinglike behaviours among young children are differently characterized from those of older children. They tend to be less stable over time and are more overt than covert forms of aggression. Also, depending on informants, the behaviour can be judged differently. Our aims were to investigate bullying-like behaviours in young children from multiple perspectives, stability over time and relationships between likeability (peer acceptance/ rejection) and bullying roles. This study differentiated bullying roles into bully, victim, and two types of defender (defender-stop, defender-tell). 95 children in 3 South Korean preschools were examined for bullying roles (bully, victim, defender-stop, defender-tell) using a cartoon task. Multiple informants (peer, self, teacher) nominated roles in four types of aggressive behaviours (physical, verbal, social exclusion, rumour spreading). Bullying roles and likeability were measured twice, two months apart. Results showed that physical and verbal aggression were more likely to happen than social exclusion and rumour spreading; however children tended to report themselves as victim and their peers as aggressors: this tendency was very prominent for social exclusion. The aggressor role was most stable in peer and teacher reports, but defender-stop role was most stable in self reports. Children in the defender-tell role were less accepted than children who were in the defender-stop role; reasons for this are discussed in terms of peer acceptance and cultural differences. Implications of the findings are considered in terms of more differentiated assessment of the defender role; design of interventions at this age range; and how these might be influenced by specific cultural context, as in South Korea.

ROUND TABLE
RT1 TRANSLATING DEVELOPMENTAL PSYCHOLOGY INTO PRACTICE: CHALLENGES IN PREVENTION AND CLINICAL INTERVENTIONS 18:15-18:45 | Room A Amphiple Chair: E. 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. This is a new paradigm that complements, rather than opposing, basic research and applied research, bringing both towards a shared goal of improving the condition of children and adolescents in the course of development. Several studies are now recognizing different levels and processes of translation ranging from the classical translational chain (from basic research to intervention evaluation), to the attention to the bidirectional influence between research and practice, to testing promising interventions in the community, and to how to best communicate scientific evidence to the public (Guerra, Graham and Tolan, 2011). The translational approach is strongly intertwined with the methodology of evidence-based interventions and projects, an approach for the evaluation of the efficacy and efficiency of projects with references to international standards. Moving from different areas of interventions (from school to family , from prevention to clinics) participants will address several issues such as: 1) challenges in designing and evaluating the interventions, 2) issues related to define and to follow the samples ; 3) translation of a trial carried out under experimental conditions in a large scale evidence-based trial; 4) identifying the "core components" of evidence-based intervention programs, and how to validate them in replication trials; 5) translation and adaptation of specific projects in different cultures, 6) providing advocacy guidelines based on evidence based studies. The round table discussion will address these relevant issues in an emerging area of research in developmental psychology. Participants are: Ersilia Menesini (University of Florence, Italy) (chair), Christina Salmivalli (University of Turku, Finland), Maria Jos Rodrigo (University of Laguna- Spain), Christiane Spiel (University of Vienna, Austria), Tina Malti (University of Toronto, Canada) and Ayala Borghini (University of Lausanne, Switzerland).

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POSTER EXHIBITIONS
PE2.1 FAMILY RELATIONS 13:30 - 18:00 | H3 Amphiple Hall Adolescents Psychosocial Development: A Profile Study Karaman Guney Neslihan1, Cok Figen2
1 2

Baskent University (Turkey) TED University (Turkey)

The purpose of this research is to investigate the levels of identity, peer relations, attachment towards parents and emotional autonomy and their relationship with demographic variables (gender, parental characteristics, regional differences and school types). The study is in the realm of quantitative research. 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. Data based on total 6061 adolescents from various provinces are expected to provide a wide perspective. This profile study is descriptive. Short Form of Inventory of Parent and Peer Attachment (SFPPAI), Extended Version of Objective Measure of Ego Identity Status (EOMS-EIS), Emotional Autonomy Scale (EAS), and Friendship Qualities Scale (FQS) were used for data collection. For data analysis descriptive analyses such as frequencies, percentages, and means were used. For profile study various variables explaining psychosocial development, a model was suggested utilizing structural equation modeling. According to the model, the identity variable is explained through three variables being emotional autonomy, parental attachment and peer relations. To sum up, the findings showed that there are differences in terms of region, school type, family structure and gender within the context of identity development, emotional autonomy, parental attachment and peer relations, which is thought to be related with parents different styles of child rearing, their local cultures and adolescents gender characteristics. Parenting styles, rejection sensitivity, aggression and psychological distress in late Childhood and early adolescence Akinsola Esther, Goma Ruth, Adedeji Olufolakemi

University of Lagos (Nigeria).

Childrens 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, teachers and parents are pronounced, and can significantly influence their psychological adjustment. An attempt is made in this study to examine the relationship between parenting styles, rejection sensitivity, aggression and psychological distress of some children in late childhood and early adolescence. In doing this some children in excess of 400 aged between 9 and 15 years responded to measures on parenting styles, rejection sensitivity, aggression and psychological distress. Emerging results tend to indicate that those children who are highly rejection sensitive reported higher levels of aggression and psychological distress. In addition there appear to be a significant relationship between parenting styles and the other variables investigated. These results are discussed within the existing literature on the relationship between the variables studied. Predicting Quality of Social Adaptation by Preschoolers Self-regulation, Temperament, and Parenting Stress Chen Chia-Wei, Ni Yung-Shiuan, Ko Cheng-Hua, Chou Yun-Shiuan, Hu Jon-Fan

National Cheng Kung University, Department of Psychology (Taiwan)

The present research aims at exploring factors that contribute preschool childrens quality of social adaptation. Three major predictive factors for examining preschoolers general social interaction performance examined include temperament, self-regulation, and parenting stress. Previous literature indicates that temperament can be viewed as the clay of personality shaped by life experience and self-regulation may predict preschool childrens externalizing/internalizing behaviors. Furthermore, parenting stress, rather parenting styles, could lead to early social maladaptation according to the assumption proposed by Abidin and Loyds (1985) study. Thus, it was hypothesized that the quality of childrens social adaptation should be impacted by the three predictive factors. Preschool Self-Regulation Assessment (PSRA), TABC temperament questionnaire, 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. Ninety 6-year-old kindergarten children joined the study and their teachers and parents completed the questionnaires. The findings showed that (1) self-regulation is a better factor than temperament for predicting social adaptation, (2) parenting stress is negatively related to self-regulation, and (3) there are different influences of temperament type on childrens social adaptation. The results indicate that self-regulation, temperament, and parenting stress possess different effects on early social adaptation and all of the factors should gain more attention by educators, teachers, and parents since they might play a crucial role of mediating the social development. Identity and Academic Motivation in Emerging Adults: The Moderating Role of Perceived Parental Psychological Control Cannard Chistine, Lannegrand-Willems Lyda, Safont-Mottay Claire, dAubigny Catherine

LPNC (CNRS UMR 5105) Grenoble 2 University (France).

The beginning of university is a transition in the development of self-reliance and autonomy from parents (Bucx & Van Wel, 2008). Emerging adults, who want to be independent, are highly engaged in the process of parental relationship renegotiation (e.g. Laursen & Collins, 2009).

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Indeed, family relationships have to be both individuated, encouraging adolescents to develop their own point of view or autonomy, and connected, providing a secure base from which they can explore the social word (Cooper, Behrens &Trinh, 2009). But the need for autonomy can be frustrated by psychological control (Soenens & Vansteenkiste, 2010), identity exploration can become too distressful for emerging adults (Luyckx et al., 2008) and high levels of anxiety can impair their academic motivation (Burge & Heath, 2008). The purpose of the study was to explore the potential role of the two domain-specific expressions of psychological controlDependency (DPC) and Achievement (APC) defined by Soenens, Vansteenkiste and Luyten (DAPCS, 2010) - as moderators in the relationship between identity dimensions (DIDS, Luyckx et al., 2008) and academic motivation (EME-U28, Vallerand, et al., 1989). Based on the self-determination theory (SDT, Deci & Ryan, 1985), we hypothesized that identity served as predictor of academic motivation, and perception of parental psychological control would be a moderator in this relationship. Participants were 1065 French undergraduate students (M age=18.99, SD=1.32; 71.9% women). First, our analyses showed significant correlations between dimensions of identity and types of motivation. In a way to test the existence of some moderating role of perceived parental psychological control, we added an interaction term between parental control (DPC and APC) and identity in the multiple regression model, linking motivation and identity. Our preliminary results show a limited number of significant moderating effects, depending on the types of motivation as well as on the identity dimensions. 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, 2009 et al.). 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, using longitudinal data. Method : Global self-worth was the degree to which the adolescent likes oneself as a person and is happy with oneself. Responses ranged from 1 to 6, with higher scores indicating more positive self-evaluations. Parenthood was assessed attachment and harshness. Peer was assessed attachment and anxiety for relationship. Responses ranged from 1 to 6. The questionnaire was administered at three different times, repeatedly. Time1 was in September 2002, when the participants were in the second term of the seventh grade. Time2 was in September 2003, during the second term of eighth grade. Time3 was administered in October 2004, during the second term in ninth grade. The analyses reported here are based on 419 junior high school students (184 males and 235 females). Results and Conclusions: Main results were as follows. (1)Results suggested that there were declines in global self-worth during early adolescence. Females had a more negative global self-worth than males. (2) For females, attachment to parents and anxiety for peer relationship influenced global self-worth during early adolescence. But attachment to peers influenced global self-worth in seventh grade (Time1) only. (3) For males, attachment to parents influenced global self-worth during early adolescence. But attachment to peers influenced global self-worth in ninth grade (Time3) only. It is suggested that peer relationship became important to global self-worth during early adolescence. Mutual development as resource for partnership satisfaction in long-term marriages Humbel Andrea, Hutchison Sara, Perrig-Chiello Pasqualina

University of Bern (Switzerland)

Due to the increase in life expectancy, couples are now faced with a longer potential common life span than ever before. The aim of this study is to investigate predictors of long lasting marital relationships, in particular partners support for mutual development. In the mainstream of research there is a tendency to view marriage from the point of dissolution and relationship break down. 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. Despite the reality that marriages could last for decades, most research in this field has been carried out with younger individuals, with a shorter time of shared biographies. We report data from an Individual Project (IP12 vulnerability and growth: Partnership in the second life half challenges, losses, and benefits) of the NCCR-LIVES, supported by the Swiss National Science Foundation. The sample consists of 494 persons (258 women, 236 men) married more than 40 years (M = 50.12 years) and aged between 58 and 89 years (women M = 74.25, and men M = 76.84 years). Analyses comprised multiple regressions and gender comparisons with regard to mutual development, psychological and physical well-being. Findings from multiple regression analyses mainly suggest that spousal support for mutual development significantly predicted marital satisfaction. Results from gender comparisons show that men report significantly higher rates of life satisfaction and subjective health than women, but no significant gender difference was found for marital satisfaction. 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. The implication of these findings for long lasting relationships are outlined and interpreted in regard to existing theoretical frameworks. Consequences for future research are discussed.

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Developmental Dilemmas of People Adopted During Their Adolescence Kalus Alicja

Family Studies, Opole University Department of Humanities, Wroclaw University of Technology (Poland)
Human life involves two types of developmental tasks. The first are normative tasks, occurring throughout the life-cycle of most people. The second are non-normative tasks, which might or might not occur during ones course of life. Adoption and the developmental tasks it involves belongs to the group of non-normative developmental tasks. 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 ones appearance and establishing physical resemblance (DAndrea, 2010; Farri Monaco, Niro, 1999), (b) changes in thought development - a more critical approach to earlier idealistic and romantic aspects of adoption history (DAndrea, Chistolini, 2006), (c) identity development (Erikson, 1968; Grotevant, 2000, 2001), (d) acceptance within the environment (Grotevant, 2001). Researchers in this field - Brodzinsky et al. (1998); Grotevant (2000, 2001) - highlight that incorporating adoption threads into ones history, and thus ones identity, is one of the most important developmental tasks facing people adopted at the stage of growing up. The paper will include results of own studies concerning the shaping of identity among people adopted during adolescence. The studies were of narrative character. They were concerned with three stages of development: (1) The level of self-awareness among adopted people, including the significance of the adoptive status for an adopted person, (2) The family relationship level (adopted people have two families: biological and adoptive) and (3) The level of broader social interactions, connected with the place and role of the respondents in their environment. Educational Styles and Their Impact on Self-Efficacy in Adolescence Krejcova Lenka, 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. In this part of the study we will focus on the impact of the educational styles of parents on adolescents self-efficacy. Self-efficacy significantly characterizes the well-being, quality of life and resilience of an individual. The moderating process of developing it is auto-regulation. We are interested in how these characteristics evolve and change under influence of educational styles of parents during the adolescence. 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. Each dimension observes two opposed components. So the emotional dimension has a positive and a negative component. The educational guidance dimension has two components demands and freedom. The sample consists of 300 adolescents. The educational styles were surveyed via the Questionnaire on family educational styles ( p, Boschek, 1994) based on the nine-field-model. The self-efficacy was observed by Childrens Self efficacy scale (Bandura, 2001) and MALS (Burden, 1998). Outcomes of our study can be used specifically by parents, teachers and other educators in their educational activities when guiding adolescents at this specific developmental stage. Ignoring Childrens Nighttimes Crying: What Is the Role of Maternal Stress, Cultural Norms and Child Characteristics? Orzechowski Monique, Perren Prof. Dr. Sonja

Universitt Konstanz & Pdagogische Hochschule Thurgau, (Switzerland).

Many infants have difficulties falling asleep in their own bed and show prolonged nighttime awakening. Some parents solve these problems by putting the baby to bed, leave the room and not responding to the babys cry or needs until the next morning. This technique is referred as extinction or Cry-out-Method (Mindell et al., 2006). Other parents respond to childrens cry only by a fixed schedule, which is known as graduated extinction or controlled crying (Ferber, 1985; Durand & Mindell, 1990). Several studies have demonstrated the short-term effectiveness of these techniques. However, not much is known about the consequences on childrens emotional development. Even if these behavioral techniques have been recommended to be used as emergency program to protect the childs well-being, not much is known in what type of families these techniques are used and under which conditions. 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, maternal stress and cultural norms to ignoring childrens nighttime crying. A group of 300 mothers is currently being recruited. They complete an online-questionnaire. Mothers report about their childs sleep behavior and sleep interventions for the first years. Child characteristics (difficult temperament) are assessed with the parenting stress index (PSI, Trster). Maternal stress will be assessed with the Parent Stress Scale (PSS, Berry & Jones). Cultural norms are assessed with the scale rigidity (EMKK, Engfer), which includes expectations about crying and responding to childrens needs. Data will be analysed using General Linear Models to compare the relative strengths of effect of the predictors. Results will be discussed regarding clinical implications and future research directions. Three Generational Perceptions of Grandparents Representations in United Kingdom, Italy and Greece Sciplino Carolina, 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, practical and educational support. Children learn and develop attitudes towards grandparents in part through books and media representations. The present study investigates the three generational perceptions of grandparents representations in childrens books in the in the United Kingdom, Italy and Greece A total of 180 participants, 20 children, 20 parents, and 20 grandparents in each country were interviewed while being shown a selection of

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illustrations of grandparents from childrens books (Sciplino et al., 2010). Generational and national differences were found. Grandparents considered the picture of younger grandparents as the best representations, whereas the children more frequently chose the picture of middle aged and older grandparents. By contrast these pictures were viewed by parents and grandparents as stereotyped and not reflecting the beliefs about grandparenthood today. As to national differences, 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. Implications of these different perceptions are discussed.

Sibling Relationships Following Parental Separation/Divorce - A Child-Centred Perspective Hayes Elke

Trinity College Dublin (Ireland)

The current study adopts a family systems perspective to explore the quality of childrens sibling relationships following parental separation/divorce, and the role of siblings in moderating the effects of such family transitions. Divorce research has tended to frame childrens adjustment to divorce as something that is dependent on parental behaviours and conflict, with little consideration given to the role of the sibling relationship in shaping the family context in which an individual childs behavior is regulated. For children experiencing parental separation, a supportive, 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, or by compensating for disruptions in parenting (Jacobs & Sillars, 2012). Overtly negative interactions between siblings have been found to increase in the aftermath of parental separation (e.g. Anderson & Rice, 1992; Hetherington et al, 1999), but it is difficult to know whether such interactions reflect childrens actual feelings or the quality of their sibling relationships as studies in this area tend to be behaviourally-focused and based on adults perspectives. In order to address this gap, the current study seeks to directly examine children and adolescents perspectives of their sibling relationships following parental separation/divorce using multi-perspective narrative inquiry. In particular the nature, type and meaning of sibling support and conflict in these contexts is explored. By recognising childrens agency and by moving beyond a focus on the individual and parent-child relationship, to include other relationships within the family, it is hoped that a more comprehensive picture of the resources and adversities faced by children in these contexts will emerge. Care-givers Use of the Personal Media and Internet as Child-Rearing Hatano Etsuko, Seto Junko

Shirayuri College, 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, density, heterogenity et.al.) of their child-rearing support network. On the other hand, personal networks are influenced by their personal media usage. Thus, in order to construct comfortable environment for child-rearing, it is important to understand relations between their support networks and usage of personal media. 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. Care-givers of the first children aged 0 to 3 years olds from the Tokyo,Kanto regional,Osaka,and Kansai regional area participated in a questionnaire survey (n = 1,648). Most care-givers accessed the internet on a daily basis in order to purchase nursery items, gather information on medical agencies or child-rearing practices such as feeding and weaning. Such frequent usage was differed by their childrens age, especially care-givers with the first child aged 0 year were the higher internet users than other age. Some mothers valued emotional or consultative supporting functions of the internet, while others attached importance to its practical facility. Care-givers in Tokyo were the higher child care support users than other areas. In the present study, the former group of care-givers was called the emotional group , and the latter, the practical group. The care-givers in the emotional group were characterized by the minimal child-rearing support from their husbands, frequent usage of the internet, and preference for online support instead of personal one. Measures to construct more user-friendly internet environments for care-givers were discussed on the basis of the results of this study. These findings show that personal media usage leads to construction of affectional support networks. The Challenge of Having a Challenged Child - Coping Resources and Processes of Parents with a Disabled Child Hellmers Sabine, Greve Werner

University of Hildesheim (Germany)

The needs of disabled children have often been investigated, both from developmental and clinical perspectives. In contrast, the situation of their parents has been largely neglected. However, it is interesting to investigate the developmental and coping regulations of this group for two reasons. First, the confrontation of parents with a disabled child certainly can be viewed as a critical life event that changes their further development. Since this constellation cannot, as a rule, be changed, adaptive reactions (i.e., reactions that accept the current constellation and strive to find meaning and means to cope with it) should prove to be particularly adaptive. Second, there are barely any proposals to support parents of handicaped and challenged children in this respect. In a first cross-sectional study with N = 126 parents, we found a relation between well-being and adaptive coping-ressources such as accommodative coping. Moreover, 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. These results are interpreted within the theoretical framework of the two-process model of developmental regulation proposed by Brandtstaedter and colleagues. The confrontation with unalterable disabilities of ones own child can be understood as a prototypical situation calling for accommodatice coping reactions. If longitudinal data should prove the adaptivity of accommodative reactions, this calls for intervention strategies that strenghten the parents adaptive competencies, which, in turn, should help their children as well.

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The Relationship of Anxiety, Depression and Peer Acceptance among Preschoolers Caki Lara

Faculty of Education, Osijek (Croatia)

Current research examined the relationship of anxiety, depression and peer acceptance among preschoolers. Research included 240 children (125 boys and 115 girls who were five to seven years old) and their teachers. Anxiety and depression of preschoolers are estimated by their teachers by SCBE (LaFreinere i Dumas, 1995). Peer acceptance is measured by Sociometric Peer-rating Scale (Asher et al., 1979). Boys as opposed to girls do not differ in peer acceptance. Results show statistically significant negative relationship of anxiety and peer acceptance. There is significant difference in anxiety between average-rated and low-rated preschoolers, and between high-rated and low-rated preschoolers. There is no difference in anxiety between high-rated and average-rated preschoolers. Results show no statistically significant relationship of depression and peer acceptance.

PE2.2 COGNITIVE SCIENCE 13:30-18:00 | H3 Amphiple 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 childrens ability to recall and plan the order of events by the means of experiment. The way of the experiment was inspired by McColgan & McCormack (2008). But unlike them, this experiment involved self to make children actually experience an event actually. The participants were 66 children (i.e., 27 four-year-olds, 19 five-year-olds, and 20 six-year-olds). In the experiment, 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.e., key) on the way. The item key was used to open only one of the three treasure boxes and wasnt needed at the other boxes. The order to visit the three places including each treasure box was fixed and they always found the lock box in the second station. 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. After that, the children also were asked to plan to not lose it next time. 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, that (2) only six-year-olds explained the plan linguistically with reference to the temporal order, and that (3) there was no significant correlation in their recalling and planning. These results were discussed in terms of temporally extended self (Neisser, 1988), and mental time travel (Suddendorf & Corballis, 1997, 2007). Does the development of Children visuo-spatial working memory influence the development of drawing abilities ? Fastame Maria Chiara

Department of Pedagogy, Psychology, Philosophy University of Cagliari, (Italy)

An emerging body of evidence shows that the development of working memory functions is related to the acquisition of drawing abilities. For instance, assuming a Neo-Piagetian approach, ), Dennis (1987) and Morra et al. (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. Embracing the Continuous Working Memory Model by Cornoldi and Vecchi (2003), 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.e., car and house). Hence, passive and active visuo-spatial working memory functions have been assessed in a sample composed of 96 children aged 7, 11 and 14 years respectively. Results show the existence of a strong relationship between the development of mnestic non verbal processes and drawing abilities. Moreover, 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. Oakes Lisa M.

University of California, Davis (United States of America)

Background: Infants processing of animal images is related to their experience (Hurley et al., 2010; Kovack-Lesh et al., 2008). For example, although 6-month-olds can discriminate individual monkey faces, by 9 months only infants with monkey-face experience show evidence of discrimination (Pascalis et al. 2002; Scott & Monesson, 2009). In previous studies, infants average responding across a series of trials was evaluated. Deeper insight might be gained by evaluating differences in the timecourse of infants responding to faces that are more or less familiar. This was the goal of the present study. Method: We used eyetracking to assess the timecourse of 58 10-month-old infants eye-movements as they viewed pairs of cat, dog, monkey, and sheep faces on a series of 5s trials. We examined infants samples to Area-of-Interest regions corresponding to the top and bottom half of faces. Results: We previously reported that experience with a cat or dog at home influences how 10-month-old infants scan faces with human-like

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configuration (monkeys and cats), but not faces that have less human-like configuration (dogs and sheep) (Hurley & Oakes, 2012). Here we extended these results by examining the timecourse of this preference. We evaluated infants preference for the top half of the face on each sample (60 times per second); preference scores were significantly greater than chance-level (.5) only for infants with pet experience for cat and monkey faces. Ongoing analyses will provide additional understanding into how this preference emerges and changes over the trial. Discussion. 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. Results may help explain how infants, through experience, learn where to look at novel items similar to their experience. Set-shifting during mid-Childhood: The impact of individual differences in trait anxiety and attentional control Mocan Oana1, Stanciu Oana2, Visu-Petra Laura1
1 2

Developmental Psychology Lab, Babes Bolyai University (Romania) University of Edinburgh (United Kingdom)

Although the ability to perform goal-directed, flexible behavior displays a clear developmental trend there are few studies that analyze this ability beyond the preschool years. The attentional control theory (Eysenck et al., 2007) suggests that anxiety impairs attentional control leading to performance decrements in executive functions. A growing body of evidence points to the fact that high anxious individuals experience various executive functioning deficits. However, the developmental evidence is limited regarding the impact of trait anxiety on the shifting function, particularly during mid-childhood. The current study aimed to investigate attentional shifting using a task-switching paradigm (adapted after Johnson, 2009) in a sample of early school age children. The experimental task required participants to switch between emotional and non-emotional mental sets. A total of 86 children (42 girls) aged between 8 and 11 years (M = 9,66, SD = 0,86) were recruited from a local school. All children were administered the two versions of the computerized experimental task individually. 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. 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, (2) only children with poor attention control capacity experienced this type of anxiety related deficits, (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, the costs of disengaging an emotional set were smaller than those for engaging an emotional set. Our results open an interesting line of investigation into the relationship between attentional control, feedback and anxiety in executive tasks. Do young Children have difficulty dissociating the weight of a photograph from that of the object depicted in it ? Kimura Minako1, 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. But, this doesnt imply that, after that age, children have come to fully understand the dual identity of photographs. Beilin & Pearlman (1991) proposed that there might be a stage of property realism in the development of childrens understanding of representational nature of photographs. In their experiment, 3-year-olds claimed that photographs of ice cream would feel cold, although they would never really try to eat a photograph itself. This tendency of property realism has been confirmed even with 4-year-olds (Kimura et al., 2008). The present study aims to further investigate property realism in young children by focusing on the property of weight. Forty-eight 4-yearolds participated in the experiment. Five pairs of photographs were used for the test. Each photograph in a pair had the same size of frame and depicted either an elephant or a mouse. The size of the two objects depicted in the frames was systematically varied, such that the five pairs used were as follows: big elephant vs. small mouse, big elephant vs. big mouse, small elephant vs. small mouse, small elephant vs. big mouse, big mouse vs. small mouse. 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 results revealed that 35.4% of children could understand that the weight of a photograph is totally independent of the object it depicts, but most of the other children made a judgment based more or less on the size of the image in the photograph. There were few children who took the size of the referent itself into account. Reflexive Identity Construction: Narrative-reflexive identity and self-authorship in late adolescence Bontempo e Silva Luiza, Flores Macas Rosa del Carmen

Universidad Nacional Autnoma de Mxico (Mexico).

This is a biographical-narrative research with a qualitative focus, which aims to comprehend how late adolescents construct their narrativereflexive identity and how this construction relate to the development of their self-authorship. The studied population sample was taken from sophomore psychology students of Universidad Nacional Autnoma de Mxico (UNAM), aged between 18 and 22 years old. Based on Giddens (1997) and Ricoeur (1996), we understand identity as a narrative construction which results from a reflexive process on ones biography. Self-authorship is understood based on Baxter Magolda's (2008) model of adult development. That model proposes that individuals can evolve their meaning making capacity passing by three positions: external formula; crossroad; and self-authorship. The final position is the capacity to make meaning of ones experiences based on ones own internal foundation. Thus, analyzing individuals selfauthorship seems to be fundamental to comprehend identity construction, especially if it is understood as the result of a reflexive process. We believe that integration of the two concepts represents an innovative approach to research on both, the field of self-authorship and personal epistemology, and of personal identity. Entrance to the scenario was by participation as scholar assistant on a third semester course. 32 students answered a survey with twelve open

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questions about an experience they considered important. Questions were elaborated following Baxter Magoldas interview protocol and answers were analyzed identifying the students positions on self-authorship development. Four students, representative of different positions, were then selected to participate in biographical interviews. Two to four interviews were made with each participant depending on when data saturation point was reached. Interviews were verbatim-transcribed and content is being analyzed with grounded theory. Until now, data shows a direct relationship between self-authorship and identity. Individual Differences of Mnemonic Abilities during Late Stages of Ontogenesis Molchanov Alexander, Molchanov Kirill

Moscow State University of Medicine and Dentistry (MSUMD) (Russia)

Aim. The research was carried out for the working out the individual correction strategies of undesirable age-related changes of mnemonic abilities. We proceeded that mnemonic abilities consist of inborn and, generated during lifetime, operational and control mechanisms. Method. Students and older persons (groups of 50-59; 60-69; 70-79 years old subjects) were asked to reproduce from memory images of intersected lines of different complexity. 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. Results. High variability of older people results points out to considerable distinctions of their mnemonic abilities preservation. Statistically significant distinctions of the contribution of inborn mechanisms have been identified only between groups of 50-59 and 70-79 years old persons. Older people employed more often such operational techniques as sorting, using of key elements, and structuring. They used less often "schema making and simplification. Old persons most seldom used supplementing and analogy. 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). This tendency gradually strengthens with the years. Control mechanisms compensation manifested itself as more conscious control of information processing, more precise anticipation of mental activity results. Conclusions. Qualitative and quantitative differences of mnemonic abilities arise for the reason of changes in their inborn, operational and control mechanisms and progress at different rates. With the years, the rate of information processing by means of inborn and operational mechanisms is being decreased; the set of operational mechanisms is being restricted; the compensative role of control mechanisms is being increased. For older people it takes more techniques of information processing for achievement of identical to students accuracy of images differentiation. Inhibition and attention abilities in 24 month-old very preterm and full-term Children Lejeune Fleur1, Borradori Tolsa Cristina2, Forcada-Guex Margarita3, Hppi Petra S.2, Barisnikov Koviljka1
1 2

Universit de Genve (Switzerland) Service Dveloppement & Croissance Hpital des Enfants des HUG (Switzerland) 3 Unit de dveloppement CHUV (Switzerland)

Background: Children born very prematurely are at high risk of developing cognitive and behavioral problems. Developmental studies showed that attention and inhibition were strong predictors of later developmental difficulties. Only a few studies assessed these abilities in young very preterm children but considered only global scores which could hide more specific impairments. Objective: The present study compared attentional and inhibition abilities of very preterm and full-term infants at 24 months of age, by analyzing performances across time (trial after trial). Methods: 42 very preterm (<29 wks gestation) and 24 full-term children were evaluated at 24 months of age. Sustained attention was assessed with the Blocks episode of the Lab-TAB: children manipulated a set of blocks during 3 minutes. Inhibition was evaluated with two episodes of the Effortful Control Battery: (1) Tower, the child and the experimenter took turns building a block tower (two trials); (2) Snack Delay, children waited to retrieve a candy from under a transparent cup (four trials). Results: Full-term children displayed an increased level of attention in the middle of the Blocks episode, while preterm childrens attention level remained unchanged (p<.05). During the Tower episode, preterm children had a significantly lower inhibition score compared to that of full-term children only during the second trial (p<.05). The Snack Delay episode revealed that inhibitory difficulties emerged for the preterm children from the third trial and persisted during the fourth (p<.05). Such difficulties were not present in the full-term infants. Conclusion: The trial after trial analysis provided the means of identifying a distinct attentional pattern among preterm children aged 24 months. Moreover it demonstrated that this population experiences greater difficulties in maintaining inhibitory control than do full-term children. These two aspects could be predictive of later behavioural difficulties. Does Playing Games Contribute to Develop Better Attitudes ? de Souza Maria Thereza, Petty Ana Lucia, Folquitto Camila, Garbarino Mariana, Monteiro Tamires

Institute of Psychology, University of Sao Paulo (Brazil).

According to Piagets theory (1932, 1945), games with rules suppose intellectual combinations regulated by rules and competition between individuals. From the moment children understand rules as a social regulator, they get interested in improving their competences in order to succeed and win. To do so, they use skills such as attention, organization and self-control (Petty & De Souza, 2012), and also develop social interaction. 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, University of Sao Paulo). Their attitudes were registered in questionnaires that included four categories: time, space, objects and interaction. We aimed at investigating in which categories playing games interfered to help them construct favorable attitudes towards learning and development. A total of 88 questionnaires were analyzed. Results show that: (1) in a global analysis, all investigated categories increased scores; (2) at space and objects there were more significant changes, comparing high scores between the first and third semesters. They increased 25% and 36% respectively; (3) at time and interaction, the changes were more discrete, showing 20% high score increase in both of them, also comparing first with third semester; (4) it was

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identified a decrease in low scores comparing results for each semester at time and interaction. Taking Piaget's theory as reference and the practice in seeing children with learning disabilities (Macedo, Petty & Passos, 1997, 2000, 2005; De Souza, Petty et all, 2002), 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. Aging effects of processing levels on facial expression recognition Sakata Yoko1, 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, and indicated that an angry face attracted participants attention more quickly than a happy face in every age group. On the other hand, Isaacowitz et. al., (2006) assessed if participants observed above-mentioned faces carefully, the result indicated that young adults looked at an angry face more carefully than a happy face, whereas older adults did the opposite. 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. 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. Task 1: Participants were 12 young adults and 12 older adults. Participants were required to push the key, in which all nine faces were neutral, or eight among nine were neutral and one was a happy or an angry face on a 15-inch monitor. Task 2: Participants were 25 young adults and 10 older adults. Sentences that would evoke neutral, happy, or angry feelings were shown on the monitor, the experimenter read them aloud, and later, neutral, happy, angry faces were shown on the monitor. Participants were asked to touch the face that matched their feelings. For both tasks ANOVA was conducted on the reaction times for correct responses. Task 1 showed the reaction to the angry face were faster than the happy face in each age group. On the other hand, task 2 revealed that the reaction to the happy face were faster than the anger face in both age groups. 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, reconstruction, and telling Smadja Marie-Lyne, Ziv Margalit, Aram Dorit

Universit 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. Research shows that adult-child shared book reading promotes children's ToM. The majority of shared book-reading studies in the context of ToM focus on parent-child interactions. Storybook reading is common in preschools and can provide opportunities for conversations between teachers and children on ToM topics. The study investigated teachers' reference to ToM with group of five children during three interactions: storybook reading, storybook reconstruction (based on an early reading of the text) and storybook telling (based on the book's illustrations). Participants were 100 preschool teachers, who were videotaped during the three interactions. Three books by the same author were used, all of which were originally created as picture books with no text and were not known to the teachers. 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. All three books were similar in their main characters and text length and entailed the main character's false belief. The videos were transcribed, analyzed and coded. The findings indicate that teachers referred to mental states in all three contexts. However, the mean use of mental state terms was higher during telling than during reconstructing and higher during reconstructing than during storybook reading. Additionally, teachers discussed the main character's false belief and mental causality more frequently during reconstructing and telling than during storybook reading. The findings highlight the unique characteristics of varied book reading interactions, and can assist in guiding teachers and parents how to read, tell and discuss books with children while integrating ToM topics.

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. Methodological base of this research is the functionstage model of ontogenetic development (Yuri N. Karandashev, 1981). In this model a child mental development is considered as a development of system of mental functions. In primary school age the following leading mental functions are: generalization, systematization, abstraction, and schematization. These leading psychic functions determining the mental development at the definite stage, act as belonging to thinking. Purpose of research: the empirical analysis of correlation of leading mental functions and cogitative operations (synthesis, analysis, generalization) in primary school age. 124 primary school children (age 911) took part in research. To research the leading mental functions we used the diagnostic techniques, which were constructed and approved by ourselves. Statistical method of data processing: the correlation analysis. The result of the research: development of leading mental functions is interconnected with development of cogitative operations (synthesis, analysis, generalization) of primary school children (p < 0,01). Study of the development level of leading mental functions can help in the diagnosis and correction of mental activity of primary school children. The given data can be use during school tutoring and education.

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Irrational outcomes promote young Childrens understanding of false beliefs Sato Kensuke, 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. 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, Atance, Meltzoff, & Loftus, 2007). The present study investigated whether surprising outcomes promote young childrens understanding of false beliefprevious studies for adult participants evidenced that surprising outcomes can lead to a reduced hindsight bias. Thirty-three 3-year-olds (3;4-4;3) and thirty-six 4-year-olds (4;4-5;3) completed three kinds of false belief tasks. One of the tasks includes irrational eventsan object in a pot suddenly disappears and the other unexpected object appears. The other two tasks, having the similar story structure to the irrational task, didnt include surprise-arousing operations. Children in both age groups gave more correct answers in the irrational task than in the other tasks. 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. Although the proportion of correct in the irrational tasks didn't significantly exceed a chance level, consistency of their answer in the tasks was high enough especially in 4-year-olds. Results suggested that children used their surprising experiences aroused by irrational events as a cue to infer false beliefs. Results also indicated that childrens 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. We also discuss the role of metacognitive experiences in childrens mental state reasoning. Preschoolers value and prefer norm-enforcers Amrisha Vaish, Esther Hermann, Christiane Markmann, Michael Tomasello

Max Plank Institute for Evolutionary Anthropology; Leipzig (Germany)

The smooth functioning of human societies rests profoundly on the presence and practice of social norms. of special importance are norms of cooperation, without which societies would be marred by problems of cheating and selfishness. Such selfishness would eventually lead to the collapse of the cooperative system. The enforcement of cooperative norms by individuals is thus critical for the maintenance of long-term cooperation (Fehr & Fischbacher, 2004). Norm-enforcement is a potentially risky behavior (the recipient might retaliate) that benefits the group, and so may be considered prosocial. We thus predicted that from relatively early in ontogeny, norm-enforcers should be valued and preferred as cooperation partners when compared to non-enforcers. To test this prediction, we presented 4.5- and 5.5-year-olds (24 children per age group) two videos in which a transgressor destroyed a victims property while an observer watched the transgression. The two videos featured different observers. One observer responded to the transgression by enforcing the norm that the transgressor had broken, while the other observer did not enforce the norm. Following these videos, children were asked questions about the two observers and were asked to distribute three flowers between them. Across the two ages, childrens responses revealed that they understood that the enforcer had done the right thing (p<.0005), evaluated the enforcer as a better person (p=.013), and tended to prefer to interact with the enforcer (p=.054). Children also tended to distribute more flowers to the enforcer than the non-enforcer (p=.064). Children thus valued and preferred norm enforcers. This is the first study to show that from early in development, children recognize the importance of enforcing norms, and not only enforce norms themselves (Vaish, Missana, & Tomasello, 2011) but also value and prefer those who do so.

PE2.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 13:30-18:00 | H4 Amphiple Hall Children's facial mimicry to dynamic emotional facial expressions and their emotional empathy Ghim Hei-Rhee1, Lee Hyeonjin2, Cheon Young-un1, Moon Eunok1
1 2

Department of Psychology, 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. This study explored whether facial mimicry was related to emotional contagion and emotional empathy. Twenty-five 4th to 6th graders were participated. 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, each four happy and sad expressions. Emotional contagion was measured by asking children to report their emotional state while they were looking at the dynamic expressions. If they reported the matching emotion to the dynamic facial expressions, they were given 1 score, thus the maximum score of emotional contagion was 8. Emotional and cognitive empathy was assessed by three kinds of self-report empathy questionnaires for children; ) Interpersonal Reactivity Index (IRI; Davis, 1983), ) Bryants Empathy Index (BEI, Bryant, 1982), ) Korean versions of EQ-C (Auyoung, et al., 2009). The zygomaticus muscle activity was increased to happy expressions, but the corrugator muscle was not increased above the significance level to sad expressions. Differences in EMG at the zygomaticus (that is, 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, BEI and EQ-C, but not with the cognitive empathy component scores. The present results suggest that the facial mimicry is a key component in the process of emotional empathy.

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Emotional expressions during early twin infant - mother conversation Markodimitraki Maria, Kokkinaki Theano

Department of Preschool Education, 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. The microanalysis of infant and maternal facial expressions of emotion in the course of the naturalistic interactions of 6 twin (first born) infant - mother dyads, from the 2nd to the 6th month, provided evidence that: a) mothers and infants match their emotional states, that is one partner expressed the valence of the facial expression of emotion of the other partner, b) mothers and infants attune their emotional intensity, that is one partner matched the shifts of emotional intensity of the other partner, and c) the developmental trajectories of infant and maternal interest and pleasure change significantly across the age range of 2-6 months. These results are interpreted in the frame of the Theory of Innate Intersubjectivity. Childrens interpretations of folk tales: valuations and judgments Coelho de Souza Maria Thereza

Institute of Psychology, University of So 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. It is based on concepts taken from Jean Piagets psychogenetic perspective (1896-1980) concerning the notions of values, interests and their relations with intelligence. Therefore, the discussion focuses on the relations between valuations as aspects of affectivity (Piaget, 1954) and judgments as related to intelligence (Piaget, 1964) for the construction of a specific knowledge presented by a folk tale. It also aims to show, using information of investigations of childrens interpretations about some tales, 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. The results also show that sense-making of aspects of the character seems also to be related to aspects of the one self valuations. Representation of the one self seems therefore to come into play when children interpret the fantastical plots of classic tales. To summarize it is possible to say that children`s interpretations of folk tales may reveal psychological aspects of emotions and judgments; affective and cognitive sides of any behavior.

Social Cognition Abilities by Children with Externalizing Behaviours: An Explanatory Study of Training Houssa Marine, Nader-Grosbois Nathalie

Universit Catholique de Louvain (Belgium)

Our study examines in an experimental design, the effects of the training of social information processing (SIP, Dodge & Frame, 1982) and of Theory of Mind (ToM, Flavell, 1999; Wellman & Liu, 2004) about emotions and beliefs in preschoolers on their social cognition and their social adjustment. 49 preschoolers took part in a pre-test session involving cognitive, socio-cognitive, social adjustment measures and an assessment of externalized behaviour (EB). The EB measures is an observation coding system in a play situation in focusing on negative and positive affects, agitation and attention. The direct socio-cognitive measures involve tasks of emotion recognition, of ToM emotions and ToM beliefs (NaderGrosbois & Thirion-Marissiaux, 2011), and of social problem-solving (RES, Barisnikov, Van Der Linden, & Hippolyte, 2004). The teachers fill a scale of social adjustment (EASE, Hughes, Soares-Boucaud, Hochman, & Frith, 1997) and The Theory of Mind Inventory (ToMi, Hutchins, Prelock & Bonazinga, 2012). Second, they are allocated at random to two experimental or control groups. In experimental groups, short trainings (30 minutes) were given in using educative materials. In one experimental group, we train ToM abilities in using cartoons about emotions or false beliefs, Mental Simil (Juarez Monfort, Sanchez, & Monfort, 2009) and Howlins program (Howlin, Hadwin & Baron-Cohen, 2010). In the other experimental group, we train SIP abilities in using videos of STEPP (Schultz, et al., 2010) and pictures of SIPI (Ziv & Sorongon, 2011). Finally, all children take part in a post test session. Our results show significant improvements in ToM-emotions for ToM group, in ToM-beliefs for SIP group and in social problem-solving for both experimental groups. Our following studies will examine the impact of middle-term training of social cognition in children at risk to display EB disorders, in order to better understand risk factors for EB disorders.

Parents reactions to their Childs emotions and socio-emotional competences in preschoolers Mazzone Stephanie, Nader-Grosbois Nathalie

Universit Catholique de Louvain, (Belgium)

Our research project aims to study whether Parental Socialization of Emotions (PSE, Eisenberg, Cumberland & Spinrad, 1998) and of Emotion Regulation (Morris, Silk, Steinberg, Myers & Robinson, 2007) could have an impact on socio-emotional competences in typically developing children and in atypically developing children. Amongst PSE variables, this first study focuses specifically on parents reactions toward their childrens emotions and examines how these reactions support childrens understanding of emotions and of beliefs (Theory of Mind, ToM), their emotional regulation and their social adjustment. This first study, led with 100 typically developing preschoolers, assessed their ToM-emotions and ToM-beliefs (Nader-Grosbois & ThirionMarissiaux, 2011) and their parents completed questionnaires: Parental Reactions toward Positive and Negative Emotions (Daffe & NaderGrosbois, 2009, inspired by CCNES, Fabes, Poulin, Eisenberg & Madden-Derdich, 2002; and by QREPEP, Ladouceur, Reid & Jacques, 2002), The Dimensions of Openness to Emotions (DOE, Reicherts, 2007) and The Theory of Mind Inventory (TOMI, Hutchins, Prelock & Bonazinga, 2010). Their teacher filled The bipolar rating scales of childrens personality derived from the Five-Factor-Model (EBMCF, Roskam, De Maere-

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Gaudissart & Vandenplas-Holper, 2000), The Emotion Regulation Checklist (ERC, Shields & Cicchetti, 1995) and The Scale of Social adjustment (EASE, Hugues, Soares-Boucaud, Hochman & Frith, 1997). We analysed variability of mothers and fathers reactions toward emotions according to childs sex, age, personality, and the links with their child abilities in ToM, in emotion regulation and in social adjustment. Our first results showed that they are positive significant links between supporting parental reactions toward their childrens emotions and childrens emotional regulation, ToM-beliefs and social adjustment. A similar design will be used in subsequent studies with atypically developing children. Age differences in an emotional Stroop task and its relation to emotional experience Kappes Cathleen, Bermeitinger Christina

University of Hildesheim, 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. This effect is assumed to be the result of motivational changes due to approaching the end of their life. Arousal has been identified as a moderator of this effect as positivity effects occur rather at medium levels of arousal than at high levels. Emotion regulation processes affect, for example, attention processes. To test age differences in attention processes regarding emotional stimuli, a modified Stroop task was conducted. In the first study, 26 young (19 28 years) and 19 older adults (61 79 years) took part. A 2 (age: young vs. old) 3 (Arousal: low vs. medium, negative vs. high, negative) 3 (word position: background vs. relevant vs. irrelevant object) analysis shows an interaction between age and arousal. While there is no Stroop effect in the young age group, older adults only exhibit a significant Stroop effect (20 ms) with medium arousal negative words. Moreover, the larger the Stroop effect is the smaller was negative affect in the last 12 months in the older age group (r = -.53). This finding implies that instead of inhibiting negative information to achieve positive emotions, (some) older adults may attend to medium arousing negative stimuli more, potentially to reappraise their meaning. In a second study, additionally positive stimuli are considered. Moreover, the time perspective (close vs. expanded time horizon) is experimentally manipulated to test its effect on the information processing. Furthermore, mood measures are taken throughout the study to test immediate effects of regulation. Results are discussed in light of the need for linking processes and outcomes in the study of emotion and aging.

Emotional labour mediating the effect of emotional intelligence on burn-out among Japanese nursery School teachers Kamiya Tetsuji1, Toda Yuichi2, Kozuki Tomoharu3 , Suwa Kinu
1 2

Tohoku University, (Japan) Osaka University of Education (Japan) 3 Kyoto Womens University (Japan)

In these years, professional development of nursery school teachers has been focused more in Japan. Kamiya et al. (2011) clarified that emotional labour has relevance with professional development or vocational career development of nursery teachers. Emotional intelligence (EI) has close theoretical relation with emotional labour since the capability to manage emotions is relevant to simulate or mask their emotions. In this study we investigated the association among emotional intelligence, emotional labour (i.e. emotional acting because it was collected by self-report ), 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). Moreover, we tried to revise the scale of emotional acting (Kamiya et al.,2011), as the scale has not include genuine expression and over reaction. We used the EI scale developed by Wong & Law (2002), which consisted of 4 subscales, SEA (self-emotion appraisal), ROE (regulation of emotion), OEA (others emotion appraisal), UOE (uses of emotion). The exploratory factor analysis of emotional acting showed three dimensions: simulating or masking (F1), genuine expression (F2), over reaction (F3). In our model, emotional acting is mediating the effect of EI on exhaustion. The path analysis showed the results as follows. SEA was negatively correlated with simulating or masking, while SEA positively correlated with genuine expression. Genuine expression also negatively correlated with ROE. Concerning exhaustion, simulating or masking positively correlated with exhaustion, and UOE negatively correlated with exhaustion. These results were likely to show that usage of emotion that was a facet of emotional intelligence directly prevented nursery teachers exhaustion, and that self-emotion appraisal indirectly influenced teachers exhaustion through the medium of emotional acting, such as simulating or masking, genuine expression.

Differences between secure and insecure mothers empathic responses to their pre-linguistic infants negative emotions Kabaya Shinsuke

The University of Tokyo, (Japan)

Purpose: Recently, some researchers have focused on a kind of empathic response exhibited by mothers, which is called an attuned response, as a factor that promotes infants socioemotional development (Fonagy et al., 2002; Gallese, et al., 2007). 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, but this assumption has not been tested. This study aims to confirm this assumption through observations of motherinfant interactions. Method: Subjects were 38 infants (age: M = 7.62 months) and their mothers (age: M = 33.3 years). The infants consisted of 14 girls and 24 boys. Every emotional expression exhibited by the infants during 15 minutes of interaction with their mothers was classified as positive or negative. Every response made by the mothers to their infants emotional expressions (positive, negative) was coded ( = .84.96). Mothers internal working model (avoidance vs. anxiety) was assessed with the ECR-GO (Nakao & Kato, 2004). 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 ( = p < .05). For example, when an infant cried, his mother said with a smile, Oh! -2.78, Are you sad or hungry? On the other hand, insecure mothers (high avoidance and/or high anxiety) did not make such responses or made responses not including mind-related comments. This response exhibited by secure mothers might be a kind of attuned response because it includes empathic verbalizing of infants negative emotions. 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 childrens socioemotional abilities.

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PE2.5 PSYCHOPATHOLOGY & INTERVENTION 13:30-18:00 | H4 Amphiple 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. One hundred seventy-three college students completed questionnaires measuring anxious and avoidant dimensions of insecure attachment, self-criticism, and career indecision. Path analysis indicated that avoidant attachment was indirectly related to career indecision through the full mediation of self-criticism, and that the linkage between anxious attachment and career indecision was partially mediated by self-criticism. These findings advance the understanding of how internalized relationships with significant others may impact career planning and development, suggesting distinct mechanisms by which the anxious and the avoidant forms of insecure attachment may exacerbate career decision. In addition, the findings highlight the centrality of self-criticism in the process of career decisionmaking, and have practical implications for the process of career counseling. It is recommended that counselors enhance their own awareness of the relational dynamics with the counselee, and when an insecure relational dynamic is identified, they are advised to assess the degree of the counselee's self-criticism, and to use short-term interventions in order to diminish dysfunctional thoughts pertaining to the counselee's maladaptive self-definition (e.g., negative cognitive appraisals of the counselee's self concept, and negative perceptions and feelings about his/her failure/success standards). The relationship between attachment styles and personality disorders in young adult couples Dacko Magdalena1, Brytek-Matera Anna2
1 2

Clinic of Psychiatry, Lublin (Poland) University of Social Sciences and Humanities, 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. A sample of 67 young adults couples (aged from 18 to 32) participated in this study. The average time to be a couple was 2.95 years (SD = 2.56). We applied the Questionnaire Diagnosing Attachment Style (Plopa, 2008) which was based on the Hazan and Shaver styles of attachment: secure, anxious-ambivalent and avoidant. The presence of personality disorders was evaluated using the Questionnaire Lifestyle 05-SK (Trzebinska, 2009). Correlation coefficients between attachment style and personality disorders ranged from r = -.326 to r = .401. A negative correlation was found between secure attachment style and different types of personality disorders (anankastic, schizoid, dependent, borderline, avoidant and dissocial personality disorder). Anxious-ambivalent attachment style correlated with paranoid, dependent, borderline, narcissistic, avoidant and dissocial personality disorder. However, avoidant attachment was dependent on the paranoid, schizoid, dependent, borderline, avoidant and dissocial personality disorder. The results of the current study showed the relationship between insecure attachment style and personality pathology. A DBT Adaptation for Older Adults to Reduce Self Harm Behavior and Increase Self-Efficacy Alexander Valerie1, Gutierrez Amanda2, Schwartz Dara2, Campbell Veronica2, Earnheart Kristie2
1 2

National University, La Jolla (United States of America) Sharp Healthcare (United States of America)

Few studies have explored self-injury in the older adult population. It has been assumed that amongst these behaviors, such as self-mutilation, that the course seems to decline over time. Self-harm behaviors are thought to "burn out" or significantly attenuate between adulthood and older adulthood. The authors suggest that these behaviors may continue as geriatric variants such as self-prescribed polypharmacy, refusal or sabotage of needed medical attention,or neglect of chronic conditions. 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. 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.

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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, 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. Using a novel approach, initially primary aged children were engaged in activities linking arithmetic and later subitizing, the fast apprehension of small numerosities associated here with dots and facial features, with human figure drawings. 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, drawings of people and participation in the subitizing task. Suggested positive changes concerned expressive and representational abilities and their attainments and management of educational and other situations. 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. Initially, 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. He drew people rarely and his few productions displayed poorly depicted facial features. 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. His continued development concerned aspects of art and design and various academic subjects. Towards the end of his secondary education he was accepted at university to pursue further, his interest in motorsport on a course involving engineering and design. Overall, he was a mature and determined young man with friends and independence in skills including driving a car, using public transport and managing personal aspects of his life. The experience of chronic illness and psychopathology across the life stories: The case of haemophilic boys and depressive hospitalized adolescents Jadin Aurore, Gauthier Jean-Marie, Boulard Aurore

Universit de Lige (Belgium)

Many articles have emerged in recent years on the life stories (MacAdams, 2006, 2008; McLean, Pasupathi & Pals, 2007), their place in the field of personality psychology (Bamberg, 2004; Fivush, 2000; Thorne, 2000), as well as the development and emergence of the ability to construct a coherent life story (Habermas & Bluck, 2000). However, 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. The aim of this study is to examine and compare how hemophilic adolescents and depressive hospitalized adolescents tell their own stories, how they build their identities in spite of the treatment constraints and how they involve themselves in different relationships. During an individual semi-structured interview, based on Mc Adams works, each teenagers narrative was collected. Various measurements were taken. The discursive analysis and software were used to analyze the data base. First results show hemophilic boys speak about their disease spontaneously but they dont identify only to it while depressive hospitalized adolescents define themselves exclusively by their mental disorder. Another report is that, opposed to depressive hospitalized adolescents, hemophilic boys invest hobbies, relationships with peers as much as non depressive adolescents even if those can feel different and sometimes restrained. A longitudinal analysis of relationships between Childrens early self-regulation, maternal mental health and Childrens behaviour problems Williams Kate1, Walker Susan1, Berthelsen Donna1, Nicholson Jan1,2
1 2

Queensland University of Technology (Australia) Parenting Research Centre (Australia)

Childrens self-regulation skills develop through transactional processes between parent and child. Data for 2880 children, participating in The Longitudinal Study of Australian Children (LSAC) are used in these analyses to explore the relationships between maternal mental health, childrens self-regulatory skills, and child behavioural outcomes at age 6-7 years. Longitudinal profiles of self-regulation are developed using three waves of data from LSAC, when children were aged under 1 year, 2-3 years, and 4-5 years. Parental reports of childrens sleep regulation, emotional reactivity, and cognitive persistence were used to construct developmental profiles of self-regulation. 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).Three profiles of self-regulation emerged from longitudinal analyses. The normative profile (69%, n=1988) had consistently high scores on the self-regulation measures at each wave. The poor profile (27%, n=777) had consistently lower scores on all measures. The very poor profile (4%, 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.In path models examining relationships between maternal mental health, self-regulation (birth to 5 years), and behavior problems (6-7 years), children with poor or very poor self-regulation were significantly more likely to have mothers with higher degrees of psychological distress, even when maternal history of depression was accounted for. Maternal mental health moderated the relationship between childrens early self-regulation and behavioral outcomes. Positive maternal mental health provided children with some protection from poorer outcomes, indicating the importance of early support for parents of children with regulatory difficulties, including supporting parent wellbeing.

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Individual Temporal Attention Profiles and Emotional Behaviours in Response to Deceits within Social Interactions in Children with Autism Rovira Katia, Tremblay Helene

Laboratory PSY.NCA, Mont Saint Aignan (France)

Deceptive tasks have been included in controlled interactive experiments in order to test young typically developing children, autistic or Down syndrome childrens intentional understanding (Phillips & al, 1992; Carpenter & al, 1998; Striano & Rochat, 1999; Behne & al, 2005; Charman et al., 1997; Striano & Vaish, 2006). Most studies relied on the prototypical pattern of response to teasing actions pointed out by Phillips & al. (1992): a referential gaze to the adults face following, within 5 seconds, an ambiguous action was the reference for deceit understanding. However, 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. 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. 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. The experimenter proposed to children with autism an imitative game and on several occasions the adult either blocked the childs hands when he was manipulating it, or withdrew the toy offered. There were three trials of each condition. We analyzed independently, with a one second unit, (a) looking orientation, (b) communicative gestures and (c) emotional expressivity during 15 seconds: 5 s before, 5 s during and 5 s after the key action. Results showed that childrens with autism attention profiles did not differ from those of normally developing control children. However the emotional behaviours associated with deceitful acts differentiated significantly children with autism from typical developing children. The emotional dimension of responses to deceitful acts appears to be a significant discrimination criterion for the understanding of intentional communication. Leisure Time in the Elderly A Developmental Framework of Innovation Karasavvidis Savvas1, Tsatali Marianna3, Dimitrios Priftis3, Mpempeni Varvara, Siamangka Eleni2, Lianou Anastasia3
1 2

University of Lausanne (Switzerland) TEI of Central Greece, Lamia (Greece) 3 Aristotle University of Thessaloniki (Greece)

Introduction: Leisure Time, whilst a dream, expectation and joy during adulthood and ones productive years, seems to have become an enemy and a threat. Thus, it is noticed that the Elderly are susceptible to feelings of depression, withdrawal or isolation, prone to suicidal ideation, and at a high risk of crossing the threshold of psychopathology, despite having spent decades of active lives, social interaction and sociability. Objective/Aim: This idea addresses old age from a different perspective, in terms of Psychopathology of Leisure Time. The purpose of this review focuses on the trends theories of leisure time and their efficiency in the comprehension, prognosis and prevention of psychopathology in the elderly. Methods: Systematic review of research articles published in scientific journals included in the international academic databases: ELSEVIER, WILSON, SCIENCEDIRECT, MEDLINE, PUBMED, PsycINFO, Cochrane, EMBASE, SCOPUS and CINAHL having as search criteria the terms (leisure time [MeSH], theories [MeSH], gerontology [MeSH], elderly [MeSH], developmental psychopathology [MeSH] and developmental psychology [MeSH]). 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. To date, no specific Theory has associated Leisure Time with Gerontological Psychology even though Leisure Time plays a major role in old age. Psychopathology of Leisure Time by Developmental Psychology view in particular is an entirely new, original, innovative research field, upon which this presentation will endeavour to shed light. Discussion: This review exclusively focuses on the theoretical developmental framework of the everyday lives of the elderly. The accent is on the routine of their leisure activities and their particular feelings. The chief advantage of this review is the fact that the theoretical models can be conducted, developed for and applied also on the elderly populations.

Childrens thinking about diversity: Judgments of relativism, tolerance, 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, tolerance for divergent beliefs, and the theory of mind. 67 Japanese children (range =4.6 to 6.9) were interviewed about three beliefs different from their own. Three beliefs were moral (Its good/bad to hit someone.), fact (A pencil floats/ does not float in the air.), taste (Ice cream is tasty/not tasty.). Children were asked; Do you think that only one belief is right, 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). The false-belief-task was also examined. Very few children stated that both Child A and Child B were correct regardless of the topics, which indicated that few children understood relativism. The degree of tolerance was different depending on the topic (facts, taste > moral). There were no significant correlation between theory of mind and tolerance, and a significant correlation between theory of mind and relativism. There was no age effect (4, 5, 6years) in all tasks. The researcher hypothesized that few children understood relativism because of using a question regarding ice cream. In order to examine this matter, the researcher conducted a supplemental test on 22 children (range=5.5 to 6.9) using a question regarding vegetables, which are less attractive foods. As hypothesized, the children demonstrated a greater understanding of relativism. The findings suggest that relativism is related to the theory of mind and that relativism is influenced by the degree of the childs preference. The understanding of relativism and tolerance did not appear related.

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PE2.6 CULTURE AND LEARNING 13:30-18:00 | H2 Amphiple 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, one of the main descriptors of personal and social life in transitive poly-ethnic societies. The most influential factors connected with identity formation process were investigated by K. Lewin, E. Erikson, J. Marcia, J. Phinney and others. Language appeared one of the main markers of an ethnic-national identity developing in culture, traditions, myths and habits (B. Anderson, E. Hobsbawm, 1983). Ethnic identity is a product of personality psychosocial development with such indicators as birth and living place, family, social environment, policy, economics, educational and legal institutions etc (J. Piaget, 1968). 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. Methodology: expert evaluation method, product semantic analysis (PSA), the Bogardus Ethnic Distance Scale (EDS). For determining main factors influencing ethnic identification process we carried out an expert poll among philology students of Taras Shevchenko National University of Kyiv. Statistical method of factor analysis allowed to distinguish 16 factors: Family, Religious institutions, Friends, University, Place of birth, Language Intellectual Elite, Creative Elite, Citizenship, Prestige of Ukrainian Ethnic Nationality, Economic Factors, Cultural Traditions, Intensification of Contacts between Ethnic Groups, Political Factors, School, Stability in Globalized Informational World. Sample included 620 students from 6 faculties. 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; ethnic tolerance etc). Factors which occupied two first ranks were Family (40,3%) and Language (37,1%). Data of diagnosing students on EDS showed high level of ethnic tolerance in the sample. The results of our study confirm S. Huntingtons idea about priority of cultural and linguistic differences in young people positive identity constructing. The Concept of Intelligence among the Tonga of Zambia: A Parental Perspective Kaani Bestern1,2, Mulenga Veronica3, 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. Most researchers presume that what western schooling teaches and measured by intelligence tests is universal and fostered by all cultures around, therefore, failure to succeed on both constitutes non-intelligent behavior. Others argue that although the concept of intelligence is universal, what each culture considers intelligent behavior is unique to the prevailing socioeconomic and cultural conditions. Using the realist ethnography method, 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. The study revealed that Tonga parents make a clear distinction between being intelligent (kuba amaanu) and being unintelligent (kubula maanu). Being intelligent (kuba amaanu) is however, framed based four core concepts kumvwa (to follow instructions), kutumika (to be responsible), kusyomeka (to be trustworthy), 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, cohesion, entitativity and collective self esteem of the in-group Popescu Alina, 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, Mullen & Rice, 2009). When an ethnophaulism is used by an ingroup member or by somebody perceived as being entitled or allowed to use it, it may lead to increased ingroup entitativity (Motley & Craig-Henderson, 2007). Minorities identify more with ingroup compared to majority members (Verkuyten, 2005) and the use of ethnophaulism by the ingroup may increase the groupness and ingroup identification. We aim to study the effect of using a negative ethnophaulism, as self label, by the ingroup, on the ingroup identification, cohesion, entitativity and collective self esteem. We hypothesize that cohesion, identification and entitativity will increase, but not collective self esteem. Dependent variables are measured using self rating scales: cohesion (Treadwell, 2001), entitativity (Verkuyten 2004), identification (Phinney, 1992), collective self esteem (Luthanen & Crocker, 1992). Independent variables are group status (majority/ minority) and self-labeling (ethnophaulism/control). Participants are 120 pupils (60 Romanians and 60 Roma), 12-14 years old. First, ethnophaulism self labeling groups chose a negative self label referring to their ethnic group, which cannot be used by outgroup members. Control groups make origami. 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. Results show a main effect of self-labeling increasing cohesion, identification and entitativity, but no effect of self labeling on collective self-esteem. There is an interaction effect of status and self-labeling. Self labeling has a significant impact on the minority group cohesion, entitativity and identification levels, but no effect on these variables for the majority group. There is no main effect of self-labeling and no interaction effects on collective self esteem. Majority group has a higher collective self-esteem than minority.

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How do family factors affect the cross-cultural adjustment of expatriates living in Portugal? Farcas Diana, Gonalves Marta

Lisbon University Institute & Centro de Investigao e Interveno Social (ISCTE-IUL & CIS-IUL), Lisbon (Portugal)
Cross-cultural adjustment takes on a special significance in the context of international assignments. Using a sequence of quantitative and qualitative investigations, the authors tested a model of the reciprocal effects of parental demands on expatriate cross-cultural adjustment. It was hypothesized that work-to-family conflict (WFC) and family-to-work conflict (FWC) would mediate this relationship. Additionally, we expected that social support at work would reduce WFC, while social support at home would act as a moderator on the relationship between parental demands and FWC. Cultural distances effect on cross-cultural adjustment was also included in the model. In the quantitative study, online survey data were gathered from 136 expatriates and 171 Portuguese citizens, who compose the control group. Overall, participants reported higher levels of WFC than FWC. Results demonstrated that WFC could be reduced through supervisors work support. Although WFC and FWC did not act as mediators on the relationship between parental demands and cross-cultural adjustment, they had significant effects on cross-cultural adjustment. As predicted, parental demands were negatively related to expatriates cross-cultural adjustment. Regarding cultural distance, results pointed out that expatriates, whose home countries are culturally similar to Portugal, are better adjusted to general aspects of the host country than those who belong to cultures different from the Portuguese one. These results were complemented by the qualitative study, where in-depth interviews were carried out with four professionals who work with expatriate families in Portugal. Content analysis shows that the results are similar to the ones found in the quantitative study, concluding that family factors affect expatriate cross-cultural adjustment and vice versa. Having this in mind, implications and directions for future research are discussed.

A Cross-Cultural Study of Imitation and Emotional Climate in Mother-Infant Interactions the First Year of Life Kalpidou Maria1, Markodimitraki Maria2, Fitzpatrick Paula1,Pateraki Maria 2, Kuersten-Hogan Regina1
1 2

Assumption College, Worcester (United States of America) University of Crete (Greece)

Imitation is innate but not a simple reproduction as partners share emotions, motivations, and intentions. Such exchanges, particularly between mother and infant, support self-development. Although culture influences parenting, little research has been done on cultural differences in imitation, despite its significance for self-construction. Here, we compared Greek culture which emphasizes collectivism and interdependence with USA culture which focuses on independence and self-reliance. 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. The infants were 10-12 months old. We measured emotional climate interactions using the Home Observation Coding System. We identified imitation episodes as they occurred with a 10sec response period and coded for initiator, structure, frequency, and duration. The Greek dyads engaged in significantly more imitation episodes but the duration of the episodes was not different between groups. This difference was driven by the greater number of episodes initiated by Greek mothers, as the groups did not differ in the number of episodes initiated by children. In the Greek sample, the more demanding infants initiated fewer imitative exchanges. The childs demandingness was negatively correlated with total imitation episodes, which involved more coactions. In the USA sample, childrens 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. These results support cultural influences in imitative exchanges. Greek mothers control the interaction, with children having less input especially when they are demanding. The USA mothers value sociability and may encourage turn-taking in imitation. Mothers were more frequent imitators in both samples confirming the universality of maternal scaffolding. Findings imply that intersubjectivity may be universal but how it unfolds is influenced by culture. Cross-cultural comparison of the developmental process of conflict management skills from early Childhood to adolescence Hamaie Noriko1, Ujiie Tatsuo1, Takai Jiro1, Okamoto Yukari2, Pieng Patrick2, 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. 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, South Korea, China, and USA. Measurement was conducted using Rahim's (1983) scales measuring conflict management styles (obliging, integrating, compromising, avoiding, and dominating), and three additional conflict management styles; "conventional rule" (i.e., "lets toss for it"); "third party" (i.e., ask for help to adults); and "self-serving" (i.e., "start playing what s/he wanted to do to begin with"). The two situations of conflict were the situation of "differences in opinion" and the situation of "lack of resources". Analyses showed that Japanese children, compared with South Korean, Chinese, and American children, were more likely to use conventional rule style, using it more frequently as they get older. South Korean children, compared with Japanese, Chinese and American children, were more likely to use compromise style, this being more pronounced as they get older, while South Korean university students were likely to use it as little as Japanese, Chinese and American university students. Chinese children, compared with Japanese, South Korean, and American children were more likely to use integrating and obliging styles, while they and Chinese university students were less likely to use conventional rule style. American children, compared with Japanese, South Korean, and Chinese children, were more likely to use dominating and self-serving styles. These findings suggest that the popular individualismcollectivism framework maybe insufficient in explaining differences between these cultures, and a closer look at the child rearing practices and developmental processes are warranted to more accurately examine conflict management skill acquisition

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Values of American and Russian students Kashirsky Dmitry1, 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. Value systems of American (n1=192) and Russian (n2=240) students were compared. Students of University of California, Davis UCD and students of Altai Academy of Economics and Law and Altai State Pedagogical Academy took part in the study. Interview, KVS-3 (Kashirsky, 2008), Semantic Differential (Ch. Osgood, 1969) were employed. The results show that the most significant values of Russian high school pupils and University students in 1997-2001 were the following:love, friendships, health, high education, freedom, high social position, leadership, in 2009-2010 love, family, interesting job, friendships, self-realization. High social position, leadership and high education ratings decreased. The study revealed differences and commonalities in American and Russian students values hierarchies. Semantic differences in subjective values in Russian and American samples were found. Implications of the results are discussed. Ethnic identity, out-groups orientation, perceived ethnic discrimination and self-esteem in adolescents Costa Ins, Peixoto Francisco

ISPA Instituto Universitrio, Lisboa (Portugal)

This quantitative investigation of correlational nature aims to examine the relationships between: ethnic identity domains and self-esteem; self-esteem and the perceived ethnic discrimination; associations between ethnic identity dimensions and perceived ethnic discrimination by peers; relationships between ethnic identity domains and out-groups orientation in the ethnic minority group. Participants were 387 adolescents from different ethnic groups, with an average age of 13.75. Data was collected using Self-esteem and Self-concept Scale from Peixoto and Almeida (1999; Peixoto, 2003), Ethnic Identity Scale (Umaa-Taylor, Yazedjian, & Bmaca-Gmez, 2004), and Perceived Ethnic Discrimination Scale, built for this investigation to evaluate the perceived ethnic discrimination. The results reveal significant differences in the global ethnic identity and the exploration levels between Portuguese ethnic group and the minority one. There were significant and positive correlations between: self-esteem and exploration and resolution in the whole sample; affirmation and self-esteem levels in the ethnic minority group. The minority group reveals higher levels of perceived global ethnic discrimination and a more positive orientation towards the members of the out-groups. This orientation proved to be significant and positively associated with the three dimensions of ethnic identity. The two dimensions of perceived ethnic discrimination tested in this study were significant and negatively correlated to self-esteem for the whole sample. The various results of the present study are discussed in terms of the well-known social identity theory (Tajfel & Turner, 1986, cit. por UmaaTaylor, 2011), Eriksons identity formation theory (1968), and Phinneys ethnic identity developmental model (1989).

PE2.7 VICTIMIZATION & QUALITY OF LIFE 13:30 - 18:00 | H1 Amphiple Hall Cyberbullying in Adolescents: a Qualitative Analysis of Causes, Emotions, and Coping Strategies Turkileri Nilgun, Ucanok Zehra

Hacettepe Universit, (Turkey)

The aim of this study is to investigate the associations among the causal explanations, emotional reactions and coping strategies for cyberbullying in adolescence by qualitative method. A total of 2658 students were included in the sample. Adolescents completed a self-report questionnaire, including demographic information and their experiences for being victim and bully in cyber space (Cyberbullying Inventory). Three open-ended questions were asked for causal explanations, emotional reactions and coping strategies. Then, three models were formed by Maxqda (qualitative data analysis software). First, six categories were obtained for the causal explanations: (1) bully-related reasons, (2) victim-related reasons, (3) relationships between bully and victim, (4) cyber-related reasons, (5) relationships across genders, and (6) absence of a specific reason. As a substantial result, bully-related reasons were found much more frequent than victim-related reasons. This sample seemed to empathize with victims rather than bullies, and this could be interpreted as a cultural difference. Also, five categories were obtained for emotional reactions: (1) negative, (2) positive, and (3) neutral emotions, (4) reporting a behaviour and (5) absence of a spesific emotion. The results revealed almost half of the sample reported negative impacts and one fifth of them reported emotions related to sadness (e.g. upset, unhappy, dissappointed). This can show that cyberbullying affects adolescents in a negative way. Finally, six categories were obtained for coping strategies were: (1) constructive, and (2) nonconstructive strategies, (3) general suggestions, (4) unnecessary to stop, (5) couldnt do anything, and (6) absence of a specific strategy. The results shows that one-third of the sample chose the constructive strategies including confrontation and distancing. However, substantial among of them did not know how to get instrumental support for cyberbullying. Thus, it is important to emphasize how they could get help for cyberbullying.

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Is Young Peoples Political Extremism a Developmental Problem ? Kleeberg-Niepage Andrea

Humboldt Universitt zu Berlin (Germany)

The developmental conditions of childhood and adolescence are typically held responsible for problem behaviour of young people. When talking about the causes of extreme political ideas we usually refer to difficult growing conditions as an instable or even violent family life, a lack of educational success, early alcohol abuse and the influence of deviant peers. Under such conditions, one is tempted to conclude, political socialization as an important developmental task during adolescence could hardly be solved adequately. But as among other research my own interview-based reconstructions of biographies of right wing adolescents in Germany show that an understanding of young peoples 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. Moreover, I am going to show, that a discourse of individual deficits and psychopathology, could undermine the efforts of prevention, because meaningful societal aspects during the process of adopting right wing beliefs , like e.g. xenophobic parts of mainstream discourses, remain unquestioned. Relationship between Help Seeking Expectations and School Bullying: Comparison between Austrian and Japanese Pupils Mizuno Haruhisa1, Toda Yuichi1, Takuya Yanagida1, Storhmeier Dagmar2
1 2

Osaka University of Education, (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. As victims are not so willing to tell about the situation to adults, such as parents, teachers, school psychologists, etc., enhancing help seeking behaviors is important not to make the situation worse. The questionnaires were delivered to 532 Japanese pupils (age=12.33; SD=1.786and 277 Austrian pupilsage=11.96; SD 1.812). The questionnaire included the scale originally developed by Crick and Grotpeter (1995) to measure victimization, together with help seeking expectations scale. Using SEM, the structure of help seeking expectations was explained by two factors such as responsibility expectations and accessibility expectations. In detail, the results of correlation coefficient showed that the there was no relationship between victimization and help seeking expectations toward friends among Japanese girls. On the other hand, there was significant relationship between victimization and responsibility expectation among Japanese boys. As for Austrian secondary school pupils, relational victimization correlated with each of responsibility and accessibility expectations among girls, but not for boys. The results of correlation coefficient showed that the more frequent relational victimization is, the more willing the victims are to seek help from their friends. However, the detailed plotting of the data revealed that the most frequently relationally victimized pupils were showing the lowest level of accessibility expectations, though showing the relatively higher level of responsibility expectations. 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, its perpetrators and their reactions to its practice through a questionnaire survey, administered to 500 adolescent students within the ages of 11 to 20. This sample was drawn from two secondary schools in the Northwest Region of Cameroon, (one day and the other boarding). 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. Its practice even with school sanction has remained persistent despite its negative impact on personality development. 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.Both physical and verbal forms of violence were reported to be dominant in the schools with no significant difference in either of them (92.4% in boarding schools and 90.7% in day schools). More boys (54.5%) than girls (41.8%) 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 (32.6%). Although sanctions on violence exist and are similar in both schools, its dimension is indicated to be higher in boarding schools (58.6%) than it is the case in day schools (40.32). Given that violence is continuously dominant in schools despite the sanctions by school authorities, the study suggests a home and school-based counseling approach against its practice in the school system. 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 Fernndez-Antelo Inmaculada, Cuadrado-Gordillo Isabel

University of Extremadura (Spain)

The adoption of roles involved in bullying situations has been studied extensively over the last decades. However, there are still many unresolved questions relating to the role of victim-aggressive. This paper explores the knowledge of the behavioral manifestations of adolescents who are bullied and that turn bully others. Specifically, analyzes the type of abuse that victims-aggressive employ as a function of the aggression suffered. The emergence of forms of aggression in which used technology media and whose content is disseminated via the Internet or mobile phone, has expanded the diversity of manifestations of bullying incorporating those others called cyberbullying. The study sample amounted to 317 adolescents identified as victims-aggressive aged between 13 and 16 years. The instrument used for data collection was the questionnaire of Cuadrado & Fernandez (2009), which has been completed incorporating forms of aggression related to cyberbullying.

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The results show that, regardless of the type of abuse suffered, the answers of maltreatment which register higher percentage of victimsaggressive are transmitted by mobile and internet. The anonymity enjoyed by many people who bully by internet can explain this behavior. Aggressive responses which registered the highest percentage are, in the case of boys, video mounting and photographs. These materials are distributed by social media to ridicule other colleagues who feel intimidated by them. For girls, the behavior more supported is the spreading lies and false rumors to offend and hurt other girls. However, there is some mimicry between the abuse suffered and the aggression committed, a condition that is not met between the intensity reaching in both types of aggressions. How do Turkish Adolescents Cope with Cyber bullying ? Balkaya Merve, Dogan Aysun, Fidanc Pnar

Ege University, Izmir (Turkey)

Research indicates that bullying is a prevalent problem in schools all over the world. Bullying is a form of aggressive behavior performed repeatedly and over time by one or more students against another student, and characterized by an inequality and power imbalance (Olweus, 1993). The development of electronic communication technologies is allowing children and adolescents to exhibit new forms of bullying called as cyberbullying or electronic bullying. Adolescents bully each other by using cell phones or Internet through e-mail, instant messaging, in a chat room, on a website or through digital messages/images. Cyberbullying can have devastating psychological effects on youths due to the speed of distribution, anonymity, and 7/24 accessibility. In fact, many school administrators and counselors state that cyberbullying is becoming a widespread problem among Turkish adolescents. Nevertheless, there is dearth of information with regard to prevalence, types, and coping strategies used against cyberbullying. Limited available data suggest that 28% to 35% of Turkish children and adolescents are involved in cyberbullying as a bully, victim, or both (Topu, 2008, Erdur-Baker ve Kavsut, 2007; Topu ve Erdur-Baker, 2007). However, none of the studies examined coping strategies employed by Turkish adolescents. The first goal of this research was to examine the prevalence rates and types of cyberbullying among Turkish adolescents. The second goal was to investigate adolescents coping strategies. Gender and age differences were also of interest. A total of 412 Turkish adolescents (202 male, 210 female), aged between 12 -16, participated in this study. They were from 12 different junior high (seven) and high schools (five). Participants completed a questionnaire packet consisted of demographics and Internet Use Questionnaire, the Olweus Bully/Victim Questionnaire (Olweus, 1996), Cyberbullying Questionnaire (Uanok, 2012), and the Coping with Cyberbullying Questionnaire (Perren, 2012). The analyses of this study is ongoing. Implications of the findings will be discussed. Violent Video Game Exposure in Early and Middle Adolescence: Links with Aggressive Cognitions and Aggressive Behavior Brger Christian, 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. While some cross-sectional studies found no association of VVGE on aggressive behavior (e.g. Ferguson & Kilburn, 2009), in fact most others found that VVGE is positively associated with aggressive behavior (e.g. Anderson et al., 2010). Studies also have focused on aggressive cognitions as mediators in the pathway of VVGE and aggressive behavior (e.g. Krah & Mller, 2004). In particular, the endorsement of pro-aggressive norms and a hostile attributional style are linked to VVGE and aggressive behavior (Krah & Mller, 2008). Moreover, from a developmental point of view it also is important to investigate these processes in different stages of adolescence. Therefore, 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. In 175 German students (Early Adolescence: n= 91, 55% girls, Mage =11.25, 6th grade; Middle Adolescence: n= 84, 51% girls, Mage = 15.43; 10th grade) aggressive behavior, VVGE, pro-aggressive norms and hostile attributional style were measured. To measure VVGE an index as in Anderson & Dill (2000) and Krah & Mller (2004) was used. Aggressive behavior, pro-aggressive norms and hostile attributional style were distinguished according to overt and relational forms. Results showed that VVGE is not directly related to aggressive behavior but mediated through hostile attributional style and pro-aggressive norms. In 12-year-olds the correlation between VVGE and aggressive norms is stronger than in 15-year-olds. In 15-year-olds compared to 12year-olds pro-aggressive norms are stronger related to aggressive behavior, whereas hostile attribution style is weaker related to aggressive behavior. Implications of the findings will be discussed. 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, new interests appear, cognitive activity activates and self-consciousness in peer and adults relations increases. Such difficult transformations often define appearing serious problems in teenagers. Namely in teen period educative defects are detected, among them lack of responsibility, contentious disposition, aggressiveness, protesting behavior. Peculiarities of developmental needs satisfaction in adolescent personality lead to its desire to distinguish and demonstrate own adultness. According to Ministry of Home Affairs of Ukraine statistics an amount of delinquency among schoolchildren 36% increases during last 10 years. Growth in such crimes as ruffianism is 4,3%, amount of calculated homicides increases in 2,5 times and grievous harms in 2,3 times. Each twenties crime was committed by teenagers in an aim of revenge; practically 13% of delinquent adolescents did crimes under the influence of other abetters. Thats why the prior tasks of state social policy and social-pedagogic activity are prevention of violence and aggression among youth, forming social competence in them via implementation in learning process special study programs devoted to life skills formation. Nowadays the most widespread programs which are realizing in an applied field are such preventive programs as: Program of social-

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psychological competence development, Program of life skills formation; Program of risk factors decreasing and defense factors strengthening; and also the programs which are based on alternative activity and Peer to Peer method. All these programs in spite of differences in their content and methods include three typical tasks: young person social and personal competence development; outwork self-defense skills in a person; prevention of psychological and social problems appearing. 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. Development and Factor Structure of a New Questionnaire Measuring Moral Disengagement in Cyber conducts: Preliminary Findings Berrone Carlo, Renati Roberta, Dakanalis Antonios Zanetti Maria Assunta1

Dept. of Humanistic Studies, Section of Psychology, 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, 1996) on the involvement in cyberbullying represents a new research field. The purpose of this study was to develop, and establish the initial factor structure of, a new questionnaire for the measurement of MD related to cyberconducts. Numerous items (statements referring, in various ways, to the acceptability of media-based aggressions) were generated by the researchers within the framework of Banduras conceptualization, and underwent the examination of a panel of experts and of adolescents participating in focus groups. Items considered appropriate by most raters formed the preliminary version of the new measure (22 items), subsequently administered to 679 adolescents (55% Females; Mage = 16.51, SD = 1.52), who were asked to rate their agreement with the items on a 5-point Likert-type scale. Bartletts test and the KMO value indicated that data were suitable for exploratory factor analysis (EFA). To evaluate the structure of the instrument , we conducted a common factor analysis using principal axis factoring and Varimax rotation. The number of factors was determined by Eigenvalues > 1.0 and a noticeable change in the slopes within the scree plot. Items with factor loadings < .50 were excluded and a further EFA was performed which indicated a two-factor structure with adequate internal consistency. The variance explained by the two dimensions was 45 %. Factor 1 includes five items related to attenuation of consequences, while Factor 2 comprises four items referring to attribution of blame to victims. Confirmatory factor analysis, 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. Bullying and self-regulation: a study about the phenomenon in the light of Moral Psychology among students Paulino Tognetta Luciene Regina1, Rosrio 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 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, conventional or ethical. In addition, to understand the bullying in the perspective of moral development, also sought to investigate the ways in which the subjects regulating by itself of hypothetical situations that present the bullying. 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 So Paulo State in Brazil who answered to a questionnaire with open and closed questions, divided in three studies, whose goals were to observation on the participation in forms of violence such as bullying; 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 discussions which motivated this research were conducted in partnership by two research groups: the GEPEM - Group of Studies and Research in Moral Education Unicamp /Brazil and the GUIA - Study Group on auto-regulation of the University of Minho /Portugal. The results show that subjects whose choices require ethical values are morally disengaged in situations of violence between pairs. Between authors of bullying, the representations that has of himself seem to indicate only content individualists which do not include the other. It is concluded that representations that the subjects make of each other, admiring ethical values or not, explain their actions or moral disengagement in situations of violence.

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Butterworth Award Lecture

18:00-19:00 | Room B Amphiple DEVELOPMENT OF ACTION PERCEPTION: NEUROCOGNITIVE MECHANISMS UNDERLYING CHILDRENS PROCESSING OF OTHER ACTIONS

Ludwig Maximillian University, Munich (Germany) Chair: Ana Almeida Universidade do Minho. Instituto de Estudos da Criana, 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. Information will be given about what the ERU has done since the last conference and there will be a discussion about ERUs future plans. To receive the agenda, please send an email to the secretary Radosveta Dimitrova (r.dimitrova@uvt.nl).

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THURSDAY 5 SEPTEMBER 2013

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THURSDAY 5 SEPTEMBER 2013

INVITED SYMPOSIUM
IS4 MORALITY, EMOTIONS, AND THE DEVELOPMENT OF ANTISOCIAL BEHAVIOR

Chair & Disscussant: Tina Malti University of Toronto (Canada)

09:00- 10:30 | Room A Amphiple

Despite the increased recognition that antisocial and aggressive behavior is related to Childrens moral and emotional development, developmental research on Childrens emerging morality and antisocial behaviour remains fairly disconnected. The four papers in this symposium, by an international group of researchers, advance our understanding of these processes by examining Childrens and adolescents emotions and cognitions about morality and links to antisocial behavior. The first presentation investigates the associations between bullying roles and empathy, compliance, and responsibility. In a study that used a sample of 3- to 7-year-old Children from Italy, the findings show that empathy is positively associated to victimization and defending, whereas compliance predicts bullying negatively. The second presentation tests the role of moral emotion attributions and personality Characteristics as predictors of antisocial conduct. Using data from a German 20year-longitudinal study, 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. The third presentation investigates the role of moral disengagement and self-control in the development of antisocial behaviour using a large-scale, Swiss longitudinal sample of 1300 Children from an ethnically diverse sample. The results show both cross-sectional effects of self-control and moral neutralization as well as longitudinal effects on antisocial and aggressive behavior, even when other key correlates of aggression is accounted for. The fourth presentation summarizes stateof-the art knowledge on hostile intent attribution, which has been found to be associated with aggressive behavior problems in Children and youth. The author presents both meta-analytic evidence and review experimental research to provide new insights on the nature, assessment, development, and malleability of hostile intent attribution. The Disscussant will discuss the findings in the context of integrative developmental approaches to Childrens and adolescents antisocial behavior, moral emotions and moral cognition. Observed Morality in Preschool Children: Association with Bullying Roles Marina Camodeca, Gabrielle Coppola

Department of Neurosciences and Imaging, University G. dAnnunzio of Chieti-Pescara, Chieti-Pescara (Italy)

Research on preschoolers morality often focused on its associations with aggression or on the development of emotions and conduct (cf. Kochanska et al., 2002; Malti et al., 2007). Our aim is to investigate whether morality is related to bullying roles and to explore the moderating role of emotional competence. Participants were 194 (95 males) children, 31-to-80 months old (M = 57.29; SD = 11.98). Observers judged childrens behaviours on the basis of the California Child Q-Sort (100 items), and the Preschool Q-Sort (72 items) (Baumrind, 1967; Block & Block, 1980; Coppola & Camodeca, 2010). For the purpose of this study, two researchers selected those items concerning morality. A factor analysis on 11 items yielded three factors: compliance (alpha = .87), empathy (alpha = .89), and responsibility (alpha = .81). To investigate the roles of bully, follower of the bully, victim, defender of the victim and outsider, we used the peer-report Participant Roles Questionnaire for preschoolers (Coppola et al., 2011; Salmivalli et al., 1996). Emotional competence, in the aspect of emotional comprehension, was evaluated with the Puppet Interview (Denham, 1998). Compliance, empathy and responsibility were inter-correlated, indicating that behaviours and emotions share the same underlining organization (Aksan & Kochanska, 2006; Malti & Latzko, 2010). Compliance predicted bullying negatively (Beta = -.48***), whereas low responsibility predicted followers (Beta = -.47***) and outsiders (Beta = -.34*) behaviour, and victimization (Beta = -.59***). Empathy was associated to victimization (Beta = .38**) and defending (Beta = .45**), which was predicted also by emotional competence (Beta = .36***). The interaction between emotional competence and compliance, and responsibility predicted outsiders behaviour, showing that high levels of moral aspects were associated to lower scores in withdrawing for average and highly emotionally competent children. Findings highlight the importance of morality in shaping childrens behaviour as early as the preschool years. 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, Jens B. Asendorpf22, G. Nunner-Winkler3
1

Department of Psychology, Wilfrid Laurier University, Kitchener (Canada) Department of Psychology, 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. In a recent meta-analysis, it was found that this relationship is not limited to a specific developmental period (Malti & Krettenauer, 2012). Thus, moral emotion attributions reflect important inter-individual differences in morally relevant behavioral dispositions across a broad age range, rather than a developmental delay that is overcome in the course of development. This finding begs the question, how moral emotion attributions relate to stable personality traits that are known for being associated with antisocial conduct. 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. Participants (N = 143, 67 females) were part of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC; Bullock & Schneider, 2009). Measures of moral emotion attributions, conscientiousness and agreeableness were obtained at the ages of 4-7, 11-12, 18 and 23 years. Antisocial conduct was as assessed at the age 23 years, whereas aggressive behavior was

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assessed at the age of 4-6 years. 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. Moreover, moral emotion attributions indirectly contributed to the prediction of antisocial conduct by predicting change in conscientiousness. Overall, findings demonstrate that moral emotion attributions do not tap into the same personality characteristics that are represented by measures of conscientiousness and agreeableness. Moral emotion attributions provide an important link between moral personality development and processes of everyday moral decision-making and behavior. Moral Neutralization and Self-Control as Key Predictors of Aggression in Early Adolescence Denis Ribeaud1, Manuel Eisner2
1 2

Swiss Federal Institute of Technology (ETH), Zurich (Switzerland) Institute of Criminology, University of Cambridge (United Kingdom)

In the last decade, a substantial cross-sectional association between moral disengagement (Bandura 1999) and aggression has been repeatedly evidenced. Similarly, in the field of criminology, much evidence has supported Gottfredson and Hirschis (1990) hypothesis that lacking self-control is a key personality characteristic for the explanation of aggression. The present paper proposes to integrate both perspectives on the basis of an extension of Wikstrms situational action theory (Wikstrm, 2006). 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. Whereas self-control may be defined as the successful inhibition of a perceived action alternative that conflicts with an individuals morality (Wikstrm & Svensson, 2010), moral disengagement may be defined as the successful self-legitimation of a perceived action alternative that conflicts with an individuals morality. Accordingly, we investigate to what extent these two constructs predict aggression in early adolescence. Particular attention is given to their interaction. 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. The participants were repeatedly surveyed from age 7 to 14. Specifically, data from wave 5 at age 11 and from wave 6 at age 14 are analyzed. Self-control was measured with an adapted version of the Grasmick et al. (1999) scale and moral disengagement with the moral neutralization scale developed by Ribeaud & Eisner (2010). 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, even when other key correlates of aggression are accounted for. Hostile Intent Attribution and Aggression Revisited Bram Orobio de Castro

Department of Psychology, 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. This tendency is an important focus of cognitive behavioral attempts to prevent or reduce aggressive behavior. However, despite a growing body of literature, important issues concerning the nature, assessment, development, and malleability of hostile intent attribution remain unclear. The aim of the presentation is to identify recent gains in our knowledge of these four issues. Concerning the nature of hostile intent attribution, 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. Concerning assessment, experimental research is used to substantiate that hostile intent attribution is truly a matter of interpretation, rather than of perception. Concerning development, it is argued that a lack of empirical studies in early childhood precludes our understanding of how hostile intent attribution tendencies actually emerge. Finally, concerning intervention, a large variance in the outcomes of explicit attribution retraining interventions is shown meta-analytically, and experimental research on implicit and experiential attribution retraining techniques is suggested.

SYMPOSIA
SY4.1 CHILD AND ADOLESCENT IMPULSIVITY: PERSPECTIVES ON ITS ASSESSMENT, ITS ROLES ON PSYCHOLOGICAL DIFFICULTIES, AND ITS TREATMENT 09:00- 10:30 | Room B Amphiple Chair: Fabrice Brodard

University of Lausanne. (Switzerland)

Disscussant: Michel Bader University of Lausanne. SUPEA (Switzerland)

Personality traits were shown to be important contributors of adjustment and maladjustment in the daily life of individuals (Kotov et al., 2010; Roberts et al., 2007). In this perspective, impulsivity, which can be considered as a stable tendency related to self-regulation, Plays also an important role in the way individuals responds to their environmental demands. Furthermore, when problematic, impulsivity appears to be a frequent diagnostic criterion and is related to a broad range of psychological difficulties, such as for e.g. ADHD or conduct disorders especially among adolescents and adults (dAcremont & Van der Linden, 2005; Moeller et al., 2001). Thus, the comprehension of the development of

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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.This symposium will be composed of four presentations and structured in function to three axes. The first axis will be devoted to the assessment of impulsivity. The presentation of Zecca et al. aims at introducing the psychometric properties of a new self-instrument (C-UPPS-P Impulsive Behavior Scale), which assesses Child impulsivity traits (from 8 to 12 years old) according to the UPPS model of Whiteside and Lynam (2001). The second axis concerns the contribution of impulsivity in the development of psychological disorders. The presentation of Dremmel et al. will focus on the role of parents' psychopathology and Child impulsivity in the development of uncontrolled eating behaviours. The subject of the presentation of Bryjova et al. is to assess individual differences in psychological self-regulatory mechanisms on an acute standardized stressor among preschool Children. Finally, the third axis focuses on intervention. 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. In this perspective, impulsivity, which can be seen as a personality trait, might contribute to the development of dysfunctional behaviors that can lead to psychological disorders over the time (Zapolski et al., 2010). According to DeYoung (2010), impulsivity can be define as [] the tendency to act on immediate urges, either before consideration of possible negative consequences or despite consideration of likely negative consequences (pp. 487-488). In function of its negative outcomes, it seems very important to evaluate impulsivity accurately among children, so as to develop appropriate therapeutic strategies as well as efficent tools for parents and teachers. 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 Lynams model: the Child-UPPS-P Impulsive Behavior Scale (C-UPPS-P; Zecca et al., 2011); (b) to compare childrens self-reports on the C-UPPS-P with parents and teachers reports about childrens impulsivity; and (c) to evaluate whether there is a relationship between impulsivity self-report measures of parents and children. Children filled in the C-UPPS-P, which is a 59-item questionnaire. In order to report children impulsivity, teachers and parents filled in adapted versions of the C-UPPS-P. Moreover, parents impulsivity was measured using a short French version of the UPPS-P Impulsive Behavior Scale (Billieux et al., 2012). Preliminary results based on a sample composed of 57 children (Mage = 11.24, SDage = .87) showed that internal consistencies of the C-UPPSP were high and varied between .77 and .90. More detailed results will be shown during the presentation. 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, including eating behaviour. Even though parental parameters related to eating and feeding styles, obesity, weight concerns and critical attitude have been identified as potential risk factors for uncontrolled eating in children, the question about the specificity of these influences and their interrelatedness with important child personality factors, as correlates of impulsivity remains uncertain. 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), attention deficit hyperactivity disorder (ADHD) and healthy controls, assessed through diagnostic interviews. Furthermore, underlying mechanisms of the presumed association in particular with respect to child correlates of impulsivity as potential mediating variable are explored. Following a school-based recruitment, so far 25 age-, sex- and BMI-parallelized children aged from 8 to 13 years with BED, 25 healthy children and 15 children with ADHD took part in the study. Preliminary results reveal higher levels of general psychopathology, hostility and eating psychopathology symptoms in parents of children suffering from BED and ADHD compared to parents of the control group. Impulsivity levels as well as emotional eating scores are significantly higher both in parents and children of the BED and ADHD group, whereas no significant association could be found regarding to parental psychopathology and the frequency of binge eating episodes or the childrens general eating psychopathology. Up to now we did not find a direct association between parental psychopathology and BED in our study. Should this finding be corroborated in a larger study sample, 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. 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, on purpose, and nonjudgmentally (Kabat-Zinn, 2003). It offers an alternative to getting caught up in ones own reactivity and automatic behaviors. 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, 2012; Peters, Erisman, Upton et al., 2011). In a sample of adolescents, higher mindfulness is related to lower impulsivity (Philippot & Deplus, in prep.). 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. A total of 21 participants aged between 11 and 19 years were offered the mindfulness intervention. Pre- and post-treatment measures included self-report questionnaires of mindfulness (FFMQ, Heeren, Douilliez,

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Peschard, et al., 2011), impulsivity (UPPS, Van der Linden, dAcremont, Zermatten et al., 2006), emotion regulation strategies (REQ, Philippot, 2009), repetitive thoughts (Mini-CERTS, Douilliez, Philippot, Heeren, et al., submitted) and depressive symptomatology (MDI-C, Berndt & Kaiser, 1999). Results : After the intervention, mindfulness scores were significantly increased, while impulsivity scores decreased, as well as dysfunctional emotion regulation strategies, unconstructive repetitive thoughts and depressive symptomatology. Furthermore, the increase of mindfulness after the intervention seemed to best predict its clinical effects. Discussion and conclusion : Our results suggested that a mindfulness-based intervention might improve self-regulation of emotions in adolescents, including decreasing impulsivity. 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.

SY4.2 DEVELOPMENTAL OUTCOMES IN PREMATURITY: PHYSIOLOGICAL, SOCIAL AND EMOTIONAL LONG-LASTING IMPACTS 09:00- 10:30 | Room 410 Amphimax

Chair: Line Nadeau Universit Laval (Canada) Disscussants: Olivier Halfon1, Rjean Tessier2 1 University of Lausanne, SUPEA (Switzerland) 2 Universit Laval (Canada)
Premature birth results in later risks of behaviour problems. However, the nature of that association remains to be clarified. The exposure of very premature infants to antenatal stressors, and during the first weeks of life, to invasive care procedures, illnesses, separations, may represent determinant modulators of long-term misbehaviours. We therefore hypothesized that early vulnerability of prematurely born infants could be associated with altered stress responses, and that attachment-like behaviours might partly mediate that effect. Three teams, from Switzerland, Spain and Canada addressed that question, evaluating endocrine stress responses of young adults born very or extremely premature, their mental health, attachment, and several other potential moderating, mediating, or confounding variables. This symposium will present -and confront- the data of these three teams, namely about the integrity of the HPA system (cortisol, ACTH, CRF), of the oxytocin production system, the relationships of these systems with attachment, and with behaviour and emotional problems. Such studies may contribute to better understand the behavioural and emotional vulnerability of subjects with perinatal trauma, and provide hints for early intervention. 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, and that premature birth has long lasting consequences regarding the stress system and its connected functions. Dysfunctions regarding adequate social engagement behaviors in adults born very prematurely have been reported. OT has been associated with social engagement and may potentially mediate stress responses. However, OT responses to stress in prematurity have not been documented. Objective: The present work examined plasma levels of cortisol and OT in prematurely born adults when confronted to a psychosocial experimental stress, the Trier Social Stress Test (TSST). 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). Results: Preliminary analyses show that adults born very prematurely have lower mean levels of cortisol than the control group. Those results are consistent with previous studies. Although, OT results were not significant, OT secretions present different patterns between premature and control group. Conclusions: OT production is deeply implicated in social functions; 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. Attachment system, reflective function, and response to stress in former preterm young adults Margarita Ibez

University of Barcelona (Spain)

Lazarus y Folkman (1984) y Bandura y col. (1977) describe two times in copping stress: first appraisal, cognitive evaluation of danger, second appraisal, cognitive evaluation to copping danger. Based on this framework, 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, thus achieving more positive perceptions of themselves. Repetition and automation of this cognitive response "adaptive" may be manifested at the physiological level (heart rate, blood pressure, cortisol) and thus can be measurable. The attachment can be related with individual differences of response to stress at neurophysiologic and cognitive levels (Maunder et al, 2001). Objective: Study the relationship between a) early stressors: neonatal biological risk, psychosocial risk at 30 month and later minor sequel at 7 years old, b) attachment representations and reflective function, c) self perception of health with the cognitive and physiological response to stress, of former preterm young adult. Hypothesis: the former preterm young adults compared to the control group a) will present high basal salivary cortisol levels, less intense response (curves) to the TSST protocol. 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. Sample: 50 VLBW, 19-21 years old randomized, born in Hospital Sent Joan de Deu. 75 born at term, 19-21years old. Measures: Response to stress: Trier Social Stress Test and cortisol measures, Achenbach System of Empirically Based Assessment (ASEBA) Youth Self-Report/ 11-18 (YSR), Child Health and Illness Profile-Adolescent

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Edition, Stressing Life Events, Adult Attachment Interview (AAI). Results will highlight the relationship between social development, stress copping and physiological response to stress in former preterm young adults. Effects of early exposure to stress and maternal posttraumatic stress on preterm infants cortisol regulation Stephanie Habersaat

Universit de Nancy, Nancy (France)

Background: The perinatal period is a key moment in the integration of life experiences, given the transformation of brain structure, 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. A premature delivery is also a potentially traumatic event for parents, leading to posttraumatic stress symptoms. The repeated activation of the HPA axis during the perinatal period may alter later stress regulation when confronted to subsequent stressors. Objective: Evaluate cortisol baseline and reactivity in preterm and full-term infants at 12 months of age and in their mothers, in association with infant early stress and maternal posttraumatic stress symptoms. Method: 54 preterm and 25 full-term infants and their mothers were submitted to a mild stress paradigm at 12 months of age. Maternal posttraumatic stress symptoms were evaluated through a self-reported questionnaire at the time of the study. Saliva was collected during two days to compute a basal cortisol slope and during a mild stress paradigm to compute reactivity. Results: Results show a significant interaction effect of exposure to early life stress and maternal posttraumatic stress symptoms in infants diurnal cortisol slope, as well as in infants reactivity to stress. Discussion: These results reinforce the idea that early stress exposure influences the HPA axis regulation to later stress, such as, for instance, mothers posttraumatic stress symptoms. This can draw a possible pathway from early stress to later vulnerability to internalizing disorders in premature children. Social stress (TSST) and cortisol response in a young adult prematurely born sample Line Nadeau

Universit Laval (Canada)

Epidemiologic studies have reported increased levels of neurologic and cognitive disabilities in adolescents and young adults born premature. The purposes of the present study were 1) to describe the salivary cortisol daily slope in a population of formerly very premature infants, and 2) to evaluate a potentially aberrant physiological responsiveness to social stress exposure (TSST) in the young adults born premature sample. 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, we collected salivary cortisol samples at 5 moments in the course of 3 consecutive days. The lab procedures were performed the 2nd day. The subjects had to respond to the Primary and Secondary Stress Appraisal (PASA) and then were asked to perform the Trier Social Stress Test, which includes a public speaking task and a mental arithmetic task. Moreover, parents and young adult completed the CBCL. 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. Conclusion: Like persons submitted to chronic stress, VP young adults down regulate their physiological responses (HPA axis). PASA secondary appraisal (control expectancy and self concept) is negatively related to cortisol secretion in the VP group. The highest is the feeling of control, the lowest is the cortisol secretion level. This might be explained by the behavioural passivity previously observed in social interactions.

SY4.3 HOW DOES THEORY OF MIND EXPLAIN SOCIAL SKILLS? WHAT IS THE IMPACT OF COMMUNICATIVE AND LINGUISTIC FACTORS ON THEORY OF MIND? 09:00- 10:30 | Room 415 Amphimax Chair : Nathalie Nader-Grosbois

Universit Catholique de Louvain ,Institute of Psychological Sciences (Belgium)

Disscussant: Koviljka Barisnikov Geneva University, Child Clinical Neuropsychology Unit, 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, autism spectrum disorder, or behavior disorders..The contributions of authors will be based on recent empirical studies that investigated several mental states including beliefs, false beliefs, the understanding of causes and of consequences of emotions, and also abilities in social problem solving.The impact of communicative, sociopragmatic and psycholinguistic factors in ToM assessment will be examined, in order to investigate new hypotheses about the typical or atypical development of ToM and to improve future assessment situations. A focus on more ecologically valid situations and more motivating measures of ToM abilities will be made.Similarities and specific differences in ToM and in social problem solving will be emphasized between typically preschoolers and atypically developing children or adolescents, in order to better understand their social cognition.The links between ifferentiated profiles in ToM and strengths or weaknesses in social interactions, in socio-affective profiles, in social adjustment in daily life will be highlighted. As these studies have used different kinds of direct and indirect measures of social skills or deficits, nuanced results about their links with ToM, will be discussed.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

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Psycholinguistic factors in testing childrens theory of mind: false belief in their own words Mikkel B. Hansen

Universit 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. When this development is examined with standard verbal false belief tasks such as the Sally-Anne and Smarties tasks, children below the age of 4 years usually fail. However, a small but growing number of studies indicate that when tested with non-verbal tasks, 1year-olds may show an implicit understanding of false belief. To account for the discrepancy of 4 years between implicit and explicit understanding of false belief, Hansen's discourse-based account (2010;Hansen & Markman, 2005) proposes that there is an ambiguity associated with the use of language concerning the mental states of third persons. This so-called oblique use of mental state references could be two people discussing the false belief of a third person, or discussing an action following from her false belief. Inadequate understanding or application of the pragmatics needed to avoid ambiguity prevents younger children from passing verbal false belief tasks. This inadequacy may stem from yet to develop information-processing capabilities and/or an imperfect understanding of rules governing language use. On our argument, 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. Our studies present young children with more ecologically valid conversational situations that are paradoxically more verbally complex, yet allow them to perform correctly. Methodological implications for testing theory-of-mind development in children with autism, who show characteristic deficits in pragmatic development, are discussed Social and emotional abilities in children with Down syndrome: an integrated approach Koviljka Barisnikov

Geneva University, Child Clinical Neuropsychology Unit, Department of Psychology (Switzerland)

Despite a cheerful and friendly social disposition, children with Down syndrome (DS) present with a high level of externalized behaviour difficulties. Studies of developmental disorders demonstrate that some specific executive function abilities (e.g. inhibition), emotional processing (e.g. emotional recognition) and social processing abilities (e.g. social problem-solving) function in tandem and influence the way children interact and adjust their behaviour. Aim: The socio-emotional abilities of DS children were compared to typically developing children (TD). The relationship between these abilities and the social behaviour of DS children were also examined. Method: sixteen DS children (CA = 12.5 years; SD = 2.7) and sixteen TD children (CA = 5.4 years; SD = 1.44) matched on gender and a receptive vocabulary task were assessed with a wide range of tasks from the Socio-cognitive battery (Barisnikov & Hippolyte, 2010). DS children were also assessed with the Developmental Behavior Checklist-DBC-teacher (DBC-T). Results: In comparison to the control group, DS children obtained lower scores on the attention task (p < 0.05) but not on the inhibition task. They showed a specific deficit in processing some negative emotions, such as the recognition of anger (p < 0.001), and the ability to associate a particular event with the emotion sadness (p < 0.001) and anger (p < 0.047), but not fear. In contrast, happy emotions were well recognized. 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. Conclusion: These results highlight the existence of specific deficits in the processing socio-emotional information within the DS group. In contrast to the control group, DS children refer more to factual aspects and demonstrate less empathy when reasoning about the transgression of social rules. 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, Institute of Psychological Sciences (Belgium)

At preschool age, the most common problem in mental health is hard to manage children presenting externalizing behaviors (EB). In addition, 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. No study has ever compared their social cognition in order to differentiate their respective strengths or weaknesses in socio-affective domains. This study compared Theory of mind (ToM) emotion and belief abilities in 43 children with EB presenting low intelligence, 40 children with ID and 30 typically developing (TD) preschoolers, matched for developmental age. The links between their ToM abilities, 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. Between groups, significant differences were obtained, 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. Significant differences were emphasized in most of the dimensions of socio-affective profiles, to the disadvantage of the two atypical groups. More specifically, the dimension of anger versus tolerance differed significantly between the atypical groups to the disadvantage of children with EB. Although variable patterns of positive correlations were obtained in atypical groups between self-regulation strategies and ToM abilities, the most numerous positive links were obtained in the group with EB.

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Towards more ecological measures of Theory of mind in children with autism: opportunities and cost of using cognitive resources in communication contexts Marie-Hlne Plumet1, Edy Veneziano2, Marie-Thrse Le Normand3
1 2 3

Universit Paris Descartes-Sorbonne Paris Cit- LPPS EA 4097 Universit Paris Descartes-Sorbonne Paris Cit- CNRSUMR 7114 Inserm- 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. However, their performance in theory of mind (ToM) experimental tasks doesnt always reflect their difficulties to adapt in everyday life. More ecological measures are thus needed to capture how ASD children cope with Tom-laden situations. 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; (2) a narrative eliciting task. Participants were autistic children and their family members (part 1) and Asperger children (part 2) aged between 5 and 11 years. They were compared to typical children matched on verbal age. Data collection: (1) For each family, one hour of spontaneous videotaped home interaction was systematically coded for oppositional episodes, including justifications, until their resolution; (2) Children produced narratives based on a series of wordless pictures depicting events open to mentalistic causal explanations. Stories were transcribed and coded for psychological references. In both studies, 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. In both groups, the justification of first oppositional moves reduced the probability of the partners insistence. The effect was stronger in children with lower rather than higher verbal levels, while the latter tended to counter-argue more. However, ASD children with verbal age of 3-4 years justify their disagreements significantly less than controls; (2) Asperger children, although producing narratives of equivalent linguistic form, referred less to mental states and had difficulty in integrating them in causal frames. The discussion will examine the cost of using cognitive resources in communicative contexts and its impact on the socio-pragmatic functioning of ASD children.

SY4.4 ADVANCED THEORY OF MIND. 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 Amphiple

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. Presenting papers on relation between ToM and gendered sense of self and on understanding irony, we will try to emphasize two important aspects of social cognition: self and language. Moreover, we need to search for methodology that allows us not to omit cognitive factors and their role in ToM development, which is the reason why we try to comment on different techniques used to examine advanced ToM (MAST,Strange Stories Test) and results obtained using them with middle aged children. To sum up, 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. Childrens 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. Similar to the ambiguous nature of others mental worlds, gender identity research suggests that by ages of 7 to 9 children begin to understand gender-role orientations and stereotypes in social contexts (Fine, 2011). Although links may exist between childrens ToM understanding and social cognitive skills including self-perceptions (Bruner, 2006), few longitudinal studies explore the links between childrens gender-role perceptions and their understanding of self and ToM (Hughes, 2011). Accordingly, this study explored if these connections exist over time. This study focused on 2 time points (T1, 2006 and T2, 2008) from a larger study (Bosacki, 2008) with 28 mainly Euro-Canadian children from middle SES, semi-rural neighbourhoods (16 females, 10 males, T1 M = 8y, 5m; T2 M = 10y, 4m). Each year children participated in individual ToM story interviews and self-report measures of gender-role perceptions and self-concept (Boldizar, 1991; Bosacki, 2003; Harter, 2005). Significant positive correlation was found between T1 ToM understanding and childrens perceptions of femininity or masculinity at T2. From T1 to T2, girls perceived themselves as more stereotypically feminine than boys. In contrast, boys perceived themselves as more stereotypically masculine than girls. ToM Total scores significantly increased from T1 to T2 (T1 M = 27.29, SD = 19.17; T2 M = 39.00, SD = 3.42; T = 3.352, p = .002). Overall, 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.

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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. In the case of verbal irony, the actual meaning of an ironic utterance may be an inversion of its surface semantic meaning, a hyperbole or an understatement (Ackerman, 1983; Filippova & Astington, 2008; Winner & Leekam, 1991). Comprehension of verbal irony is an example of pragmatic competence in understanding nonliteral language that has been studied for over 30 years. Yet, the results are inconsistent as to the age when this competence is acquired, although there is a general pattern and a number of models that attempt to track and explain the developmental dynamics of the process. So far, there has been hardly any research on the understanding of ironic utterances in Polishspeaking children. 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. In the sample, which was balanced for age and gender, 20 four-year-olds, 20 five-year-olds and 20 six-year-olds were tested with the Reflection on Thinking Test (Biaecka-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 childs development. Mindreading in middle childhood. 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, 2008), as well as the growth in speed and automaticity of mindreading (Apperly, 2011). To study different aspects of developmental changes, the use of verbal and non-verbal methods are required. The aims of this study are to analyze the age-related changes in the mentalising abilities in middle childhood. 116 children aged 9-12 years performed a test (MSAT, Brune, 2005) consisting of six computerized cartoon picture stories which have been applied in two scenarios depicting the cooperation of two characters, two scenarios involve deception of one character by another, and two cartoons show the cooperation of two characters at the cost of a third. 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; 2)tell the presented story 3) then to respond to 23 questions referring to the mental states. Questions involve the comprehension of first-,second-, and third-order true and false belief, deception, detection of cheating, and cooperation. To measure the validity of MSAT, the adaptation of Happe Strange Stories test (OHare et al. 2009) and faux pas test (Baron-Cohen & ORiordan, 1999) was performed. The results showed that the reliability varied, and is higher for sequencing speed (=0,78) and mentalising of the story (=0,65) than sequencing correctness (=0,30) and questionnaire (=0,60). Significant correlations (about 0.4) were found between MSAT Questionnaire, Happe Strange Stories and faux pas test, and MSAT sequencing and the faux pas test. Results are discussed in the context of two-system account in mindreading Apperly (2011). Attachment, Self-Concept, and Theory of Mind in Adolescence and Emerging Adulthood Marta Bialecka-Pikul

Institute of Psychology, Jagiellonian Univeristy (Poland)

This presentation considers relations among attachment, theory of mind (ToM), and self-concept in general. We will focus on theoretical assumptions, followed by a discussion of empirical evidence in a poster format. Past research suggests relations may exist between attachment and ToM in childhood (Hughes, 2011), nevertheless still little is known about the nature of this relation in adolescence and adulthood. Since internal representations of attachment include the image of the other people and the image of the self (Bowlby, 1973; Bartholomew & Horowitz, 1991), 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. 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; see e.g. Dykas & Cassidy, 2007). More problematic (at least theoretically), 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, 2005). If they are interdependent, (b) whether self-concept is the basis for theory of mind or conversely (Bruner, 1996). 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, see Bartholomew & Horowitz, 1991), then one could argue that they are separate constructs. Nevertheless, it is also postulated that ToM development is directly related to the development of the self (see e.g. Fonagy et al., 2002). The latter approach provides theoretical support that ToM may afford the basis for developing a sense of self. Those two issues would be then analysed on the basis of literature and the final conclusions will be proposed.

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SY4.5 EUROPEAN PERSPECTIVES ON CHILDCARE QUALITY 09:00-10:30 | Room 315.1 Amphiple

Chair: Lieselotte Ahnert University of Vienna, Faculty of Psychology, 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). First, the Behavior Outlook Norwegian Developmental Study (BONDS) has been carried out in order to focus on structural ECEC quality, i.e. group size and composition which in turn has been linked to childrens social competence and externalizing behaviors. Second, NUBBEK (National Study on Early Childhood Education and Care) from Germany also explored measures of group composition, with a special focus on the numbers of immigrant children in the group. While controlling for mother-child activities and further family influences, the study investigates the impact of the out-of-home care on childrens language and cognitive development. Third, compiling three Austrian-German studies (i.e., SCCS: Stendal Child Care Study, VCCS: Vienna Child Care Study, and PCPP: Parenting-and-Co-parenting Project), this paper thoroughly investigates procedural ECEC quality. Comparing relationship qualities at home and in center-based as well as home-based care settings, respectively, the paper questioned whether and what kind of out-of-home relationships of the children met their interactional and developmental needs, and, consequently, influence childrens cognitive development and behavioral adjustment. Finally, 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.

Structural ECEC quality in Norway as related to childrens 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, and has been consequently targeted by ECEC policies. Norway provides an interesting policy context, where some features (e.g., staff education, adult-child ratio, and physical environment) are quite strictly regulated, while other features, especially group size and to some extent age group composition (groups for 3 year olds vs. <3 years) are not, varying considerably between ECEC institutions. In this paper, we investigate associations between group size and age group composition, and childrens social competence and externalizing behavior during the early years. We utilize data from the Behavior Outlook Norwegian Developmental Study (BONDS), in which 1159 families and their children have been followed from the age of 6 months. Child outcomes have been reported by ECEC staff and parents at 24, 36, and 48 months. Social competence has been measured by a Norwegian adaptation of the Social Skills Rating System, whereas externalizing behaviors have been evaluated using a self-composed item pool. Structural quality indicators are reported by ECEC staff at 24, 36, and 48 months, while covariates are drawn from multiple waves of interviews with parents. We modeled multiple ways in which structural quality features may influence child outcomes, including cross-sectional, lagged, and longitudinal models (between-child, i.e., random-effects models, and within-child, i.e., fixed-effects models) while controlling for other structural quality features and family as well as child covariates. Preliminary findings suggest that children attending smaller groups and agehomogenous groups, are, on average, rated higher on social competence. Associations with externalizing behavior are less consistent. The interplay of ECEC quality in Germany, immigrant status, SES and mother-child activities on language and cognitive development: A multilevel analysis Birgit Leyendecker

Faculty of Psychology, 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. 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 childrens language and cognitive competencies. In addition, we compared the influence of child-focused activities of mothers and caregivers on these measures. ECEC quality was assessed using German adaptations of several quality measures, such as the Infant-Toddler, the Early-Childhood, and the FamilyDay-Care Environment Rating Scales (ITERS-R, ECERS-R, and FDCRS). Multilevel analyses revealed several mediation patterns. (1) ECEC quality of child care could be associated with family SES, ratio of child care providers/children per group, and age-homogeneous versus age-heterogeneous groups. (2) Type of child care explained up to 20% of the variance in childrens language proficiency (PPVT) and up to 10% in their cognitive competencies (subtests K-ABC, WPPSI). (3) As was expected, the German language scores were lower for immigrant children. These effects were evident between and within groups and could be partially explained by the quality of child care and by family SES. For cognitive development, only family SES was a significant predictor. (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. (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. Overall, however, family influences were much stronger than child care influences on childrens language and cognitive competencies.

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Procedural ECEC quality in Germany and Austria: Comparisons of close care providerchild relationships in center-based and homebased care Lieselotte Ahnert

University of Vienna, Faculty of Psychology, Department of Developmental Psychology (Austria)

Based on three German-Austrian studies, i.e., the Stendal Child Care Study (SCCS; n=300), the Vienna Child Care Study (VCCS; n=100) and the Parenting-and-Co-parenting Project in Vienna and surroundings (PCPP; n=300), we explored different types of out-of-home care for infants and toddlers (mean age almost 20 months). Focusing on the central cornerstone of procedural ECEC quality, we thoroughly explored infant relationship qualities. Comparing relationship qualities at home and in center-based as well as home-based care settings, respectively, we questioned whether and what kind of out-of-home relationships of the children met their interactional and developmental needs. External observers using the Attachment Q-Sort (AQS) evaluated childrens relationship qualities at home towards mothers, in center-based care towards primary care providers and in home-based care towards child minders. Observed relationships were described based on the overall AQS score, but also on a newly developed 8-component model tapping individual relationship features in which children and care givers were involved. In addition, video records allowed for the coding of interaction patterns occurring in daily life activities. Comparisons of childrens relationships/interaction patterns with care providers vs. child minders which were carefully matched with regard to age and socioeconomic background, demonstrated higher procedural ECEC quality in home-based care. Thus, results demonstrated higher overall scores of attachments towards child minders than towards care providers. Gender differences in childrens relationships were obvious in center-based but not in home-based care with boys having developed significantly lower quality scores than girls. Several other discriminate features of the relationships distinctly portrayed the strengths and weaknesses of the respective care environments as related to childrens cognitive development and behavioral adjustment. Evaluation and certification of ECEC quality in Switzerland Margit Stamm

Swiss Institute for Educational Issues Universit de Fribourg (Switzerland)

The present paper questions as to how Early Childhood Education and Care (ECEC) quality can be generated, why ECEC quality does not develop by itself and why state attesting procedures and intervention are therefore necessary. 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, the Swiss ECEC model must allow for the integration of existing concepts of quality. Second, the model must allow for the measuring of ECEC quality by means of new as well as known instruments, ensuring their comparability. Third, the model must balance out past staff qualifications. And finally, the Swiss ECEC model must account for socially diverse contexts, such as cultural diversity in childcare centres, and alternative educational programs. Based on these four basic propositions, the evaluation processes has been based on the widely accepted four overall dimensions of ECEC quality: (a) ECEC quality in guidance, (b) structural ECEC quality, (c) procedural ECEC quality, and (d) outcome ECEC quality, but carved out eight indicators focussing on (1) developmental and learning support, (2) relationships and interactions, (3) Integration and participation, (4) parental participation and shared care with parents, (5) environment and security, (6) staff and qualification, (7) administration and management, as well as (8) the implemented educational program. We demonstrate how these indicators were evaluated across the Swiss national states, and how their realized results have been approved in a nationwide social political process

SY4.6 PARENTING PROCESSES AND IDENTITY DEVELOPMENT IN DIFFERENT EUROPEAN CONTEXTS 09:00-10:30 | Room 319 Amphiple Chair: Gregoire Zimmermann

University of Lausanne (Switzerland)

Disscussant: Theo Klimstra Tilburg University (The Netherlands)

In his classic developmental theory, Erikson (1950, 1968) outlined that identity formation is a dynamic life-long process, which becomes a central developmental task during adolescence and the transition to adulthood (Arnett, 2000). Although Erikson (1968) was perfectly aware of the importance of contextual and interpersonal factors in shaping the development of identity in adolescence, the concept of identity (personal and cultural) has mainly been understood as an inner attribute of the adolescent. Recently, several scholars in the neo-eriksonian tradition have examined the relationships between identity processes and parenting dimensions, suggesting that adolescents identity formation and parenting are dynamically interlinked (Beyers & Goossens, 2008 ; Luyckx, et al., 2011). The general purpose of this symposium is to take a closer look of these relations in different European contexts. Specifically, Pace and colleagues will present a study focused on the associations between identity processes (commitment and exploration) and perceived achievement- or dependency-oriented parental psychological control (Soenens, et al., 2010) among Italian adolescents, and whether family functioning may moderate these associations. Second, Tantaros will examine in Greek adolescents and emerging adults whether perceived parental acceptance vs. rejection is associated with identity processes (e.g. commitment making, exploration in breadth) proposed by Luyckx, et al. (2008) in his five-dimensional model. Third, Biermann Mahaim and colleagues will examine how cultural identity (ethnic and national; Sabatier, 2008) dimensions and perceived dimensions of parenting style are related to each other in Swiss and immigrant adolescents. Finally, based on attachment and perceived parental psychological control, Lannegrand-Wilems and colleagues will present mother- and father- adolescent/emerging adults relationship profiles and their links with identity processes among French adolescents and undergraduate students.

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Parental Psychological Control, 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. Two hundred ninety-six adolescents (144 boys and 152 girls) from 16 to 19 years of age (M = 17.58, SD=0.77) participated in the study. The Italian validation (Guzzo et al., in press), of the Dependency-oriented and Achievement-oriented Psychological Control Scale (DAPCS; Soenens et al. 2010), the Italian validation (Roncone et al. 1998) of the Family Assessment Device (FAD; Epstein et al. 1983) and the The Ego Identity Process Questionnaire (EIPQ; Balistreri, Bush-Rossnagel, & Geisinger, 1995) were administered in order to explore perceived parental dependency- and achievement-oriented psychological control, family functioning and related processes of identity formation, commitment and exploration. Regarding the predictive relation among variables, analyses indicated that both dependencyand achievement-oriented control predicted a low level of commitment, whereas among family relational variables, general healthy functioning and affective involvement predicted a high level of commitment. Furthermore, 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, with family general functioning and affective involvement moderating the negative effects of parental psychological control on commitment. Parental influence on Greek adolescents identity formation Spyridon Tantaros

Department of Psychology, 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. Findings so far suggest that parenting and identity formation are dynamically interlinked, and underscore that parents represent an important source of socialization for their developing children, even in late adolescence, although it is admitted that empirical evidence for this link is still limited (Beyers & Goosens, 2008). The present study aims to investigate the relations of perceived parenting as well as perceived parental acceptance rejection to identity formation, in a sample of Greek adolescents (184 high school students, mean age 14 years and 235 lyceum students, mean age 16 years) and late adolescents (210 University students of the first year). Participants were asked to fill in the following measures: a) the Parental Bonding Instrument (Parker, Tupling & Brown, 1979), measuring two dimensions of parental bonding, b) the Parental Acceptance-Rejection Questionnaire (Rohner, 1990), c) the Dimension of Identity Development Scale (Luyckx et al., 2008), measuring five dimensions of identity formation (commitment making, exploration in breadth, ruminative exploration, identification with commitment, exploration in depth) and d) a demographic questionnaire. Results will highlight the effect of perceived parental acceptance to identity formation of adolescents. Development of identity-in-context : Cultural identity and perceived dimensions of parenting style in two different Swiss school contexts Elodie Biermann Mahaim

LabDCI - Institute of Psychology, University of Lausanne (Switzerland)

The development of a positive and coherent identity is a central developmental task in adolescence. In a multicultural world with important migrations, developing identity can be more complex. Recently, several authors considered cultural identity development as an essential aspect of the identity formation (Sabatier, 2008). More specifically, in this research, both ethnic and national identity will be studied. So far, only few studies have taken into account the contextual influences in the identity formation, as ecological theories of human development suggested. Indeed, the relationships with parents as well as the school context have proven to have importance in psychosocial development (Lannegrand-Willems & Bosma, 2006). 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. Second, we will explore the influence of the key dimensions of perceived parenting style on cultural identity formation. Finally, we will compare the cultural identity patterns and the parenting dimensions of adolescents in two different types of school (i.e. vocational school vs. high school). The analyses are still in progress. Three hundred eighteen Swiss and immigrant adolescents (180 from a vocational school and 138 from a high school, all in their first year) from 15 to 20 years of age completed the Revised Multiple Group Ethnic Identity Measure (Roberts et al., 1999) and an adapted Swiss version of a national identity questionnaire from Sabatier, 2008. Adolescent-parents relationships were assessed with the Dependency-oriented and Achievement-oriented Psychological Control Scale (Soenens et al. 2010; Mantzouranis et al. 2012) and the key parental dimensions of parenting style (e.g. autonomy support, behavioral control; Soenens et al. 2006). 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, parents continue to play an important role in psychosocial development. According to Grotevant and Cooper (1985, 1986), attachment and support of individuality can promote identity formation. Parents may support identity development process by providing secure and autonomy-supportive environment (Beyers & Goossens, 2008). Parental autonomy support can be contrasted with parental psychological control (Soenens & Beyers, 2012). Based upon the combination of attachment relationships and psychological control, our aim was first to study the quality of mother-child and father-child relationships during adolescence and emerging

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adulthood. Second, we analyzed the links between these relationships and adolescents and emerging adults identity formation. Our sample consisted of 1088 emerging-adult undergraduate students and 464 adolescent high school students. Parents-child relationships were assessed using IPPA (Armsden & Greenberg, 1987; Vignoli & Mallet, 2004) for attachment dimensions and DAPCS (Soenens, et al. 2010; Mantzouranis, et al. 2012) for psychological control dimensions. Identity was assessed using DIDS (Luyckx, et al., 2008). Four hierarchical cluster analyses were carried out using Wards method, for mother and father relationships, and in the adolescent and emerging-adult samples separately. Each one revealed a 5-cluster solution in which three profiles were similar for mother and father, in adolescence and emerging-adulthood: Secure Autonomy-supportive, Insecure Achievement-controlling, and Insecure Non-controlling profiles. Profiles characterized by high scores of Dependency-controlling were specific to mother relationships. To assess the links between these profiles and identity formation of male and female adolescents and emerging adults, MANOVAs were conducted and showed that Secure - Autonomy-supportive profiles were linked with highest scores of identity formation processes. They also showed stronger links between parent-child relationships profiles and identity processes during emerging adulthood than during adolescence, which could underline the important role of parents in identity formation during emerging adulthood.

WORKSHOP
WK4 Numbers and calculation atypical development, diagnostics, and the brain Numbers and calculation atypical development, diagnostics, and the brain 09:00-10:30 | Room 210 Amphiple 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, and they are becoming even more crucial with the increasing role of technology in contemporary society. Nevertheless, difficulties with numeracy are very common with a prevalence rate between 3 to 6%. Low numeracy skills have a negative impact on the employment prospects and mental and physical health of individuals, and on the economic status of countries. Despite the relatively high prevalence of specific numerical learning disorders, only few research projects focus on this clearly high priority area. It is important to gain a clear understanding about typical as well as atypical development of numerical competencies. Based on profound knowledge about the development of numeracy, new intervention and teaching strategies can be developed and consequences on diagnostic criteria and policy are requested. In the present symposium, we discuss new findings of atypical development of numerical skills in children on a behavioural as well as neuronal level. In particular, alternative theories of developmental dyscalculia are offered demonstrating that not only magnitude representation seems to be impaired. Moreover, 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. However, in the same vein, we show that the time-point of diagnosis has an important impact on the predictability of the further developmental course. Finally, new insights about neuronal correlates of developmental dyscalculia are presented, which enhance our understanding of specific learning impairments in math and might offer an additional approach for diagnosing dyscalculia. 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. Currently dominant cognitive neuroscience theories of DD suggest that DD originates from the impairment of the magnitude representation (MR) of the human brain, residing in the interparietal sulculs (IPS), or from impaired connections between number symbols and the MR. However, 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. That is, besides the MR, impairment of working memory, attention, inhibition and spatial processing were also proposed to underlie DD. Strikingly, the MR theory has never been explicitly contrasted with the range of alternatives in a systematic fashion. 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 used both behavioural and neuro-imaging tasks and used practically all available measures of the MR. Participants were carefully filtered from a pool of 1004 children and took part in 15 standardized tests and 9 experiments. DD and control participants were completely matched on reading skills, verbal and non-verbal IQ, general processing speed and socio-economic status. None of the results supported the MR theory of DD. In contrast, various domain general functions emerged as strong markers of impaired function in DD. The theoretical and practical significance of findings will be discussed. Developmental Dyscalculia, a disconnection syndrome ? Karin Kucian

University Children's Hospital (Switzerland)

Numerical understanding is important for everyday live. 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. The aim of the present

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study was to investigate possible differences in white matter fibres between children with DD and controls using diffusion tensor imaging. White matter integrity and behavioural measures were evaluated in 15 children with developmental dyscalculia aged around 10 years and 15 matched controls. The main finding, obtained by a whole brain group comparison, revealed reduced fractional anisotropy in the superior longitudinal fasciculus in children with developmental dyscalculia. In addition, region of interest analysis exhibited most prominent deficits in fibres of the superior longitudinal fasciculus adjacent to the intraparietal sulcus, which is thought to be the core region for number processing. To conclude, our results outline deficient fibre projection between parietal, temporal and frontal regions in children with developmental dyscalculia and therefore raise the question whether dyscalculia can be seen as a disconnection syndrome. Since the superior longitudinal fasciculus is involved in the integration and control of distributed brain processes, present results highlight the importance of considering broader domain general mechanisms in diagnose and therapy of dyscalculia. Short- and long-term course of dyscalculia and dyslexia Juliane Kohn

University of Potsdam (Germany)

The study focuses on the short- and long-term course of specific developmental disorders in a community sample. It investigates the prognoses of children with dyscalculia as well as dyslexia identified in primary school age. Additionally, it aims to assess factors influencing the academic development. The study refers to the three measurement points of the Potsdam Longitudinal study that started in 2005. The initial sample consisted of 2281 6- to 12-year-old school children. Within the second assessment, on average two and a half years later, 1579 8- to 15-year-old children and adolescents were examined. The third assessment was conducted six and a half years after the first one. 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. Most of the children with an arithmetic disorder diagnosed in grade 2 or later had persisting arithmetic difficulties (90%), and 40% even fulfilled the diagnostic criteria for developmental dyscalculia. Contrary to this, an early diagnosis in the first grade caused unstable results. Children with reading and spelling disorders could be divided into three groups (isolated spelling disorder, isolated reading disorder and a combined reading and spelling disorder) to assess if the stability rates differ between the types of disorder. Besides the short-term course, results concerning the persistency of dyslexia and dyscalculia over six and a half years will be presented. Additionally, we will focus on factors influencing the prognoses of specific developmental disorders. Especially, the interaction of emotional and behavioural disorders and academic achievement will be investigated. Overall, the first results support the assumption of an adverse prognosis of specific developmental disorders and emphasize the importance of early diagnostics and treatment.

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, either analyzing one group or comparing two or more groups, e.g. healthy controls and diseased populations or on approaches that correlate brain activity with clinically relevant criteria or behavioral measures. In this study we investigate the potential of fMRI-techniques focusing on individual differences in brain activation. 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. In a second step, cluster analysis techniques served to investigate similarities in brain activation patterns and visualize the more holistic between-subject relations. Dyscalculic and typically achieving children were confronted with a non-symbolic number comparison and a nonsymbolic exact addition task during fMRI acquisition. Conventional second level analysis only showed slight differences around the angular gyrus bilaterally and the left parieto-occipital sulcus. Analyses based on statistical procedures suggested by Crawford and coworkers revealed that dyscalculia is characterized by individual differences predominantly in visual processing areas. Dyscalculic children seemed to compensate a relative under-activation in lower visual cortex through an up regulation in higher visual areas. Overlap in deviant activation was low for the dyscalculic children indicating that dyscalculia is a disorder that is characterized by heterogeneous brain activation differences. Using cluster analysis, we tried to identify dyscalculic and typically achieving children according to similarity of brain activity. This was only effective when reliable brain activations of both tasks were employed simultaneously. Our understanding of developmental disorders may be improved when including a profile of fMRI activation patterns from several cognitive tasks. We conclude that dyscalculic children show large individual differences in the global and local aspects of brain activity. Nonetheless dyscalculic children can be differentiated from controls when appropriate methods are used.

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THEMATIC SESSIONS
TS4.1 USE OF SOCIAL MEDIA 09:00-10:30 | Room 340 Amphiple

Chair : Bo Helsing University West Tollhttan (Sweden)

Parental communication, values, and control strategies in relation to adolescents sexual activities on- and offline Sorbring Emma1, Skoog Theres2, Hallberg Jonas1, Bolin Margareta1
1
2

University West Trollhttan (Sweden) rebro University (Sweden)

When it comes to relationships and sexuality parents are one of an adolescents primary socialization agents. 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 and control strategies. Previous studies have focused on traditional contexts for sexual activities (sexual and romantic relationships offline). For most young people in the Western world, the Internet is a well-known and highly utilized arena; the availability of sexual material and conversations about sex and gender has increased dramatically in the past years. Despite the Internets widespread use by adolescents, there are few studies that examine how parental communication, values and control strategies regarding sexual activity on the Internet are related to parental communication, values and control strategies in traditional contexts. In the current study 601 parents and their teenagers were included (grade 7 = 297; grade 10 = 304). Parents answered questions about what values they have towards adolescents sexual activities online and offline. Parents also answered questions concerning the degree to which they talk to their teens about sexuality online and offline, and to what extent parents tried to control these activities. Parents were also asked to what extent they felt that parents should monitor and communicate with their children about online and offline sexual activities. Adolescents were asked about their experiences with sexual activities online and offline. Preliminary analyses indicate a strong relationship between parents' on-and offline values. However, the result indicates that parents to girls versus boys, as well as parents to younger versus old teenagers differ on their ratings. The relation between parental communication, values, and control strategies, as well as the adolescents sexual activity online and offline will be further analyzed and presented. Changing attitudes to dating-violence a game based intervention Helsing Bo, Bolin Anette, Sorbring Emma

University West Tollhttan (Sweden)

Adolescent dating violence refers to interpersonal violence which occurs during adolescent romantic relationships. Although current research
has focused primarily on physical and sexual violence, it is typically agreed that such violence reflects a range of behaviours that includes physical, sexual, and psychological violence, and coercive control, Current international prevalence estimates vary considerably due to variations in definition, but broadly suggest that between 10% - 30% of both adolescent girls and boys experience physical violence in dating relationships. 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, as well as providing education regarding the appropriateness of responses to dating conflict scenarios, and avenues for help-seeking for those directly and indirectly affected by these issues. In Sweden, Great Brittain, Belgium and Germany the game based intevention was tested in schools. Both exeperimental- (from those that tooked part in the intervention) and control data were collected. This presentation is based on the data from the Swedish experimental- (n = 72) and control group (n = 55). Both girls and boys (16 years of age) took part in the study. 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. The experimental group spent about 1,5 hour on two different occations on the game. The experimental group also had significantly more negative attitudes towards aggression after taking part in the game than before. The control group did not differ between the pre- and the post-test. Both the game based intervention and the results will be presented and discussed. Facebook use: associations with parental attachment, interpersonal competence, and alienation to peers Assuno Raquel, Costa Patricio, Matos Paula Mena

Faculty of Psychology and Educational Sciences. University of Porto (Portugal)

Facebook is, nowadays, the most used social network worldwide. Adolescents are increasingly engaged in this way of communication, and it is important to understand the role of this powerful tool in psychosocial development of adolescents. The aim of the present study is to understand the relationship between facebook use, adolescents parental and peer attachment and their interpersonal skills. Two mediating hypotheses will be tested. In the first one, it is expected that alienation plays a mediating role in the association between parental attachment and problematic use of internet. In the second one it is expected that interpersonal competencies mediate the association between alienation and problematic use of internet. Finally, the moderation effects of gender, age and socioeconomic status will be analyzed. The sample consists of 700 adolescents between 14 and 18 years old, from both genders and different socio-economic statuses. We used the Father/Mother Attachment Questionnaire (Matos & Costa, 2001), the Interpersonal Competence Questionnaire (Buhrmester, Furman, Wittenberg & Reis, 1988) and the dimension Alienation to peers of the Inventory for Parental and Peer Attachment (Armsden & Greenberg, 1987). To assess facebook use, participants responded to the Online Cognition Scale (Davis, Flett, & Besser, 2002) and the Generalized

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Problematic for Internet Use Scale (Caplan, 2010). As there is a lack of studies in this field of research, the results of this study can enlighten some predictors and processes of the news ways of creating and maintaining social relationships in adolescence. Negative experiences with meeting online strangers: Adolescent girls risk prevention Dedkova Lenka1, Janasova Katerina2
1
2

Institute for Research on Children, Youth and Families, 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. Its use provides many benefits and may help with their development, but it can also bring substantial risks. This paper focuses on meeting online strangers offline, which is one of the new risks closely connected to adolescents increased need for intimacy and close relationships. Many researchers agree that meeting an online stranger represents one of the most dangerous online risks. Yet, as most studies on the subject are of a quantitative nature, little is known about the motives behind adolescents decisions or the behaviors connected to these meetings. 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. It focuses on their risk prevention attempts before and during the meetings. We ascertained that actual risk prevention was related to general and specific risk perception, which are connected to attitudes toward meeting strangers in general and toward the specific stranger they met. Girls who perceived general risks as real made several precautions, such as having a friend nearby, having prepared an SMS, etc. Interestingly, specific risk perception was relatively low. Even when girls were aware that any stranger might harass them (general risk perception), they believed that their stranger would respect refusal (specific risk perception). Regarding risk prevention during the actual meetings, its almost alarming that when strangers behavior made the girls uncomfortable and reluctant to continue the meeting, they did not leave, feeling that it would be awkward to directly express their aversion and leave immediately. Rather, they slowly prepared their escape by making excuses (e.g. feeling sick) and stayed passive during the rest of the meeting. These findings are further discussed and recommendations for practice are made. Reducing cyber-behavior risks by working in schools: privacy, addiction and cyberbullying Casas Jos A1., del Rey Rosario2, Ortega Rosario1
1
2

University of Cordoba (Spain) University of Seville (Spain)

The increased use of the students of the Internet, and particularly of social networks, evidences not only its advantages and possibilities but also its disadvantages and problems (Del Rey, Casas, & Ortega-Ruiz, 2012). A clear example of the latter are cyberbullying, bullying through new technologies (Slonje, Smith, & Frisn, 2013); the inappropriate management of privacy or its invasion (Fogel & Nehmad, 2009) and the excessive use or dependence of the Internet (Casas, Ruiz-Olivares, & Ortega-Ruiz, 2013). The objective of this work has been to evaluate a psycho-educational program, developed in secondary education schools with the aim of reducing the above-mentioned risks by means of training and rising awareness of pupils, teachers and parents during three months. A quasi-experimental design was used with a participation of 893 pupils - 595 experimental and 298 control . The results show an improvement in the reduction of the referred risks. However they also show that the psycho-educational intervention has a differential impact depending on the role of involvement in cyberbullying. In particular, 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. Cyber-aggressors reduced their addictive use of the Internet and their involvement on the phenomenon. Bully-victims had lower levels of cyber-aggression. Bystanders show a reduction of the interpersonal addiction to the Internet, so as perceived their school to have less security problems and negative interactions among peers. From a gender perspective, significant differences appeared showing a higher impact of the program on boys.

TS4.2 CONCEPT FORMATION IN INFANCY

Chair: Sid Kouider CNRS and Ecole Normale Suprieure (France)

Identification of predictors of early literacy Reljic Gabrijela1, Merrell Christine2 , Andre Lucija3 , Ferring Dieter1 , Klemenovic Jasmina
1

09:00-10:30 | Room 321 Amphiple

University of Luxembourg (Luxemburg) Durham University (United Kingdom) 3 University of Amsterdam (The Netherlands)
2

Reading skills provide a crucial foundation for childrens success at school and beyond. 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. We examined the predictive value of a range of variables associated with young child on their later literacy. The sample involved children age 5 to 7 from Serbia (N = 159) and children age 4 to 6 from Luxembourg (N = 174). Children in the Luxembourgish sample were assessed once, in preschool. Children in the Serbian sample were assessed twice: on entry to school, aged 5, and two years later, at age 7. For the Serbian sample, multilevel models indicated that a baseline assessment administrated in the childs mother tongue at the age of 5, in particular their competence in mathematics, were the most significant predictors of childrens early literacy at the age of 7 after controlling for age, gender, vocabulary, and phonological awareness. For

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the Luxembourgish sample, gender, vocabulary, phonological awareness and competence in mathematics at the age of 5 were significant predictors of literacy at the same age, after controlling for age, mother tongue and behaviour (inattention, hyperactivity and impulsivity). The level of parental education in the Serbian sample and the childrens behaviour in both samples proved not to be significant. 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. A neural marker of perceptual consciousness in preverbal infants Kouider Sid1, Stahlhut Carsten2, Gelskov Sofie1, Dehaene Stanislas3, Dehaene-Lambertz Ghislaine3
1

CNRS and Ecole Normale Suprieure (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. However, studying this issue in infants remains challenging because they cannot report about their own thoughts. How, then, might one test whether the brain mechanisms for conscious access are already present in infancy? Here, to circumvent this problem, we studied whether an electrophysiological signature of consciousness found in adults, corresponding to a late non-linear cortical response to brief pictures, already exists in infants. We recorded event-related potentials (ERPs) while 5, 12 and 15 month-old infants viewed masked faces at various levels of visibility. In all age groups, we found a late slow wave showing a non-linear profile at the expected perceptual thresholds. However, this late component shifted from a weak and delayed response in 5-month-olds to a sustained and earlier response in older infants. These results reveal that the brain mechanisms underlying conscious perception are already present in infancy, but undergo a slow acceleration during development.

Context-dependent imitation in preschoolers Egyed Katalin, Wurmbrandt Eszter

Etvs Lornd University, Institute of Psychology (Hungary)

Recently, several studies have demonstrated that preschoolers tend to overimitate the causally irrelevant actions of a model (e.g. Horner & Whiten, 2005) even if it is unnecessary and inefficient (e.g. Lyons et al., 2007). However, both infants and preschoolers show selective imitation as well (e.g. Meltzoff, 1995; Carpenter et al., 1998; Gergely et al., 2002; Nielsen & Blank, 2011). Over & Carpenter (2012) point out that we can resolve this paradox by attributing both learning and social motivations to them. We present three studies that tested the flexibility of imitation in preschoolers. We hypothesized that the extent of selectivity could vary depending on the interpretation of the imitation paradigm context. 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. 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. Study 2 was a memory control, in which the children were instructed to copy the action as faithfully as they could. In Study 3 we applied two conditions: While in the Ingroup condition the model wore a bracelet that was similar to the childs bracelet, in the Outgroup condition the model wore a different one. Our results show that the children imitated selectively the relevant steps of the action sequence if they unambiguously understood the models goal. However, they imitated more faithfully when they were asked to copy the model. Finally, 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. Together, these results suggest that the childrens imitative behaviour is flexible and context-dependent.

Studying the Process of Concept Formation in Different Socio-Cultural-Economical Contexts Ozgun Ozkan, Erden Sule, Aydilek Ciftci Munire

Cukurova University Adana (Turkey)

As stressed by Luria (1976) cognitive development and processes directly influenced by social, cultural, economical and historical elements in a given society. Since different socio-cultural milieus provide some substantial variations in environment that would be impossible to produce in the laboratory, studying children who are not from the same cultural background as overly represented white, middle-class subjects who live in industrialized Western societies is critical. Purpose of the present research is studying the process of concept formation in its several developmental phases in southern part of Turkey. Data will be derived from 4-to-6 year-old children, N=84, who live in four distinct socio-cultural-economical milieus (children who live in orphanages, in villages, in a metropolitan city center, and children of seasonal agricultural workers who live in makeshift tents). Vygotsky/Sakharov Blocks (V/SB), which is also known as the concept formation test, will be utilized to collect data from the participant children. Materials (V/SB) of the study consists of 22 wooden blocks of five colors, six different shapes, two heights, and two sizes. All the blocks have one of the labels cev, bik, mur, and lag written underside them. V/SB is a method of double stimulation and developed by L. Sakharov, in order to study formation of new concepts, and to reveal the processes involved in concept formation. Collected data will be analyzed and interpreted in the framework of socio-cultural historical theory.

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Appearance of gender-typed topic selection in reminisce Tugu Pirko, Tulviste Tiia, Suits Kristi

University of Tartu (Estonia)

Autobiographical memory develops during the preschool years when children learn to provide accounts of themselves and their experiences. At the beginning such accounts are skeletal, but become more detailed and elaborate along with childrens cognitive and language development and based on childrens social experience (Nelson & Fivush, 2004). Autobiographical memory is influenced by the cultural context and the social experience of the child (e.g. Wang, 2004). For the present study, 275 children were interviewed twice: first, when they were about 4 years old (M = 4.28, SD = 0.56, range 3.04-5.42), secondly, before entering school at the age of six approximately (M = 6.16, SD = 0.56, range 5.12-7.35). 140 of the participating children were boys, and 135 girls. Children were interviewed in the kindergarten individually in a separate room by a female interviewer. 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. Then topical utterances were coded for content. Each subject-verb clause or single content word answer by the child received a content code (agency, co-agency, nonsocial, social content, rest). Childrens recounts of past events became longer with age, and there were no gender differences in the amount of information provided during the interviews. Also, there were practically no gender differences in the content of the reminiscing talk during the first interview. At the same time, several gender differences appeared when data of the second interview was analyzed. 5-7 year-old boys talked more about aspects falling to the agency and rest category than girls. At the same time, girls provided more information about the social context of the event and about aspects that fell into the co-agency category. Results are discussed in the light of autobiographical memory development and gender identity development.

TS4.3 SOCIAL DEVELOPMENT

Chair: Valrie Tartas Universit de Toulouse (France)

Children's Understanding of Display Rules Related to Second-Order Mental States Hayashi Hajimu

09:00-10:30 | Room C Amphiple

Okayama University (Japan)

Introduction: This study investigates the development of the understanding of social display rules, which establish the distinction between real and apparent emotion. Previous findings, obtained by using the second-order false belief tasks in theory-of-mind research, suggest that the display rules required recursive cognition about others mental states. However, 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. The purpose of this study is to clarify this issue. Method: Elementary school children in the second and fifth grades and university undergraduates participated in this study. 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. Participants were then required to answer the following questions: the real emotion questions, the apparent emotion questions, and the second-order intention questions. Participants were also instructed to carry out the standard secondorder false belief tasks. Results: Almost all participants gave correct answers to the real emotion questions. Therefore, participants grasped all of the tasks situations. By contrast, the percentages of correct answers given to the apparent emotion questions and the second-order intention questions increased with age. The second-order intention questions were significantly associated with the apparent emotion questions. The second-order false belief tasks were also significantly associated with both the apparent emotion questions and the second-order intention questions. Conclusions: These results suggest that social display rules develop and become sophisticated during childhood. Furthermore, these findings indicate that understanding the distinction between real and apparent emotion requires the understanding of general second-order mental states, including both beliefs and intentions, and not simply second-order beliefs. Strategic motivations for prosocial behaviour in young children Eriksson Malin, Kenward Ben

Uppsala University (Sweden)

This study investigated whether young children can be strategically prosocial, i.e. if their prosocial behaviour can be motivated by self-interest. Participants (n=47) were 4, 6 and 8 years. In a token-game players repeatedly took turns to pay a token to buy sweets from a machine. The machine sometimes provided an extra sweet, in which case the player chose another player to share it with. Participants played with two experimenters who were either token-rich or token-poor. Following the token-game was a helping task in which an experimenter accidently tipped over a cup of tokens, testing for participants tendency to spontaneously help by clearing up. We had the following hypotheses: (1) children would behave strategically when deciding who to give sweets, predicting that children would preferentially give to the rich experimenter because, unlike the poor experimenter, the rich experimenter could reciprocate; (2) amount of strategic behaviour would vary with age; 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, predicting that children who gave more sweets to the rich experimenter would be less likely to spontaneously help. The results showed that (1) children had a preference for giving sweets to the rich experimenter, t (46) =2.03, p=.048; (2) the mean number of sweets given to the rich experimenter did not depend on age, but variance decreased with age as older children shared more equally, Levenes W = 4.27, p=.020; and (3) children who spontaneously helped gave fewer sweets to the rich experimenter, t (32) =2.1,

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p=.044. The results indicate that young children can strategically select a recipient to share with, that children who are less spontaneously helpful are more likely to do so, and that younger children are more likely to break fairness norms when selecting a sharing recipient. Predicting help seeking avoidance: The role of personal and contextual factors Chatzikyriakou Glykeria, Gonida Eleftheria

Aristotle University of Thessaloniki (Greece)

The study aimed to investigate avoidance of academic help seeking during adolescence. Avoidance of help seeking refers to instances when a student needs help but does not seek it. As an avoidance strategy, it is linked to maladaptive patterns of learning and potentially dropping out of school. Thus, the examination of the antecedents of help seeking avoidance has emerged as a significant domain of study. 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, in early and middle adolescence. Specifically, cognitive and metacognitive factors such as prior achievement and cognitive and metacognitive strategy use, motivational factors such as students personal achievement goals, self-esteem and self-efficacy beliefs, and contextual factors as perceived by the students themselves, such as perceived classroom goal structures and perceived parent goals were examined in the present study. A sample of 392 (1st and 3rd grade) secondary school students completed a set of self-report questionnaires measuring the above referred variables. Preliminary data analyses indicated that students who are more vulnerable in terms of their cognitive, metacognitive and motivational profile are more likely to adopt help seeking avoidance behaviors. Significant developmental differences were also found indicating that older students are more likely to get engaged in help seeking avoidance behaviors. The results will be discussed in light of recent theory and implications for educational practice will be pointed out.

Social Development in a Game Context Petty Ana Lucia, de Souza Maria Thereza

Institute of Psychology. University of Sao Paulo (Brazil)

In the field of Developmental Psychology, two of Piaget's books (1932, 1945) bring significant data to discuss the importance of playing games to the learning and development process. In both of them he describes the act of play as a social, spontaneous and also necessary infant activity. Being so, the game context becomes an interesting situation in which it is possible to learn about how children behave and interact. Social development is a fundamental subject that challenges professionals who work with children and teenagers. Questions such as how to guarantee adequate behaviour, what limits must be defined, what can be allowed per age, and at the same time, how to stimulate autonomy and create a cooperative and respectful environment, are daily made, but solutions are not always satisfactory. The aim of this paper is to present a possible contribution to the discussion, describing highlights of a successful initiative. The practice in seeing children with learning disabilities at the Laboratory of Studies about Development and Learning (Institute of Psychology, University of Sao Paulo), also identifies the same questions and there is a permanent search for creative solutions. For the last 23 years, groups of children from the Fundamental School, aged 7-11 years old were seen by professionals who organized activities in a game context (Macedo, Petty & Passos, 1997, 2000, 2005; De Souza, Petty et all, 2002), challenging them to play, develop reasoning and construct favourable attitudes (Petty e De Souza, 2012). Results show that playing games in an intervention context, using problem-solving situations, for the period of three semesters, stimulated changes in attitudes and social behaviour, making it possible to put clear limits and simultaneously favour autonomy. As a consequence, it enabled children interact and establish a better quality of relation, based on cooperation and mutual respect. Distributive Justice : Young Childrens Fairness Reasoning on the Allocation of Rewards and Burdens Hashimoto Yuko1, 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, little research has been conducted on how they regard the fair distribution of burden such as work responsibilities. The authors have investigated how young children distribute the clean-up jobs in their classrooms (Hashimoto, Ikemori, & Toda, 2012) and examine the reasons that evasions of work responsibilities are considered pertinent (Hashimoto & Toda, 2012). However, little research has examined whether the development of childrens distributive justice reasoning differ depending of the objects to be distributed (i.e., rewards or burdens). 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. In the clean-up interview, the participants were shown a picture of two classmates (A and B) and also shown the situation where only A played with toys. Candidates were then asked how A and B should clean up the toys. In the reward interview, they were shown the situation where A was more productive than B in making decorations for the classroom. The participants were then asked how rewards should be distributed. The results showed of the twenty four participants nineteen chose an equal distribution of both reward allocation and burden allocation. Four participants rewarded themselves when they had produced more yet chose equal distribution of burden allocation. Such results are considerably different from previous studies (Hashimoto, et al., 2012), which may be explained by the specific nature of the kindergarten culture. Considering this possibility, 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. The examination revealed young childrens sense of fairness in their reasoning

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TS4.4 IDENTITY PROCESS IN ADULTHOOD AND EMERGING ADULTHOOD 09:00-10:30 | Room 413 Amphimax

Chair: Deniz Gyger Gaspoz Haute Ecole Pdagogique Vaud (Switzerland)

Personal Identity Processes from Ages 14-30: Age Trends, Functionality, and Depressive Symptoms Luyckx Koen1, Klimstra Theo1,2, Duriez Bart1 , Van Petegem Stijn3 , 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. However, a detailed view on age trends in identity formation from the teens throughout the twenties has not emerged fully from previous research efforts. Using a recently developed five-dimensional identity model capturing processes of identity formation and evaluation (i.e., commitment making, identification with commitment, exploration in breadth, exploration in depth, and ruminative exploration), this cross-sectional study on a large sample of Belgian adolescents and emerging adults (N = 5,834) investigated age trends from ages 14 to 30 for these different commitment and exploration processes. As expected, results indicated that, despite some fluctuations over time, both commitment processes tended to increase in a linear fashion over time, indicating that with increasing age, individuals generally become more and more capable of forming strong and selfendorsed identity commitments. Exploration in breadth and exploration in depth were characterized by quadratic trends, with the highest levels occurring in emerging adulthood. Further, the functionality of these identity processes, and especially of exploration, changed over time. Exploration in breadth and exploration in depth were strongly related to commitment processes especially in adolescence and emerging adulthood, but these exploration processes became increasingly associated with ruminative exploration and depressive symptoms in the late twenties. Apparently, identity exploration seemed to become less functional when individuals were in their late twenties as compared to their late teens or early twenties. Implications for identity theorizing and the emerging adulthood conception are discussed. The relevance of symbolic physical spaces in the construction of identity during adolescence Gyger Gaspoz Deniz

Haute Ecole Pdagogique Vaud (Switzerland)

We intend to examine the role of symbolic physical spaces in identity development during adolescence. From a sociocultural standpoint, we place a particular focus on the construction of meaning and how it contributes to development in a socially and culturally dominated context. Thus, the individual is constructed through gradual interactions arising not only from cultural elements but also from symbolic physical spaces. 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, we concentrated on individuals exposed to frequent physical moves (diplomats), which we shall refer to as people in geographical moves. Our data were collected through a set of thirteen interviews with adolescents in India, Turkey, and Switzerland. They were transcribed and then analysed using a comprehensive and adductive approach. A particular semantic field emerged: origins / roots. From our results, we can safely state that places may serve an anchoring function and thus play a continuity role. Such function reflects the connection of an individual with a symbolic physical space: place of birth, city in which he/she grew up, and country of origin. In this sense, the anchoring function usually leads back to the beginning of life. Symbolic spaces tie up youngsters to a particular territory but also to a family or bloodline and identify them at some point in live. However, these symbolic physical spaces are dynamic in nature and subject to external contingencies. Thus, young people returning to their country of origin may no longer find the symbolism they created while abroad because it no longer makes sense. The Effect of Identity Dimensions and Employment on Sense of Adulthood among Turkish Emerging Adults Morsunbul mit

Aksaray University (Turkey)

Emerging adulthood is defined as life stage between adolescence and young adulthood. Due to social and economic changes, transition to adulthood prolonged. Sense of adulthood is influenced both by psychological and contextual factors. Identity development is important psychological element in emerging adulthood period. In this study identity development was investigated as specific identity dimensions that are commitment making, identification with commitment, exploration in breadth, exploration in depth and ruminative exploration. To work or being university student are also crucial contextual factors for sense of adulthood. 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, 160 . of the participants were university students and 152 were nonstudents. In order to determine identity dimensions, development scale and to determine whether participants define themselves as adult, the following item was used: Do you think that you have reached adulthood?, and three items from The Identity Stage Resolution Index was used to determine sense of adulthood. Findings revealed that commitment was positively and ruminative exploration was negatively related to sense of adulthood. Being employed was positively related to sense of adulthood. Consequently commitment and to employment are important factors for sense of adulthood among Turkish emerging adults.

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Which model of identity is the most useful to predict psychological well-being? Karas Dominika1, Kym Maria1, 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) and identity, referring to a variety of identity theories: Luyckxs five dimensions conceptualization (Luyckx et al. 2006, 2008), Meeuss three dimensions (Meeus, 1997, Crocetti, Rubini, Meeus, 2008) and Berzonskys conception of identity styles (Berzonsky, 2004), and especially to examine, which identity dimensions/styles might be particularly useful for predicting psychological well-being. The participants were 417 students and workers (22.8% females), aged 19-27 (M=22), who completed three identity questionnaires: U-MICS (Crocetti, Rubini, Meeus, 2008), DIDS (Luyckx et al. 2008), ISI (Berzonsky, 2004) and Psychological Well-Being Scales (PWB, Ryff, 1989). The results, obtained in regression analysis, revealed that, regardless of the chosen identity model, the aspects of identity formation (such as dimensions or styles) allow predicting psychological well-being. Identity styles derived from Berzonskys model allow to predict social wellbeing in student subsample with adjR2=.21***, and in worker subsample with adjR2=.24***. Luyckxs five identity dimensions predict wellbeing at adjR2=.41*** in student and adjR2=.40*** in worker subsample. Meeuss three dimensions predict well-being with adjR2=.20*** (students) and adjR2=.10*** (workers). The results highlighted the important role of identity formation in achieving psychological well-being positive psychological functioning, defined as positive relations with others, autonomy, purpose in life, environmental mastery, self-acceptance and personal growth (Ryff, 1989).

Developmental Processes in Emerging Ego Identity Mendiboure Frdric , Compagnone Philippe, Strayer F. Francis

Universit Bordeaux Segalen Bordeaux (France)

Adolescence is a transitional period characterized by progressive construction of a stable notion of personal identity (Jung, 1960; Erikson, 1968; Marcia, 1966). Recent research argues that in contrast with Eriksons dynamic theory, an exclusive focus on commitment and exploration results in a static, end-point view of identity development. A more dynamic approach to identity requires assessing iterative and recursive processes that underlie changing commitments throughout the life course. Examining how adolescents and young adults re-evaluate existing identity commitments, Luyckx (2006) proposed a five-process model of identity construction. We examined age-graded effects in normative assessments of ego identity. 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), 93 adolescents (16 to 18 yr) and 93 young adults (19 to 24 yr). All participants completed a French version of the adolescent identity scale (DIDS, Luyckx et al., 2006). There were systematic linear increases in the relative frequency of Achieved and Foreclosed subjects as a function of age level. This trend was accompanied by a linear decrease in the number classified in Moratorium or in Diffused-Transition. Finally, there was a modest increase in Diffuse-Worried among adolescents and young adults, and an absence of Diffused-Carefree among young adults. There were no significant gender effects in these analyses. Findings support the theoretical notion that Exploration serves as the primary process for identity construction, and validate Marcias four-status identity model. Although the fiveprocess model proposed by Luyckx is appropriate for young adults, it is relatively insensitive to age-graded changes in the construction of mature representations of personal identity. In the present study, Making Commitments and Commitment to Identity appear to emerge from an earlier, more general Future Focus evident among our pre-adolescent and adolescent subjects.

TS4.5 SCHOOL ENVIRONMENT AND PEER RELATIONSHIPS 09:00-10:30 | Room 414 Amphimax

Chair: Cecilia Guarnieri Batista University of Campinas (Brazil)

Childrens Judgments about Social Exclusion of Children: a Swiss Study Using Social Network Analysis Gruetter Jeanine1, Meyer Bertolt1, Malti Tina2
1
2

Department of Psychology, University of Zurich (Switzerland) Department of Psychology, University of Toronto (Canada)

As Western societies become more diversified, several countries have implemented policies fostering the integration of students differing in education, ethnic and social-economic background (Maras & Brown, 2000). However, heterogeneity can also lead to social exclusion (Graham & Juvonen, 1998) and integrative schooling should thus be considered carefully. Intergroup friendship can potentially reduce social exclusion of different children (Maras & Brown, 2000), but these processes have not been investigated for different social groups (Killen & Rutland, 2011). Therefore, the present study examines childrens attitudes towards peers with a minority background (i.e., peers with hyperactive behavior and peers from various ethnic groups), and whether these attitudes are influenced by their social networks. We hypothesize that intergroup friendship leads to more favorable attitudes towards children with a minority background. We also expect that these relationships are moderated by teachers' attitudes towards diversity. To test these hypotheses, we elicited social networks of a Swiss sample of 378 six to thirteen years old primary school children in 20 classrooms. Structured interviews were conducted with all children, who named their favorite classmates for three situations representing friendship among children. Childrens judgments and attitudes towards peers with a minority background were measured with behavioral

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intentions of social inclusion. The teachers attitudes towards diversity were obtained with questionnaires. 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. This relationship was stronger when teachers were convinced of the benefits that diversity provides for their class. In addition, indirect intergroup friendships were only related to favorable attitudes if children perceived their classroom to be as diverse. Positive consequences were observed for direct, but not for indirect intergroup friendships, for the relationships between pupils from different ethnic backgrounds. Theoretical and practical implications are discussed. A Qualitative Meta-Analysis of The Studies On Classroom Management Published Between 2007 and 2012. Yasar Mustafa

Cukurova University (Turkey)

As Western societies become more diversified, several countries have implemented policies fostering the integration of students differing in education, ethnic and social-economic background (Maras & Brown, 2000). However, heterogeneity can also lead to social exclusion (Graham & Juvonen, 1998) and integrative schooling should thus be considered carefully. Intergroup friendship can potentially reduce social exclusion of different children (Maras & Brown, 2000), but these processes have not been investigated for different social groups (Killen & Rutland, 2011). Therefore, the present study examines childrens attitudes towards peers with a minority background (i.e., peers with hyperactive behavior and peers from various ethnic groups), and whether these attitudes are influenced by their social networks. We hypothesize that intergroup friendship leads to more favorable attitudes towards children with a minority background. We also expect that these relationships are moderated by teachers' attitudes towards diversity. To test these hypotheses, we elicited social networks of a Swiss sample of 378 six to thirteen years old primary school children in 20 classrooms. Structured interviews were conducted with all children, who named their favorite classmates for three situations representing friendship among children. Childrens judgments and attitudes towards peers with a minority background were measured with behavioral intentions of social inclusion. The teachers attitudes towards diversity were obtained with questionnaires. 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. This relationship was stronger when teachers were convinced of the benefits that diversity provides for their class. In addition, indirect intergroup friendships were only related to favorable attitudes if children perceived their classroom to be as diverse. Positive consequences were observed for direct, but not for indirect intergroup friendships, for the relationships between pupils from different ethnic backgrounds. Theoretical and practical implications are discussed. Using the Infant/Toddler Environment Rating Scale Revised to evaluate quality of Portuguese infant classrooms Barros Slvia1,2, Peixoto Carla2,3, Cadima Joana2, Pessanha Manuela2, Pinto Ana Isabel2, Bryant Donna M
1
2

School of Education, Polytechnic Institute of Porto (Portugal) University of Porto, 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, and have demonstrated positive associations between quality and child development (e.g., Bryant, Burchinal, Lau, & Sparling, 1994; Pinto, 2006; Sylva et al., 2006). However, few studies included infant classrooms and, furthermore, in Portugal the Infant/Toddler Environment Rating Scale - Revised (ITERS-R; Harms, Cryer, & Clifford, 2002) has not been used as a tool to assess global quality. This study is a preliminary phase of the project Infant transition to child care: parent-caregiver communication, early education quality and infant adjustment (PTDC/MHC-CED/4007/2012), whose main purpose is to investigate infants transitions to child care in the first year of life, examining the extent to which variables of the family, child care and family-caregiver communication influence infant adjustment. The main goal of the present study was to investigate the applicability of Infant/Toddler Environment Rating Scale - Revised (ITERS-R) in the assessment of Portuguese classrooms for infants, by examining the psychometric properties of data collected with the Portuguese translation of this instrument. Thirty-four classrooms, randomly selected, were observed. The results provide information that supports the applicability of ITERS-R to this new cultural context, suggesting also the need to enhance the quality of Portuguese programs attended by infants. The relation between theory of mind and social behaviour in primary school: an analysis of different components Nola Marta1, Lecce Serena1, Pagnin Adriano1 , Malti Tina2
1
2

University of Pavia, Department of Brain and Behavioral Sciences (Italy) University of Toronto Laboratory for Social-Emotional Development and Intervention (Canada)

Aims: Childrens theory of mind (ToM) is crucial for social life (Hughes, 2011). The present study takes as premise that ToM is a multicomponent ability (Apperly & Butterfill, 2009) and examined the role that different ToM components have on social behaviour. Specifically, we were interested in childrens understanding of second order false belief, interpretive understanding, advanced perspective taking and mixed emotions, and how these aspects of ToM relate to childrens social behaviour. Method: 122 children (mean age = 93.40 months; SD = 3.55) were evaluated for ToM competences, social behaviour and control variables. We evaluated ToM components through: IInd Order False Belief Task (Wimmer & Perner, 1985), Droodles Task (Lalonde & Chandler, 2002), Level II Perspective Taking Task (Surtees et al., 2011), mixed emotions comprehension (Gordis et al., 1989). Social behaviour was evaluated via prosocial-behaviour (SDQ; Goodman, 1997 and SSRS; Gresham & Elliott, 1990) and peer nominations (Coie et al., 1982). We also assessed socio-economic status (FAS; Currie et al., 1997) and vocabulary (PMA; Thurstone & Thurstone, 1962). 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). Emotion understanding was significantly associated

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with positive social behaviour: peer acceptance and prosocial behaviour, r .25; p .007. Second order false belief and advanced perspective taking were correlated with peer rejection, r -.26; p .004. In addition, advanced perspective taking was associated with prosocial behaviour, r = .29; p = .002. Droodles task was not associated with social behaviour. Conclusions: Overall these results highlight the existence of close links between school-aged childrens ToM skills and their prosocial behaviour and peer relations. They also suggest that different ToM components have a different role in childrens social behaviour.

TS4.6 RISK FACTORS AND BULLYING 09:00-10:30 | Room 201 Amphiple

Chair: Sonia Lucia University of Lausanne (Switzerland)

Social bullying: developmental aspects Kalati Vasiliki, Deliyanni-Kouimtzi Vasiliki

Aristotle University of Thessaloniki (Greece)

The nature and the types of school bullying, proved to be affected by developmental factors. Social bullying and social victimization are significantly affected by specific developmental stages, since the majority of studies support that social and relational forms of bullying are common and prevalent among adolescents. This research examines through qualitative and quantitative data analysis the developmental nature of social bullying and social victimization. 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. The research study results demonstrated that social bullying and social victimization are related to developmental and cognitive factors, which affect the various ways through which this type of bullying is being expressed and the meaning students give to social bullying. Additional, this research explains how developmental aspects of social bullying keep up with the developmental nature of friendship and peer relations. The development of bullying and victimization during adolescence: Examining risk and protective factors. Fanti Kostas

University of Cyprus Nicosia (Cyprus)

Bullying is a major societal problem that affects close to half of all school-aged children. Youth who bully and youth who are victimized by peers both experience serious negative outcomes (e.g., internalizing and externalizing psychopathology) across development. The objective of the current study was to examine possible risk (exposure to media violence, callous-unemotional traits, impulsivity and narcissism) and protective (self-esteem, family, peer and school social support) factors that might be associated with bullying and victimization by employing a longitudinal, two-wave design. The sample consisted of 1,416 (50.1% girls) adolescents (M age = 12.89) living in Cyprus who completed a battery of self-report measures. The findings suggested cross-sectional and longitudinal associations. Callous-unemotional traits, narcissism and impulsivity were longitudinally related to bullying, whereas only impulsivity predicted victimization, one year later. Findings also suggested that among psychopathy dimensions, narcissism best predicted which youth bullied. Low self-esteem was associated with victimization but not bullying behavior. Media violence exposure was a risk factor leading to both bullying and victimization, while family social support was a protective factor for both types of adjustment problems. Finally, family social support protected adolescents living in single-parent households from being victimized when their friendships were not supportive. Thus, 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. Reciprocal relationships between parental control, parental solicitation, child disclosure, and bullying Stavrinides Panayiotis, Georgiou Stelios , 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 childs experience. 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.g. between parental control, parental solicitation, child disclosure) in the future. We also tested the opposite effect, that is, whether important sources of parental knowledge predict less future involvement in bullying and victimization. In our study the participants were 347 early adolescents (mean age = 12.7 years) and their mothers. The children completed the Revised version of the Bullying and Victimization Questionnaire (Olweus, 1993; Georgiou & Stavrinides, 2008) and their mothers completed an adapted version of the Parental Knowledge Questionnaire (Stattin & Kerr, 2000, Stavrinides, Georgiou, & Demetriou, 2010). The same procedure was repeated six months later. The results showed significant reciprocal relationships between sources of parental knowledge and bullying and victimization. Specifically, child disclosure and parental control at Time 1 predict negatively bullying and victimization at Time 2, while bullying and victimization at Time 1 predict negatively all three sources of parental knowledge at Time 2. These results showed that certain aspects of parent/child relationship (i.e. child disclosure and parental control) were important in operating as a protective barrier against involvement in bullying and victimization. However, when children were involved in bullying they were more likely to engage in an effort to hide it from their parents.

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Bullying and well-being: What is the role of social support? Garcia D'Jamila, Correia Isabel

Instituto Universitrio de Lisboa (ISCTE-IUL), Cis-IUL, Lisboa, (Portugal)

Previous studies have shown that bullying is negatively associated with well-being. However, 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. Research that associates social support and bullying shows that being a victim and perceiving low support contributed to low well-being (Rigby, 2000). On the other hand, it has been shown that high levels of support are associated with high well-being (Demaray & Malecki, 2002). Social support has therefore been considered an important contextual variable and a protective factor (Cohen & Wills, 1985; Malecki & Demaray, 2003). Our aim was to further investigate the role of social support in the relationship between behaviour in bullying and well-being. With this objective we conducted a cross-sectional study with 500 students from grades 7, 8 and 9. We measured social support, subjective well-being, behaviour in bullying (not involved, victims, bullies and bully-victims), and other variables (justice perceptions and emotions). As predicted, we found differences between roles in bullying regarding their perceived support, the importance that they placed on that support and their well-being. Victims and bully-victims perceived less support and victims were the ones that attributed more importance to that support. Bully-victims were the ones with poorer well-being. We also found that the higher the perception of social support the higher the well-being of not-involved students, victims, bullies and bully-victims. We discussed our results considering the most recent developments of social support and bullying research. 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 Janoov Pavlna, Kollerov Lenka, an Pavel

Institute of Psychology, Academy of Sciences of the Czech Republic Prague (Czech Republic)
Past research has shown that moral disengagement, i.e. deactivation of moral controls, relates to bullying. Even though several studies brought strong evidence on a great inter-class variability of prevalence of bullying, there has been a lack of group-level analyses that would examine relationships between moral disengagement and class membership. The present study tested if class membership relates to moral disengagement. Czech sixth-graders aged 11 to 13 years (n=264) participated in the study. Bullying was captured by self-reports on Olweus Bully/Victim Questionnaire. Moral disengagement was measured as a score on Cognitive Restructuring/Blaming victim scale of an original instrument. 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. The outcomes underscore a need to examine inter-class variability of moral disengagement and possible intervening variables.

KEYNOTE
K 4 CREEPING AND SCOOTING ON TWO LANGUAGES 11:00-11:30 | Room 350-351 Hamburger Amphimax Sebastin-Galls Nria

Universitat Pompeu Fabra, Barcelona, Spain

Chair: Katariina Salmela-Aro

University of Jyvskyl, Helsinki (Finland)

ROUND TABLE
RT2 HISTORY AND DEVELOPMENTAL PSYCHOLOGY 11:45- 12:30 | Room A Amphiple Organized by Willem Koops. Developmental psychology runs the danger to dismiss historical context. 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. Clear examples of these kinds of research are to be found in particular in the well known works of Glen H. Elder (Jr.). ; 2) There is the study of the history of the developmental discipline itself. But it should be said; there is not a rich whole of historical books and/or journals on the history of

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developmental psychology; 3) There is the historical study of the History of Childhood. And of course the history of childhood has links with the history of the study of Child Development. Nice examples are to be found in the work of Peter Stearns and others, and in the book on the cultural history of childhood and developmental psychology by the cultural historian Mike Zuckerman and Willem Koops. In this discussion Willem Koops will open with a short introduction, followed by professors Anne Borge, Blaise Pierrehumbert and Christiane Spiel, who will present statements and examples, to be discussed with the audience.

ERU Lecture On Presentation Skills

11:45- 12:30 | Room 415 Amphimax "Lecture on Presentation Skills" by Rens van de Schoot and Dorothea Dette-Hagenmeyer. This lecture is specially intended for the 15 fellowships to improve their presentation skills, but is also open for other PhD-students.

POSTER EXHIBITION PE3.1 : FAMILY RELATIONS

09:00-12:30 | H1 Hall Amphiple Young parents: Identity, opportunities and Challenges Tryggvason Nina, Sorbring Emma

University West Trollhttan (Sweden)

As the age of childbearing has risen, teenage parenting has increasingly come to be regarded as a risk for both mothers and children. The current study is based on interviews with mothers and fathers that thirty years ago became young parents (19 years of age or younger). The children of these parents were also interviewed. The parents were interviewed at two time points; time 1 was in 1981 and time 2 was in 2011.The children were only interviewed at time 2, when they were approximately 30 years of age. Qualitative interviews were analyzed from a narrative perspective. 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. 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. The cultural expectations associated with being a mother and a father, may be of greater importance. Young parents stories about wrenching separations, and physical and mental illness provides evidence of the difficulties experienced by young parents. Children mostly view the parents age in a positive manner, but children reported less favorable outcomes when their mothers were the sole caregivers. Children's stories also reveal how important grandparents are. These children seem to have been given the best of two worlds - security from the older generation and encouragement of independence from their parents. 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, regardless of age. Autonomy and Relatedness in Italian Emerging Adults: Their Relations with Psychological Well-Being Ingoglia Sonia1, Lo Coco Alida1 , Lo Crichio Maria1 Grazia, Liga Francesca2 , Inguglia Cristiano1
1

University of Palermo (Italy) University of Messina. (Italy)

Emerging adulthood is a period of life characterized by profound changes across multiple domains (Arnett, 2001). Autonomy and relatedness must be fulfilled for psychological well-being not only during adolescence, but also during transition into emerging adulthood (Aquilino, 2006). In this perspective, the autonomous-relational self is a healthy synthesis of autonomy and relatedness (Kagitcibasi, 2007). Given that these issues appear to be major themes of the parent-child relationship during emerging adulthood, it would be important to examine how these dimensions are associated with parental practices and individual well-being. The purpose of the present study was to explore autonomy, relatedness and autonomous-related self among Italian emerging adults. Particularly, the first goal was to examine age and gender differences in these dimensions; the second goal was to investigate their associations with parental support of autonomy and relatedness; the third goal was to investigate their associations with psychological well-being. Participants were 181 Italian emerging adults (M = 35%) aged from 18 to 25 years (mean = 21. 35, SD = 2.12). Autonomy, relatedness and autonomous-related self were assessed with Autonomous and related self-construal scale (Kagitcibasi, 2007); perceived parental support of autonomy and connectedness with Autonomy competence relatedness scale (Chirkov & Ryan, 2001); psychological well-being with Psychological Well-Being Scale (Ryff, 1989). Results showed both gender and age differences: (a) females tended to report higher levels of connectedness and autonomous-related self

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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, Kayik 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 masters 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 ones 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 Pearsons 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 mothers 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.

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Fathers 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 childrearing, 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 childrens 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 Franois1, 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 Prez Corts Francisca Sofa, Santelices lvarez Mara Pa

Universidad de Chile, Pontificia Universidad Catlica 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 fathers 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 mothers Encouragement of the fathers involvement in infancy and childhood was significantly higher than in puberty and adolescence. Moreover, Criticism in infancy was higher than in adolescence. Mothers 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 Amphiple

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 Childrens 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 Mhring 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 childrens performance in this proportional reasoning task and their formal knowledge about fractions, Pearsons r = .60, p < .001. This correlation remained significant even after controlling for age (Pearsons r = .43, p < .05), suggesting that childrens 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 Childrens 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 childrens temperament at 6 months of age predicted childrens 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 childs behaviors than were parents of children without ICs. The results indicated that parental behaviors are an important factor for childrens creation of ICs. We discussed the results in terms of the relationship between childrens IC and social development.

Assessing preschool Childrens 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 childrens 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 childrens 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 childrens self-regulation. Additionally assessors rated the childrens 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
1 2

University of Regensburg, (Germany) Institute of Sports Science Regensburg (Germany)

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent psychical disorders of childhood. Beside cognitive impairments, e.g. low performance on executive function (EF) tasks, affected children often reveal deficits in motor abilities. Many studies have assigned the correlation between these two abilities in typically-developed children. Therefore, the purpose of the present study was to figure out if, respectively in what extent, this correlation could be found in children with ADHD. A total of 34 children with ADHD (28 boys and 6 girls) between 7 and 11 years were recruited to complete two tasks of the HAWIK-IV (Digit span forwards/ backwards, Letter-number-sequenzing) and the Corsi Block Tapping Test assessing the working memory (WM) performance. The Go/No-Go Task was used to assess the ability of inhibition control. Motor abilities were measured with tasks of the Movement-ABC (MABC). After Bonferroni correction the data analysis showed a significant positive correlation between the working memory and the motor test (r= 0,424*, p=0.012). A more detailed analysis showed significant correlations between the working memory tests of the HAWIK and the Manual dexterity (r=0,412*, p=0.015) and Catching and aiming score (r=0,462*, p=0.006) of the M-ABC. However, there were no significant findings regarding Static and Dynamic Balance. The results confirm the assumption of a significant correlation between working memory and motor performance in children with ADHD. Working memory performance particularly seems to be connected to motor abilities like catching and aiming and manual dexterity but not to balance. On the basis of the recent findings a sports program will be developed in the planned intervention-study trying to improve working memory performance of children with ADHD. Influence of context when Japanese Children predict others behaviours on the basis of others mental states Goshiki Toru

Ryukoku University, Kyoto (Japan)

This study aimed to elucidate whether Japanese children solve false-belief tasks on the basis of task contexts instead of others mental states. One piece of evidence supporting this notion is that when Japanese children often reported the events that occurred in the task as the reason for the others behaviours while Western children often mentioned mental states such as the others desires. In this study, the ability to correctly guess the others behaviours and the reason for such behaviours in FB tasks was compared between a task including an adult protagonist , such as a teacher, and one including a child protagonist. Two unexpected-transfer tasks were administered to 30 Japanese children aged four, five, and six years. Participants were asked to guess the protagonists behaviour after shown an unexpected-transfer story. After the childrens answers, the protagonist looked for the thing in the place where it actually was. Participants were subsequently asked why

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the protagonist went to the real place. Half of the participants were first shown the story with an adult in both tasks and the other half were first shown the story with a child. The results showed that more correct answers were given for the first story than for the second story when the protagonist was an adult. There was no difference in answers between two stories when the protagonist was a child. In all cases, half of the reasons were the events which occurred in the task, when participants incorrectly predicted the protagonists behaviour: the real place. There was no clear trend in reasons when participants correctly predicted the protagonists behaviour. From these results, I infer that Japanese children predict others behaviours on the basis of others past behaviours, social roles, etc. instead of others mental states.

Lateralization of spatial attention in right-handers, left-handers and converted left-handers: A comparative investigation with line bisection task Asenova Ivanka

South-West University Neofit Rilski, Blagoevgrad (Bulgaria)

To date, few studies have researched the effects of handedness on normal bisection performance and after an overview of literature on the subject, it is evident that the effect of switching handedness has never yet been researched. This study examined the effects of handedness and in particular, of successfully switched left hand writing on line bisection performance. Additionally, the influence of sex was studied. 253 normal adults (99 male), divided into three handedness groups: right-handers (right hand writers, 117 subjects), left-handers (left hand writers, 85 subjects), and "converted" left-handers, self-determined as left-handers (i.e., successfully switched left hand writers, 51 subjects), bisected 17 lines of different lengths, once with each hand. Results on the line bisection test of right-handers group and left-handers group were very similar: with slight differences both groups bisected left of true center regardless of hand used (i.e., pseudoneglect); accuracy of the non-dominant hand (the right hand for the lefthanders and the left hand for the right-handers) was better than accuracy of the dominant hand, and men bisected lines more accurately than women. A different pattern of the results was observed in "converted" left-handersgroup: this group bisected at the left of the true center with the left hand and at the right of the true center with the right hand (i.e., symmetrical neglect); men bisected lines more accurately with the left hand and women with the right hand. These results indicated clear differences in the direction of bisection deviations related to switching handedness. Study findings suggest that handedness and sex has a small effect on bisection errors (both, the direction and the magnitude of bisection deviations), but the switching handedness is a significant factor modulating the direction of bisection deviations. Gender and handedness effects on line-bisection performance in preschool Children Andonova Yoanna

South-West University Neofit Rilski Blagoevgrad (Bulgaria)

Eighty eight average Bulgarian children in preschool age (between 5 and 7, Mean age = 6.08+0.71), 40 left-handers (18 boys and 22 girls) and 48 right-handers (26 boys and 22 girls) performed line-bisection test once with each hand. All children were preliminarily selected on the basis of their hand preference assessment. In accordance with previous investigations our results showed that the phenomenon of symmetrical neglect is typical of the majority of the investigated children, and it is the gender not the handedness that significantly influences on its frequency. Gender, handedness and their interaction do not significantly influence on the performance of the line-bisection task. Nevertheless, the lefthanders and the girls bisected lines more accurately than the right handers and the boys. These results are discussed in relation to the specific character of hemispheric asymmetries and interactions in this age period. Handedness, sex and cognitive styles Arabadjieva Hristina, Asenova Ivanka

South-West University Neofit Riski, Blagoevgrad (Bulgaria)

This study investigates the relationships between sex, handedness, as measured by a hand performance test, and cognitive styles field dependencefield independence, as measured by Gestalt Perception Test (GESTA) a computerized method from Vienna Test System, which is developed as a modification of the classical tests Rod-and-Frame-Test and Embedded-Figures-Test. 40 clinically healthy adults (aged between 20 and 50 years old) selected on the basis of preliminary assessment of their handedness: 20 left handers (10 men and 10 women) and 20 right handers (10 men and 10 women), are studied. The results indicate that right-handers and men are statistically more oriented toward cognitive style field-independence, whereas left-handers and women are more oriented toward cognitive style field-dependence. There is no significant effect of the interaction of sex and handedness on the cognitive style preferences. The Relation Between Spatial Perspective-Taking and Inhibitory Abilities in 6-Year-Old Children Baumeler Denise, Roebers Claudia Maria, Frick Andrea,

University of Bern (Switzerland)

Developmental research on spatial perspective-taking has shown that young children are able to solve perspective-taking problems under favorable circumstances, but they have difficulties succeeding in classic tasks involving a conflict between ones own perspective and that of another observer. Yet to date, little is known about the reasons for young childrens difficulties dealing with incongruent perspectives. Based on the assumption that ones own perspective has to be ignored in order to imagine someone elses perspective, it was investigated whether

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perspective-taking is related to inhibitory abilities in 6-year-olds (N = 140). Perspective-taking was assessed using the Perspective-Taking Test for Children, which presents different scenes with toy photographers taking pictures of arrays of objects. Children are asked to choose which one of four pictures was most likely taken from the position of the photographer. An adapted version of the Fruit Stroop Task, appropriate for preschool children, was used to assess inhibitory abilities. Results showed a significant correlation between perspective-taking and inhibitory abilities (r = .261, p < .01), even when controlled for age, verbal-IQ, and socioeconomic status. However, no significant correlations between inhibition and other spatial abilities assessed in the study were found, indicating a specific relation between inhibition and perspective-taking. A detailed analysis of errors showed that this relation was mainly due to children with low inhibitory abilities making more egocentric errors than children with high inhibitory abilities (t = 2.203, p < .05). Overall, the results indicate that young childrens difficulties in classic perspective-taking tasks may be based on their inability to inhibit an immediate perceptual input. Thus, the present findings provide valuable information on individual differences in perspective-taking, which is an important aspect of everyday cognition that may affect childrens school achievement and social competence. Searching area using mouse pointer in mental rotation by young Children Noda Mitsuru

Edogawa University, Nagareyama-City (Japan)

Background: We hypothesize that providing a clue via mouse pointer on the display corresponds to an extension of the hand, and that staying time in the area indicates the index of interest. This study attempts to clarify the searching area to resolve mental rotation. Methods: Forty-nine children (3.8 6.5 yrs) were given a mental rotation task using a pointer to search differences, with the coordinates recorded on the display (px) and in time (ms). Left was upright and the right-side stimulus was rotated (0, 45, 90, 135, 180 degrees). Rotation instruction was not given, but true-false feedback was collected. Two kinds of stimuli were used: the costume boy has the non-symmetry area outside the face; the costume girl has features on the non-symmetry and face areas. Six spatial areas were defined: left and right circular areas, left and right face, and left and right outside the face area. Results: Extracted mental rotator was 14 for the boy and 9 for the girl stimulus. Rotation speed and y-interception time were lower compared to previous research, because this study required additional searching. ANOVA was conducted on staying time by areas and age. For the costume boy stimulus, time in non-symmetry was longer than in the symmetry area for 3- and 4-year-olds. The 3-, 4-, and 5-year-olds showed preference to the right than left sides. For the costume girl stimulus, 4- and 5-year-olds showed longer staying time for the non-symmetric area, and 4-year-olds showed right-side preference. Conclusion: Right-side preference for searching indicates interest in unfamiliarity of turning stimulus, and 3-year-olds already focus on the critical search area of non-symmetry. Staying time suggests the index of interest to resolve. Cognitive Underpinnings of Children's Mathematical Reasoning Berg Derek, Matheson Ian, Bouchard Mary, O'Shea Leah, Fortune Sarah, Hutchinson Nancy

Queens University Kingston (Canada)

Within the field of mathematics examination of the cognitive processes that underlay children's proficiency has been primarily focused upon word problem solving (Swanson, 2011) and arithmetic calculation (Berg, 2008). Less attention has directed at mathematical reasoning. The present study sought to address this imbalance through an investigation into the contributions of processing speed, executive functioning, and memory. Measures of rapid automatized naming, inhibition, switching attention, short-term memory, visual-spatial working memory, and verbal working memory were administered to 108 children, mean age 7 years, 8 months. A series of multiple regression models were created to examine which cognitive domains emerged as significant contributors of mathematics reasoning. Results indicated three important findings. First, while each cognitive domain contributed significant individual variance, short-term memory (r2 = .39) and visual-spatial working memory (r2 = .34) emerged as the strongest contributors. Second, in contrast to previous research in arithmetic calculation and word problem solving highlighting the importance of verbal working memory, the contribution of this domain was negated by the cumulative contributions of processing speed and short-term memory. Third, a summative regression equation, capturing 62% of the variance, indicated that processing speed, short-term memory, switching attention, inhibition, and visual-spatial working memory emerged as the strongest model for mathematical reasoning. These results underscore the notion that a multifaceted set of cognitive processes are involved in mathematical reasoning. Further, and in alignment with arithmetic calculation and word problem solving, a core group of cognitive processes appear to emerge as contributors to proficiency across these areas of mathematics.

PE3.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 09:00-12:30 | H4 Hall Amphiple Transitional Object and Imaginary Companion in Japanese Infants, Tsukakoshi Nami,

Faculty of Education & Human Sciences, University of Yamanashi (Japan)

Having a transitional object or an imaginary companion in early childhood is a kind of attachment behaviors appearing with the acquisition of representation abilities, and both of them are common in that they are the reflection of young childrens inner representation. But an imaginary companion is different from a transitional object in that it does not depend on any entities which can be seen or touched, and because of this it needs more advanced representation ability. A transitional object has been recently regarded as playing a positive role for

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young childrens psychological development (Ihara, 2009), and it cannot be denied that an imaginary companion could also play the same role as a transitional object does. This research approaches the following two points. One is about to what degree representative actions concerning transitional objects and imaginary companions are observed in Japanese infants of three to six years old, and the other is about whether or not such actions are related to their parents past ones when they were young children. The informants were 125 parents raising children attending a kindergarten. Results obtained through a questionnaire composed of measures for transitional object and imaginary companion as well as those obtained by questions based on Fantasized Behavior Scale (Saito, Murai & Saeki, 2012) measuring for such actions as pretending a hero or a heroine on TV will be reported. Additionally, another survey result will be also presented about young children separated from their parents and taken care of in nursing facilities using the same measures above stated, which is to be compared with that from the kindergarten children. The impact of lifelong training in adults self-esteem and quality of life: the RVCC process and the AET Course Santos Filipa1, Conde Ana1 Tendais Iva2
1 2

Universidade Portucalense Infante D. Henrique, Porto (Portugal) University of Trs-os-Montes e Alto Douro Vila Real (Portugal)

The current increasing interest and visibility regarding adult education and the importance of preparing for change led us to conduct a crosssectional study with two groups of adults, with the aim of assessing to what extent the participation in a range of instruction offers promoted by a New Opportunities Center, such as the Recognition, Validation and Certification of Competences (RVCC process) and the Adult Education and Training (AET course), would have a significant impact on quality of life and self-esteem of their students. In addition, we tried to identify the effect of occupational status at this level. We used a convenience sample which consisted of 95 individuals of both sexes and whose ages varied from 21 to 69 years. The instruments which were used included a socio-demographic questionnaire, the Self-Esteem Scale validated for the Portuguese population and the Portuguese version of the Quality of Life Scale - short version - WHOQOL Bref. The results showed that there are significant differences between adults that finalized the RVCC process and those who havent finished it, in terms of quality of life environmental domain, which is higher in the last group. Moreover, we found that while among employed adults, those who have completed the AET Course have an overall higher quality of life than those who did not finish among unemployed adults the opposite was observed. A better understanding about these adult education devices and their influence in psychological dimensions should be deeply understood and emphasized. Postpartum Depression does not Affect Infants salivary Cortisol Chelini Marie Odile, Otta Emma

Instituto de Psicologia Universidade de So Paulo (Brazil)

Postpartum depression (PPD) has been associated with disrupted mother-infant interaction and infant attachment, and is believed to cause a variety of child developmental problems, including alterations of the hypothalamic-pituitary-adrenal (HPA) axis function. Previous studies, however, provide inconsistent results about a potential correlation between postpartum depression and infant cortisol levels and cortisol response to stress. An elevated maternal reactivity to psychosocial stress already during pregnancy has been showed to be a risk factor for PPD. This finding suggests that the effects of PPD on the child may anticipate depression diagnosis and may possibly be detected in the newborn. Therefore, the aim of this study was to examine if the effects of maternal PPD on the function of the infant HPA axis can already be detected in the newborn and confirmed 4 months later. We hypothesized that newborns from mothers with further diagnosis of post partum depression would present high cortisol levels at birth and would not display the dampened cortisol response commonly observed 3 months later. We collected saliva samples from 99 Brazilian infant two days after birth. At 4 months postpartum we used the Edinburgh Postnatal Depression Scale to assess maternal PPD and collected again saliva samples from the infants before and after a clinical examination in order to investigate their cortisol response. Twenty two women met criteria for PPD. As expected, mean cortisol concentration of newborns was higher than baseline at 4 months postpartum independently of mother mood. Neither baseline nor cortisol response to a mild stressor differed between children of women with or without PPD both at 2 days and 4 months of age. Therefore, our data do not support the hypothesis of a strong deleterious effect of PPD on infant HPA axis function. The Development and Initial Validation of a Career Calling Formulation Scale for Emerging Adults: Goal-Setting Perspective Praskova Anna, Creed Peter A.., Hood Michelle

School of Applied Psychology and Griffith Health Institute, Griffith University (Australia)

Career calling is increasingly seen as a developmental process that affects life outcomes and contributes to well-being. It is especially important for emerging adults when making career decisions and setting career goals. Calling can be conceptualised as a self-set, career goal, which is personally meaningful, oriented towards helping others, and grows or is adapted by engaging in purposeful, goal-directed, career preparatory behaviours and processes. Existing measures do not tap this period in career development, are more suitable for adults, and display methodological weaknesses. We aimed to develop and validate a brief, age-appropriate measure of career calling formulation in emerging adulthood that is based on goal-setting (Locke & Latham, 1990). Literature review and feedback from focus groups and experts were utilised in generating 34 content valid items that were administered alongside other scales and demographic information to two samples of emerging adults (Sample A: n = 345, 62% female; Sample B: n = 350, 60% female). Item and exploratory factor analyses (Sample A) were used to reduce the number of items to 15, representing three reliable and robust factors being consistent with theoretical propositions: otheroriented meaning (alpha = .86), personal meaning (alpha = .80), and purposeful directedness (alpha = .82). A CFA using Sample B confirmed the three factors. Construct validity was tested by correlating the new measure with other scales (Sample B). Results showed good convergent (presence of career calling and meaning in life, and career identity), divergent (search for calling and meaning in life, and career

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indecisiveness), and concurrent (well-being, receptivity to career advice, and career barriers) validities. This new, theory-based measure adds to the calling literature, and will be useful for future research with young people. Our findings already suggest that setting and pursuing meaningful career goals is important for career development and positive outcomes.

Features consciousness of women waiting for the Childbirth Zakharova Elena

MSU bu M.B.Lomonosov (Russia)

The aim of the study was to analyze the consciousness of the woman in waiting childbirth. We were interested, too, individual psychological features of women, is a condition for the successful formation of maternal identity. In accordance with the provisions of Vygotsky, mastering of new fields of activity leads to systemic change human consciousness (neoplasms). One such change in adulthood is awareness of belonging to a particular social group parents. Features consciousness pregnant women were studied with the method of open self-description "20 - I" (M.Kun). According to a survey of a sample can be divided into 4 groups: Group 1 (31.4% of the sample) was formed by women with a strong maternal identity. Group 2 (25.7% of the sample) were women, indicating his future mother's identity (maturing parent identity). Group3 consisted of three women who have had a pronounced feminine identity. The 4 group included women in the self-reference that does not occur on the current or future motherhood (31.4% of the sample). Features consciousness of women were correlated with individual characteristics, as a value orientation (E. Zakharova), characteristics of the psychological gender (S.Bem). The results suggest that the expression of the identity of the parent is accompanied by the value orientation on the child's interests. Valueorientation of women to work, communication, personal interests, reduces the severity of feelings of belonging to motherhood. The presence of conflict of values complicates the establishment of maternal identity. Confirmed, also, the assumption that the parent identity is inextricably linked to the actual female identity. Recorded in a free self-description awareness of a mother statistically consistent with the sense of belonging to women about psychological sex. It can be concluded that advent of parenthood creates the conditions for significant changes consciousness adult. A Biopsychological perspective of Postpartum Depression: a behavioural endocrinology study with Brazilian lower-middle class mothers Kiehl Lucci Tania1, Chelini Marie Odile1, Morais Maria2, David Vinicius F.1, Otta Emma1
1 2

University of So Paulo (USP) (Brazil) Health Institute of So Paulo (Brazil)

Early detection and intervention are important in decreasing possible negative effects of untreated maternal depression on child development. The present study was based on a biopsychological perspective in which we aimed to integrate a psychological with a biological approach in order to contribute to this early detection and intervention goal. We investigated the association of hormones cortisol and dehydroepiandrosterona (DHEA) during the postpartum period with the mothers perceptions of their infants and caretaking experience. Fifty nine postpartum women were screened for depression by the Edinburgh Postnatal Depression Scale (EPDS) on four-months after delivery. In our sample, 28,8% had scores considered at risk for postnatal depression. Mothers perceptions of caretaking and motherhood were assessed in a semi-structured interview using Likert scale. Arterial blood samples were also collected for hormone analysis. This study is part of a wider Postpartum Research Project carried out with Brazilian lower-middle class women attending a public primary health service in So Paulo city. Structural Equation Model (SEM) was used to analyse our data. The adjusted model revealed association of low DHEA levels with depressive symptoms (p=0,044), but no association with cortisol levels. A personal history of depression was also a significant variable in the model (p<0,001). Depressed mothers reported more negative perceptions of caretaking on four of six questions: feeling impatient (p<0,001); trouble caring for their babies (p=0,046), infants demands on mothers' time (p=0,042), and energy (p=0,042). Our data suggest that, in a vulnerable subgroup of women, hormonal changes are causally implicated in postpartum depression and this one in turn affects mothers perceptions of caretaking experience. An interdisciplinary approach is necessary to the early detection of postpartum depression and to plan adequate interventions. Development of action and force pretension in babies Monteiro Ferronato Priscilla Augusta, Pinto Basto Tourinho Dantas Luiz Eduardo

University of So Paulo (Brazil)

Many still consider neonatal behaviour as responsive and automatic. However, variability and adaptation can be verified even in the most primitive neonatal behaviour, for example manual prehension. The study aimed to describe prehension in babies during the 1st days until 4th months after birth. Given that manual prehension is one of the behaviours present soon after birth, to describe the development process could generate important contributions to the study of the emergence and development of the action. During testing, 12 babies between 2 days to 4 months clutched a cuff 3 times with each hand while sitting in a baby chair. The result showed that the media of maximum force produced decreased in the 1st days (74,16gf/cm2) compared to the 1st month (5,9gf/cm2); increased in the 2nd month (126,04gf/cm2) and decreased in the 3rd and 4th month (73,62gf/cm2; 78,03gf/cm2). The media of the variation of strength produced increased from the 1st days (12,53gf/cm2) to the 1st month (22,77gf/cm2) from there to the 2nd month (85,65gf/cm2); decreased in the 3rd month (73,02gf/cm2) and increase again in the 4th month (182,34gf/cm2). Since the sample was small and the data was not normally distributed, a ANOVA Kruskal-Wallis was performed. The statistical analyses concluded that X2=5,303 with an associated probability value of 0,258 not showing significant differences in the

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maximum strengths between the age groups. The descriptive analyses indicated that during the first 30 days maximum prehension strength seems to undergo an adaptation period, which later seems to stabilize. The strength variation increase could also be indicative of active components in prehension, showing a possible increase in voluntary control over this task during the first 4 months after birth.

Symptoms of the three year old childs crisis in terms of parental attitudes characteristics (Cross-cultural analysis) Vasilenko Viktoria, Wang Yujing

Saint-Petersburg State University (Russia)

Present research aims to identify the relationship between the symptoms of the three year old childs crisis, childrens emotional manifestations and characteristics of a parent relationship to a child with concern to cross-cultural differences. The study involved 66 parents: 33 from Russia and 33 from China (including 38 boys and 28 girls parents). For study purposes sample was divided into three groups: 2 years 4 months - 2 years 10 months (n=21); 2 years 10 months - 3 years and 6 months (n=23); 3 years 6 months 4 years (n=22). Methods used were: Symptoms of the three year old childs crisis questionnaire by V.Vasilenko; Range of emotional manifestations by J. Shvantsara, Parent relationship to a child questionnaire by Varga-Stolin. Conclusions: 1. Children aged 2 years 10 months to 3 years and 6 months showed most strong signs of the crisis with no significant gender differences. 2. The main cross-cultural differences in the crisis symptoms were associated with higher levels of neurotic reactions in Chinese children. Among negativistic symptoms in Russian children were more common symptom of depreciation and obstinacy, and in Chinese negativism. 3. In children from 2 years 10 months to 3 years and 6 months stronger emotional manifestations were revealed. Russian parents reported higher levels of tearfulness, excitability and susceptibility in children. 4. High level of the child acceptance and less focus on infantilization of a child in Russian parents was revealed. Parents from China were more authoritarian in dealing with children. 5. Rejection and focus on infantilization was correlated to the emergence of neurotic reactions in children and in Chinese sample, they were also correlated with negativistic symptoms. Adult supervision was leading to changes in the attitude to themselves and to adult that could be considered as a constructive component of the crisis.

PE3.4 ATTACHMENT & IDENTITY 09:00-12:30 | H4 Hall Amphiple Gender socialization and young Child's gender identity: the role of the heterogeneity of familial and School influences Mieyaa Yoan, Rouyer Vronique

Laboratoire PDPS Psychologie du Dveloppement et Processus de Socialisation , Toulouse (France)

The aim of this presentation is to highlight how, through its specificities, developmental psychology can query, by another way, processes at work in the young childs gender development (Mieyaa & Rouyer, in press). Thus, although many authors agree on the significance of gender roles and stereotypes in our society (Dafflon-Novelle, 2006; Leaper & Friedman, 2006; Rouyer & al., 2010), children, and later adults, are experiencing in their plural environment the relative heterogeneity of these gender norms. In this perspective, far from being determined by an homogeneous and unambiguous gender socializations process, the subject appropriate and (re)significate these different influences. Gender identity as a psychic construction, linking biological, social and psychological factors (for a review see: Blakemore & al., 2009; Rouyer, 2007), enable to apprehend this subjective work and the evolution of subjects relation to gender during its own development. Considering the gender identitys construction and the heterogeneity of gender socialization in the family and at school, we defend the idea of a plural and active socialization (Baubion-Broye & al., in press; Malrieu & Malrieu, 1973; Wallon, 1954). By the way, well brighten in our presentation some empirical results highlighted in our thesis (Mieyaa, 2012). This research, conducted with 61 nursery schools children (mean age 5-6 years), but also their parents (fathers and mothers), their teachers and teachers auxiliaries, revealed, beyond the unique influence of the gender socializations stereotyping degree, the existence of significant relationships between the level of heterogeneity of these influences and the gender identitys construction of these young children, particularly with the gender consistency and the gender roles knowledge and adhesion. Characteristics of Ukrainian Students Identity Paschenko Svitlana1, Spitsyna Larysa2 1 Taras Shevchenko National University of Kyiv (Ukraine)
2

Zaporizhzhya National University (Ukraine)

Recently identity phenomenon attracts interest of Ukrainian researchers by virtue of its importance in the processes of personality formation in conditions of social-economic transformations which occur in modern society. Identity is a dynamic psyche component which sensitively responds to changes in social surrounding; on the other hand a powerful regulative mechanism of relations system, aims, human values, behavioral patterns and activity. Namely because of its especial importance in the process of personality and professional students development a research of Ukrainian students social identity peculiarities is considered to be of great value one. Methodology includes scientific-theoretical analysis and empirical methods questioning, testing (the Twenty Statements Test (TST) constructed by M. Kuhn and T. McPartland), mathematical-statistic data analysis, interpretative methods. Research was conducted at the universities of Zaporizhzhya city (Ukraine). General sample consisted of 670 students.

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A prior one in the structure of Ukrainian students identity appeared to be students group identity (according to the amount of choices and rank position of this kind of identity) 613 choices. The second position was occupied by personality identity 602 choices. Further hierarchy of identity structure looks as follows: role identity 513, global identity 414, activity identity 344, civil identity 119, national identity 59 choices. Our research also includes an analysis of interconnection between students relation to their study in common European education area and characteristics of their identity. Peculiarities of identity structure of students studied at different departments were investigated. Conducted analysis of research results has proved that the tendency to similarity significantly predominates over the tendency to differences in students of all specialities. It can be perceived as a proof of J. Turners (J. C. Turner, 1999) postulate concerning an idea that categorization always occurs in a frame of social context which normally has a constitutive effect. Over excitabilities of Intellectually and Artistically Gifted Children and Youth Brundzaite Kotryna, Gintilien Grazina

Vilnius University (Lithuania)

The objective of this study was to examine the psychometric characteristics of the Lithuanian version of the Overexcitability Questionnaire-II (OEQ-II, Falk et al., 1999) and to use this instrument for a comparison of overexcitabilities between groups of students with different abilities. The five overexcitabilities (psychomotor, sensual, emotional, imaginational and intellectual) are found in Dabrowski's (1964) Theory of Positive Disintegration. Participants included 569 students aged from 11 to 26. Intellectually gifted and average ability groups were selected based on the Ravens Progressive Matrices' scores. The artistically gifted group consisted of 121 pupils from the National M. K. Ciurlionis School of Art. The results of the study have a few implications. Firstly, the Lithuanian version of the OEQ-II has good psychometric properties and can be used for measuring the overexcitabilities. Secondly, intellectually gifted students scored significantly higher on sensual, imaginational and intellectual overexcitabilities than did those of average ability; pupils of Art School scored higher than their counterparts of average ability on sensual, imaginational, intellectual and emotional overexcitabilities. Finally, the artistically gifted showed higher scores on sensual and emotional overexcitabilities when compared to the intellectually gifted. The insights of the study are important for providing better educational and counseling opportunities for the gifted. The factors Impacting Attitudes toward Parenting among Japanese Male University Students Katsurada Emiko1, Sugihara Yoko2
1 2

Kwanasei Gakuin University (Japan) Department of Mental Health, Los Angeles County (United States of America)

Fathers involvement in parenting in Japan is minimal compared with other counties, although dual career families have been increased significantly for the last ten years. There may be numerous factors influencing fathers involvement in parenting. The present study investigates the factors impacting attitudes toward parenting among Japanese male students. One hundred and sixteen male university students participated in this study by filling out the questionnaires examining gender roles, fathers involvement in parenting in childhood, experience interacting with young children, and attitude toward parenting. Pearson correlations were used to examine the relationships between the factors above. It was found that egalitarian attitude toward gender roles and involvement of father in parenting in childhood found to be highly correlated with positive attitude toward parenting among male university students. The findings confirmed the results of the previous studies. Moreover, it is found that students who have more experience in interacting with young children tend to feel more burdensome toward parenting. This finding does not support the previous study where experience interacting young children enhanced students positive attitude toward parenting. This may be due to their sporadic and short interaction and inexperience with young children. There are some limitations of this study. First, the correlations between the factors are weak although they are significant. There may be other factors which impact attitudes toward parenting. Second, their attitudes toward parenting may not correlate with actual involvement with their children in the future. Third, the sample is rather small. This may result in weak correlations between the factors. Despite these limitations, the present study indicated that egalitarian gender role attitudes would promote males positive attitudes toward parenting. Future research should investigate whether such internal factor would contribute to fathers actual involvement in child rearing. Attachment, Self-Concept, and Theory of Mind in Adolescence Szpak Marta1, Biaecka-Pikul Marta1, Bosacki Sandra2
1 2

Jagiellonian University (Poland) Brock University (Canada)

The aim of the presented ongoing research project is to examine relations among attachment, theory of mind and self-concept in adolescence. Research problems. Given that in adolescence the attachment representations consolidate into a so-called a state of mind with respect to attachment (see e.g. Dykas & Cassidy, 2007), it is reasonable to expect that this generalized attachment organization may influence the way we think about ourselves (self-concept), and others interior world (Theory of Mind). Nevertheless, little is known about the relations among attachment, self-concept, and theory of mind in adolescence. Even less is known about the nature of ToM-self-concept relation, as it is argued both that ToM is the basis for developing sense of self (see e.g. Fonagy et al., 2002), and conversely that self-concept may precedes theory of mind (Bruner, 1996). This paper will focus on the first approach and thus, examine the mediating role of theory of mind plays in the relation between the attachment and self-concept relation. Method and analysis. 80 12-year-old Polish students participated in the three-stage study. Four main measures were taken: attachment, selfconcept, theory of mind, and vocabulary. During group meetings participants answered the self-concept questionnaire (SPSS, Harter, 1985), Relationship Questionnaire and Psychosis Attachment Measure, and the Hinting Task. Individual meeting allowed to conduct modified version of Social Ambiguous Stories (Bosacki, 2000; Bosacki & Astington, 1999), and the Vocabulary scale of WAIS-R. Currently data are being

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prepared for analysis. Two main analysis will be conducted. First, correlations between attachment, self-concept and theory of mind. Second, the mediating role of theory of mind in expected attachment-self- concept relationship will be checked. The possible impact of language abilities, as measured by Vocabulary scale, would be controlled for.

Influence of ego experiences on mind-body problems among Japanese Children and undergraduates Amaya Yuko

Nagoya City University (Japan)

This study examines the influence of ego experiences on a mind-body problem among Japanese children and undergraduates. Ego experiences generally manifest between the age of 10 and 15 years and can be defined as asking questions such as Who am I? This study hypothesizes that children who have had ego experiences believe that the self remains functional in deceased and brain-dead individuals as compared to those who have not had ego experiences. Twenty-six children (aged 10-12years) and 38 undergraduates in Japan were interviewed. The participants were asked whether they had had an ego experience and to draw the location of the self in the body. In addition, their opinions regarding the deceased and brain-dead individuals were gathered. (e.g., do they feel sleepy? do they wish to return home?) 40 percent of the sample reported having an ego experience, and their drawings were categorized as follows: the brain, the entire body, the heart, the brain and heart, the body and outside the body, and others. Among the children, more positioned the self in the brain and heart as compared to the undergraduates. Among children who had had an ego experience, more agreed that it was possible for deceased and braindead individuals to think about their mother as compared to those who had not had an ego experience. This suggested that children who had previously had an ego experience have an expanded sense of self, and that this tendency is stronger among children than undergraduates. The Relations Between Identity Dimensions and Life Satisfaction among Turkish Adolescents Morsunbul mit1, ok Figen2
1 2

Aksaray University (Turkey) TED University (Turkey)

Life satisfaction is one of the most important variables in adolescents life. Life satisfaction is influenced a lot of variables in adolescent period. One important of them is identity development. In recent years studies about identity development have focused on processes in identity development. In this study identity development was investigated as specific identity dimensions that are commitment making, identification with commitment, exploration in breadth, exploration in depth and ruminative exploration. The purpose of the study is to determine the relations between identity dimensions and life satisfaction among Turkish adolescents. Data was collected from 602 participants who are university students and their age are between 18-23 years old. In order to determine identity dimensions Dimensions of Identity Development Scale and to determine life satisfaction Satisfaction with Life Scale were administered. Findings revealed that commitment dimensions have greater effect on adolescents life satisfaction. Ruminative exploration was negatively related to life satisfaction. Consequently the successful identity development is important element for adolescents life satisfaction. Age and Gender Differences in Sensation Seeking and Urgency Impulsivity among Adolescence and Young Adults: Their Relationships with Risk Taking Kraem Sami, Cestac Julien, Assailly Jean-Pascal, Burkhardt Jean-Marie

IFSTTAR French institute of science and Technology for transport, development and networks (France)

This study investigated the dual systems model for age differences in sensation seeking (SS) and impulsivity (Steinberg et al., 2007), in a large sample of French adolescents and young adults (N = 6,000; 14-21 years), and their relationships with risky traffic behaviors. This model postulates that impulsivity declines linearly with the cognitive control system maturation and that SS increases in early adolescence (between 10 and 15), while the socio-emotional system become more sensitive, but declines thereafter. Impulsivity was measured with the two dimensions of urgency (i.e., positive and negative) of the UPPS-P (Billieux et al., 2012) and SS with the BSSS-4 (Stephenson et al., 2003). Overall, results from ANOVA's confirmed a main age effect for SS and impulsivity. SS reached a peak at 15 years of age and then declined, whereas both dimensions of impulsivity declined steadily from 14 to 21 years. However, this pattern differed according to gender and impulsivity factors. For SS, results indicated a significant Age Gender interaction showing that age differences were significant only for girls whereas boys' SS remained stable. Conversely, for positive urgency, the age differences were significant only for boys. For negative urgency, the decline was significant for both boys and girls without interaction. Finally, multiple linear regressions with two risky behaviors frequency (i.e., risky road-crossing and prompt driver to go as fast as possible) as dependent variables indicated that SS and positive urgency predict positively risk taking for both boys and girls, whereas negative urgency remained a significant predictor only for girls. This study, give some support to the dual system model. However, these results encourage to differentiate gender and impulsivity dimensions in a developmental and risk taking view among adolescence. As for sensation seeking, positive urgency could also be link to rewards seeking. Loneliness and personality traits during adolescence: Reciprocal influences in different social contexts Teppers Eveline1, Luyckx Koen1, Klimstra Theo21, Goossens Luc1
1
2

KU Leuven (Belgium) Tilburg University (The Netherlands)

Past research has shown that loneliness in adolescence is related to depression, anxiety, suicide, academic failure, and alcohol or drug use (Perlman & Landor, 1999). Therefore, insight in the predictors of loneliness is of crucial importance. The present study is one of the first to

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explore how peer-related and parent-related loneliness and the Big Five personality traits are interrelated over time. It is important to adopt a multidimensional view on loneliness, as both the relationships with peers and parents are changing during adolescence. Because loneliness changes in accord with shifting developmental demands and maturation, it can be defined as a surface characteristic of personality (Asendorpf & van Aken, 2003). The Big Five traits, however, can be seen as core characteristics of personality that reflect relatively enduring patterns of thoughts, feelings, and behaviors. For the present study, self-report questionnaires on loneliness and the Big Five were completed by 1,037 adolescents at Time 1 (Mage = 15.55 years, SD = 5.21 years; 37% boys); 556 adolescents completed all measures at the three annual waves. Missing data could be reliably estimated. Cross-lagged analysis was conducted while controlling for gender and age; all cross-lagged paths could be constrained across time. The final model had a good model fit (chisq (84) = 241.19, p < .001; CFI = .99; RMSEA = .04). Results indicated that lower scores on Emotional Stability and Extraversion predicted higher scores on peer-related loneliness over time. Moreover, higher scores on peer-related loneliness predicted lower scores on Emotional Stability and Extraversion. Lower scores on Extraversion also predicted higher scores on parent-related loneliness, and parent-related loneliness, which, in turn, predicted higher scores on Openness. In short, this study provided support for reciprocal associations between loneliness and Big Five traits, especially in the case of peer-related loneliness. Psychological conditions of mothers of infant with cleft lip and/or palate during first months from birth Matsumoto Manabu1, Nakajo Tetsu2, Kochi Shoko3 , Adachi Tomoaki, Endo Toshihiko
1

Maebashi Kyoai Gakuin College (Japan) Tohoku University Hospital (Japan) 3 Tohoku University Graduate school of Dentistry (Japan)
2

Purpose: Cleft lip and/or palate (CLCP) is one of the major congenital craniofacial disorders. Soon after birth, multiple medical treatments have been needed for CLCP infant Kochi, 2004 . Therefore it is supposed that parents need time to accept CLCP, to adhere medical treatment and to get their own perspectives on future treatment. Adachi & Kochi (2008) reported mothers of first 3 month might be in depressive condition. Nevertheless, psychological support for this population in Japan is not enough developed. Therefore, purpose of this research is to survey mothers psychological conditions between 3month and 6 month, and correlation between other factors. Method: 25 infants with CLCP and their mothers were recruited at the outpatient of Tohoku University hospital. 1) Beck Depression InventorySecond Edition Japanese version (Kojima & Furukawa, 2003), Big Five scale (Wada, 1996), and semi structured interview were conducted when the infant was 3month-old(time 1;T1) and 6 month-old (time 2;T2). Result: Results showed that 1) T2 BDI score was significantly lower than T1 BDI score. 2) T1 BDI score was positively correlated with T2 BDI score. And it was suggested that BDI scores were related to mothers personality traits such as externalization, accordance and emotional disturbance between T1 and T2. 2) Result of semi-structured interview with mothers: Most mothers reported anxiety about primary lip care at T1 and T2. Discussion: Results implied that the time from birth to 6 month is the critical period at the point of the mothers psychological care. And mothers personality characteristics may predict mothers depressive conditions first 6 months. Mothers narratives showed primary rip care may be related to T1s high BDI scores. There are other factors associated to mothers conditions such as infant temperament, parenting, family environment, and socio-economic status. Further research will be needed for effective support for them. The effect of personality traits and values on adolescents Prosocial orientation ukauskien Rita, Malinauskiene Oksana

Mykolas Romeris University Vilnius, (Lithuania)

This study investigates the relationship between youth prosocial orientation, personality traits and personal values in a sample of Lithuanian adolescents, in order to assess differences in personality and personal values between those adolescents who are engaged in community and school life and those who are not. Mean age of participants was 18.20 (SD = 0.69), who were high school students (N = 490) from one administrative region. Participants completed questionnaire assessing adolescents' prosocial orientation, along with measures of personality traits (NEO-FFI) and personal values (PVQ). Cluster analysis based on adolescent participation in community and school life reported in the questionnaire identified 5 distinct groupings of adolescents: Very involved (who had high levels of involvement); Involved (who scored more than 0.5 SD above the average levels of organized activities); Average involvement (who scored on the average levels of all three forms of structured activities); adolescents with Some Involvement (who scored on the average levels on structured activities, but were very low on commitment to goals); and Uninvolved adolescents. Comparisons revealed several significant differences among the groups in terms of personality traits and values. Very involved and involved adolescents were characterized by more pronounced traits in extroversion, openness to experience and agreeableness, while conscientiousness was significantly higher only in the Very involved cluster. In adolescents who are more engaged in community and school life, we found higher levels of basic personal values, with the exception of hedonism. Results are discussed with regard to the role that personality traits and personal values may play in fostering the prosocial orientation of adolescents.

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PE3.5 PSYCHOPATHOLOGY & INTERVENTION 09:00-12:30 | Room H2 Hall Amphiple The use of a short screening list for the detection of feeding problems in young Children Van Dijk Marijn1, Timmerman Marieke1, Martel Chantal2 , Ramsay Maria2
1 2

University of Groningen (The Netherlands) The Montreal Childrens Hospital / McGill University Health Centre (Canada)

Feeding problems are a common problem in early development, leading to parental stress and carrying other negative consequences. Recently, Ramsay, Martel, Porporino and Zygmuntowicz (2011) developed the Montreal Childrens Hospital Feeding Scale for a rapid identification of feeding problems. In this poster, we present the results from an additional study that analyzes the psychometric properties of the Dutch translation of this instrument (named the Screeningslijst Eetgedrag Peuters (SEP) in Dutch). A normative sample of 1448 Dutch caretakers of children aged 6 months to 4 years (M = 103.3 weeks, SD = 58.6 weeks) participated in the study by completing the SEP and relevant background questions. The results provide support for psychometric quality the instrument. Furthermore, clear differences were found between the scores of parents who had sought help for feeding difficulties and those who had not. There was a global increase of difficulties with the childs age. Further research aims at providing standardized norms for the Dutch population and to make these available for professionals working with this group. Prospective examination of the transdiagnostic cognitive behavioural model of eating disorders among adolescents: A latent structural equation modeling (SEM) approach Dakanalis Antonios1,2, Clerici Massimo2, Carr Giuseppe2, Riva Giuseppe3, Berrone Carlo1, Zanetti Maria Assunta1
1 2

Dept. of Humanistic Studies, Section of Psychology, University of Pavia, (Italy) Neurosciences and Biomedical Technologies, University of Milan Bicocca (Italy) 3 Faculty of Psychology, Catholic University of the Sacred Heart, Milan (Italy)

Introduction: The Transdiagnostic Model (TM) of eating disorders (EDs) was developed in order to a) recognize the common features of all EDs and b) expand the explanatory power of the previous cognitive behavioural conceptualization of EDs by including four additional mechanisms (i.e., clinical perfectionism, low self-esteem, mood intolerance and interpersonal difficulties), that may contribute to develop and/or maintain ED symptoms. This study aimed at examining for the first time a) the validity of the TM amongst adolescents, using perspective data and b) potential gender differences between the four additional variables (Baseline/Time1), concerns about shape/ weight (Time2), and ED symptomatology (Time 3). Methods: Participants were 322 Italian adolescents (Mage at T1= 14.6; 46 % boys), examined through semistructured clinical interviews and self-reported measures annually over a 2-year period. BMI and previous levels of the Time2 and Time3 variables under investigation were examined within SEM analyses. Results: Both the measurement and the structural model fitted the data well. As no differences in the structural path coefficients between boys and girls were observed, the results of the entire sample are described. Interpersonal difficulties were directly linked to core low self-esteem. Clinical perfectionism, low self-esteem, and interpersonal difficulties indirectly impacted restriction through concerns about shape and weight, whereas mood intolerance was the only variable directly linked to binge eating and compensatory behaviours. Surprisingly, there was no direct relationship between restriction and binge eating. Conclusions: The prospective validity of the TM is partially supported. In line with previous studies, our findings suggest that a) males and females are more similar than dissimilar in terms of core eating disordered behaviours, b) factors other than dietary restriction may play a critical role in the development of binge eating and c) binge eating may serve an emotion regulation function. Career development and perception of university life for university students in Japan Igarashi Atsushi

Fukushima University (Japan)

When promoting career education at universities, the completeness of university education, rather than thorough job guidance, is the key. This study investigated the relationship between the students perception of university life and career selection efficacy and career maturity by using as subjects university students in their third year, right before they begin the job hunting process in earnest. Method: Out of 475 third-year students, 211 students (116 males, 95 females) from two colleges (economics and science technology) of a local university were selected as research participants. Research method: Questionnaires were distributed during the academic years orientation, and they were completed and submitted on the spot. Results: Multiple regression analysis with career selection efficacy as the variable of analysis showed that whereas employment anxiety was a significant negative explanatory variable, planning, study proactiveness, and career flexibility were significant positive explanatory variables. It was confirmed that basic factors such as career maturity planning and flexibility of career selection, as well as proactiveness during university life, are related to the career selection efficacy of third-year university students. Although it is important to offer support for employment anxiety in third-year university students, who are about to start job hunting in earnest, it is also important to foster proactiveness toward studies, which is the original function of universities.

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Attention to social cues in extremely low birth Children with autism Isaki Motohiro1, Kanazawa Tadahiro1, Hinobayashi Toshihiko1, Kitajima Hiroyuki2, Fujimura Masanori2, Itoigawa Naosuke3
1 2

Osaka University suita-city (Japan) Osaka Medical Centre and Research Institute for Maternal and Child Health (Japan) 3 Mukogawa Womens University (Japan)

An increasing number of studies have reported that high risk of autism spectrum disorder (ASD) in extreme low birth weight (ELBW) children. First, this study aimed to investigate whether ELBW children pay attention to prosody or eye movements as social cues, to understand speakers intention, and second, to investigate how their intention-reading abilities are affected by the severity of ASD. To test the hypothesis that ELBW children with ASD cant use social cues, we examined both prosody task and eye movement task. Further, we used eye-tracker to investigate visual attention to social cues in ELBW children. The IQ levels were assessed with the WISC- . We excluded children with mental retardation. Participants were thirty-nine (17 male and 22 female, mean age is 9.7 years old, mean gestational age is 27.0 weeks, mean birth weight is 763 gram) ELBW children. Based on the scores of The High-functioning Autism Spectrum Screening Questionnaire (ASSQ), fourteen participants met a criterion for the autism spectrum condition group (AS), and twenty-five participants served as the typically developing group (TD). In prosody task, a few children in AS group missed the task, whereas all TD children answered the task correctly. In eye movement task, all the children of both groups succeeded. Eye-tracking data revealed the differences between two groups. Specifically, AS group made less number of gaze followings than TD. Increased fixation time on eyes was associated with lower scores on the ASSQ, while increased fixation time on mouth was associated with higher scores on ASSQ, which indicate the more severe symptoms of ASD. In AS group, fixation time on eyes was positively correlated with verbal IQ, but not TD. Our results suggest that in ASD children verbal ability compensate for social deficit. The social network and psychological adjustment among institutionalized Children in Japan with and without history of abuse Mukai Takayo1, Saeki Motoko2, Saito Chizuru3
1 2

University of The Sacred Heart (Japan) Seitoku University (Japan) 3 Tokyo University of Social Welfare (Japan)

Previous studies on at-risk children have suggested that the ability to seek and form relatively stable close relationships (affective social network) may function as a buffer against harsh circumstances. The objectives of this study were to understand the development in social network in children living in the institutional setting, and to explore its protective effect. A total of 54 children aged 4-9 years (Mean age=6.1 years) living in three institutions participated in the study. The children arrived in the institutions at the average age of 18 months (range 0-39), mostly because of parental illness or deaths. Prior to institutionalization, about 40% (N=21) of the children had experienced some form of abuse, mostly neglect. Children were individually administered with PART (Picture Affective Relationship Test; Takahashi, 2002), Pictorial scale for self-competence (Harter & Pike, 1983), and Picture Vocabulary Test. The caretakers filled out the Child Behavior Checklist (Achenbach, 1991). Compared to the children with no experience of abuse, the children with a history of abuse were more likely to be delayed in vocabulary development, exhibited greater internalizing and externalizing behavior problems. The abused children were also more likely to meet the diagnostic criteria for ADHD and conduct disorders. In PART, the respondent is expected to name any significant figures, by assigning figures selected functions, such as the needs for emotional support. A central figure in their social network was identified for about a half of the children. The children with a central figure showed lower scores on externalizing problems, compared to the children with no central figures. The results suggested the role that social network may play as a protective factor for at-risk children. The present report is a part of ongoing longitudinal research on resilience and protective factors in institutionalized children in Japan. An exploration of equine assisted interventions for autistic children : A grounded theory study Hart Emma

Durham University (United Kingdom)

Background: Equine assisted interventions offer a broad range of benefits including motor function (Sterba et al., 2002), language development (Macauley & Guiterrez, 2004), and mental health (Shultz et al., 2007). Bass et al. (2009) provided evidence that autistic children exposed to an equine assisted intervention exhibited greater sensory seeking, sensory sensitivity, social motivation, and less inattention, distractibility, and sedentary behaviours than a control group. The current study is the first to explore this area using qualitative methodology. Aims: The aims of this qualitative, phenomenological study were twofold. Firstly, it aimed to reveal potential qualities that are unique to equine assisted interventions for autistic children, with respect to dimensions, dynamics, characteristics, and conditions. Secondly, it aimed to provide a springboard for further exploration of the area, with an emphasis on practical applications. Method: Qualitative data was collected using in-depth, semi-structured interviews with parents of autistic children who regularly engage in equine assisted interventions. The reflections and experiences of thirty participants were analysed using constructivist grounded theory methodology. Results: Two main themes were identifies during analysis. The first of these was the idea that equine assisted interventions for autistic children may be conceptualised as a sequential progression through a flexible set of stages. The second core theme that emerged was the idea that this sequential progression creates an atmosphere in which the child becomes calmer, less anxious, and more open to learning. Discussion: The results are discussed in terms of the unique effectiveness of equine assisted interventions for autistic children. The findings have implications for the design and application of equine assisted interventions for children with autism spectrum disorders.

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The ratio of age- and professional personality development of in the period of adulthood Petrash Marina, Golovey Larisa Saint Petersburg State University (RUSSIA) Recent studies of adults with different specialities showed that development of a subject of activity had phases and genetic transitions between them, that could be identified as turning points of development. Our study aimed to examine characteristics of professional personality development in the adulthood (Ambulance service personnel of Saint Petersburg), 143 people aged 20 - 60 yeas. A special questionnaire was developed to approach aims of the study, also Life Style Index (LSI) by Pluchik & Kellerman, Coping Questionnaire by Folkman & Lazarus, and Cattell's 16 PF were used. Sample was divided into 4 age groups: (1) 20 - 28; (2) 29 - 38; (3) 39 - 49; (4) 50 - 60. To reveal main factors of professional development, to data, obtained with developed questionnaire, factor analysis was applied. Results identified 2 groups of parameters : professional personality development and professional functioning. A comparative analysis in age groups revealed following specifics of professional and age-related crises ratio: In group aged 20-28 predominant crisis is the crisis of professional life, namely: crisis of professional growth which increases while syndrome of the "emotional burning" formation at age of 23-28. The period between 29-39 years was assigned as a critical period, because the decline of characteristics is marked for all parameters of professional development and characterized by prevailing of crisis of professional career. A period between 39-49 years was characterized by decline of expressed of professional crisis and increase in age-related. Decline in personality sphere was shown for the parameter of emotional stability, anxiety, fixation on failures, strive to follow social norms was also marked, the call of duty increases, the initiativeness declines. A period between 50-60 years was characterized by high professionalism, a resolution of a professional crisis was found, that could be the reflection of professional development. Children with conduct difficulties: relations with personality structure Grausliene Izabele, Barkauskiene Rasa, Gervinskaite Lina

Vilnius University (Lithuania)

The trait-based approach is one attempt at describing individual differences and predicting individual behavior. The present investigation examined how personality traits of children described by mother and father can predict their Conduct difficulties. A sample of 158 Lithuanian full families (N=316) were asked to complete questionnaires about their 7-12 year children (80 boys and 78 girls). Both parents of child completed the Hierarchical Personality inventory for Children (HiPIC; Mervielde & DeFruyt, 1999) and Child Behavior Checklist (CBCL 6/18; Achenbach & Rescorla, 2001). Hierarchical regression was used to evaluate the relationship between Big Five structure of personality and Conduct difficulties (regarding CBCLs DSM-Oriented Conduct Scale). Hierarchical regression analyses revealed that personality dimensions explained 22,7 % of variance in childrens Conduct difficulties according only mothers ratings and were predicted by lower Benevolence and Conscientiousness. In the second step of regression analysis fathers ratings were included in the model and it explained 25,8 % of variance in childrens Conduct difficulties. The analysis showed that lower Benevolence, Conscientiousness and Neuroticism from mothers ratings and higher Neuroticism from fathers ratings could predict Conduct difficulties of children. The study revealed that mothers and fathers rate different Neuroticism trait of their children. Mothers rate children with conduct difficulties as more emotional stable, but less agreeableness and conscientiousness, while parents rate them as having high Neuroticism level. Parent rating discrepancies in children Neuroticism trait could be explained by different mother-child and father-child communication and interactions. Mothers depression at Childbirth does not contribute to the effects of antenatal depression on neonates behavioural development Pacheco Alexandra1, Figueiredo Brbara2, Costa Raquel3,4
1 2

Center For Childhood and Youth. Social Security Centre of Oporto, Valongo (Portugal) School of Psychology, Minho University (Portugal) 3 Universidade Europeia | Laureate International Universities (Portugal) 4 Universidade de Trs-os-Montes e Alto Douro (Portugal)

Background: Maternal depression is a worldwide phenomenon that has been linked to adverse developmental outcomes in neonates. Aims: To study the effect of antenatal depression (during the third trimester of pregnancy) on neonate behaviour, preference, and habituation to both the mother and a strangers face/voice. To analyse mothers depression at birth as a potential mediator or moderator of the relationship between antenatal depression and neonate behavioural development. Method: A sample of 110 pregnant women was divided in 2 groups according to their scores on the Edinburgh Postnatal Depression Scale during pregnancy (EPDS; 10, depressed; < 10, non-depressed). In the first 5 days after birth, neonatal performance on the Neonatal Behavioral Assessment Scale (NBAS) and in the Preference and habituation to the mothers face/voice versus stranger paradigm was assessed; each mother filled out an EPDS. Results: Neonates of depressed pregnant women, achieved lower scores on the NBAS scales (regulation of state, range of state, and habituation); did not show a visual/auditory preference for the mothers face/voice; required more trials to become habituated to the mothers face/voice; and showed a higher visual/auditory preference for the strangers face/voice after habituation compared to neonates of nondepressed pregnant women. Depression at childbirth does not contribute to the effect of antenatal depression on neonatal behavioural development. Conclusion: Depression even before childbirth compromises the neonatal behavioural development. Depression is a relevant issue and should be addressed as a routine part of prenatal health care.

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Emotional state during interaction of Children with autism and their partners Markodimitraki Maria, Kypriotaki Maria, Linardakis Michalis

University of Crete, Rethimnon(Greece)

There is a lack of case studies which explore emotional state during interactions between dizygotic twins with autism of preschool age and their partners. The aim of the present naturalistic study is to investigate the emotional state of two brothers with autism of preschool age and the emotional state of their partners (before, during and after interaction). Participants were two dizygotic (DZ) twin brothers with autism and their teachers and peers in a special kindergarten classroom. Interactions in the naturalistic context between dizygotic twins and their partners were videotaped, analyzed and coded on a protocol of observation. Statistical data analysis was carried by non-parametric tests due to the small size of the sample. The findings of the study suggest, among others, that although children with autism are engaged in interactions with partners, they do not share their partners emotions. Moreover, there are more similarities in the emotional state of the most capable twin boy with autism and his partners in comparison to the emotional state of the less capable twin brother and his partners, but their difference is not significant. According to the results of the present case study the emotional matching of twins with their partners during the interactions that were initiated by the twin boys with autism is higher than the emotional matching during the interactions that were initiated by the partners.

PE3.6 CULTURE AND LEARNING 09:00-12:30 | H2 Hall Amphiple Comparing Executive Functions in Monolinguals and Bilinguals below 18 years Bahari Zahra, Estaki Mahnaz, Salehi Mahdieh

Azad University, Tehran (Iran)

The present study aimed at comparing executive functions in monolinguals and bilinguals. To conduct this research, two groups of bilinguals and monolinguals were specified using convenience sampling method. First, Wisconsin and Tower of London tests were prepared. Then, in order to collect the data related to the research and make the necessary coordination with the authorities of Tehran International School and Saadi School in Paris, the sample size of the present research was determined as 120 people for the tests. After completing the background forms, the tests were performed in appropriate conditions for each of 6 groups with 20 people and three-way ANOVA model and three-way multivariate analysis of variance were used for testing the research questions. The "total test result" in below 18 participants and male participants who were below 18 years old had the mean of 31.47 and 32.08 above those of other studied groups, respectively. The results of this research demonstrated that executive functions were at higher level in bilinguals compared with monolinguals. Teacher-Student Relationships across the Early School Years for Children with Developmental Delays Walker Susan1, Berthelsen Donna1, Carrington Suzanne1, Nicholson Jan2
1 2

Queensland University of Technology, Brisbane (Australia) Parenting Research Centre (Australia)

The transition from early intervention programs to inclusive school settings presents children with developmental delays and disabilities with a range of social and learning challenges. Currently, there is little research that explores the quality of the student-teacher relationship of children with developmental disabilities as they begin school. The Transition to School Project is tracking cohorts of children with developmental disabilities from recruitment in the year in which they commence school (Prep) across the next two years. This poster presents data collected through teacher questionnaires and direct child assessments. The mean age of the 159 children participating in the study at Time 1 was 5.6 years and 74% were boys. The most common diagnostic category identified by parents was Autism Spectrum Disorder (48%), including Aspergers Syndrome. Childrens relationships with their classroom teacher were assessed by teacher ratings on the fifteen item short-form of the Student-Teacher Relationship Scale (Pianta, 2001). Two subscales yield closeness and conflict relationship scores. Childrens language competence was measured with the PPVT; school readiness skills by subtests from the Bracken Basic Concept Scale; and social and behavioral competence on subscales from the Social Skills Rating System. In regression analyses for Time 1 data (Prep year) and Time 2 data (Year 1), the most important predictor of childrens relationship with their teachers was their social competence. High levels of prosocial behavior and low levels of problem behavior predicted a close teacher-student relationship and conversely, low levels of prosocial behavior and high levels of problem behavior predicted a poorer teacher-child relationship. The findings to-date suggest that childrens relationships with their teachers were unrelated to their degree of disability or ability to cope with academic demands and solely dependent on their behavior within the classroom. An examination of assistance methods to facilitate preschoolers self-control of movement: Focusing on their consciousness of motor speed inhibition Shibuya Ikuko1, Kawanabe Takashi2 1 Suzuka Junior College,Koka(Japan)
2

Ritsumeikan University (Japan)

In recent years, children with difficulties in motor learning have been attracted increasing attention from both researchers and practitioners. Many studies pointed out that they need extra assistance and consideration. Focusing on fine motor, Shibuya (2012) conducted an experiment

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in which preschoolers were asked to quickly and accurately cut various geometric figures with scissors. According to the results, children who were considered by their teacher to have motor difficulties showed the significant lower accuracy compared with the others, though the speed of their motor execution was in the same range. This tendency was remarkable in the cutting circle task. Cutting a circle accurately requires children to operate scissors and move paper continuously in accordance with the curve of a circle. This implies that the childrens difficulties in motor learning were partly caused by their poor self-regulation of movement. Thus, this study examined an assistance method, which could help children to control their movement. In Study 1, using A-B-A design, the hypothesis that forced stopping of movement execution would have a positive effect on childrens movement control was tested. The children had to temporarily stop their operation of scissors at some points. This condition had a positive effect on children with motor difficulties. That is, they showed an increase in accuracy. However, this effect was not generalized. This would suggest that the children could not be aware of how to increase accuracy by themselves without any explicit assistance. Study 2 investigated the preschoolers conception of motor performance. Specifically, their knowledge of the relationship between how to execute movement and quality of the movement was examined. Based on the results of Study 1 and 2, an assistance method to help children to control their movement will be discussed in the session. SVS Questionnaire: A reliable tool for the early screening of the low visuo-spatial abilities in the Sardinian rural Schools Fastame Maria Chiara, Penna Maria Pietronilla

Department of Pedagogy, Psychology, Philosophy University of Cagliari (Italy)

Visuo-spatial deficits impact negatively learning of geometry, natural sciences, geography, drawing, arithmetic calculation and can play a crucial role even in the acquisition of reading and writing abilities. In order to identify early students with low non verbal abilities, Cornoldi, Venneri, Marconato, Molin & Montinari (2003) developed a questionnaire for teachers, the so called Shortened Visuo-Spatial Questionnaire (SVS). However this tool has been developed in the Northeastern Italian industrial areas where a medium-high wealth level prevails. The main aim of the present research was to investigate the useful purpose of that tool in order to identify children with low visuo-spatial abilities living in Sardinian rural areas characterized by an agro-pastoral life style. Experiment 1 was aimed to verify the reliability of the assessments of visuo-spatial abilities of 8-11 years aged children attending several primary schools in the province of Nuoro done by the teachers that used the SVS questionnaire. Results show that the questionnaire by Cornoldi et al. (2003) is a reliable tool for the early identification of children with scarce visuo-spatial abilities living in agropastoral cultural contexts. Experiment 2 was aimed to investigate which variables predict SVS scores. Results show that chronological age of children and previous educational experience of the teachers are the best predictor of the accuracy level of students visuo-spatial functions assessed by using the SVS questionnaire. How do implicit theories of learning develop? Uebuchi Hisashi, Akinori Sakai, Saito Masahiro, Fujie Yasuhiko, Mutho Takashi, Uebuchi Marie

Tokyo Gakugei University, Koganei-City,Tokyo (Japan)

Purpose: Implicit theories of learning (e.g., epistemological beliefs; Schommer, 1990) have affects on academic learning indeed (Hoffer, 2002). How do implicit theories of learning develop? In this study, we investigated development of implicit theories of learning. Method: Participants are primary school students (9-12 ages, n=2019), and secondary school students (13-15 ages, n=1724). Questionnaires consisted of Scales of three implicit theories of learning (Fujie & Uebuchi, 2007), scales of learning strategies (emphasis on learning strategies, emphasis on amount of learning, and emphasis on learning environment; Fujie & Uebuchi, 2007), and scales of academic competence (Marsh et al., 1997). Participants responded questionnaires by group during the school lesson times. Results and discussion: The model (Effects of learning theories on learning strategies) was adapted of data (GFI=.90, AGFI=.89, NFI=.80, RMSEA=.04). Effect of emphasis on learning strategies on off-line strategies (e.g., planning, arrangement of learning) was significant (B=.56, p<.01). Effect of emphasis on amount of learning strategies on off-line strategies was significant (B=.29, p<.01). Effect of emphasis on learning environment on off-line strategies was significant (B=-.17, p<.01). Effect of off-line strategies on academic competence was significant (B=.41, p< .01). Average of emphasis on learning strategies scores of secondary school students were higher than primary school students average (p <.01). Average of emphasis on amount of learning scores of secondary school students were higher than primary school students average (p <.01). Average of emphasis on learning environment scores of high secondary school students were higher than primary school students average (p <.01). Secondary school students would think of academic learning and academic achievement more than primary school students. In secondary schools, it suggested to increase students chances of thinking of academic achievement The role of motivation in two types of deep-processing strategy instructions Umemoto Takatoyo

Nagoya University (Japan)

This study examined the effects of motivation in deep-processing strategy instructions on the internalization and use of the strategy. The "theory of intelligence" was chosen as a motivational factor. Learners may hold different "theories" about the nature of intelligence, and these theories can affect their motivation. They are of two types: incremental theory and entity theory. The former refers to the beliefs that intelligence is relatively malleable. The latter refers to the beliefs that intelligence is relatively fixed and uncontrollable. To examine the role of motivation in strategy instruction from multiple viewpoints, two types of learning strategy instruction were adopted. The first is learnercentered instruction: learners experience the utility of a strategy for improved memory performance, and on their own propose means of adapting the strategy to learning in school. The second type is teacher-centered instruction: teachers provide information about a strategy for learners. A deep-processing strategy that is important for academic performance was chosen as the learning strategy to be instructed. The

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sample consisted of 45 college students receiving the learner-centered instruction and 62 receiving the teacher-centered instruction. An ANOVA showed that use of the strategy increased from pre- to post-instruction among all the students receiving the learner-centered instruction. This finding indicates that such instruction is useful for students regardless of the theory of intelligence. The ANOVA also showed that among the group receiving teacher-centered instruction, students holding the incremental theory increased their use of the strategy, but those holding the entity theory decreased their use of the strategy. This finding indicates that the theory of intelligence that people hold affects their internalization and use of the strategy that is instructed. The implications of motivation in learning strategy instruction on the internalization and use of the learning strategy are discussed. The impact that connection to agriculture has on Childrens motivation to engage in an agricultural learning experience Katsuno Mie, Fujiu Hideyuki

University of Tsukuba, Tokyo (Japan)

Despite Society for the Promotion of National Rural Youth Education (2009) reported that about 80% of the elementary school in Japan engages in an agricultural learning experience, there is no sufficient research about that. The objective of this study was to investigate how childrens motivation to engage in an agricultural learning experience changed before and after this learning experience, as well as what effects their connection to agriculture had on their engagement with it. The research subjects were 883 fifth graders (542 valid responses) at an elementary school that provides experience with rice-cultivation agricultural for its students in an agricultural area in Japan. The surveys were conducted twice, before and after the rice-cultivation experience in April to May and in September to October, 2012. The results of the surveys, variables of 'connection to agriculture' showed a significant positive correlation with intrinsic motivation and high autonomous extrinsic motivation toward the agricultural experience, in both of pre-test and post-test of farming experience. From these results, the mixed-model analysis of variance was applied to connection to agriculture which was divided into three groups of low, middle, high group, and each variable of motivation toward the agricultural experience in pre-test and post-test. A significant improvement was shown in intrinsic motivation and high autonomous extrinsic motivation toward the agricultural experience to post-test from the pre-test among the groups of children with low and medium connections to agriculture. Furthermore, the group with a high connection to agriculture maintained their high levels of intrinsic motivation and high autonomous motivation, while their low autonomous extrinsic motivation significantly decreased. These results suggest that the childrens motivation was increased by the agricultural learning experience and that their connection to agriculture affected their willingness to engage in this experience. The teachers and psychologists representations comparative analysis about communicative culture of the teacher Glotova Galina1, Wilhelm Angelika2
1 2

Lomonosov Moscow State University (Russia) Ural Federal University (Russia)

The research objective consisted in empirical studying of teachers' and psychologists' ideas about communicative culture of teacher on the basis of the three-dimensional model including ideas of types of communicative behavior, levels of communicative culture and communicative competences of the teacher. Research was carried out by the methods of group discussion and poll. The theoretical basis of research was the concept of the social representations which are regulating the interpersonal relations and carrying out adaptive function. The hypothesis of research consisted that teachers' notions of communicative culture of the teacher are more positive and favorable, than psychologists' notions. Respondents had to correlate to different levels of communicative culture (1) teacher's 109 conduct scenarios in 10 difficult pedagogical situations, (2) 25 communicative competences of the teacher which have been marked out during group discussions. The results received in group of psychologists, were compared by criterion * (Fischer's angular transformation criterion) and by Pearson's 2 criterion with the results received in groups of teachers. Statistically significant distinctions between groups of teachers and psychologists were received as at reference of ways of communicative behavior to levels of communicative culture of the teacher (2 emp.=6,67 > 2 crit.=6,64, v= 1, p<0,01), and at reference of communicative competences to the same levels of communicative culture (2 emp.=13,89 > 2 crit.=9,21, v=2, p<0,01). Besides, significant distinctions between teachers and psychologists were received on 14 communicative competences from 25 (by criterion *). The received results showed more expressed criticality from psychologists in comparison with teachers in an assessment of components of communicative culture of the teacher. Therefore, the hypothesis of research was confirmed. Helping a Down syndrome Child to learn letter knowledge: a pilot case study Labat Hlne1, Ecalle Jean2, Magnan Annie2
1 2

Paragraphe Laboratory (EA349), University of Cergy-Pontoise, Gennevilliers (France) Study of Cognitive Mechanisms Laboratory (EA3082) University of Lyon (France)

The first aim of this study was to evaluate the effect of an auditory and haptic exploration of letters on the letter knowledge with a 7-year-old child with Down Syndrome (DS). A comparative approach with a matched typical group of 3-years-old children was used. The second aim was to study between-modes transfer abilities. A paradigm of base level, intervention and level +1 was used. Children were assessed in a) a visual letter recognition, b) an haptic letter recognition (in blindfold) and c) a letter-sound knowledge. Intervention was constituted by a phonological exercise and an auditory and haptic exploration of letter. Descriptive analyses suggest a relative efficiency of an intensive intervention to obtain immediate improvement in the haptic letter recognition but indicate difficulties in between-modes transfer with the DS child in the visual letter recognition. Results are discussed according to the cognitive development of DS children (typical vs atypical).

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PE3.7 VICTIMIZATION & QUALITY OF LIFE 09:00-12:30 | H1 Hall Amphiple Cannabis and social anxiety in adolescents: second step of a longitudinal study Schmits Emilie, Born Michel, Glowacz Fabienne, Quertemont Etienne, Boulard Aurore

Universit de Lige (Belgium)

A two-year follow-up study was initiated to examine the relationship between cannabis use and social anxiety in adolescents, particularly through the role of consumer expectations and to identify potential mediating variables. Three measures are planned with a year apart. Subjects are 1343 secondary school students aged 15 to 16 years at the baseline examination. The self-administered questionnaire includes a set of scales designed to collect socio-demographic data and to assess several variables such as frequency of cannabis use, problems associated with cannabis use, expectations related to cannabis use, alcohol use, trait anxiety, social anxiety, depressive symptoms and social rank. A first set of data was collected in 2012 (first step of the study) and is currently administered again (second step).The results of the first step showed that social anxiety was negatively related to cannabis use and could be considered as a protective factor for the initiation of cannabis use in middle adolescence. However, we postulate that the direction of this relationship might change with age in the next stages of our longitudinal study. Therefore, analyzes will focus on the evolution of the data between the first and the second steps: (1) the potential fluctuations in the relation between cannabis use and social anxiety (2) after controlling for variables such as trait anxiety, depressive symptoms, alcohol use, (3) and considering the impact of potential mediating variables such as cannabis effect expectancies, peer cannabis use, gender differences and social rank. The results from this study will hopefully help in developing strategies for prevention and early intervention of substance use disorders in adolescents. Adolescents' perceptions on bullying as a form of social relationship among equals Cuadrado-Gordillo Isabel, Fernndez-Antelo Inmaculada

University of Extremadura, Badajoz (Spain)

Knowledge of perceptions that adolescents have the bullying phenomenon, of the different forms in which it occurs, of the criteria used to differentiate it from other forms of aggression, of the behaviors they considered as such, or the variables that influence or change their perceptions, among other things, provide greater understanding of possible factors influencing the persistence of bullying situations, despite attempts it to eradicate them through prevention and intervention programs. The results presented in this paper are part of a study that examines the perceptions of 1183 Spanish adolescents (aged from 14-16 years). The instrument used for data collection was a questionnaire designed and validated for this study. The results show that the 'intent to hurt' and the 'power imbalance' are the two fundamental criteria that adolescents use to identify bullying situations. However, these two criteria are not simultaneously present in none of the modalities contemplated in the study. The results reveal that most of these modalities are perceived as mechanisms of social relations typical of adolescents. Moreover, in this study it is concluded that adolescents perception of bullying and its different modalities depends on the role he or she plays in situations of school violence. Aggressors emphasize the criterion of "power imbalance", and often justify many of the situations usually described as bullying as really being just another form of adolescents' social interaction. Victims are less likely to use this type of justification, but instead emphasize as the main defining criterion of bullying the "intent to hurt". Witnesses see both of these conditions as being necessary to classify aggression as bullying that the aggressor has a clear intention to hurt the victim, and that there is a power imbalance between victim and aggressor in favour of the latter. Do victimization experiences accentuate reactions to social exclusion? An experiment using Cyber ball Ruggieri Sabrina1 , Bendixen Mons2, Gabriel Ute2, Alsaker Franoise1
1 2

University of Bern (Switzerland) Norwegian University of Science and Technology (Norway)

Background: In the context of school bullying, social exclusion is a common and powerful tool to bully peers. The experience of being victimized has profound consequences for the victims (Alsaker, 2012). One possible consequence that has not yet received much attention, might be more pronounced reactions to single episodes of exclusion. The aim of the present experiment was to examine if passive victims of school bullying react more intensively than their peers when being excluded in an online ball tossing game (Cyberball; Williams, Cheung & Choi, 2000). Methods: The sample consisted of 26 passive victims and 32 students not involved in bully/victim problems (Mean age = 12.12, SD = 1.23). Participants were randomly assigned to either the exclusion condition or the inclusion condition. Students were tested individually in their school. Students were told that they would play Cyberball and were led to believe that they would play this game with two other same-sex peers taking part in the experiment. In reality, these other children were computer-generated confederates. Students indicated their current mood before and immediately after playing Cyberball. After playing the game their level of belonging, self-esteem, sense of meaningful existence, and control was assessed. Results: After playing Cyberball, students in the exclusion condition reported scores indicating feelings of less belonging and feelings of less meaningful existence compared to students in the inclusion condition. Furthermore, in the exclusion condition victimized students scored significantly lower on feelings of meaningful existence compared to excluded students not involved in bully/victim problems. Discussion: These results support the idea that single incidences of social exclusion may have strong emotional effects, and especially so for students who already are victims of bullying.

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Prospective Teachers Knowledge, Attitudes and Beliefs about School Bullying Amanaki Eirini, Galanaki Evangelia

Faculty of Primary Education, National and Kapodistrian University of Greece, Athens (Greece)
Research has shown that teachers play a crucial role in the implementation of school-based anti-bullying programs. Their knowledge, attitudes, beliefs and behaviors have proven to be decisive factors in the success of the interventions. However, teachers are not always equipped with accurate knowledge, in-depth understanding and coping strategies to efficiently deal with bullying situations. The main purpose of this study was to evaluate the level of knowledge prospective teachers have about bullying, as well as their attitudes and beliefs about this issue. Participants were 538 students from the University of Athens, Greece, who were enrolled in a teacher training program for Primary Education. The Greek adaptations of the School Bullying Questionnaire (Nicolaides, Toda, & Smith, 2002) and the Teachers Attitudes about Bullying Questionnaire (Beran, 2005) were administered. The majority of prospective teachers held negative attitudes about bullying. However, few indicated feeling confident or prepared to deal with the problem. Females reported greater responsibility on the part of teachers and lower levels of self-confidence than did males. The greater the responsibility that student teachers placed on themselves the greater was the responsibility that they placed on the school system, and the greater was the concern and confidence they felt. Also, their concern and sense of preparation in managing bullying differed as a function of their year of study. Although the majority of respondents believed that bullying in Greek schools was an important issue, they did not report high levels of affective involvement, including empathy for victims. Finally, prospective teachers were willing to learn more about bullying. Implications of these results for teacher preparation programs are discussed. Emotional mind reading and emotional callousness in aggressive and non-aggressive young people with antisocial behaviour Boza Mihaela

Alexandru Ioan Cuza University of Iasi (Romania)

The aim of this study is to determine emotional mind reading abilities and callousness in high and low aggressive young people with antisocial behavior. Studies show that people with different social deficits (psychopathy, autism) have difficulties in understanding others emotional states expressed verbally or nonverbally (Blair et al., 2004, Baron-Cohen, 2001). There is also evidence that antisocial behavior is associated with emotional callousness (Frick & Dickens, 2006) and aggression. The hypotheses are that aggressive participants have lower emotional mind reading abilities and more emotional callousness. Participants with antisocial behavior have lower emotional mind reading abilities and are higher in emotional callousness than participants in the control group. Independent variables are: level of self reported aggression, presence of antisocial behavior and risk to recidivate, risk for public safety. The dependent variables are: emotional mind reading (verbal and facial) and emotional callousness. To measure the VDs we used Inventory of Callous-Unemotional traits (Kimonis & Frick, 2008), Reading the mind in the eyes (Baron-Cohen, 2001), Reading the mind in the voice (Baron-Cohen, 2007) and for the level of aggression participants reported the frequency of performing various aggressive behaviors. Participants are 56 males, aged 17-25, 28 on probation and the control group being matched for age. Results show a main effect of antisocial behavior on facial mind reading, with better results for the control group. There are interaction effects between aggression and the other three IVs on callousness. Participants in the control group and with low aggression and those in the antisocial behavior group and high aggression are high in callousness. Participants with no risk to recidivate and low aggression and those with high risk and high aggression are high in callousness. Participants with no risk for public safety and low aggression and those with high risk and high aggression are high in callousness. Individual differences among preadolescents involved in bullying Kipritsi Eirini, Kokkinos Konstantinos

Democritus University of Thrace, Drama (Greece)

The present study investigates the relationship between a number of individual variables (e.g. Social Information Processing-SIP-, moral cognition, moral disengagement, empathy, attachment style, psychopathic traits) and bullying/ victimization experiences in a sample of 301 preadolescents 10-12-years old, through the use of a self-report questionnaires. Boys scored higher on physical bullying, proactive and reactive aggression, moral disengagement and psychopathic traits, while girls exhibited greater empathy and moral cognition. Students reporting an insecure attachment style scored higher on all forms of victimization and retaliation (dimension of the 3rd step of SIP) than those who reported securely attached. Furthermore, aggressive victims scored higher on proactive and reactive aggression and moral disengagement than bullies and uninvolved students and higher on psychopathic traits than victims and uninvolved students, while victims reported greater cognitive and emotional empathy than bullies and aggressive victims. Correlations revealed that all types of bullying were negatively associated with empathy, internal balance and prosocial goals (dimensions of the 3rd step of SIP) and positively with all dimensions of psychopathic traits, reactive and proactive aggression, moral disengagement and hostile intent attribution and revenge (dimensions of the 2nd and 3rd step of SIP), while only behavioral bullying was positively correlated with moral cognition. Moreover, all types of victimization were positively correlated with all dimensions of psychopathic traits, reactive and proactive aggression and moral disengagement, while only physical victimization and direct relational victimization were positively correlated with affective empathy and moral cognition. Insecure attachment, proactive and reactive aggression and affective empathy predicted all forms of victimization with reactive aggression being the best predictor, while empathy, proactive aggression, the grandiose-maladaptive dimension of psychopathic traits, cognitive empathy and causal attribution of hostile intent (dimension of the 2nd step of SIP) were systematic predictors of all forms of bullying with proactive aggression being the best predictor.

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Family Characteristics and Risk Behaviours in Adolescents in Serbia Oros Marina, Zotovic Marija, Mihic Ivana, Petrovic Jelica, Jerkovic Ivan

Department of Psychology, Faculty of Philosophy, University of Novi Sad, Serbia (Serbian Republic)
The aim of this study is to examine various forms of risk behavior in adolescents in Serbia and the relations between these behaviors and the quality of family relations (negative interactions conflicts, arguments and disagreements , and social support - affective relations, intimacy and care), and family constellation (complete and incomplete family). Risk behaviors that we examined include aggression and victimization, non-constructive use of leisure time, use of tobacco, alcohol and psychoactive substances and eating disorders. The sample consists of 706 primary school students aged 12-14 years. The results show that categories of risk behaviors are interconnected tendency to engage in one form of risk behavior is usually followed by other forms. The use of tobacco, alcohol and psychoactive substances is associated with other three categories of risk behaviors. The highest correlation is between aggressive behavior and victimization, confirming theses of the chain of violence, i.e. abusers themselves become the abused. Considering the frequencies of risk behaviors in complete and incomplete families, our results show that victimization is most frequent in children from one-parent families. Although not statistically significant, trend of more frequent occurrence of aggression and eating disorders in incomplete families and use of tobacco, alcohol and psychoactive substances and non-constructive leisure time in complete families can be observed. Results show that students with lower family relation quality are more prone to alcohol, tobacco and psychoactive substance abuse. Students more prone to non-constructive leisure time perceive their mothers as less supportive. Most aggressive students are those with lowest quality of relations with each family member. High victimization is also related to low family relation quality. Female students with tendencies toward eating disorders report higher scores on negative interactions with all family members, especially mothers. This study is a part of the project Effects of existential insecurity on individuals and families in Serbia (no. 179022) supported by Ministry of Education, Science and Technological Development Adolescents Perception and Decision Making about the Internet Related Risks Kontrkov Vera

Institute for Research on Children, Youth and Families, Faculty of Social Studies, Masaryk Universit, Brno (Czech Republic)

Due to general public concern about childrens and adolescents internet safety, online risks (like cyberbullying, sexual harassment, inappropriate content, data misuse etc.) are recognized and systematically mapped both by researchers and practitioners. Most of the research is concerned with victims of online risks, implicitly assuming that children and adolescents are passive receivers of unpleasant acts. There is lack of research dealing with youngsters awareness of online risks, their perception and especially decision making about behaviour possibly leading to a risk. Certain behaviour doesnt lead inevitably to risky experience (e. g. replying to a message from unknown person can lead to making contact with an aggressor as well as to establishing new friendship) and sometimes conducting of such behaviour is even attractive (e. g. because it saturates natural needs like exploration or social contact). Adolescents can consciously influence if they will get in risky situation. Awareness of the potential adverse consequences of certain behaviour and trading off risks and benefits are crucial aspects of making decision about undergoing it. Risk perception is important for adequate decision. This study is part of the EU Kids Online project which is concerned with online risk and opportunities for children and adolescents in long term. In this particular contribution 10- to 16-year-old children and adolescents from 7 European countries were questioned through individual interviews and focus groups about their awareness of online risks, risk perception and estimation of severity and their preventive and coping strategies. Data were analysed with emphasis on if and how youngsters can influence risk encounters and with regard to age differences. Findings can be used for improving prevention of Internet related risks.

INIVITED SYMPOSIUM
IS5 NEW DIRECTIONS FOR THE STUDY OF MINORITY YOUTH ACCULTURATION 13:30-15:00 | Room A Amphiple

Chair: Martyn Barrett University of Surrey (United Kingdom) Co-Chair: David L. Sam University of Bergen (Norway) Disscussant: idem Katba Department of Psychology, Ko University, Turkey
This symposium will explore limitations of current research into the acculturation of minority youth, and will attempt to delineate some of the directions which future research needs to pursue. A number of criticisms have been made of the currently dominant approach within the field of acculturation, which is based on the fourfold model of Berry (1997; Berry, Phinney, Sam, & Vedder, 2006). These criticisms include the failure of the model to take into account normative developmental Changes in adolescence and emerging adulthood, a lack of attention to the influence of social context, and an overemphasis on a binary distinction between the majority national culture and the minority ethnic culture. Two of the papers in the symposium will address the issue of the relationship between acculturation and normative development. The paper

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by Sam will examine how the independent contributions of acculturation and development can be teased out in research, and will explore how contributions from these two areas might be integrated into a coherent theoretical perspective. The paper by Titzmann will use the example of youth delinquency as a specific lens through which to examine the interplay between acculturation and normative developmental Challenges and processes. The other two papers in the symposium will address the dominant models lack of attention to social context and its overemphasis on a national-ethnic binary distinction. The paper by Thijs and Verkuyten will explore how acculturation strategies are socially formed and influenced in different social contexts, and how not only majority-minority interactions but also inter-minority interactions form a part of many Childrens daily lives. Barretts paper will also examine some of the Complexities of the cultural positioning of minority youth, proposing that research needs to develop more sensitive methods for measuring acculturation which take into account the fact that these positioning are multifaceted, fluid and context-dependent. Acculturation and development of young people with immigrant background: A theoretical perspective David L. Sam

Department of Psychosocial Psychology, University of Bergen, Bergen, Norway

Acculturation research and theory have come under severe criticisms in recent years. One of these criticisms has been for not paying enough attention to (ontogenetic) development. Developmental research on young people with immigrant and ethnic minority backgrounds has also been criticized for not adequately addressing acculturation issues in their theorizing (Sam, 2006). In spiting of bourgeoning interest in the acculturation and development of young people with immigrant background, acculturation and human development have pursued two independent and parallel lines of research, with little communication between them. The two forms of change (i.e. acculturation and development) have not been integrated into meaningful theoretical perspective(s). It is widely acknowledged that acculturation and development confound each other (Phinney, 2006), as such very little effort has been made to identify their independent contributions, and how they combine and/or interact to influence the acculturating and developing young person. Presently, acculturation studies on developing young ethnic minorities have simply highlighted areas of concern and interest, and these have included cultural identity development, discrepancies in cultural value transmission and peer relations. However, how these theoretical concerns translate into research, and/or fit together into an integrated theory of acculturating developing young person has been lacking. In this presentation, we will first discuss how the independent contributions of acculturation and development may be teased out, and research findings that underscore these contributions. Secondly, the presentation will propose how contributions from the two areas acculturation and development may be integrated into a coherent theoretical perspective. Finally, we will discuss the potential the proposed model may have in advancing acculturation and development research. Delinquent behavior of immigrants: Immigrant-specific or normative behavior ? Peter F. Titzmann

Jacobs Center for Productive Youth Development, University of Zurich, Switzerland

Adolescent immigrants are on the one hand confronted with normative age-related psychological, social, and biological changes, on the other hand, they face acculturation-related challenges related to their immigrant status. The aim of this presentation is to provide some approaches on how acculturation and age-related normative behavior can be linked in immigrant adolescents behavior and how research can address these links. I will use the example of delinquency, as delinquency is often discussed in association with immigrant adolescents, but at the same time is assumed to be part of adolescents normative striving for autonomy. Therefore delinquency is an ideal outcome for considerations on the interplay of acculturation and normative development. Three possible links between the immigration situation and delinquency will be discussed offering different explanations for ethnic differences in delinquency and different opportunities for interventions targeting immigrants delinquency. First, the same models for delinquency may apply for different ethnic groups. In this line of thinking, ethnic differences in delinquency are due to differences in the exposure to universal risk-factors of delinquency. Second, models that differ between ethnic groups are discussed in which general risk factors may differ between ethnic groups or in which the same risk factors have a different impact depending on ethnic group. Third, immigration-specific components rooted in the acculturation process or the cultural background of immigrants are considered, which assume very specific explanations for immigrant adolescents delinquency. Empirical evidence for these approaches will be presented together with recommendations for research and implications for interventions. As delinquency is only one sample outcome, the presentation will end with a few general considerations on how cultural, migration-related, and normative developmental processes can be disentangled, a necessary step for the understanding of challenges and opportunities immigrant adolescents are confronted with. Acculturation strategies in ethnic minority Children: A contextual approach Jochem Thijs, Maykel Verkuyten

Ercomer, Utrecht University, The Netherlands

There have been various studies on the acculturation preferences and strategies of migrant and ethnic minority children. This research has typically relied on Berrys (1997) well-known model and distinguishes between integration, assimilation, separation, and marginalization. It has been demonstrated that those different strategies have implications for childrens psychological, social, and academic adjustment (see Berry, Phinney, Sam, & Vedder, 2006). Despite its value, the existing research using this model is limited in two ways. First, the focus is very much on the individual child and the personal meanings that cultural maintenance and change has for him or her. Although social antecedents of childrens acculturation strategies have been examined (e.g., discrimination), there has been little attention to the ways in which these strategies are socially formed and influenced in different social contexts. From middle childhood on the peer group seems important to consider but other contexts such as relationships with teachers may be crucial as well. Second, (developmental) acculturation research typically makes a distinction between the own ethnic culture and the host (majority) culture

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(Berry, 1997; Oppedal, 2006). However, most societies host several ethnic minority groups which means that inter-minority interactions are part of many childrens daily lives. How minority children choose to relate to other cultural minority groups may be important for their adjustment as well. In the presentation, we will address these limitations and provide new directions for studying the acculturation of minority youth. More specifically, we will argue for a more contextual approach to the study of childrens acculturation attitudes, which takes into account different and sometimes conflicting aspects of childrens social contexts, and which goes beyond the minority-majority distinction by including orientations toward other minority groups. We will use examples from our own research to illustrate this approach. Complexities in the cultural positioning of ethnic minority youth Martyn Barrett

Department of Psychology, University of Surrey, (United Kingdom)

This paper will argue that in order to understand the lives of ethnic minority youth and the challenges which they face, it is necessary to understand the complexities, the specificities and the fluidity of minority youths cultural positionings. It will be suggested that research in the field of acculturation needs to pay greater attention to a wide range of issues including: the specific characteristics of the particular national context within which minority youth live; the positioning of minority youths own ethnic groups within that national context; the nature of the religious affiliations which minority youth might hold; the characteristics of the particular locale within which minority youth live and the opportunities which are available to them within that locale; the influence of globalised youth culture on minority youth; dissociations between patterns of intergroup contact, identifications and cultural practices; the fluidity of identifications and practices across contexts, especially across the home, the school and the peer group; the intersectionality of youth identities; and fluidity in the ways in which minority youth conceptualise the boundaries of national and ethnic groups across different contexts and position themselves in relationship to these boundaries. The paper will argue that research into youth acculturation needs to move away from essentialising cultures as monolithic entities, construing identification as a unidimensional constant, employing an oversimplisitic minority-majority cultural binary, and categorising minority individuals into a single acculturation strategy irrespective of context. Instead, it will be suggested that we need to move towards acknowledging and understanding the complexities of the cultural positionings of minority youth by conceptualising identifications and the adoption of cultural practices as active and dynamic processes, by recognising the central role that context plays within those processes, and by finding more sensitive ways of measuring acculturation which take into account the fact that the cultural positionings of minority youth are multifaceted, fluid and context-dependent.

SYMPOSIA

SY5.1 EVALUATION OF INTERVENTION PROGRAMS FROM EARLY CHILDHOOD THROUGH ADOLESCENCE: PROMOTING POSITIVE DEVELOPMENT IN MAJOR SOCIALIZATION SETTINGS 13:30-15:00 | Room B Amphiple

Chair: Bente Wold University of Bergen (Norway) Disscussant: Katariina Salmela Aro University of Helsinki (Finland)
The symposium aims at identifying how interventions in major socialization settings such as families, kindergarten, schools and organized sports can improve competence, relatedness and self-regulation among children and adolescents. The first paper presents findings from an intervention with socio-economically disadvantaged families of 18 month-old children in Switzerland, focusing on childrens competencies in school relevant domains and social and emotional adjustment. The second paper reports on the findings of an intervention study in Swiss prekindergarten children with the aim to enhance school readiness by improving executive function skills. In the third paper, the competence gained by peer leaders in the Dream school program in Norwegian secondary schools are examined with a mixed method approach including questionnaires and focus group interviews with peer leaders and teachers. Based on a study from Portugal, the fourth paper concerns selfregulatory perspectives related to health behaviours. Finally, the Norwegian part of an intervention with the aim to empower coaches to enhance personal competence, intrinsic motivation and self-determination of young football (soccer) players is presented. The symposium consists of the following papers: Francoise Alsaker, University of Bern (Switzerland): Improving competence among children at risk: findings from a 5 year intervention in Kindergartens in Switzerland and U.S.A. Marianne Roethlisberger, University of Bern (Switzerland): Fostering executive functions in small group interventions: Training and transfer effects on early math skills in prekindergarten children. Ingrid Holsen, University of Bergen (Norway): Improving competence, relatedness and self-determination among second graders: the Dream School project. Margarida Gaspar de Matos, Universidade Tecnica de Lisboa (Portugal): Self-regulation + social support: the golden standard for health promotion and well-being in young people. Bente Wold: University of Bergen (Norway): Developing intrinsic motivation and well-being in organized youth sports: findings from the Promoting Adolescent Physical Activity (PAPA) project.

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Enhancing competences in young children living in socio-economically disadvantaged families. Results from a home-visit program in Switzerland Francoise Alsaker, Brigitta Gantenbein-Schaffner

University of Berne (Switzerland)

Children living in socio-economically disadvantaged families have repeatedly been found to show developmental deficits. The deficits become salient upon kindergarten or school entry. Therefore the city of Bern launched a five-year prevention program (primano) aiming to enhance disadvantaged childrens educational opportunities. We examine effects of a home-visit program (Opstapje Schritt:weise) that was carried out in three successive cohorts of children aged around 18 months. 90 children from families living in typically disadvantaged neighborhoods participated in the evaluation study. Home-visitors were laypersons (all women) from the same cultural groups as the families. They visited the families once a week during twelve months and every two weeks for another six months. They trained the target child and gave parents specific tasks to perform with the child. We used a pre- and posttest design and standardized instruments to evaluate childrens development over the 18 months. Furthermore, childrens competences in school relevant domains, also including social adjustment, were examined upon kindergarten entry. At the end of the home-visit program positive effects were found in all three cohorts. Parents were more socially integrated and mothers showed better competences in the local language. Children had significantly improved their scores regarding both fine and gross motor skills, language skills and cognitive tasks, as well as social and emotional adjustment. Upon kindergarten entry (three to four years later), the children who had participated in the home-visit program scored significantly higher than control children in regards to everyday life skills, play behavior, fine and gross motor skills, and attention. Also, they showed significantly less problematic behavior (such as aggression, hyperactivity, and oppositional behavior). The only domain in which they still had deficits, was local language competences. Factors that increase sustainability of such programs will be discussed. A pilot study investigating the experiences of - and competence adolescents gain - by being peer leaders in the Dream School Project in Norway Ingrid Holsen

University of Bergen (Norway)

Reviewing the research on school interventions where peers are used as the main agents, the field has several approaches depending on the scope of the program. Despite its potential, research from several investigations on both one-to-one peer mentoring and peer delivered programs in the classroom demonstrates that the results are very modest (Rhodes & DuBois, 2008; Herrera et al., 2007; Harden, Oakley, & Oliver, 2001; Mellanby, Rees, & Tripp, 2000). The aim of the present study was to add to current knowledge on the experiences of and competence gained by being peer leaders in the Dream school program in Norwegian secondary schools. We will use a mixed method approach with questionnaires and focus group interviews with peer leaders and teachers. The Dream School program is an universal intervention in Norwegian lower and upper secondary schools that aims at creating good psychosocial learning environments and promote positive mental health to strengthen students connection, competence and motivation to stay in school. Five secondary schools who had implemented the Dream school program for one year took part in the study. During the spring of 2012 we conducted five focus group interviews with peer leaders (n=25) and five focus group interviews with main teachers (n=23). The interviews were semi-structured. The peer leaders were aged 14-15 (lower secondary) or 18-19 (upper secondary). 45 peer leaders responded to an electronic survey. Preliminary analyses from interviews with peer leaders and teachers revealed three categories; Caring, gain by helping others, Competence, what they had learned and Making a difference. More of the findings were related to gains on the peer leaders themselves than on the impact they had on the peer group. The findings are supported by results from the questionnaires. The findings are discussed in relation to a Positive Youth Development perspective. Self-regulation + social support: the golden standard to health promotion and well being in young people Margarida Gaspar de Matos

Universidade Tecnica de Lisboa (Portugal)

Several studies show that the ability to regulate own actions is developed progressively across childhood and adolescence. Social influences on health behaviour are extremely powerful, often overcoming individuals main intentions or goals. Due to an immaturity cognitive/ emotions gap in the brain development, adolescents more than double the probability of risk behaviour in the presence of peers. However social networks can also be powerful as protective agents either by providing models, guidance or emotional support. A healthy peer culture as well as supportive adults can provide social support helping children and adolescents in their self-regulation and promoting healthy behaviours. The present study concerns self-regulatory perspectives related to health behaviours, and intends to understand the ideas that children and adolescents have about their own self-regulation and what aspects are important helping them to resist temptations. The study is included in a major European research project named TEMPEST http://tempestproject.eu/. The qualitative method of concept mapping was used. The sample was composed by 100 individuals of both genders, aged between 12 and 17 years old. They belong to different schools in Large Lisbon District. Four classes were randomly selected between 12 and 14 years old and from 14 to 17 years old, two with a low socio-economic status and other with a high socio-economic status. Socio-economic status was defined according to the schools location. Four main clusters about self regulation and influences on healthy behavior were formed and discussed. Concept maps analyzed reveal two important aspects of a healthy behaviour: health-promoting competences and avoidance strategies. While opposite, both seem to contribute to the achievement and maintenance of healthy behaviour. Guidelines will be discussed regarding intervention in health promotion at an individual, family, peer culture, school and community level.

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Developing intrinsic motivation and well-being in organized youth sports: findings from the Promoting Adolescent Physical Activity (PAPA) project Bente Wold

University of Bergen (Norway)

The PAPA project centres on the development and implementation of a coach education program aimed at fostering the empowerment, wellbeing and personal growth of children. The program draws from contemporary theories of motivation (e.g., Achievement Goal Frameworks and Self Determination Theory) and self-regulation. These theories assume that variations in the social environment and ensuing selfregulation and motivational processes are central to not only achievement but also whether sport engagement is health/personal growth conducive or compromising. The major focus of the intervention is to empower coaches to enhance personal competence and selfdetermination of young football (soccer) players, to promote their task involvement in the physical domain, and empower children to take responsibility for their engagement in a healthy lifestyle. The program was implemented in five European countries during the 2011/12 football season. Football teams were randomized into intervention and control groups. Findings from the evaluation study in Norway will be presented, primarily applying survey data from baseline (collected at the beginning of the season) and follow-up (end of the season) from 103 teams with 1300 boy and girl players aged 11-15 years. Preliminary analysis of baseline data suggests that the players perceptions of the coach-created climate are closely related to their intrinsic motivation, self-regulation, sport enjoyment and feelings of competence and relatedness, but more weakly related to experiences of autonomy. Data from the follow-up study will be available in February, and selected findings on potential changes in self-regulation, intrinsic motivation and sport well-being among players in the intervention and control teams will be presented at the symposium.

SY5.2 Cyber bullying: Effective Coping Strategies and Prevention Programs 13:30-15:00 | Room 410 Amphimax

Chair: Petra Gradinger University of Applied Sciences Upper (Austria) Disscussant: Dagmar Strohmeier University of Applied Science Upper (Austria)

Many children and adolescents are involved in cyber bullying, a sub form of aggressive behaviour carried out in cyberspace (Livingstone et al., 2011). Research has already demonstrated negative consequences for school-aged children involved in bullying and cyber bullying (Ttofi & Farrington, 2008; Perren et al., 2010) and doubtless, there is a need for evidence based intervention and prevention programs (Flay, et al., 2005). Unfortunately, evidence regarding the effectiveness of specific coping strategies and prevention programs regarding the reduction of cyber bullying is rare. The five papers in this symposium comprise studies conducted in seven different countries to advance our understanding regarding effective coping with and effective prevention of cyber bullying. Study one successfully validates the coping with cyber bullying scale (Machmutow et al., 2012) using data from three countries, namely Switzerland, Italy, and Ireland. Study two investigates coping responses of cyber bullying victims and their efficacy for preventing further cyber victimization experiences in the US. Study three focuses on one special coping strategy, cognitive reframing, and explores the perceived usefulness for cyber bullying victims as well as the role of the relationship with peers and parents in Czech students. Study four demonstrates that a primary preventative social competence program - without any specific focus on cyber bullying - is effective to prevent cyber bullying and cyber victimization in Austrian youth. Study five presents the impact of an e-safety program for students in England and provides evidence for the importance to provide e-support for younger children. The findings will be discussed regarding developmental aspects of effective coping strategies and prevention efforts for cyber bullying prevention. Coping With Cyber bullying: Construct Validity of a new Measure Fabio Sticca

University of Zurich (Switzerland)

Cyberbullying is a particular form of aggressive behavior that is characterized by repetition, and power imbalance (Smith, et al., 2008). Victims of cyberbullying need to find a way to cope with the repeated and seemingly unchangeable stressful situation in order to reduce the negative effects on their emotional and psychological well-being (Lazarus, 2006). Therefore, coping strategies are a crucial aspect of successful management of stressful situations such as cyberbullying experiences (Machmutow et al., 2012). To date, there are no validated scales that can be used to assess coping with cyberbullying. The aim of the present study was to validate the coping with cyberbullying scale developed by Machmutow et al. (2012) using data from three countries, namely Switzerland (N=803), Italy (N=755), and Ireland (N=2412). The coping with cyberbullying scale was developed to measure six forms of coping with three items each, i.e. distal advice, helplessness/self-blame, retaliation, close support, assertiveness, and active ignoring. Tests for configural, metric, and scalar invariance were performed using Mplus 4.2 (Muthn & Muthn, 2006). Results of the configural invariance testing showed that three items had very strong cross-loadings. Therefore, these items had to be removed from the analyses. The resulting reduced scale had three factors with three items each and three factors with two items each. Configural invariance was found for the reduced scale. Tests of metric invariance showed that the factor loadings were invariant between the three countries. Tests of scalar invariance showed that the item intercepts were partially invariant, i.e. four item intercepts had to be freely estimated in order to reach partial scalar invariance. In sum, the coping with cyberbullying scale was found to measure the same six underlying constructs across the three countries, which speaks for its construct validity.

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How do Students respond to Being Cyber bullied and How Effective are their Responses ? Sheri Bauman University of Arizona (United States of America) Cyberbullying research has moved beyond a focus on prevalence rates to investigate more dynamic aspects of this phenomenon, including how it affects victims. However, research on how individuals respond to being victimized by cyberbullying is limited. To address this paucity of research, this study examines coping responses employed by youth when they are cyberbullied, and how these responses relate to future cyber-victimization. Study participants included 1,330 (54% females; 46% males) youth in grades 3 9 from a large city located in the southwestern region of the U.S. Approximately 40% of participants were Hispanic/Latino, 25% were White, 15% were Mixed Race, 8% were American Indian, 5% were African American, and 4% were Asian American. With regard to being victimized by cyber-aggression, no significant differences were observed across gender, race, having or not having a computer at home, and the estimated number of hours that youth spent online/using cyber technology at school at a preliminary assessment or at one-year follow-up. However, victimization increased with grade level and increased use of cyber technology at home was positively associated with an increase in victimization at preliminary assessment. While controlling for previous levels of cyberbullying as well as grade-level effects, no significant relationships were identified between students responses to cyberbullying and their prospect of being victimized at follow-up. Coping responses included telling adults at school, telling family, telling friends, seeking advice, acting out, ignoring, distancing, and retaliating. No effective responses or coping strategies to being victimized by cyber-aggression were identified. The strongest predictor of being victimized at follow-up in the current study was a history of being victimized at preliminary assessment. Study results suggest that cyberbullying is a relatively stable phenomenon and that youth generally do not employ effective strategies to mitigate it. This cant hurt me: How the quality of relationship with peers and parents helps the victim to overcome cyber bullying Alena ern

Institute for Research on Children, Youth and the Family, Masaryk University, Brno (Czech Republic)

Cyberbullying, as a problem within relationships, often gives the victim a lot to cope with. Coping strategies in cyberbulling are often divided into dichotomous categories, and cognitive reframing is commonly categorised as non-adaptive. However, in some recent studies, respondents themselves suggested ignoring the problem or cognitive reframing as a potentially helpful strategy. Also, cognitive reframing seems to be one of the most frequently used strategies among cyberbullying victims. The present study aims to examine the possible impact of relationships with peers and parents on the victims self-esteem and usage and perceived usefulness of this strategy. Analysis was based on a subsample of 2092 Czech adolescents aged 12-18, who participated in a survey on cyberbullying in 2011. Only those who reported that they had experienced some form of cyberbullying and answered items about reframing coping strategies were selected (N = 442, age: M = 15.24, SD = 1.83). Based on respondents answers we divided them into four groups: 1) those who did not use a reframing strategy, 2) those who used it, but the strategy did not help at all, 3) those whom this strategy helped only emotionally (to feel better) and 4) those whom this strategy helped emotionally as well as helped to stop cyberbullying. Results showed that groups of respondents significantly differ in relationships with peers, age and self-esteem. Further, older children who are accepted by their peers have higher self-esteem, tend to use reframing more and also find it more helpful. Interestingly, the quality of relationships with parents did not show a significant effect. We further discuss both the relational aspects as a possible inner source helping to overcome cyberbullying and the (non)adaptiveness of this strategy.

Prevention of Cyber bullying and Cyber victimization with the ViSC Social Competence Program: An Evaluation Study Petra Gradinger

University of Applied Sciences Upper (Austria)

Youth involved in bullying show negative short and long term consequences. But little is known how to prevent cyberbullying, a special form of bullying carried out via electronic means. Given the similarity of mechanisms responsible for youths involvement in cyberbullying and traditional bullying (Gradinger, Strohmeier & Spiel, 2012), it is conceivable that prevention programs for traditional bullying are also effective in preventing cyberbullying. Therefore, the aim of the present paper is to examine the effectiveness of the ViSC Social Competence Program to prevent cyberbullying and cybervictimization. The ViSC program is an effective primary prevention program with the goals to (1) reduce aggressive behaviour and bullying, and to (2) foster social and intercultural competencies in secondary schools. In the present study a subsample of a randomized control trial was used. 790 Austrian adolescents from grade 5 to 8 (M=11.75, SD=.88; 48% girls) from 35 classes were asked about their involvement in cyberbullying and cybervictimization. A pretest, posttest (after 1 year), follow-up (after 6 months) design was used to determine differential developments over time between the intervention- and control-group. A three-level multilevel growth model was used to test the programs efficacy concerning cyberbullying and cybervictimization while taking nested data structure into account. Intervention effects were examined after controlling for age as time-varying and gender as time-invariant covariates. The results show that the intervention has a buffering effect for the involvement in cyberbullying and cybervictimization behaviour. Students in the intervention group showed a lower increase through pre-, post- and follow-up test in cyberbullying and cybervictimization than students in the control group. To conclude, a general anti-bullying program is also effective in preventing cyberbullying and cybervictimization. This is remarkable as cyberbullying and cybervictimization were not specifically targeted within the intervention.

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Use and abuse of social networking in 8-11 year-old children in England, and the impact of an e-safety program Fran Thompson

Durham University (United Kingdom)

Many children are engaged in use of social networking sites as early as 8 years. As part of an evaluation of an e-safety programme Safe, we carried out a questionnaire-based study in three primary schools in England in 2012, with 59 pupils aged 8 years, 106 pupils aged 11 years, and 32 teachers. A pre-Safe survey included questions on personal use of mobile phones and computers; knowledge and use of social networking sites; level of safety of online behaviour, types of unpleasant experiences such as cyberbullying, and coping strategies. Younger students used mostly game-based social networks, starting at 6-8 yrs-old; older students used Facebook or Skype, starting at 8-10 yrs-old; staff used Facebook almost exclusively. A significant minority of students (fewer teachers) had experienced something nasty or unpleasant on social networks: being hacked, cyberbullied or trolled. Telling a parent was the most common coping strategy. The Safe program provided lesson resources on a range of e-safety knowledge and coping strategies regarding social networks, typically covering 6-8 lessons. The postSafe questionnaire asked about online behaviour, and to rate the Safe resource. After Safe, most students rated their knowledge of all aspects of safe online behaviour slightly higher. Overall the Safe program was rated as good/very good. Staff also rated students knowledge of safe online behaviours after Safe; they overestimated some aspects of students knowledge (e.g. younger students safe use of SNS; passwords) whilst underestimating others (e.g. older students researching online; knowledge of copyright). Implications are that schools need to introduce e-safety to younger children, acknowledging that some children will access age-inappropriate social networks; teachers need to be cautious about overestimating childrens capabilities; and regular, ongoing e-safety education is needed to support children online.

SY5.3 CONTINUITY OF ATTACHMENT ACROSS SOCIAL CONTEXTS AND GENERATIONS

Chair & Disscussant: Lars O. White University of Leipzig, Universittsklinikum Leipzig (Germany)

13:30-15:00 | Room 415 Amphimax

This symposium will focus on a number of understudied neurobiological, cognitive-emotional and intergenerational factors, which may underlie the continuity of attachment across developmental social contexts and generations. We aim to integrate these findings into a multilevel, multi-method perspective on attachment and its developmental sequelae. Paper 1 (Tharner, Luijk, van IJzendoorn, BakermansKranenburg & Tiemeier) will summarize neurobiological findings from large-scale longitudinal research in the Netherlands using the Strange Situation Procedure at 14 months as an attachment measure. Diurnal cortisol and neurobiological factors at six weeks postpartum were found to be predictors of infant attachment disorganization. Furthermore, disorganized and insecure-resistant children were more vulnerable for the negative effects of maternal depressive symptoms on the physiological stress-systems. Paper 2 (White, Crowley, Klein & von Klitzing) presents unpublished data, extending previous findings suggesting that attachment classifications guide neurophysiological responses to social exclusion by unfamiliar individuals. It aims to assess whether attachment-related perspective-taking, as indexed by intentionality in story-stem narratives, predicts physiological and interview responses to social interactions in a virtual ball-toss game in 5-year-olds. The authors conclude that preserving attachment-related intentionality in the face of distress may help maintain a cooperative mindset despite the threat of social exclusion. Paper 3 (Sierau, Evers & Jungmann) will present a structural equation model from a cohort of high-risk families in Eastern Germany, focusing on determinants of father-to-infant attachment feelings, as assessed by self-report. The fathers own positive parenting experiences predicted high partnership satisfaction, which, in turn, emerged as one of the key predictors of father-to-infant attachment feelings. This study is one of the first attempts to integrate several cross-sectional antecedents of early paternal attachment feelings and competencies in a highrisk sample (Neuro-) biology of infant attachment: findings from the Generation R Study Anne Tharner

Department of Epidemiology, Erasmus University Medical Center, Rotterdam (The Netherlands)

Parental behavior is the most important but not the only predictor of differences in the quality of infant attachment relationships. As evolutionary roots of attachment have been strongly emphasized in attachment theory, research has begun to focus on genetic and neurobiological factors that might further explain the etiology of these qualitative differences. Generation R, a prospective birth cohort study in the Netherlands, is one of the largest studies to date with state-of-the-art observational measures of infant attachment and parenting as well as genetic information and (neuro-)biological markers. Infant attachment was assessed with the Strange Situation Procedure (SSP) when children (N=880) were 14 months old. Before and after the SSP, saliva samples were taken to assess cortisol-levels as an index of stress reactivity. Additionally, resting measures of heart rate were collected, from which respiratory sinus arrhythmia (RSA) was calculated. Daily cortisol production curves were assessed from saliva samples taken at home during a regular weekday. When children were 6 weeks old, the volume of different brain structures was measured by cranial ultrasound. Genetic information was available from cord-blood collected at birth. We found that non-clinical neurobiological differences at 6 weeks postpartum predicted higher risk of attachment disorganization at 14 months. Furthermore, children with a disorganized attachment relationship had a flattened daily cortisol curve. Disorganized and insecureresistant children were more vulnerable for negative effects of maternal depressive symptoms on physiological stress-systems, as indicated by greater cortisol reactivity in insecure-resistant children and lower resting RSA in disorganized children of mothers with depressive symptoms. By contrast, we found no additive effects of a range of dopaminergic, serotonergic and oxytonergic candidate genes for attachment insecurity or disorganization, tested in Generation R and the cohort of the National Institute of Child Health and Development (NICHD).

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Perspective-taking in preschool narratives predicts response to social exclusion by unfamiliar peers Lars O. White

University of Leipzig, Clinic for Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics (Germany)
Faced with social exclusion, a secure working model of attachment may help maintain positive expectations of affiliation (White et al., in press; White et al., 2012). Preserving an intentional, perspective-taking stance towards others under distress a correlate of secure attachment (Hill, et al., 2008) may equally help overcome social exclusion and prepare for new opportunities to cooperate. We assessed preschoolers portrayal of figures in story-stem narratives in terms of mental states (as indexed by Hill et al.s scale of intentionality), as a predictor of heart-rate and puppet interview responses to a computerized ball-toss game (Cyberball). Eighty-four 5-year-olds were randomly allocated to social exclusion (N=40), accidental exclusion (n=20) or fair play (n=24) conditions followed by puppet interviews to assess self-reported ostracism distress. Puppet interviews and heart-rate responses validated the social exclusion manipulation. High intentionality predicted lower levels of ostracism in the fair-play condition. For boys in the exclusion condition, increases in intentionality predicted increases in ostracism distress on puppet interviews. However, in a subsample, reduced intentionality predicted increases in heart-rate during social exclusion as well as a tendency to report less ostracism on puppet interviews than would be expected from heart rate responses (underreporting distress). Our findings suggest that increases on intentionality may protect children from the physiological toll of exclusion. At the same time, intentionality may also protect individuals from misattributing ostracism to more ambiguous scenarios, such as fair-play. The tendency to underreport distress in children with lower intentionality echoes our previous findings in children with insecure-dismissing attachment and may partly account for the increase in self-reported ostracism following exclusion for boys with high intentionality. Securely attached children may enlist a cooperative mindset to bounce back from the threat of social exclusion. Antecedents of Paternal Attachment Feelings and Competencies in Socially Disadvantaged Families: An Integrative Model Verena Evers

University of Leipzig, Clinic for Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics (Germany)

Background: Although fathers' characteristics have attracted growing attention in the body of research on the early father-child attachment relationship, the origins of paternal feelings and competencies are still understudied. The current investigation extended a theoretical model by Conley, Caldwell, Flynn, Dupre, & Rudolph (2004) on determinants of parenting by the influence of maternal mental health. Method: A high-risk sample of 104 socially and financially disadvantaged first-time parents was enrolled at six months postpartum. Participants were asked to report about their mental health characteristics, family-of-origin experiences, partnership satisfaction, parental selfefficacy, and father-to-infant attachment feelings. Results: Structural equation modeling indicated a reasonable fit of the proposed model, with mediating pathways. Fathers' positive parenting experiences and mothers' mental health predicted paternal partnership satisfaction with paternal mental health as a mediator. Furthermore, a positive influence from fathers' partnership satisfaction to paternal feelings and competencies was detected. Conclusion: This study is one of the first attempts to integrate several cross-sectional antecedents of early paternal feelings and competencies. The model and its constructs represent a useful foundation for future studies on fathering and the unique relation of fathers and their infants within the first year postpartum.

SY5.4. CIVIC AND POLITICAL PARTICIPATION AMONGST YOUTH: EXAMINING THE INTERACTION BETWEEN INDIVIDUAL/SOCIAL FACTORS AND DIFFERENT TYPES OF PARTICIPATION 13:30-15:00 | Room 315 Amphiple

Chair: Dimitra Pachi BPP University College (United Kingdom) Disscussant: Frosso Motti-Stefanidi University of Athens (Greece)
Modern societies face the challenge of understanding youth civic and political participation, and explaining the current low levels of youth participation in traditional democratic processes such as voting in European, national and regional/local elections. The PIDOP project an EUfunded FP7 project on Processes Influencing Democratic Ownership and Participation which ran from 2009-2012 was designed to address this challenge, exploring the processes driving civic and political participation, both in the public and private spheres, of 16- to 29-year-old youth of ethnic majority and ethnic minority backgrounds in nine different national contexts. The research teams in the participating countries used a multi-methodological approach to pursue this goal, taking into consideration the ethnicity, ethnic minority/majority status, age group (pre-voting/post-voting age) and gender of youth. The present symposium will present some of the results obtained in England, Portugal, the Czech Republic and Turkey from a qualitative study which used focus groups and a quantitative study which used questionnaires. Different ethnic minority groups were studied in each national setting, based on issues of national specificity and practicality. The findings differed considerably across the different countries, revealing the complexity of the processes influencing whether or not to engage/participate at a civic or political level, as well as the importance of the interplay of ethnicity, minority/majority status, age and gender, which appear to be culturally, ethnically and nationally specific. The results also demonstrate the importance of examining the different types/forms of

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participation separately, giving particular attention to new and less conventional/traditional forms of participation, following not only modern technological advances but also age-specific interests and characteristics. Explaining non-conventional civic and political participation amongst youth in relation to ethnicity: the case of London Dimitra Pachi, Martyn Barrett2
1 2

Department of Psychology BPP University College (United Kingdom) Surrey University Guildford (United Kingdom)

Research on youth political participation has tended to regard the shift from strictly institutional and traditional forms of political participation to voluntary and less conventional participatory activities as occurring among all young people, independently of their cultural background and their feelings of belonging to a certain society and experiences of discrimination on issues such as age, gender, ethnicity and race (Curtice, 2005; Zukin, Keeter, Andolina, Jenkins & Delli Carpini, 2006). Against this background, the present study sought to examine the factors which affect English, Bangladeshi and Congolese young peoples engagement with non-conventional forms of civic and political participation in the multicultural city of London, through a quantitative study. Data were collected from 830 young people aged from 16 to 26 years old from the aforementioned three ethnic groups living in London, with an approximately equal number of female and male participants. It was hypothesised that members of the two ethnic minority groups would have different experiences of political and civic life in the UK between them and in comparison to the ethnic majority group, which would be related both to their individual cultural traditions but also to their different experiences of living in London; Congolese young people are members of a new immigrant group in the UK, while Bangladeshi young people are members of a well-established immigrant group in this country. The findings largely confirmed this hypothesis, revealing the importance of different factors (individual versus social factors) as motivators or barriers to youth non-conventional participation based on ethnicity, but also highlighted the importance of factors such as group identification, mobilisation and past organisational membership across ethnic groups in relation to this particular type of political participation. The findings will be discussed in relation to cultural differences and the differential position of each ethnic group within British society. Is online participation the way to go? Perspectives of young Czechs on online, civic, and illegal participation Zuzana Petrovicova

Institute for Research on Children, Youth and Family, Mazaryk University, Brno (Czech Republic)

Civic participation can take a number of forms, including participation online or participation in activities that might be considered to be on the border of the law. The impact of the online participation as well as the supposed radicalization of youth has been recently debated. We aim to contribute to the debate by studying the perceptions of young people on the effectiveness of these activities. Data from 825 young people aged 15-26 years old from an ethnic majority background and findings from four focus groups were used. In the presented paper we first focus our attention on the experiences that young people have with civic, online and illegal activities. Cluster analysis revealed three distinctive types of civic involvement: "generally low engagement", "engagement in online activities only", and "both online and real-world engagement". Our findings suggest that online participation is becoming an important part of the real-world participation and that young people's involvement in illegal activities is minimal. Moreover, young peoples view on the effectiveness of online participation is similar to that of real-world civic participation, suggesting the Internet plays an important role in young peoples civic life. Both focus groups findings and survey data suggest that activities such as signing online petitions are perceived as more effective than more passive activities, such as joining groups on social networks. Greater perceived effectiveness of online participation is also positively related to the likelihood of participation in both online and real-world civic activities in the future. Concerning illegal activities, the participants expressed the belief that these activities can help to bring about change. However, they did not express the willingness to engage in these activities in the future. The role of the Internet in real-world civic participation will be further discussed. The interaction between cultural capital and ethnic background in civic and political interest, attentiveness and knowledge: A study of migrant (and non-migrant) youth in Portugal Norberto Ribeiro

University of Porto, Faculty of Psychology and Education Sciences (Portugal)

Research conducted in several countries stresses that young people are increasingly excluded from the political process, displaying levels of political apathy and disinterest (Putnam, 2001, 2007; Benedicto and Morn, 2002), but also that they are involved in meaningful experiences that challenge the frequent view of a detached youth (cf. Bauman, 2000; Beck, 2000; Norris, 2002). The Portuguese context has been no exception (Menezes et al., 2005; Ferreira, 2006; Veiga, 2008; Azevedo, 2009), emphasising also young peoples skepticism regarding the effectiveness of traditional politics (Magalhes and Sanz Moral, 2008). Moreover, research emphasises that immigrants are at a disadvantage in what concerns young peoples civic and political participation (cf. Penninx Kraal, Martiniello and Vertovec, 2004; Martiniello, 2005, Ahmad and Pinnock, 2007; Lopez and Marcelo, 2008). Together with political structures and generational factors, psychological factors play an important role on civic and political action (Nie et al., 1996; Zukin et al., 2006). Additionally, we must take into account the cultural capital to explain youth participation (Ribeiro et al., 2012), since that is a strong drive to the social capital, already pointed by Putnam (2000) as a predictor of civic and political participation. Considering the possibility that cultural capital interferes with the participation of young migrants, we sought to understand the effect of interaction between cultural capital and ethnic background in political cognition and attitudes, namely: interest, attentiveness and knowledge. With this purpose, we carried out a quantitative analysis of a survey data of 1010 non-migrant (Portuguese) and migrant (Angolans and Brazilians) participants between the ages of 15 and 29. Results indicate a very significant influence of ethnic background and cultural capital in political interest, attentiveness and knowledge, as well as a significant interaction between ethnic background and cultural capital, suggesting that cultural capital might supplant ethnic disadvantages.

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Questioning civic and political engagement among Turkish young people from different ethnic backgrounds Tulin Sener

Ankara University (Turkey)

Equal, continuous and enduring participation of youth into decision making processes, as it is the case for other stakeholders, is included in almost all youth policy principles in the world; at this point equal access to participation resources by all segments of society gains extreme importance. Furthermore, as civic life and public sphere are more open to womens and younger populations participation in todays world, the factors that facilitate or inhibit equal civic and political participation for women and youth are important to investigate. The aim of this paper is to examine a. the differences between different types of youth civic/political participation and b. the possible explanatory factors for the association between gender and level of civic/political participation. More precisely, this study examines whether there is a gender difference in the types and levels of civic/political participation, particularly in developing countries, and whether being from an ethnic minority group or being young matters for the distribution of civic/political participation. The present study will use the results that emerged from the data gathered in Turkey within the scope of Work Package 6 of the PIDOP project (Processes Influencing Democratic Ownership and Participation). 732 young participants aged between 16 and 26 of diverse ethnic backgrounds: Bulgarian resettlers, Roma and Turkish origin took part in the study. Results indicated differences according to ethnicity and age in the light of separate cultural contexts.

SY5.5 THE DEVELOPMENT OF UNDERSTANDING OF NORMATIVITY IN A CROSS-CULTURAL PERSPECTIVE 13:30-15:00 | Room 315.1 Amphimax Chair& Disscussant:: Annette Hohenberger

Middle East Technical University Department of Cognitive Science (Turkey)

In this symposium, we will present and discuss recent results from the emerging field of young children's understanding of normativity in social contexts. From two years of age onwards, children are sensitive to norm transgressions in games and deliberately protest them. Four researchers and their colleagues from two countries, Germany (Josephs et al., Kymen et al.) and Turkey (Tuncgenc et al., Kksal), will be included in the symposium. The following five aspects of understanding of normativity will be addressed in this symposium :( 1) Age: Individual studies in the symposium will span an age range of 2-3-5-7 years. (2) Type of interaction: in the experiments, the child may interact with a puppet (non-peer-relation) or with another child (peer-relation) (2) Conditions of normative behavior: The puppet or peer may or may not obey the norm of the game. If s/he transgresses the norms s/he may do so deliberately (free will) or due to some external constraints (non-free will); her/his actions may or may not harm the child. (3) Cognition and emotion: children's cognitive responses (normative protest) interact with their emotional responses (anger) to the norm violation, modulated by the status of the transgressor whether s/he acts freely (protest) or under external constraints (helping responses) and by the age of the child. (4) Culture: Since the studies have been carried out in Germany (Kymen), USA (Josephs) and Turkey (Tuncgenc, Kksal), with identical or similar settings, this symposium can address the possible impact of culture on (aspects) of early normative understanding. (5) Language: Children's normative protests may use inanimate subjects ("it") or animate subjects ("you"), reflecting children's perspective on the various norm-violating events whether more objective and rigid or more agentive and flexible.

Children Protest Moral and Conventional Violations More When They Believe Actions are Freely Chosen Marina Josephs

University of Gttingen, Institute of Psychology & Courant Research Centre (Germany)

Even young children spontaneously engage in normative evaluations of others' actions and actively enforce social norms by criticizing and sanctioning mistakes (Rakoczy, Warneken, & Tomasello, 2008; Vaish, Missana, & Tomasello, 2011). It is unclear, however, how flexible this early norm psychology is and how integrated with general social-cognitive reasoning. The present study explored this question by testing whether children in their normative evaluation of an action take into account the actor's freedom of choice. Forty-eight 3-and 4-year-olds witnessed a puppet perform three types of appropriate acts or mistakes: appropriate performance/free choice, inappropriate performance/free choice, inappropriate performance/external constraint. Children were randomly assigned to the Rule or Harm condition (N=24 each). In the Rule condition, two exits of a marble apparatus were differently colored, and the rule was that yellow/red marbles should be sorted according to colors by pulling one/two levers. In the Harm condition, marbles sent to the one-lever-exit disappeared, harming (i.e. upsetting) the "owner" of the marbles. In both conditions, the "inappropriate performance" consisted of pulling only one lever. Children's spontaneous normative responses such as protest/critique in response to the puppet's actions were coded. In both conditions, children showed more protest for inappropriate performances with free choice than both inappropriate performances with external constraint and appropriate performances with free choice. However, only in the Rule condition, children protested more against inappropriate performances with external constraint than appropriate performances with free choice. These results are consistent with the idea that conventional (rule-based) acts are distinct from, and have different criteria for enforcement than, acts that harm another person. Two domains of social cognition, normative reasoning and theory of mind, therefore may be systematically and flexibly integrated from early in development (Wellman & Miller, 2008).

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Early understanding of normativity and freedom to act in Turkish toddlers Bahar Tuncgenc

University of Oxford, Institute of Cognitive and Evolutionary Anthropology (United Kingdom)

Recent studies show that children comprehend and normatively apply status functions to objects starting from 2 years of age (Rakoczy, Tomasello, Striano, 2005), and that this understanding of normativity develops well at 3 years (Rakoczy, Warneken & Tomasello, 2008; Rakoczy, Brosche, Warneken & Tomasello, 2009; Rakoczy & Tomasello, 2009; Wyman, Rakoczy & Tomasello, 2009). However, since all these studies are confined to one cultural context, namely the German culture, there is a need to investigate any differences with respect to the developmental pattern. To this end, we conducted two studies to investigate 2- and 3-year-old Turkish children's developing understanding of normativity and free will in games. As expected, children, especially 3-year-olds, protested more when there was a norm violation than when there was none. With respect to actor possessing free will, it was expected to observe less normative protest and more helping responses when the actor violated the norms due to a physical constraint, and not due to unwillingness. Though the former part of this hypothesis was not supported, there was an increase in helping responses, suggesting that at these ages, children could not yet integrate the cognitive domain (protesting to norm-violation), and the emotional/empathic domain (helping the constrained actor). The results of the two studies will be discussed in the light of two general research issues: (1) the importance of cross-cultural research and (2) the interaction of the cognitive system with the emotional-empathic system in development.

Normative and emotional responses in a peer conflict paradigm: A developmental study on 3- and 5-year-old Turkish children zgn Kksal Tuncer

Middle East Technical University, Department of Cognitive Science (Turkey)

The purpose of the study is to investigate the development of normative understanding and its relation to emotional states. Two samples of 3and 5-year-old Turkish pre-school children were studied. We adopted a peer conflict paradigm in which we taught two children conflicting rules for playing a game and asked them to play the game together, later (incompatible condition). Since children had learned different rules we expected them to protest when their partners played the game with a different rule. Results revealed that both 3- and 5-year-old children were competent at understanding the normative force of the rules. Yet, they did this in a context-sensitive manner. While they protested their partner in the incompatible condition, they did not protest when their partner performed the same action in a different game context where both rules had been taught to children as two alternative ways of playing (compatible condition). Moreover, we investigated children's emotional states especially annoyance and anger throughout their interactions. We found a different pattern between 3- and 5-year-olds: 3-year-olds were more annoyed/angry in the incompatible condition than compatible condition. On the other hand, 5-year-olds' emotional state of being annoyed/angry was not found to be different in the compatible and incompatible condition. Summing up the evidence from normative and emotional responses, even though 5-year-olds protested significantly more in the incompatible than compatible condition, they were not more annoyed/angry. Furthermore, to investigate the possible related mechanisms of normative understanding, we conducted theory of mind and executive functioning tests and collected temperamental and emotion regulation characteristics by questionnaires. Yet, none of these variables were found to be related with normative responses of children when age was factored out in a linear regression model.

Children's negotiation of norms in their peer interactions Bahar Kymen

Max Planck Institute for Evolutionary Anthropology, Department of Developmental and Comparative Psychology (Germany)
Most human actions are normatively structured. Previous research shows that children, by age 3, display normative awareness by protesting rule violations of a puppet using normative language (e.g. deontic modals) (Rakoczy, Warneken, & Tomasello, 2008). Little research, however, addresses how children interactively negotiate social norms with one another across different contexts of peer interactions. It is argued that the way children mark agency in their utterances reveals their perspective on an event (Berman & Slobin, 1994). Animate subjects ("You must do it like this") reflect a subjective view, holding the speaker and the subject accountable, whereas inanimate subjects ("It doesn't go like this") reflect an objective view, distancing the agents from the scene. This study investigated how German-speaking children linguistically negotiated social norms in two different contexts of peer interactions. Ninety-six pairs of 3-, 5-, and 7-year olds were presented with sorting tasks. In one context, the compatible context, each child in a pair received the same instructions (e.g. both children were taught to sort the items by shape and color). In the other context, the incompatible context, each child in a pair received conflicting instructions (e.g. one child was taught to sort the items by shape, and the other by color). Three-year olds differed from the older children in the way they negotiated the norms of the task. They were less selective for the contexts in which they enforced norms, were more rigid in their evaluations of rule violations, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms (e.g., "It works like this" rather than "You must do it like this"). These results suggest that young children's understanding of social norms continues to develop and become more flexible throughout the preschool years.

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SY5.6 FATHERS IN FAMILIES I: DIFFERENCES BETWEEN MOTHERS AND FATHERS FAMILY ROLE

Chair: Andrea B. Erzinger University of Zurich (Switzerland) Co-Chair : Dorothea E. Dette-Hagenmeyer Ludwisburg University of Education (Germany) Disscussant: Andreas Eickhorst University Clinic of Heidelberg (Germany)

13:30-15:00 | Room 319 Amphiple

For a long time, parenting research focused on mothers perception of and influence on childrens development. The fathers part in family processes was not taken into perspective. The upcoming interest in the fathers role in parenting shed light on differences and similarities between paternal and maternal parenting as well as between father-child and mother-child dyads. In this first symposium on Fathers in Families we are looking on differences between fathers and mothers with respect to their role in families and their effect on child development and several facets of the self. Rollett, Werneck and Sparer analysed the effect of the attachment quality to fathers and mothers on the selfregulation and promotion in adolescents. They found that only the father-child relationship was an important predictor of adolescents construction of their future. Ittel and Hess investigated gender specific parenting in gender-role-socialization as a mediator in parentadolescent-dyads and found that mediation works in father-child but not in mother-child dyads. Kuhn, Dette-Hagenmeyer. D. E.nd Reichle present differential effects of mothers and fathers parenting and conflict coping on the school performance of children and also show differential mediation effects. Sierau, Evers and Jungmann analysed the links from experienced parenting and parenting behaviour in mothers and fathers to childrens outcomes. The family-of-origin parenting experiences of fathers, but not of mothers, correlated with their parenting behaviour. Finally, Fuhrmans and Fuhrer present intergenerational influences on fatherhood and how fathers matter for their sons even if they do not refer to them as role models.

Influences of attachment quality to fathers and mothers on self-regulation and promotion focus at 18 years of life: Results of a longitudinal study Brigitte Rollett, Harald Werneck, & Ronja Gaderer

University of Vienna (Austria)

To analyze the influences of the quality of attachment to fathers and mothers on the development of self-regulation during the period of emerging adulthood, we used the data of the longitudinal study Family Development in the Course of Life (FIL), originally including 175 families expecting their first, second or third child (waves, t1: 6th month of pregnancy, t2: childs age 3 months, t3: 3, t4: 8, t5: 11, t6: 15, t7 18 years). To measure self-regulation at t7, we employed the scale Effortful control and determination (ECD). Attachment quality to both fathers and mothers proved to be the most potent influences on ECD at 18 years of age. In contrast to mothers, relationship to fathers was an important factor determining youths constructions of their future. A cluster analysis (Ward`s procedure) revealed 3 types of young adults: Group 1 and 2 were significantly higher on ECD than group 3, but differed in temperament, type 2 youths showing more emotional negativity (t2) and anger-proneness (up to t7) and were significantly higher on opposition and dominance (t5), which, however did not impair their positive relationships to their fathers and mothers (t7). Both groups could be classified as promotion-oriented (Higgins, 1998). Group 3 proved to be a group of youths at risk. At t4 this group showed the highest scores on hyperactivity and, at t7, the most problematic relationships with their fathers and mothers. They had the most unfavourable expectations concerning their future life. As these results demonstrate, competent self-regulation during emerging adulthood is the outcome of a complex history of child-specific characteristics and typical interactions with fathers and mothers. The role of fathers in adolescence- Gender role orientation and parenting Angela Ittel

Berlin Institute of Technology (TUB) (Germany)

Parents remain primary socialization agents for the development of GRO throughout adolescence (Galambos, 2004). The present paper sheds light on the process of gender role socialization within families using a unique sample simultaneously analyzing same-sex (mother-daughter, father-son) and cross-sex dyads (mother-son; father-daughter) across two measurement points (mp) within a 5-year period. In this presentation we consider the role of gender-specific parenting as a variable mediating the relation between GRO of parents and GRO of their offspring. The sample consisted of 244 families from Berlin, Germany, which consisted of at least a father, a mother, an adolescent son and daughter (both agemean=14 years). GRO of all family members was assessed on both mps. The adolescents rated the degree of gender specific parenting within the family. SEM Results indicate that fathers and mothers play at least an equally important role in the transmission of gender roles. Moreover, a fully (father-daughter) and partially (father-son) mediating effect of gender-specific parenting was only evident when looking at father-child (not mother-child) dyads. Thus the present data confirms findings of previous studies which emphasize the role of fathers in intrafamiliar transmission of gender stereotypes (e.g. OBryan, Fishbein, & Ritchey, 2004). Results are discussed within a developmental systems approach (Lerner, 2002) emphasizing the adolescent as active agents of their development.

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The differential effects of mothers and fathers parenting and conflict coping on the school performance of children Daniela Kuhn

Ludwigsburg University of Education (Germany)

Research indicates direct and indirect effects of parental coping with conflict child adaptation in school, especially in association with parenting. A potential mechanism is the impairment or enhancement of parenting through coping (in)competences of parents. Our study longitudinally investigated relationships between parental coping with conflict, coparenting and parenting style of mothers and fathers and the school performance of children in a sample of 168 parents of early adolescent children (mx(t1)=7 yrs, mx(t2)=12 yrs). Parental coping with conflict, coparenting, parenting style, and school performance were assessed via self- report questionnaires of parents. Over a period of five years, negative conflict coping of parents was found to impair school performance of children, and positive conflict coping of parents promoted childrens school performance, with considerable differences between genders as well as between negative variants of parental conflict coping. Interestingly, different parenting styles of mothers and fathers are predictive for childrens school performance, and the expected mediating effect of parenting between parents coping with conflict and childrens school performance is different for fathers and mothers. Links from Experienced Parenting and Parenting Behaviour in Mothers and Fathers to Child Psychopathology Susan Sierau

University of Leipzig (Germany)

Recent studies have demonstrated the influence, which early experiences with caregivers have on the way of shaping later relationships in adulthood. Especially during the transition to parenthood, when parents build a relation to their own infant, former parenting experiences may contribute to their present parenting behaviour as a transmission process. In a sample of 200 psychosocially disadvantaged families we examine the impact of positive and negative parenting experiences on the recent parent-child relationship in mothers and fathers, and the possible effects on children's socio-emotional development. Additionally, these connections are tested for moderating effects of an early intervention program, as implemented in the German pilot project "Pro Kind". Memorized parenting of own parents was assessed with the Conflict Tactics Scales at 36th week of gestation in mothers and six months postpartum in fathers. Parental experiences at 12 months postpartum consisted of parental self-efficacy, as collected with the Parental Expectations Survey, as well as parenting behaviour from the Parenting Scale, and further patience and tolerance, a sub-scale of the Postnatal Attachment Questionnaire. Children's socio-emotional development was measured with the Child Behaviour Checklist at 24 months postpartum. Analyses so far revealed an association of experienced negative parenting and patience and tolerance in the parent-child relation in mothers and fathers. Solely fathers' experienced negative parenting is significantly connected to paternal parenting behaviour. Furthermore, patience and tolerance mediated the relation of experienced negative parenting in mothers and children's socio-emotional development. Results emphasize the remarkable importance of parental experiences in early caregiver relationships for the later parent-child relationship and children's development. Intergenerational influences on fatherhood: How fathers matter for their sons fatherhood Franziska Fuhrmans

Otto-von-Guericke University Magdeburg (Germany)

Current fatherhood research states an ongoing change in the role of fathers. Consequently one may query whether contemporary fathers can still refer to their own fathers as role models. The present study considers under what circumstances fathers regard their own fathers as role models and investigates, if even those fathers, who deny this role model status, are influenced by them. About 400 fathers completed questionnaires: Approximately half of them see their fathers as role models (group 1) and half of them do not (group 2). T-Tests were used to explore differences concerning the recalled paternal childrearing behavior between the two groups. Separate linear regression analyses for the two groups included rejection and punishment, emotional warmth, together with control and overprotection (recalled paternal childrearing behavior) as independent variables and the paternal ability to establish and maintain a relationship with the child as dependent variable. Group 1 recalls their own fathers to be less rejecting and punishing (t (402) = 6.3, p < .01, r = .32), as well as showing more emotional warmth (t (402) = -10.5, p < .01, r = .46) compared to group 2. Furthermore, the independent variables in the linear regression analyses predict the paternal ability to establish and maintain a relationship with the child in both groups (Rgroup1 = .18, Rgroup2 = .07). In addition, rejection and punishment, as well as emotional warmth are significant predictors only for group 1, whereas control and overprotection is a significant predictor only for group 2. Results suggest a transmission between generations even for those, who do not consciously refer to their own fathers as role models. The recalled paternal control and overprotection to some extent takes a hidden influence on fathers, whereas the recalled paternal rejection and punishment, as well as emotional warmth may affect fathers more apparently.

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THEMATIC SESSIONS

TS5.1 FAMILIES FACING CHALLENGES

Chair: Meltem-Ustundag Budak. A University of Birmingham (United Kingdom)

13:30-15:00 | Room 340 Amphiple

Systematic research of stress and coping in families with normal and abnormal sensory development of a child Mikhailova Nadezhda1, Shoebi Dominik2, Strizhitskaya Olga1, Dr. Perrez M.
1 2

Saint Petersburg State University (Russia) Fribourg University

A familys adaptation to having a child with sensory disorder deserves attention because an adequate understanding of how families succeed or fail to accommodate to such problems is relevant to family interventions, and ultimately benefits the child or adolescents development. We studied 131 family with adolescents (n=337), including 34 families with blind or visually strongly impaired adolescents, 28 with deaf or nearly deaf adolescents, and 69 families with healthy adolescents. Using event sampling, time sampling and other self-report methods, we examined their stress and coping experiences (Perrez, Schoebi, and Wilhelm, 2000), family characteristics (using the FACES III; Olson, et al.), personality was also examined (Becker, TPF). Family members were instructed to daily report everyday stressful events, stress emotions, causal attribution, coping strategies and coping outcomes. The data revealed differences in stressors, as experienced by parents of children with sensory impairments: mothers of blind teenager were more affected by social, non-family stressors, while deaf teenagers mothers reported more stress from non-social family- and personal stressors. Father of both blind and deaf children suffered more strongly from personal stressors. Parents of deaf children were more prone to use adequate and internal coping, while in comparison, healthy children's parents reported dysfunctional and family-oriented coping more frequently. Group comparisons suggested that blind teenagers were more concerned about family non-social stressors than their healthy counterparts, whereas deaf adolescents reported more non-social family and personal stressors. Blind teenagers were more prone to report more problematic and less functional coping and family oriented coping. Childrens sensory impairments were a cause for parents more stressful emotions, and subject of parents causal attributions and coping attempts. Taken together, the data provide unique insight in how adolescents different kinds of sensory impairments affect family members emotions and stress experiences, and how parents respond to this situation. The Perceived Economic Strain and Psychological Well-Being in Turkish Adolescent: The Mediational Role of Quality of MotherAdolescent Relationship Gmten Drdane, Gre Ayen

Ankara University (Turkey)

It has been proposed that experience of economic strain is psychologically stressful for parents, which undermines the quality of family relationships and leads to poorer child adjustment. Although the literature has provided ample evidence that parental economic stress has detrimental influence on adolescent functioning via its effects on parents, not much is known about the relationship between economic hardship and the stressful experiences of the adolescents themselves. The main goal of this study was to examine the direct and indirect effects (via quality of mother-adolescent relationship) of early and middle adolescent reported economic strain on psychological well-being in terms of life satisfaction and self- worth. The present study included a total of 1228 adolescents from secondary (M= 11.88, N= 611, SD= .71) and high schools (M= 15.09, N= 617, SD= .82). Preliminary analyses showed that adolescents reports of economic strain negatively predicted global self-worth of adolescents and general satisfaction and subscales of life satisfaction (Living Environment, Friends, Family, School and Self). For secondary school students, our findings also suggested that the relationship between perceived economic strain and global selfworth was partially mediated by quality of mother- adolescent relationships (negative quality of mother-adolescent relationship and satisfaction) and by parenting behaviour (support-explaining control and restrictive control). Furthermore, the relationship between perceived economic strain and school satisfaction was fully mediated by quality of mother- adolescent relationships (negative quality of parentadolescent relationship, satisfaction and intimacy-disclosure) and partially mediated by parenting behaviour (support-disclosure control and restrictive control). For high school students, we didnt find any mediational effect of quality of mother- adolescent relationship. In general, the findings revealed the mediational role of parent-adolescent relationship on the association between perceived economic strain and life satisfaction and self-worth of early Turkish adolescents. Parenting in single-parent families: Risk and protective factors Doukakou Melina, Motti-Stefanidi Frosso

University of Athens (Greece)

The purpose of this study was to examine: a) whether divorce is a risk factor for parenting and b) whether family coping functions as a promotive and/or protective factor for parenting. 2083 adolescents, aged between 15 and 17 years, enrolled in 14 public schools, participated in the study. 12% of these adolescents live with divorced or separated parents. Single-parenthood due to divorce, interparental conflicts

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assessed with the Children's Perception of Interparental Conflict Scale (Grych, Seid & Fincham, 1992) and negative life events assessed with the dolescent -Family Inventory of Life Events and Changes (McCubbin, Patterson, Bauman & Harris, 1982) were examined as risk factors for parenting. -adolescent hree parenting emotional dimensions bonding were assessed examined: witha) the the Parental parent Bonding Instrument (Parker, Tupling & Brown, 1979) b) the behavioral control assessed with the Parental Behavioral Control/Monitoring ( rown et al., 1993. Lamborn et al., 1991) and c) the psychological control assessed with the Parental Psychological Control Scale (Barber, 1996). Five family coping strategies were examined as potential moderators for parenting and assessed with the Family Crises Oriented Personal Evaluation Scale (McCubbin, Olson & Larsen, 1991). Results indicate that divorce is a risk factor for parenting even after controlling for interparental conflicts and stressful life events. The family coping strategies moderate the relationship between divorce and parenting. These results are discussed in light of the family resilience literature with a focus on risk and protective factors to families who face adversity. The role of mother and child relationships in the development of resilience to resettlement challenges for recently released prisoners Markson Lucy1, Lsel Friedrich1,2, Souza Karen1, Lanskey Caroline1
1 2

University of Cambridge, (United Kingdom) University of Erlangen-Nuremberg (Germany)

The experience of imprisonment may negatively impact families and resettling prisoners may be faced with difficult circumstances after their release from prison. Resilience is the ability to adapt well when faced with challenges or stress (e.g. Lsel & Bender, 2003; Lsel & Farrington, 2010). Reoffending is frequently used as the measure of resettlement success, however, very little is known about the development of resilience in response to other resettlement challenges in offender populations. The present study focuses on the role of male prisoners pre prison relationships with their childrens mother and their children before imprisonment and their contact during imprisonment in the development of resilience in response to resettlement challenges. This paper presents data from the longitudinal study Risk and Protective Factors in the Resettlement of Imprisoned Fathers with their Families (Lsel, Pugh, Markson, Souza, & Lanskey, 2012), from 40 family pairs of male prisoners and their ex/partners. Resilience in resettlement is measured by positive adaptation to various resettlement challenges. When controlling for the influence of third variables, pre-prison relationships and in-prison contact predicted positive outcomes in the resettlement domains of accommodation, alcohol use, drug use, parental relationships, resilience and criminal activity. The findings strongly suggest that supporting prisoners family relationships can improve their resettlement success. Adoption of school-age children: from challenges to adaptation Marinho Sylvie1, Barbosa-Ducharne Maria Adelina1, Toms de Almeida Ana2, Martins Paula Cristina3, Monteiro Joana1
1 2 3

Faculdade de Psicologia e de Cincias da Educao da Universidade do Porto (Portugal) Instituto de Educao da Universidade do Minho (Portugal) Escola de Psicologia da Universidade do Minho (Portugal)

Children who are placed for adoption on middle childhood are likely to have spent several years in residential care, experienced multiple moves and suffered traumatic histories of separation, loss, neglect, poor parenting, and/or emotional, physical or sexual abuse. These experiences have a negative impact on the developmental process. Furthermore, when placed these children face the dual challenge of adjusting simultaneously to a new family and to (a new) elementary school. The purpose of this study was to specify and understand the challenges faced by the adoptive parents of school-age children, the resources mobilized and the strategies used to overcome these challenges. This exploratory and qualitative study examined the adoption process from the parents point of view. In-depth face-to-face interviews of adopters of 21 children, placed for adoption between the ages of six and 10 years old, were conducted, on average, two years after placement. Main findings indicated that adoptive parents of school age children face a broad range of issues related to: child behavior (mostly eating difficulties and externalizing behavior); parental adjustment (e.g. unrealistic expectations); scholastic problems (e.g. academic progress); forming strong and secure attachments; adoption system (e.g. incomplete information about the child); community (e.g. social stigma and negative attitudes toward adoption); and adoption communication (inside and outside family). Parents relied primarily on personal and familial resources for addressing the challenges, only seeking professional advice or help for specific problems, such as learning difficulties and enuresis/encopresis. The majority of the parents provided a firm and clear framework with a sensitive/ responsive approach, although some emphasized the parental authority.

TS5.2 VERBAL INTERACTIONS 13:30-15:00 | Room 321 Amphiple

Chair: Antonio Bova Universit della Svizzera Italiana (USI) (Switzerland)

Function of argumentative interactions between parents and children Bova Antonio

Institute of Argumentation, Linguistics and Semiotics - Universit della Svizzera Italiana (USI) (Switzerland)
During family mealtime discussions can frequently be observed in which parents and children hold different opinions about a certain issue. In such cases, parents could easily avoid engaging in discussions by advancing arguments in support of their standpoint, and yet resolve the

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difference of opinion in their own favor due to the difference in age, role, and skills with respect to their children. However, frequently during mealtime we can observe argumentative discussions, in which parents and children put forward arguments to convince the other party that their standpoint is more valid, and therefore deserves to be accepted. Why does this happen? This study is indeed aimed at identifying the function of argumentation between parents and young children during mealtime. To attain this purpose, this study assumes as its empirical base a corpus constituted of 30 video-recordings (and related transcriptions) of mealtime conversations in Italian and Swiss-Italian families. Families were selected by adopting the following criteria: the presence of both parents and at least two children, of whom the younger is of preschool age (3-6 years) and the second is older. The results of this investigation indicate that the function of argumentative interactions between parents and children is fundamentally educational. In particular, by means of argumentation, two distinct, but strictly related, educational targets are achieved. First, argumentation is an instrument that enables parents to transmit, and children to learn values and models about how to behave in a culturally appropriate way. In particular, while the parents play the role of educators during argumentative discussions, the children play the not less important role of active learners. The second educational function is that of promoting in children the inclination to justify their desires in a reasonable manner. This second target is somehow present in all argumentative discussions. The Intersubjective Function of Imitation In Early Grandparent-Infant Grandchild Interaction Pratikaki Anastasia1, Kokkinaki Theano2
1 2

Experimental High School, Heraklion, Crete (Greece) University of Crete, Rethymnon (Greece)

The aim of this longitudinal and naturalistic study is to investigate and compare systematically infant and grandparent expressive behaviors that preceded and followed imitative behaviors in the course of early dyadic grandparent - infant grandchild interaction. This is important in order to expand our understanding on: (a) the interactional dynamics of inter - generational relations in the course of infancy, and (b) the intersubjective nature of imitation. Sixteen infants, born in Crete, Greece, were video-recorded in the course of spontaneous dyadic interactions with maternal grandfathers and grandmothers at home from the 2nd to the 10th month of their life. Early imitations were microanalyzed within well - defined units of interaction. Each unit of interaction was featured by a temporal continuity and consisted of infant and grandparent expressive behaviors in the period that preceded (pre - imitative period), accompanied and followed (post - imitative period) each imitation. Pre - and post - imitative periods were categorized according to one of the following two mutually exclusive and exhaustive types: (a) communicative (the grandparent and the infant interact in a mutually attentive manner, coordinated emotional states, eye contact, oral expressions and body movements), and (b) non-communicative (periods in which mainly the infant did not join the interaction because he / she was directing interest to the environment, or was fully occupied with his / her psychological mood). Microanalysis of infant and grandparent expressive behaviors provided evidence that, before and after infant and grandparent imitations, communication prevailed over non - communication both in interactions between grandmothers and their infant grandchildren and in interactions between grandfathers and their infant grandchildren. The results of this study will be interpreted in the frame of the Theory of Innate Intersubjectivity. Grandparents Infant-Directed Comments In The Course of Grandparent-Infant Grandchild Interaction Kokkinaki Theano1, Pratikaki Anastasia2
1 2

University of Crete, Rethymnon (Greece) Experimental High School, Heraklion, Crete (Greece)

The aim of this longitudinal and naturalistic study is to investigate and compare systematically grandparents infant - directed comments immediately after infant grandchild imitation in the course of early dyadic interaction between grandparent and infant grandchild. Studying grandparents infant - directed post - imitative comments is important in order to expand our understanding on: (a) the interactional dynamics of inter - generational relations in the course of infancy, (b) the intersubjective nature of imitation. Towards this aim, sixteen infants, born in Crete, Greece, were video-recorded in the course of spontaneous dyadic interactions with maternal grandfathers and grandmothers at home from the 2nd to the 10th month of their life (at 15-day intervals). Within well - defined units of analysis, in which an imitative episode had occurred, grandparents comments immediately after infant imitation were classified as follows: encouragement (utterances that asked the infant to perform certain body / torso movements), question (utterances that request verbal response), praise (utterances that express a sense of satisfaction and pleasure regarding a certain infant behavior) and prohibition (utterances that commanded the infant to stop the expression of a certain socially unacceptable non-vocal behavior). The results of this study are summarized as follows: (a) Descriptive data showed that encouragements predominated over questions, praise and prohibitions, (b) Chi-square analysis showed that the distribution of comments did not differ between grandfathers and grandmothers, and (c) Longitudinal analysis showed non - significant infant age by grandparent gender interaction effect on grandparents encouragements and prohibitions. Infant age effect and grandparent gender effect was non - significant for both encouragements and questions. The results of this study will be interpreted in the frame of the Theory of Innate Intersubjectivity. Do referential problem spaces increase the frequency of imperative pointing by infants? Kishimoto Takeshi

University of the Sacred Heart, Tokyo (Japan)

Although one-year-old infants cannot fully express what they want linguistically, they can do so through pointing gestures. On the basis of previous studies, a distinction is often made between imperative and declarative pointing gestures: infants use imperative pointing as a social tool to obtain objects; on the other hand, infants use declarative pointing to share their attention and interest in an object or event with adults (Bates et al., 1975). Until today, little is known about how infants develop pointing gestures. Because it has been demonstrated that infants are able to use imperative pointing earlier than they are able to use declarative pointing (Camaioni et al., 2004), in this study we investigated the factors promoting such imperative pointing gestures to know the developmental origin of pointing gestures. To elucidate the mechanism that

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promotes imperative pointing by infants, we investigated whether referential problem spaces, which are eco-cultural contexts in which subjects are reliant on others to obtain desirable but unreachable objects (Leavens, et al., 2005), affect the frequency of imperative pointing by infants. Through a survey questionnaire, we asked 113 parents of infants aged 830 months about the kinds of objects they place away from their infants and the frequency of their infants imperative pointing. The results of ordinal logistic regression show that parents who mentioned placing tiny objects (e.g., batteries, beads, or sewing needles) or objects mainly used by adults or older children (e.g., personal computer, TV remote, or tissue box) away from their infants reported higher frequencies of imperative pointing by their infants than those who did not. This suggests that the frequency of infants imperative pointing is increased by referential problem spaces, which are constructed by placing tiny objects or objects mainly used by adults or older children away from the infants. Developmental trajectories of prelinguistic communication skills Mtt Sira1,2, Laakso Marja-Leena1, Tolvanen Asko1, Ahonen Timo1 , Aro Tuija1,2
1 2

University of Jyvskyl Tikkakoski (Finland) Niilo Mki Institute Jyvskyl (Finland)

Language difficulties are one of the most common early developmental difficulties. There is strong evidence for long-term repercussions of early language delay such as academic, behavioral and social difficulties. Thus, early identification of language and communication difficulties is crucial. The presentation focuses on developmental trajectories of prelinguistic communication skills and their connections to later language proficiency. The childrens (n=271) communication skills were collected repeatedly between 12-21 months using the CSBS-DP parental report. The questionnaire covers three composites of early language and communication skills; social communication (Social), vocalizations and early expressive language (Speech), and understanding and play (Symbolic). Using latent profile analysis six groups of children with differing developmental trajectories of prelinguistic communication skills were identified. The six groups were compared on language difficulties reported by parents at age 4;7 (years; months) (n=187), and on performance in psychometric language tests at age 5;3 (n=91). Three of the six groups were identified as presenting possible developmental risks in prelinguistic development. At follow-up the children in these three groups were more often reported by parents as having language difficulties and showed poorer language proficiency in psychometric tests compared to children without early risk. Concomitant difficulties in early social communication and symbolic functions and, to a lesser degree, slow development in early expressive language appeared as predictors of language difficulties. A pertinent issue in the developmental process was the accumulation of early deficiencies. The results endorse that language difficulties have different origins, of which late language emergence is but one, and not necessarily sufficient by itself to compromise development. This, together with the notion of cumulative risks, suggests that inclusion of various skills is essential in screening. The results support the potential of early screening in identifying children at risk of developing language difficulties.

TS5.3 PERINATAL RISK AND EMOTIONAL REGULATION couleur 3

Chair: Raffaella Torrisi University of Laval, Quebec (Canada)

13:30-15:00 | Room 412 Amphimax

The Consequences of Postpartum Depression On Emotional Self-Regulation: A Dialogue Between Winnicott and Developmental Neuroscience Cauduro Clia, Vinicius David F., Bussab Raad Vera Silvia

Universidade de So Paulo USP; Mococa (Brazil)

Postpartum depression can make the caregiver unable to be sufficiently responsive to the child in the early stages of postnatal life, precisely in sensitive periods of development, when the foundations of secure bonds are being developed. For both Winnicott and Developmental Neuroscience, maternal sensitivity to decode the baby's needs, during the early stages of postnatal development, is considered an important factor in the childs emotional and cognitive development, and fundamental for the development of healthy brain architecture. Emotional selfregulation is the ability to control ones internal states or responses related to thoughts, emotions, attention and performance. The underlying neural mechanisms of the regulatory processes may be the same as those that underlie the higher cognitive processes. The FAPESP Longitudinal Thematic Project titled Postpartum depression as a risk factor for the babys development: an interdisciplinary study of the factors involved in the genesis of this condition and its consequences, PROCESS No. 06/59192-2, conducted assessments of behavioral profiles of the toddlers (children of mothers who exhibited PPD as well as those who did not) at thirty-six months, using the Child Behavior Checklist for ages 1 to 5 years (CBCL/15). The preliminary results indicate: a higher proportion of children of mothers without PPD that could be considered normal, compared to children of mothers with signs of depression (61.3% vs. 27.6%). a higher percentage of externalizing problems (borderline + clinical) among boys in the PPD group (PPD = 58.3%, non-PPD = 28.6%), even though an increase thereof also occurs among girls in the PPD group (from 23.5% to 35.3%) a reverse effect regarding the internalizing problems: girls in the non-PPD group = 47.1% and girls in the PPD group = 70%, while boys in the PPD group = 50% and boys in the non-PPD group = 58%.

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Maternal psychosocial and neurobiological stress during pregnancy Sancho Rossignol Ana1, Cordero Maria Isabel1, Epiney Manuella2, Azbar Rhimou2, Schechter Daniel1, Ansermet Franois1
1 2

Department of Child & Adolescent Psychiatry, Univ. of Geneva Hospitals, Geneva, (Switzerland) Department of Gynecology and Obstetrics, University of Gerneva Hoispitals, Geneva, (Switzerland)

Psychosocial maternal stress and maternal physiological stress markers during pregnancy have been related to negative consequences for infant development; however the links between self-reported levels of stress and biological markers of stress during pregnancy remain unclear. This study is part of a larger project investigating the effects of prenatal maternal stress on the developmental fetal programming of stress systems. Our talk focus on the presentation of a new instrument Prenatal Stress Questionnaire (PSQ-G) we developed in Geneva in order to identify stress events, protective buffers (marital and social support), and self-reported levels of stress, to provide an accurate measure of maternal stress. Participants were healthy pregnant women recruited at the Geneva Obstetric Clinic (HUG) from 10 to 12 weeks of gestation and followed until 4 months after birth. They participate at each trimester of pregnancy in a protocol investigating maternal psychosocial stress and physiological maternal stress. At the third trimester, pregnant women were exposed to mild acoustic and cognitive stressors and maternal cortisol reactivity to stress was assessed before, during and post stress. PSQ-G measures were correlated with maternal prenatal cortisol (circadian rhythm and stress reactivity) in order to investigate their association at each trimester of pregnancy. Furthermore, given the importance of identifying relevant prenatal risks factors related to developmental difficulties in children, and since stress perceptions can change over time, we developed a postnatal version of PSQ-G. In order to validate the postnatal version of PSQ-G, four months after birth, mothers remembrance of stress during pregnancy was re-examined. Preliminary results: High rates of maternal stress were associated with altered cortisol reactivity during pregnancy. Our results indicate that the PSQ-G is a promising instrument to accurate measure psychosocial stress during pregnancy, providing quantitative and qualitative data that can be associated with neurobiological measures of stress.

Do maternal emotion regulation strategies and postpartum depression influence the regulation skills of newborns ? Torney Kira, Seitz Cornelia, Wolkenstein Larissa

University of Tuebingen; Tuebingen (Germany)

Background: Postpartum depression occurs in 10-15% of women within a year of giving birth. It describes a serious health problem impacting both mothers and newborns. Additionally, it has been found that emotion regulation influences an individuals well-being. The current study focused on the effect of maternal emotional regulation (ER) and postpartum depression (PPD) on the regulation skills of newborns. In general, individuals show a habitual use of two relevant strategies in emotional regulation: 1) suppression, which is the attempt to inhibit emotionally expressive behavior, and is associated with depressive symptoms, and 2) cognitive reappraisal, a positive form of reevaluating a depressing situation, linked to well-being. Maternal suppression was thought to predict PPD and negative infantile regulation skills, whereas maternal cognitive reappraisal and well-being were hypothesized to predict positive infantile regulation skills. Methods: N = 84 women participated three times in this longitudinal online study (t1: last trimester of pregnancy, t2: 17 days after giving birth, t3: 5 months after giving birth). Results: As hypothesized, it was shown that a frequent use of the emotion regulation strategy reappraisal and a rare use of suppression were connected to a lesser risk of postpartum depression. Maternal suppression and PPD as individual factors predicted negative infantile regulation skills. Suppression did not predict PPD. Conclusions: Future research should test these hypotheses with an experimental laboratory design to assure the findings. Implications for preventive interventions are discussed. Maternal depressiveness, reactions to toddlers negative emotions and toddlers self-regulation: is gender important ? Breidokiene Rima, Jusiene Roma

Vilnius university, Department of General Psychology; Vilnius (Lithuania)

Gender is identified as an important factor in the ability to self-regulate, documenting that boys tend to be poorer self-regulators than girls. Some studies support the male vulnerability hypothesis claiming that boys, not girls, are more susceptible to the adverse maternal characteristics (e.g. depression and parenting practices). Thus this study aims to examine if and how the childrens self-regulation can be explained by gender and maternal-related factors. The longitudinal data of 156 children (71 girls and 85 boys) and of their mothers are analyzed in this study. Childrens self-regulatory problems at age one and a half and two years old were measured with subscale derived from the CBCL/1-5 (Achenbach, Rescorla, 2000); and effortful control and negative affectivity were measured with the Child Behavior Questionnaire (Rothbart, 2000) at childs age three years old. Maternal depressiveness was measured with the Edinburgh Postnatal Depression Scale (Cox et al. 1987) two days, three and six months, and three years after the childbirth; and maternal coping strategies were assessed with the Coping with Childrens negative emotions scale (Fabes et al., 1990) at childs age three years old. Results show that boys have more self-regulatory problems at age one and a half and two years old and slightly lower scores of effortful control at age three years old. Boys tend to be more vulnerable to early maternal depressiveness: maternal depressiveness 2 days, 3 and 6 months postpartum predict boys (not girls) self-regulatory problems. However the maternal depressiveness at age three years together with lower scores of supportive strategies explains the lower effortful control only for girls, not boys. The different developmental trajectories in two gender groups and the possible gender biased informants reports effects are discussed.

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Maternal Mind-mindedness as a Cognitive-behavioural Trait or a Relational Construct: A Longitudinal Study Illingworth Gaby, MacLean Morag, Wiggs Luci

Oxford Brookes University; Oxford (United Kingdom)

Maternal mind-mindedness (MM) describes mothers tendency to attribute internal states to their children (Meins, 1997). It has been shown to have clear links to positive developmental outcomes (Meins et al, 2001, 2003). However, the nature of the construct has not yet been fully explored. MM has been described as a cognitive-behavioural trait and as a relational construct but crucially designs have investigated MM in relation to only one child per mother so it has not been possible to investigate whether a mothers mind-mindedness is related with different children. This study addressed that gap in our understanding by comparing mothers mind-mindedness for each of her two children and examined the extent to which MM can be seen as a cognitive-behavioural trait or a relational construct, dependent on specific mother-child relationships. If best viewed as a cognitive-behavioural trait, MM should be stable over time and this was investigated using a longitudinal design. A repeated measures design was used with 32 mothers with two children between 2 and 9 years. Two assessments were carried out, eight months apart. Three aspects of mind-mindedness were investigated: (1) The relationship between levels of MM associated with each of two children was assessed using both representational and interactional measures of mind-mindedness. (2) A projective measure of mothers tendency to use mental-state explanations (socio-psychological style) was compared with MM to examine whether MM is related to a cognitive-behavioural trait in the mother. (3) The relationship between maternal report and observer ratings of childrens temperament and MM was investigated to explore potential child contributions to mind-mindedness. Longitudinal data analysis will be presented. The initial findings suggest that the representational and interactional measures of MM are rather different. Theoretical and methodological implications for the construct of mind-mindedness will be considered.

TS5.4 ANXIETY 13:30-15:00 | Room 413 Amphimax

Chair: Esther Calvete University of Deusto; Bilbao (Spain)

Social anxiety in adolescents: The role of early maladaptive schemas and anxious automatic thoughts Calvete Esther1, Izaskun Orue1, Benjamin L. Hankin2, Rafael Sampedro
1 2

University of Deusto; Bilbao (Spain) Denver University (United States of America)

Introduction and objetive: Adolescence is a key period to study social anxiety as the onset of social anxiety disorder (SAD) is usually in adolescence. However, very scarce research has explored cognitive models of SAD within the adolescent population. Cognitive models state that cognitions are organized hierarchically, so that the underlying schemas affect behavior via more automatic, superficial cognitive processes. This study aimed to demonstrate that early maladaptive schemas predict anxious automatic thoughts, and to show that such automatic thoughts act as mediators between schemas and prospective changes in social anxiety symptoms. Methods: A cross-lagged longitudinal design was used. A total of 1052 adolescents (499 girls and 553 boys; Mage =13.43; SDage = 1.29) completed measures of early maladaptive schemas (disconnection/rejection, impaired autonomy, and other-directedness), socially anxious automatic thoughts (negative self-concept, anticipatory failure, and anticipatory negative evaluation by others), and social anxiety symptoms at Time 1, 2, and 3. Results: The results revealed bidirectional longitudinal relationships among schemas and automatic thoughts that were consistent in content (e.g., the disconnection/ rejection schemas and automatic thoughts of negative self-concept). Furthermore, the automatic thoughts of anticipatory negative evaluation by others at Time 2 mediated the relationship between the other-directedness schemas at Time 1 and social anxiety symptoms at Time 3. Conclusions: The findings are consistent with hierarchical cognitive models of social anxiety as they indicate that deeper schemas predict more surface-level thoughts. The results also support that these more surface- level thoughts contribute to perpetuating schemas. Finally, results show that early maladaptive schemas of the other-directedness domain play a relevant role in the development and maintenance of social anxiety. Impaired Self-Recognition In Children With Anxiety Disorder Colonnello Valentina1,2, Sogos Carla2, Piperno Francesca2
1 2

Department of Psychology, Albert-Ludwigs-University of Freiburg, (Germany) Department of Child and Adolescent Psychiatry, University of Rome, Sapienza (Italy)

The ability to differentiate whether stimuli are related to self or to others is considered a marker of healthy development and is associated with the ability to engage in successful social interactions. To what extent the recognition of self-other dissimilarities is altered in anxiety disorders remains unclear. We investigated whether anxious children are impaired in their ability to differentiate their own face from an unfamiliar face during a selfrecognition task. Twenty school-aged children with anxiety disorder (age, M=8.6, SD=1.4) and twenty matched controls (age, M=8.4, SD=1.2) viewed videos

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showing their own photo gradually morphing into the photo of an unfamiliar child (self-other condition) and vice versa (other-self condition). In addition, the children viewed videos presenting the morphing of two unfamiliar children (unA-unB and unB-unA conditions) and two objects (objA- objB and objB- objA conditions). All videos were presented three times for both morphing directions (e.g., self-to-other and other-to-self). Thus, each child watched a total of 18 videos. The children were asked to stop the video as soon as they felt that the frame contained more the features of the target photo than the initial one (e.g., more their own face than the face of someone else in the other-self condition). Compared to the controls, children with anxiety disorder were slower in recognizing the change of identity during the self-other and other-self conditions. No differences were found between anxious and control children during the remaining conditions, which is indicative of a lack of difference between groups in attention and visual perception domains. The recognition of bodily boundary between self and other is altered in anxious children. The results are discussed considering the role of the bodily self and self awareness in typical and atypical development. Investigating intergenerational Transmission of Anxiety via Social Referencing Aktar Evin, Majdandi Mirjana, de Vente Wieke, Bgels Susan M

University of Amsterdam; Amsterdam (The Netherlands)

Anxiety aggregates in families, passing from generation to generation and putting children of anxious parents at risk for the development of anxiety disorders (Beidel & Turner, 1997). Exposure to and modeling of anxious behavior from parents with anxiety disorders are assumed to play a crucial role in the intergenerational transmission of anxiety disorders (Fisak & Grills-Taquechel, 2007). With the emergence of social referencing (SR), children start to use adults emotional signals and behaviors to determine how to behaviorally and emotionally respond in ambiguous/novel situations by the end of the first year (Feinman, 1982; Feinman, Roberts, Hsieh, Sawyer, & Swanson, 1992). In this longitudinal study, we investigated the role of social referencing as an early mechanism for the transmission of anxiety from parents (with and without anxiety disorders) to children. Children were confronted with a stranger and a remote-control robot, separately with their mothers and fathers at 12 and 30 months. Parents were instructed to help their child approaching the novel stimuli. Childrens fear and avoidance, and parents expressions of anxiety were observed during both situations. We studied the links between parental trait anxiety (lifetime anxiety disorders), parental state anxiety (observed expressed anxiety), and toddlers fear/avoidance in SR situations at 12 and 30 months. In addition we explored the influence of early temperamental dispositions of child trait anxiety (infant behavioral inhibition (BI) measured with observational tasks at 12 months). At 12 months, parental state anxiety (in interaction with child BI) was a stronger predictor of infant avoidance than parental trait anxiety in the SR situations, whereas at 30 months, parental trait anxiety was a stronger predictor of infant avoidance than parental state anxiety or early BI. Maternal Pre- and Postpartum Mental Health Predicting Childrens Stress Regulation and Emotion Recognition Vnsk Mervi1, Punamki Raija-Leena1 , Tolvanen Asko2, Lindblom Jallu1, Tulppala Maija3, Tiitinen Aila3
1 2

School of Social Sciences and Humanities, University of Tampere, Syntsalo (Finland) Department of Psychology, University of Jyvskyl Tikkakoski (Finland) 3 Department of Obstetrics and Gynecology, Helsinki University Central Hospital (Finland)

Background: Both psychophysiological stress regulation and cognitive-emotional ability to recognize and discriminate facial emotions have their roots in early developmental environments. Maternal mental health symptoms during pregnancy and in the postpartum period are suggested permanently and negatively to affect them both. Early maternal symptoms can find their ways into childrens psychophysiological and cognitive-emotional development through pregnancy-time biochemical or postpartum parenting processes, but we dont know much of their relative importance. Therefore, the purpose of the present study is to examine and compare the contribution of only-prenatal vs. onlypostpartum maternal symptoms of depression and anxiety on childrens L-HPA axis regulation and emotion recognition ability at the age of 910 years. Method: The original sample consisted of 805 Finnish families, who were followed from their transition to parenthood into middle childhood. Maternal mental health was measured by the Becks Depression Inventory (BDI-13) and the General Health Questionnaire (GHQ-36) during the second trimester of pregnancy (T1), and when the child was two months (T2) and one year old (T3). By the use of a trajectory approach, we identified three groups of mothers (each n=20): one consisting of mothers with clinical levels of mental health symptoms only in pregnancy, another only during the early postpartum period, and yet another without mental health symptoms throughout the transition. The groups were matched according to background variables. In middle childhood (T4) the childrens stress regulation was measured through five withinone-day-collected saliva samples, and emotion recognition through a computer-assisted task that presented a series of faces with basic or ambiguous emotions. Results: The final results will be presented at the 16th European Conference on Developmental Psychology. The trajectory analysis was conducted with person-oriented longitudinal methodology using Mplus mixture analysis. Maternal mental health impacts on childrens stress regulation and emotion recognition will be analysed by SPSS 20 device. Measuring anxiety in childhood: Children versus Professionals for experts ? Krueger Nina

University of Hamburg; Hamburg (Germany)

To the terms of the German project Recording of a normative sample and verification of the quality of the Anxiety Screening for Kids (ASK) a quantitative questioning of professional experts (psychologist, PhDs, professors, therapists) was realized. Altogether 84 experts answered the

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questionnaire. Additionally two groups of children (n=8; 6-11 years) were interviewed. In sum the results showed that the professional experts estimate the method, the verbalizations and the contents more critically than the child experts. For example the professionals criticized the rating scale, five little devils, as problematically when asking children about their anxiety. However the child experts saw the good fit between the content and the rating scale (It is about... ungood feelings... and devils... they are ungood that matches good!). This and more quantitative and qualitative results will be presented and will show the necessity of expert questionings, which not only includes professional estimations but also the estimations of the target group.

TS5.5 SCHOOL AND TEACHERS 13:30-15:00 | Room 414 Amphimax

Chair: Michael Sulkowski University of Arizona ; Tuscon (United States of America)

The State of Corporal Punishment In Ghanaian Basic Schools: towards Abolition Ofori Richard , Seidu Alhassan, Patricia Amos Mawusi, Aiduenu Benjamin

University of Education, Winneba (Ghana)

The study sought to evaluate the state of corporal punishment in Ghanaian basic schools. Researchers employed multi-stage sampling techniques such as simple random, purposive and snow-balling to select the respondents for the study. These sampling methods were used to select 9660 respondents for the study who responded to closed and open-ended questionnaires as well as interviews. The quantitative data were analysed by the use of correlational and test of differences whiles the qualitative date were subjected to factor, thematic and grounded theory analyses. The findings revealed that lateness, fighting, talking in class and cheating were some of the offences which attracted corporal punishment. Some of the ways it is administered are through standing, bending down touching toes as well as standing in front of the whole school. Also, there was no significant difference between the male and female on attitudes towards banning of corporal punishment whereas female teachers and head teachers were more in favour of banning the use of corporal punishment than their male counterparts. Again, whether the respondents came from a rural or urban area did not make a difference to their attitudes towards the ban of corporal punishment. Some recommendations were that in order to abolish this practise, educational authorities should intensify schools supervision and workshops should be organised for teachers to expose them to the rights of the child as well as the negative effect corporal punishment has on children. High Quality TeacherChild Interactions Promote the Development of Academic Skills Pakarinen Eija, Lerkkanen Marja-Kristiina, Poikkeus Anna-Maija, Nurmi Jari-Erik

University of Jyvskyl, Jyvskyl (Finland)

A considerable body of literature indicates that high quality teacherchild interactions contribute to childrens learning and academic achievement in the early school years. Although issues of accountability and quality assurance are increasing concerns also in the European context, little research on classroom process quality has been conducted outside the U.S. This study examined the extent to which the quality of teacherchild interactions observed in Grade 1 classrooms, class size, childs sex, and motherslevel of education predict the development of childrens reading and math skills. The reading and math skills of 1 029 Finnish children (523 boys) were assessed in the beginning and in the end of Grade 1. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) was used to observe 29 classroom teachers on their quality of emotional support, classroom organization, and instructional support. The results of multilevel SEM showed, first, that mothers level of education explained part of the variance between classrooms in childrens reading skills at the school entry. Second, smaller class size predicted higher quality teacherchild interactions in 1st Grade classrooms. Finally, the results showed that high quality emotional support, classroom organization, and instructional support contributed to childrens beneficial development of reading skills during their first school year. In addition, high quality classroom organization fostered the development of childrens math skills. The present study adds to the previous literature by showing that childrens skill development can be fostered in classrooms with an emotionally warm and supportive climate, well-organized instructional activities as well as with individualized instruction. The results also emphasize the importance of using valid and reliable measures for assessing and enhancing teacherchild interactions both among pre-service and in-service teachers. Implications both for practice and policy will be discussed.

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Predictors of Teacher Work Engagement Findings from a representative Study in Switzerland Sandmeier Rupena Anita, Kunz Heim Doris

University of Applied Sciences and Arts Northwestern Switzerland, Aarau (Switzerland)

Work engagement as a positive, fulfilling, work-related state of mind is the positive antithesis of burnout. Work engagement of teachers is therefore associated with low levels of burnout (Hakanen et al., 2006) and furthermore related to their performance (Bakker & Bal, 2010). The presentation investigates work engagement among a representative random sample of 586 teachers of 5th to 9th graders in Switzerland. The study was funded by the Swiss National Science Foundation. Structural equation modeling was used to analyze the motivational process of the Job-Demands-Resources Model of Bakker & Demerouti (2007) and to investigate the predictors of work engagement (measured by the Utrecht Work Engagement Scale UWES-9) and engagement for educational reform. Results indicate different modes of action for the explanation of the two outcome variables: For work engagement the primary predictors are personal resources and resources on the level of the classroom; regarding engagement for educational reform the main predictors lie on the organizational (meso-) level of the school system. Teachers Responses to Bullying Incidents and the Role of Context Sulkowski Michael 1, Yoon Jina2 , Bauman Sheri1

University of Arizona ; Tuscon (United States of America) Wayne State University Detroit; Michigan (United States of America)

Teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying incidents. They then answered openended questions asking about how they would respond to bullies and victims in each situation. Overall, teachers reported that they would use different responses to address bullies and victims. For example, significantly more teachers reported that they would involve other adults and teach social skills to bullies yet not to victims of peer aggression. Based on the type of bullying incidents they viewed (e.g., physical, verbal, relational), teachers also reported that they would respond to bullies and victims differently as teachers reported a tendency to discipline physically aggressive bullies and to council victims. In general, teachers experiences with bullying in childhood influenced their responses to bullies and victims. In this regard, teachers who reported having been victimized by peers in childhood reported being more likely to discipline bullies and involve other adults to address bullying. Study results also indicated that male teachers reported being more likely to involve other adults to address bullying, that teachers reported being less likely to discipline minority youth engaging in bullying behavior, and that teachers were more willing to discipline victims if their gender matched the gender of victims. Lastly, teachers who perceived that the school climate was hostile reported an increased willingness to discipline bullies and a lower willingness to involve adults in efforts to respond to bullying. Participants will learn about how teachers respond to bullying incidents as well as ways that they can help improve their responses.

TS5.6 UNDERSTANDING DEVELOPMENT

Chair: Willem Koops Utrecht University (The Netherlands)

13:30-15:00 | Room 201 Amphiple

Social representation of quality in early childhood education in France Caublot Morgane, Teresa Blicharska

Octogone EA 4156 CeRPP Universit de Toulouse 2 Le Mirail, Toulouse (France)

The eco-systemic model of quality (Bronfenbrenner, 1979; Bigras et Japel, 2007), suggests that it is essential to take into consideration the cultural context (the macro-system) in investigating the quality of early daycare services and developmental outcomes. In order to understand specific cultural values associated with quality services in France, this study explores social representations of criteria necessary to evaluate quality in out of home daycare. Structured interviews were realized with 30 parents, 47 early education professionals, 15 daycare center directors, and 11 experts (university teachers, pediatricians and psychologists). The interviews aimed at understanding educational ideologies and values, developmental objectives and definitions of quality of educational service. Thematic content analyses indicate that the predominant educational ideology is to offer children and their families an individualized service with priority given to childrens affective needs. Discussion of childrens early learning needs was either absent from educators discourse or was considered as an objective of later school life. Developmental objectives of early daycare concern most often the need for socio-affective regulation and acquisition of social rules. Cognitive or language development was rarely evoked. Daycare professionals work conditions (structural quality of the environment) define their view of the quality of services provided. Quality of interaction between teachers and young children was rarely mentioned (process quality). The comparison of frequencies of themes shows group effects for representation of criteria needed to evaluate quality in daycare. In particular, directors of daycare centers and experts were better able to articulate the need to consider the childs cognitive and language development. Results are discussed in terms of historical, socio-economic and political specificity of the French early education context. This study questions the validity of investigations designed to evaluate quality education as a simple universally applicable construct.

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Rethinking Baldwin effect and Piagets epigenesis: From a dynamical systems approach Kojima Yasuji

Hokkai-Gakuen University, Sapporo (Japan)

Evolution and development are different adaptive mechanisms that occur on different levels (population or individual) in populations. The Baldwin effect is one possible story of interactions between these mechanisms, where individual lifetime development can guide the genetic acquisition of epigenetic properties without the Lamarckian mechanism. It is known that Waddington (1975) found these phenomena in an experiment of drosophilae chrysalises, which were shocked by heat 14 generations and resulted an acquired property remains occurring without a heat shock anymore. Piaget (1976) also noted this kind of phenomena observing snails in the lake, which are quite different phenotype in their shell shapes between at the seashore and in the deep lake bottom. He exchanged their niches and observed for several generations, the shells did not change their shapes in spite of the different environment. This must have something to do with the niche construction. Niche construction is the process whereby organisms, through their activities and choices, modify their own niches that is the source of selections. To clarify indirect interactions among species by niche construction of their shared environments, Suzuki (2009) constructed a new fitness landscape model by introducing environmental factors and their interactions with genetic factors into Kauffman's model. Results suggested that niche construction increased the average fitness among species by playing various roles depending on the ruggedness of the fitness landscape and the degree of the niche construction effect on genetic factors. Emergence, that is, the occurrence of higher level properties from local interactions of lower level elements, is one of the most important question in dynamical systems approach. The aim of this theoretical study is to discuss the general principles of emergent dynamics in evolving biological populations through the thinking of various dynamical models that consist of many locally interacting agents.

Understanding development from the perspective of causality Theory de Ruiter-Wilcox Naomi

University of Groningen (The Netherlands)

Any phenomenon can be approached by means of a causality theory that involves either a generative model or an emergent model (Coan, 2010; Cramer, Waldorp, Van der Maas, & Borsboom, 2010; Schmittmann et al., 2011). This presentation outlines how the causality theory that is assumed determines 1) the measurement model that is adopted, 2) how long-term development is approached, and finally, 3) the kind of information that researchers can attain. In short, the two causality models refer to the relationship between a phenomenon (for example, selfesteem or intelligence) and its indicators (for example, behavior), and they differ in their conceptualization of the relationship between the phenomenon and the indicators. Essentially, where the generative model assumes that causality originates at the level of the latent variable, the emergent model assumes that causality originates at the level of the interactions between indicators. In mainstream psychology, approaching phenomena from a generative model is common practice (Borsboom et al., 2003; Coan, 2010; Van Geert & Van Dijk, 2002). This presentation stresses the importance of adopting an emergent model of causality when the aim of developmental research is to understand the dynamics of developmental processes.

Gene-environment interactions on the developmental trajectories up to 18-months of age Costa Raquel1,4, Tendais Iva1, Guedeney Antoine2, Canrio Catarina3, Figueiredo Brbara3
1 2

University of Trs-os-Montes e Alto Douro; Vila Real (Portugal) Parent Infant Clinic, CMP Binet APHP ; Paris (France) 3 University of Minho (Portugal) 4 Universidade Europeia | Laureate International Universities (Portugal)

Longitudinal studies during the peripartum period have the potential to study gene-environment interactions under a natural developmentally challenging period. In addition, they offer an opportunity to test for the programming effects of maternal psychophysiological states on the offspring. The polymorphism in the serotonin transporter gene (5-HTTLPR) has shown to interact with diverse environmental influences (Caspi et al., 2003). The main aim of this prospective longitudinal study is to investigate whether 5-HTTLPR polymorphism interacts with environmental factors (parental psychopathology, substance consumption, prematurity) to predict infants and toddlers developmental trajectories and mental health problems among a cohort of 400 families followed from late pregnancy to 18 months postpartum attending primary care services. Environmental factors, developmental outcomes and mental health problems will be collected repeatedly from both parents and child over time using standardized questionnaires (e.g., Edinburgh Postnatal Depression Scale, Hospital Anxiety and Depression Scale), clinical interviews (Composite International Diagnostic Interview), experimental procedures (Laboratory Temperament Assessment Battery) and behavioral observation. Saliva samples will be collected from infants for 5-HTT genotype analysis. The results of this study will help identify sub-groups at higher risk for poor developmental and mental health outcomes and to inform the development of early interventions to promote child development.

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Theory of mind, confidence in school activities, and sensitivity to teacher and peer criticism in Japanese children Mizokawa Ai

Meijigakuin University; Tokyo, (Japan)

This study investigated sensitivity to teacher and peer criticism among 89 Japanese 6-year-olds and examined the relationship of this sensitivity to the childrens theory of mind and confidence in their school activities. The children were divided into two groups; one group participated in the teacher condition and the other participated in the peer condition. Participants completed a common test battery that included tasks assessing sensitivity to criticism (teacher or peer version), which used puppet-based stories based on Heymans teachercriticism tasks (Heyman, Dweck, & Cain 1992); the Picture Vocabulary Test-Revised (PVT-R; Ueno, Nagoshi, & Konuki, 2008); and theory-ofmind tasks, including two first-order false-belief (Harris, Johnson, Hutton, Andrews, & Cooke, 1989) and two second-order false-belief tasks (Sullivan, Zaitchik, & Tager-Flusberg, 1994). In the criticism tasks, the childrens responses to criticism (teacher criticism or peer criticism under the teacher or peer condition, respectively) were measured by focusing on the following three dimensions subsequent to criticism about a small failure: emotional response, self-rated ability, and motivation to persevere. Children were also interviewed about their activities in nursery school. The results showed that understanding first-order false beliefs was associated with lower sensitivity to teacher criticism, whereas understanding second-order false beliefs was associated with greater sensitivity to teacher criticism. Moreover, children with a high degree of confidence in their school activities were less sensitive to such criticism under both the teacher and peer conditions than were those with lower confidence. Cognitive and social factors that may have contributed to the childrens responses to criticism are discussed.

KEYNOTE
K5 BRAIN PLASTICITY AND THE EMERGENCE OF INDIVIDUALITY 15:15-16:00 | Room 350-351 Hamburger Amphimax Pierre Magistretti

Brain Mind Institute, Ecole Polytechnique Fdrale, Lausanne( Switzerland) Chair: Olivier Halfon University of Lausanne (SUPEA) (Switzerland)

INVITED SYMPOSIUM
IS6 MOVING FROM WHAT? AND WHEN? TO WHY?HOW EXPERIMENTAL METHODS BENEFIT SOCIAL DEVELOPMENTAL RESEARCH 16:30-18:00 | Room A Amphiple Chair: Sander Thomaes

University of Southampton, (United Kingdom) & Utrecht University (The Netherlands)

This symposium seeks to illustrate the value of experimental methods to the field of social development. Most current social developmental research addresses either What- questions or When -questions. For example, social developmentalists interested in aggressive behaviour may ask questions such as what antecedents predict Changes in aggression over time. or When do such Changes in aggression typically occur? Although proven extremely valuable, the predominance of this type of questions has made social developmental Psychology a largely descriptive scientific discipline, more than an explanatory scientific discipline. We propose that now is the time for social developmental Psychology to move beyond descriptions and address explanatory questionsor Why-questionsas well: Why do certain antecedents predict Changes in aggression?; or Why do Changes in aggression occur when they do? Importantly, Why-questions are often best answered by establishing causality, and thus they require experimental methods. Two experiments presented in this symposium examine causal psychological processes that influence aggressive behaviour and School performance. Yeager examines why some adolescents are prone to engage in bullying behaviour. He manipulates adolescents beliefs regarding the stability of social Hierarchies, and examines whether such beliefs explain (and can be targeted to reduce) bullying in Schools. Thomaes examines why some forms of self-talk benefit students performance, while other forms backfire. He manipulates what students tell themselves just prior to academic tasks, and examines subsequent task performance. Two other experiments examine causal processes within the context of parent-Child interaction. Leijten examines why some forms of praise are more effective at influencing positive Child behaviour than others. She manipulates subtle differences in how parents phrase their praise, and examines Childrens subsequent compliant behaviour. Wuyts delves even deeper into the roots of parenting behaviour by examining why parents engage in controlling behaviour. She manipulates top-down and bottom-up pressures on parents, and observes how these pressures influence parent-Child interaction.

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How Experimental Methods Can Inform Parenting Intervention Theory and Development Patty Leijten1, Sander Thomaes1, Thomas J. Dishion2,3, Geertjan Overbeek, Maartje Raaijmakers1, Bram Orobio de Castro1, & Walter Matthys1
1 2 3

Utrecht University, (The Netherlands) Arizona State University, (United States of America) University of Oregon, (United States of America)

Calls are rising in the field of parenting intervention for research that identifies the effective components of parent training programs (e.g., Piquero et al., 2009). This knowledge should enable the improvement of parent training program (cost-)effectiveness and the tailoring of parent training programs to individual families needs. We propose a theoretical model in which small scale randomized trials (1) examine the effectiveness of individual program components, (2) examine the extent to which these components contribute to (or actually compromise) program effectiveness, and (3) inform parenting theory and program development. To illustrate our theoretical model, we conducted two field experiments with 161 and 112 children (aged 4-8) and their parentsserving as naive confederates in which we tested the well-established but never experimentally tested parenting advice to use labeled rather than unlabeled praise to reinforce childrens positive behavior (e.g., Incredible Years; PCIT). Labeled praise includes explicit reference to the desired behavior (e.g., Well done, you cleaned up your toys) while such reference is absent in unlabeled praise (e.g., Well done). The advice to use labeled praise rather than unlabeled praise is based on the clinical presumption that children more easily link praise to their positive behavior when praise is labeled, and therefore increase their positive behavior more when praise is labeled. The results of our two field experiments do not support the assumption that labeled praise is superior to unlabeled praise. In fact, labeled praise was less effective than unlabeled praise at yielding child compliance, and equally effective to unlabeled praise in reducing disruptive behavior in children after a two week practice period. We discuss possible explanations for our findings and implications for parenting theory and program development. I Can Do It! Right?Positive Self-Statements and Childrens Task Performance Sander Thomaes1, Eddie Brummelman2
1 2

University of Southampton, (United Kingdom) and Utrecht University (The Netherlands) Utrecht University(The Netherlands)

Conventional wisdom suggests that students can verbally encourage themselves while working on school tasks. Positive self-statements (e.g., I can do it!) are believed to optimize task performance by temporarily imbuing students with increased confidence. Yet empirical evidence that positive self-statements are broadly beneficial to school performance is lacking. We suggest a more prudent perspective, and propose that the effectiveness of positive self-statements depends on how exactly they are phrased. Positive self-statements often take the form of performance-oriented statements (e.g., I can do it!). Such statements direct childrens attentional focus to achieving success or being skilled. These goals are difficult to control, and so performance-oriented self- statements may actually be experienced as stressful and undermine performance. More helpful variants of positive self-statements would direct students attentional focus to investing effort, which is less stressful. In Experiment 1, we examined the impact of a performance-oriented self-statement on students (aged 10-12) task performance (Symbol Search, WISC-IV). Participants were randomly instructed to sit back and repeat to themselves I am very good at this task! (experimental condition) or to simply sit back (control condition), and then completed the task. Participants in the performance-oriented self-statement condition did not perform better than control students (p>.35). In fact, the impact of the performance-oriented self-statement on performance was moderated by test-anxiety (p<.01), such that it worsened the performance of highly test-anxious students. The design of Experiment 2 was similar, yet this time we manipulated effort-oriented self-talk, and instructed experimental participants to repeat to themselves I will do my very best. Although we found no main effect of the effort-oriented self-statement, we did find moderation of test anxiety (ps<.05). The effort-oriented self-statement boosted the performance of students high in test-anxiety. Together, these results suggest that positive self- statements may benefit students performance, but their effects are less straightforward than often thought. Why Are Some Parents More Controlling? An Experimental Investigation Dorien Wuyts, Bart Soenens, Maarten Vansteenkiste

Ghent University (Belgium.)

Although abundant research has examined the effects of controlling parenting on child adjustment, the question why parents are controlling remains relatively more understudied. Pressure on parents has been hypothesized to increase parents likelihood to be adopt a pressuring and intrusive parenting style (Grolnick, 2003). In the present study, we experimentally induced pressure from above and below to examine their independent and interactive contribution in the prediction of parents controlling style during a homework-like puzzle task (N = 124 parentchild couples). To induce pressure from above parents were made accountable for the childs performance during the puzzling task through the use of controlling language and the presentation of the puzzle-task as an achievement-oriented task (pressure condition), whereas for the other half of the parents the task was introduced as an achievement-neutral task while inviting language was used (support condition). Pressure from below was manipulated through the difficulty level of the task such that half of the children did not meet the standard for success (failure condition), whereas the other half did (success condition). Apart from these two experimental inductions, we examined whether parental pressure from within, as indexed by controlled orientation and parental child- invested contingent self-esteem, would relate to controlling parenting. The experimental manipulations were found to be successful and we currently are developing a coding system to analyze the videotaped interactions in terms of observed parenting style to examine whether the three pressures yield an unique and interactive contribution of observed parental pressure. Analysis will be

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finalized by the time of the conference. Bullying Your Way to the Top: Does a Fixed Mindset Create a Need for Social Hierarchy ? David Yeager

University of Texas at Austin (United States of America)

Evolutionary and sociological theories of adolescent bullying propose that it naturally arises from heightened concerns about status and hierarchy that emerge during the high school years. However, a central premise in this account involves adolescents beliefs specifically, their beliefs that social status is a scarce resource that can be won by engaging in bullying. It is possible, however, for adolescents to vary in this belief. If so, this variation might affect whether adolescents are influenced by a drive for social status, leading to differences bullying. In light of this possibility, the present talk advances a novel psychological perspective on one potential cause of and solution to bullying in high schools. It proposes that high school students who have an implicit theory that socially-relevant traits and labels are fixed called an entity theory of personalitywill be more concerned with social hierarchies and will be more likely to use aggression to shore up their social status relative to those who hold more of an incremental theory of personalitythe idea that peoples traits have the potential to change. That is, a belief in fixed winners or losers in the social world of high school may create a mindset that requires social hierarchy and promotes the motivation to climb it. However, when teens see peoples characteristics as multi-faceted and dynamic then they may be less focused on peoples relative social worthiness and less driven to bully to prove their worth. The present paper will present a developmental theory of (a) why implicit theories might relate to bullying; (b) why these beliefs are especially present and predictive during adolescence versus earlier in development; and (c) how novel interventions created to address implicit theories can reduce bullying in high school. Theory will be supplemented with findings from randomized experiments conducted in high school settings.

SYMPOSIA

SY6.1 DYNAMICS OF FEEDING IN THE FIRST YEARS OF LIFE: DATA FROM THE NETHERLANDS, FRANCE AND JAPAN 16:30-18:00 | Room B Amphiple Chair: Marijn Van Dijk

University of Groningen (The Netherlands)

Co- Chair : Hiroko Nomiratsu Universit de Toulouse II; Toulouse (France) Disscussant: Colwyn Trevarthen University of Edinburgh, Scotland (United Kingdom)
The first year of life is of crucial importance for the development of healthy feeding interactions and habits. However, feeding in the first year is subject to many Changes in food type, oral motor skills, and feeding interaction. In the beginning of life, infants feed solely on milk (breast or formula). The first major transition involves the introduction to solid foods around 5-6 months of age, usually by means of spoon-assisted interactions. This is gradually replaced by more autonomous feeding by the Child during the second transition near the end of the first year. At the same time, the infant acquires many skills: autonomy in object manipulation, communicative or social skills (joint attention, understanding of self and others), as well as many cultural learning that also influences feeding. Within this relatively short time frame, many Changes occur that ask for adaptation of both the infant and the caretaker. Although the literature mentions the complexity of the interactions between infant and caregiver variables, the multivariate approach of most studies aims at finding linear correlations at a group level. What is still lacking from the literature is a description of the process of development of different feeding interactions through time, and the variables that play a role in it. The symposium aims at filling this gap by describing the emergence of feeding interaction patterns in the first year of life, and by providing illustrations from different cultures. Japanese mother-infant collaborative adjustment in solid feeding Toyama Noriko

Tsuda University (Japan)

During the weaning period, infants are not skilled at self-feeding and caregivers play a prominent role in feeding. Therefore, solid feeding is an inherently collaborative and interactive process between caregivers and infants. The present study examined how caregivers and infants coordinate to construct solid feeding interactions, as an analysis of naturalistic longitudinal observations of three Japanese mother-infant dyads. There were two peaks in mothers non-fluid arm movements. The first peak was observed around two or three months post-weaning, and the second peak was observed around when infants reached 12 months of age, though the second was much less converged than the first one. These two developmental peaks had different causes. Concerning the first peak, the main cause was waiting, in which infants took their time to swallow foods and so mothers had to wait to serve the next spoonful. At the second peak, infants refusal and distraction were prominent. The first peak of non-fluid movements were associated with rapid changes in the movement patterns of the mothers arms and the

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childs mouth. Compared to the development of childrens mouth movements, mothers arm movements developed quickly. This imbalance in the pace of change may have been one cause of the first peak of non-fluency. It was also shown that while feeding, even though mothers did not eat the childrens food, they frequently moved their mouths as if they were eating. The frequency of this maternal behavior differed according to their feeding styles, and mothers movement patterns corresponded well with their babies mouth movements. These findings clarify the importance of mothers eating-like mouth movements for the weaning process.

Developmental changes in the feeding dialogue Van Dijk Marijn

University of Groningen (the Netherlands)

During the weaning period, new feeding patterns are formed between infant and caretaker, which are characterized by both intra-individual variability and stability. In previous publications, we have described how infants generally show a rapid increase in feeding effectiveness after the introduction of solids and that both the infant and the caretaker display a clear decrease of variability in behavior across time (Van Dijk, Hunnius & van Geert, 2010, 2012). The current study tries to interpret these findings in relation to the development of the looking behavior of both infant and caretaker. Ten mother-infant pairs were followed during the infants transition to solid food by means of a microgenetic design. The first 4 minutes of each video-observation were coded on categories of efficiency of feeding and looking behavior. In a case study (n = 2), we also analyzed the temporal structure of the feeding sessions (looking of the infant and pacing of the gives) using cross-recurrence quantification analysis (CRQA). Results show that in the first months after the introduction, most infants stabilize their eating behavior and become increasingly able to look away from the feeding situation while their caretakers remain fully engaged and maintain a stable interaction. In general, stability of the feeding dialogue is associated with flexibility in the looking behavior of the infant, but not of the caretaker. The case study showed a global decrease of variability at the real-time level, as the temporal pacing of the individual bites becomes more regular over time. The CRQA indicates higher rates of recurrence after the initial introduction and a stabilization of the patterns complexity over time, but also clear individual differences. These results stress the importance of using this technique in the bigger sample, which will be the next step in this study. Feeding as mother-infant communication in Japan and Scotland Negayama Koichi

Waseda University (Japan)

Feeding infants is indispensable for the infants survival. Mothers have a strong expectancy in their infants' behaviors at feeding, and the infants have desires of their own which do not always meet this expectancy. It could cause conflict between mother and infant. Feeding also has a risk of choking in infants, and mothers and infants need to read the mutual intention and adjust the timing of their behaviors for a successful feeding. Feeding is thus a communicative situation of control, conflict, cooperation, and/or negotiation between them, which reflects both biological and cultural fundamentals of mother-infant relationships. Feeding interactions between infants and mothers have been observed in the home in Japan and Scotland. Food was initially provided by the mothers, and then the infants gradually became to take food on their own. Support of eating by the mother and refusal of the passive feeding frequently occurred before the acquirement of autonomous eating. The Japanese infants showed refusal more frequently than the Scottish infants, whereas Scottish mothers quickly withdrew from the position of feeder and let the infants take food on their own. The Japanese mothers also behaved more empathetically by showing spontaneous mouth movement at the moment of infant food-taking than the Scottish mothers, which may indicate the mothers stronger engagement in feeding and a shared emotion between mother and infant in Japan. The mothers in Japan often ate up the food left by the infants, which was seldom observed in Scotland. Thus food is used as an object to regulate the relationship. Bodily movement in the feeding mothers and mouth movement in the infants are being analyzed in an experimental situation with a motion capture system in the two cultures, and the results will also be shown in the presentation Development of autonomous feeding and mother-infant communication: Data from France and Japan Hiroko Norimatsu

University of Toulouse 2 (France)

The infant starts to intake other food than milk around 5-6 months. At first, liquid, semi-solid food are given by the caretaker, and gradually, the infant starts to try to eat autonomously. Starting by manipulating the food and the utensil to eat, the proportion of self-feeding increases gradually. This study focuses on the process of childs acquisition of autonomous feeding in relation to the contextual factors, especially mothers strategy and mother-child interaction. 34 Japanese and 32 French dyads (children aged from 6 to 36 months, in four age groups) were observed in their natural mealtime situation at home. Child behaviors relative to his autonomous eating, mother-child interaction, and mothers strategy of environmental setting are analyzed with event sampling method or 1-0 coding for each 5 seconds time unit. The results indicate that many childrens spontaneous behaviors (e.g. reaching to the spoon) are similar at 6 month in two cultural groups, whereas the mothers strategy to react to them are rather different. At 12 month, a significant difference in autonomous feeding frequency has been observed between Japanese and French children, which disappears at 24 and 36 months. The process of child self-feeding acquisition and some mothers strategies to control and organize the feeding situation seem to be in relation.

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However, the communicative data as child refusal or acceptance to mothers interventions, and mothers non-eating mouth movement simultaneous to child food intake, show a similar changes with age in two countries, but less related to the different process of child acquisition of self-feeding. The role and the meaning of these mother-child communicative behaviors in child feeding acquisition will be discussed

SY6.2 CYBER-PROBLEMS AND RELATED FACTORS AMONG ADOLESCENTS -ADDICTION, RISKY BEHAVIOURS, AND DELINQUENCY IN JAPAN 16:30-18:00 | Room 410 Amphimax Chair: Yuichi Toda

Osaka University of Education (Japan)

Disscussant: Sheri Bauman University of Arizona (USA)

In recent years, cyber bullying and related problems (Internet addiction, inadequate use of the Internet, etc.) are a concern in Japan as in other countries. In particular, the Smartphone is now a new gateway to cyber-problems (Takeuchi, et al., 2012). Though problems have been reduced by filtering systems for 3G connection network of mobile phones, the Smartphone allows the user to connect directly to the Internet by Wi-Fi, which may disable filtering systems designed to protect children from troubles and crimes. In this symposium, research results on such problems are reported by two research groups in Japan. One is from east part of Japan and about cyber-addiction. Children sometimes spend several hours per day playing on-line games or chatting in the Internet, which may lead to paying a large amount of money. To assess the actual situation precisely and to detect the effect of prevention education, an adequate measure is necessary. The development of such a measure is described in one study. The other study was conducted in the west part and is about risky behaviours and delinquency on the Internet. Children may be victims of crimes by adults and peers, and they can be perpetrators to do harm on others in the Internet. To avoid being victims, assertive way of communication is helpful. To avoid being perpetrators, knowledge about rules is desirable and the process of moral disengagement (Bandura, 1987; 2003) is undesirable. In addition, when children are in trouble on-line, they may benefit from someone's adequate assistance to recover from the situation. Therefore, help seeking of children was investigated in this study. The implications from such research will be discussed, considering recently published world-wide overviews (Bauman, 2012). Development of the Internet addiction tendency scale for Adolescents in Japan Toshiro Tsuruta

Waseda University (Japan)

Recently, Internet addiction has been a serious problem among young people in Japan (MEXT. 2009). Following several previous studies on prevalence and measurement of Internet addiction (Young, 1996; 1999, Scherer & Bost, 1997, Rosen, et al., 2012), there was a need to develop a reliable and valid scale to measure the Internet addiction tendency for adolescents in Japan. The purpose of this study is to develop the Internet Addiction scale (IAS) for Japanese high-school students, examining its reliability and validity. Questionnaire Research was conducted at 4 high-schools in April, 2012. High-school students (n=376 (male=204, female=172), age mean=16.7, SD=1.01) answered 62 items on the IAS. Factor analysis yielded 5 factors, which are "withdrawal", "e-mail phobia", "waste of time", "delinquent way of usage", and "face-to-face communication anxiety". The reliability of IAS was examined by measures of internal consistency and test-retest reliability, which was high enough (=.886, .822, .838, .782, .789). The construct validity of IAS was examined and correlations between IAS and other scales developed by Young (1996) and Zheng (2007) were high (.918 and .875, respectively). These results showed consistency with Rosen's indication (Rosen, 2012) about behavioural tendency of the Internet addiction. These results indicated that developed scale, IAS was suitable for measuring Internet addiction tendency among Japanese high-school students. The intentions and actions of Internet delinquency among Japanese adolescents -the effect of their knowledge about the Internet crime and moral disengagement Takeuchi Kazuo

University of Hyogo (Japan)

Internet problems among Japanese adolescents were categorized into the Internet delinquency and risky behaviour via the Internet. The purpose of this study is to investigate the relationship between the Internet delinquency of adolescents and their knowledge about the Internet crime together with moral disengagement. The questionnaire were delivered to 651 junior high school students (9th - 11th grades, 342 males, 299 females, 10 unknown) in November 2012, asking their knowledge (whether some behaviours on the Internet are crime or not), their level of moral disengagement (MD), and their intention and acts of Internet delinquency. The criminal behaviours were forcible obstruction of business, insulting someone, defamation, threatening, and unauthorized access to the Internet. A factor analysis of the items used to assess MD loaded onto one factor. ANOVA for each item of the delinquent behaviour revealed the interaction of the two variables (i.e. knowledge ("it is criminal" vs. "it is not criminal") and MD (high and low)). In general, if participants did not know that the behaviour is criminal and their MD is high, they reported significantly higher intentions and actions of the criminal behaviour than other three groups. These results suggest the necessity of the guidance on the Internet criminals and countering their moral disengagement.

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The intention and risky behaviour in the Internet among Japanese adolescents -the effect of their risk perception about the dangerous action and assertion in the Internet Kanayama Kenichi

Prefectural University of Hiroshima (Japan)

The Internet problems among Japanese adolescents are categorized into the Internet delinquency and risky behaviour via the Internet. The purpose of this study was to investigate the relationship between their risk perception about dangerous actions on the Internet and their assertiveness on the Internet. The questionnaires were delivered to 651 junior high school students (9th - 11th grades, 342 males, 299 females, 10 unknown) in November 2012, asking their risk perception (whether 4 behaviours on the Internet are dangerous or not), and their assertiveness. The dangerous behaviours were 1) spending a lot of money in on-line game, 2) disclosing of personal information to the Internet, 3) staying up late at night playing on-line games etc., and 4) introduction to adults with evil intent, and pupils answered whether they intended/done each of the behaviour. A factor analysis on the items of the measure of assertiveness on the Internet showed a single factor structure. ANOVA for each item of the dangerous behaviour showed no significant interaction of the two factors (i.e. perception ("it is dangerous" vs. "it is not dangerous") and assertiveness (high and low). However, there were significant main effects. If adolescents do not think that each of the behaviours is dangerous, they reported significantly higher intentions and engagement in the dangerous behaviour. And if they are less assertive on the Internet, they reported their intention and act being connected to adults with evil intent more than those who are more assertive. These results suggest the necessity of the guidance on dangerous behaviour in the Internet and for preventing them from introduction to adults with evil intent, training of assertiveness in the Internet would be effective. Risky behavior in the Internet and help-seeking among Japanese adolescents Toda Yuichi

Osaka University of Education (Japan)

Children's risky behaviour on the Internet should be prevented, and after having troubles they may need help from adults or experts. The purpose of this study is to investigate the relationship between risky behaviour in the Internet and help-seeking among Japanese junior high school students. The questionnaire were delivered to 651 junior high school students (9th - 11th grades, 342 males, 299 females, 10 unknown) in November 2012, asking their intention and act of risky behaviours, which are 1) GAME: spending much money in on-line game, 2) PRIVACY: disclosure of personal information to the Internet, 3) NIGHT: staying up late at night doing on-line game etc., and 4) DEAI-KEI: introduction to adults with evil intent. As for help seeking at the Internet trouble, they answered they ask help from school teachers (22.0%), family members (59.3%), friends (63.0%), police (31.1%), and someone in the Internet (10.9%). Pupils who answered "done many times" on risky behaviour items indicated they are less willing to ask help from teachers, family members on PRIVACY, NIGHT and DEAI-KEI. In addition, concerning NIGHT and DEAI-KEI, the group who engaged in these behaviours most frequently was less likely to seek help from police. Interestingly, as for GAME, PRIVACY and NIGHT, the "frequent" group asked significantly MORE help from someone in the Internet than other groups, which may suggest the importance of the on-line-support for these problems. However, this difference was not found concerning DEAI-KEI. Asking help from friends was not significantly different across the four situations, which may mean friends are important source for help seeking regardless of the difference of the frequency of risky behaviours.

SY6.3 EVALUATING AND ENHANCING YOUNG CHILDRENS SOCIAL-EMOTIONAL COMPETENCE AND WELL-BEING - PRESENTING DATA FROM MULTIPLE APPROACHES AND INFORMANTS 16:30-18:00 | Room 415 Amphimax Chair: Marja-Leena Laakso

University of Jyvskyl (Finland)

Disscussant: Sonja Perren University of Konstanz and Thurgau University of Teacher Education(Germany)
Social-emotional development takes place in a complex interplay between childrens intrinsic and extrinsic factors (Siegel, 1999). Already at a young age children experience social-emotional difficulties that impair their daily activities and affect their well-being. These difficulties have long lasting consequences, since social-emotional well-being lays the foundation for the learning and forming of relationships (e.g., Shonkoff & Phillips, 2000). This symposium focuses on young childrens social-emotional competence and well-being and their determinants. These issues are studied both from the perspectives of identifying the difficulties early on and finding critical features for implementing interventions and enhancing childrens development. The symposium targets on various informants providing information on childrens social-emotional competence and well-being, and also presents several methods to gather information: parent-report questionnaires, child interviews and narratives, and intervention programs. Due to the embedded nature of childrens social-emotional development in their care giving contexts, the significant role of parents is acknowledged in the development of these skills, in the identification of emerging difficulties and in the employment of intervention strategies. Child care centres are recognized as important settings for intervention and parent-caretaker relationships as significant determinants of childrens social-emotional well-being. Integration of knowledge about the individual childrens personal characteristics and subjective experiences and their social-emotional development is regarded as important. It is also emphasized that listening to childrens thoughts and feelings about themselves and their relationships should be an essential component of psychological assessment and intervention practices. Together, the presentations given in this symposium encourage research that deepens our understanding on young childrens social-emotional competence and difficulties by gathering information from different sources and informants, thereby anchoring social-emotional development in childrens own primary cultural contexts.

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The Parent Version of the Preschool Social Skills Rating System Scale Construction and Relation to Parenting and Child Temperament Hess Markus

Freie Universitt of Berlin (Germany)

The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multi-rater, norm-referenced instrument measuring social skills and adaptive behaviour in preschool children. The aims of the present study were (1) to test the factorial structure of the Parent Form of the Social Skills Rating System (SSRS) for the first time with a German preschool sample, (2) to present possible alternative versions of the SSRS based on exploratory analyses (2) to relate the resulting subscales to family variables like parenting and child temperament with respect to sex and age differences. The sample consisted of 391 German preschool children (187 males, 204 females, age range 3 to 6 years) and their parents. Confirmatory factor analyses revealed a poor overall fit testing the original version of the SSRS. For the extended age range (3 to 6 years) a revised version of the SSRS with a reduced and newly composed item pool is proposed based on explorative factor analyses. The resulting subscales cooperation (6 items), assertion and initiative (9 items) and self-control (16 items) are analyzed concerning age and sex differences and their relation to parenting and child temperament. Results are discussed with respect to possible implications for interventions including social skills training. Preventing Behavioral Disorders, Fostering Prosocial Behaviour and Social Skills in Pre-School Children in Germany: the Papilio Programme Scheithauer Herbert

Freie Universitt of Berlin (Germany)

Papilio (www.papilio.de) is a developmentally focused intervention programme for preventing early-onset behavioural disorders and fostering prosocial behavior and social skills in preschoolers. Preschool teachers are trained in the implementation of the manualized and modularized interventions: (a) three classroomcomponents that are aimed at promoting childrens social-emotional competence, positive grouporientated and prosocial behaviour, and integration into their peer group; (b) a preschool teacher component which emphasizes positive reinforcement, appropriate use of negative consequences, clear communication and expectations, and strengthening of adultchild relations to support preschool teachers in their classroom management skills, and in their ability to interact and communicate positively with children. Meanwhile, the programme is implemented in 11 out of 16 German Federal States by about 160 Papilio trainers. The effectiveness of the programme was evaluated using a randomized controlled trial with three assessment phases and a sample of 3- to 6-year-olds (N = 657) from 50 preschool groups, receiving preschool education in Germany. This trial is part of the Augsburg Longitudinal Evaluation Study of the Programme Papilio (ALEPP). Results from multi-level analyses will be presented, indicating that children in the intervention groups as compared with children from the control groups - showed a greater decrease in their emotional, peer and behaviour problems with a significant decrease in hyperactivity symptoms, and a significant increase in prosocial behaviour as rated by their teachers. Teachers job satisfaction and self-efficacy had no influence. Additionally, results regarding social-emotional competences of the children will be reported.

Structural and Content Aspects of Conflict-Based Play Narratives and Their Relation to Family Related Risk Factors and Externalizing/Internalizing Problems in Preschool Age Mller Eva

Marie Meierhofer Institut fr das Kind (Switzerland)

The narratives of children are a possibility to uncover the representations of their social-cognitive processes. In the present study, childrens narratives were assessed with the "MacArthur Story Stem Battery" (Bretherton & Oppenheim, 2003). The method is based on a series of openended socio-emotional dilemma stories that they are told to complete. The study aims to identify the role of structural and content aspects of childrens narratives regarding the relation of early childhood family related risk factors and childrens externalizing and internalizing problems. The following analyses were conducted: (1) We employed a multivariate approach regarding childrens risk factors. We tested for the influence of cumulated family related risk score on narrative coherence as well as positive and negative contents. We hypothesized that highly burdened children tell less coherent stories with more negative and less positive themes. (2) We tested for a mediating role of narrative elements on the relation between risk index and childrens symptoms. (3) We tested a moderator model with narrative elements as moderators on the effect of the risk index and childrens symptoms. The sample consists of 193 children (98 girls, 95 boys) between 3 and 5 years (M= 3.85, SD= 0.48). The study was part of an intervention study, which involved 25 childcare centers in the German-speaking part of Switzerland. The risk factors of the children were collected year before the MSSB through a structured parent interview. In the sense of a multi-informant approach, the externalizing and internalizing problems of children were rated by parents and teachers by the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997) at the second measurement. Results indicate that family related risks and content as well as structural aspects of the narratives independently contribute to the development of childrens symptoms.

Parent Caregiver Relationships, Childcare Arrangements and Parental Stress: Relations with Childrens Socio-Emotional Well-being Turja Leena

University of Jyvskyl (Finland)

According to the ecological theory (Bronfenbrenner 1979; 2004), childrens development and learning occurs within a series of embedded systems ranging from proximal (e.g. home and childcare) to distal (e.g. societal structures), and is dependent on the transactional processes

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within and across these systems. Harmonious interactions between home and childcare build continuity into childrens experiences and form a solid foundation for their development. Stability in childcare has been acknowledged as an important indicator of quality. Young children living in families where the parents work non-standard hours may, in particular, face challenges to their socio-emotional well-being. Parental stress due to adjustments between work and family-life, tailored childcare arrangements and care during exceptional times of day may negatively affect the child. According to previous research, children experiencing good availability of a trusted caregiver and only few care arrangements, as well as low maternal stress seemed to demonstrate high well-being (de Shipper et al., 2004). Moreover, the parents and teachers of children with a high level of wellbeing communicated better with each other (Van IJzendoorn et al., 1998). Indeed, the parent-professional partnership is increasingly considered a key component of high-quality early childhood education and care. However, research on these issues with children entering day and night care centres is scarce. In this presentation, which is a part of a wider European Families 24/7 study, we examined childrens socio-emotional well-being and adjustment to childcare in relation to parent-caregiver interaction, childcare arrangements and parental stress in the context of the 24-hour economy. The data were collected via a web questionnaire for working parents. Our data concern Finnish families (around 300), who need childcare arrangements for their under school-aged children during non-traditional hours. Hearing Children in the Context of a Psychological Intervention for Social and Emotional Difficulties Laakso Marja-Leena

University of Jyvskyl (Finland)

A significant number of under school-aged children exhibit social-emotional difficulties (e.g., Carter et al., 2004). The need to assess childrens interpersonal reasoning and emotional understanding in relation to these problems have long been acknowledged (e.g., Hughes & Baker, 1990). It is suggested (see Welsh et al., 2003) that learning about the quality of childrens social-emotional reasoning and their feelings about themselves and their relationships may have important implications: it might help to understand a childs difficulties and to select developmentally appropriate intervention strategies and goals. Also, the experience of being heard and fully involved, as well as the process of telling, might support a childs thinking, self-awareness and self-esteem. Typically, clinical interviews are used to tap into these internal events. However, their reliability in the case of small children has been questioned (e.g., Edelbrock et al., 1985). We aimed to study the subjective experience of young children with difficulties in emotion regulation and social relationships by using communicational means that are familiar to children (cf. Punch, 2002). A narrative method called Story Magicians Play Time" with pictures, emotion cards, wooden dolls and scenery was used to elicit story telling. Altogether 10 children (9 boys and 1 girl) aged 4 to 6 participated in the SMPT, narrating a total of 31 stories. For eight children, the parents listened to and commented on one of their childs stories. The results supported the view that hearing children is a core component of psychological assessment. The stories resulted in new understanding of childrens behaviors, and created a context where children became emotionally involved and were able to strengthen their social-emotional reasoning. Alongside interviews, new approaches are needed to explore young childrens perspectives in the context of psychological assessment.

SY6.4 UNDERSTANDING THE ASSOCIATIONS BETWEEN ETHNIC DISCRIMINATION, ACCULTURATION, PSYCHOLOGICAL HEALTH AND SCHOOL ADJUSTMENT AMONG IMMIGRANT YOUTH 16:30-18:00 | Room 315 Amphiple Chair: Dagmar Strohmeier

University of Applied Sciences Upper Austria (Austria) Disscussant: Hildegunn Fandrem University of Stavanger (Norway)

A growing body of research demonstrates that immigrant youth are faced with comparatively high levels of discrimination in many European countries. It is well researched that discrimination experiences are associated with a multitude of adjustment problems. What is less well understood is the question why ethnic harassment is associated with negative mental health outcomes and poor school adjustment. The primary goal of this symposium is to shed light on these underlying processes. Furthermore, methodological challenges how to measure discrimination will be discussed. Study 1 examined the mediating roles of self-esteem and depressive symptoms in the association between ethnic harassment and immigrant youths school outcomes, including school satisfaction, perceived academic failure, and cutting classes. Participants of this study were 394 first- and second-generation immigrant youth (50% girls; M = 14.08). Study 2 investigated whether and to what extend perceived discrimination is associated with a multi-ethnic identity and acculturation orientations among first and second generation immigrant youth and how these factors are related with psychological health. 282 Turkish immigrant youth(30% first generation, 50% girls), aged 11-17 years participated in this study. Study 3 examined the relationship between two different aspects of perceived discrimination, discrimination against the self and against the group, and three acculturation indices (host national & ethnic orientation, and sense of belonging) on different adaptation outcomes: self-esteem, emotional symptoms, conduct, and school grades. The sample of this study consisted of 386 middle school immigrant students (53% first generation, 46% girls) with a mean age of 12.82 years. Study 4 discusses methodological challenges when measuring discrimination and presents the Outgroup-Avoidance-Photovignette Test tested in young adults. Convergent validity, test-retest reliability after 4 weeks, and the transparency of the measurement intention were examined in a sample of 236 adults aged 18 to 32 years.

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Why and When Ethnic Harassment Is a Risk for Immigrant Adolescents? Understanding the Processes and Conditions Sevgi Bayram zdemir

rebro University (Austria)

Immigrant adolescents who experience ethnic devaluation are prone to having adjustment difficulties, including school dissatisfaction and low academic performance. However, it is unclear why and under what conditions experiencing ethnic harassment lead to school adjustment difficulties. This lack of understanding limits our ability of developing strategies to reduce negative consequences of ethnic harassment. To address this limitation, we examined the mediating roles of self-esteem and depressive symptoms in the association between ethnic harassment and immigrant youths school outcomes, including school satisfaction, perceived academic failure, and cutting classes. We also explored whether youths relationship with their teachers or democratic school environment buffer these processes. The data are part of a longitudinal study on youths experiences inside and outside of school and their relationships with their parents, peers, and teachers. The sample included 394 first- and second-generation immigrant youths (50% girls; M = 14.08, SD = .90). The findings suggested that immigrant youths who experienced ethnic harassment decreased in self-esteem, and so became less satisfied with school, and increased in expectations of academic failure. In addition, youths relationship with their teachers and their perception of school democracy moderated these mediation processes. When youths had low positive relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment leaded to a decrease in their self-esteem, and so they reported low school satisfaction and perceived themselves as not being successful in school. Contrary, youths self-esteem did not significantly decrease in the face of ethnic harassment when they had supportive relations with teachers or perceived the school as a democratic environment. These findings highlight the importance of understanding the underlying processes and conditions when examining the effects of migration related risk factors in order to reach a more comprehensive understanding of immigrant youths school adjustment. Perceived discrimination, multi-ethnic identity development, and acculturation orientations among Turkish immigrant youth living in Austria Dogan Aysun

Ege University (Austria)

A growing body of research demonstrates that immigrant youth are faced with comparatively high levels of discrimination in many European countries. It is well researched that discrimination experiences are associated with a variety of psychological health problems of immigrant youth. On the other hand, there is ample evidence that a multi-ethnic identity and an integration orientation are factors associated with positive mental health outcomes. The present paper investigates whether and to what extend perceived discrimination is associated with a multi-ethnic identity and acculturation orientations among first and second generation immigrant youth and how these factors are related with psychological health. 282 Turkish immigrant youth living in Austria (30% first generation, 50% girls) participated in this study. 49% were early adolescents aged 1113 years, 51% were middle adolescents aged 14-17 years. To measure perceived discrimination, a new scale was developed consisting of 16 items divided into four subscales (global, teacher, schoolmates, street). Multi-ethnic identity was assessed with 3 items(Phinney), acculturation orientations were measured with 20 items (Berry). Psychological health was assessed with cross nationally validated scales. MANOVAs revealed very consistent patterns: In all variables investigated, youth differed depending on generational status. First generation immigrant youth experienced higher levels of discrimination, felt less Turkish-Austrian and more marginalized compared with second generation immigrant youth. Regarding the psychological health variables an interaction effect age x generational status was found. First generation early adolescents reported most psychological problems. Multiple group SEM models revealed that perceived discrimination was negatively related with psychological health for both first and second generation immigrant youth. However, striking differences between first and second generation immigrant youth were found regarding the associations between perceived discrimination, ethnic identity and acculturation orientations. The implications of these findings regarding the acculturation process of immigrant youth are discussed. Adaptation of immigrant middle school students: The role of perceived discrimination against the self and against the group, and of acculturation Papathanasiou Nancy , Motti-Stefanidi Frosso

University of Athens (Greece)

The perception of discrimination is considered to be a risk factor for the adaptation of immigrant students. The aim of this study is to investigate the relationship between two different aspects of perceived discrimination, discrimination against the self and against the group, and three acculturation indices (host national & ethnic orientation, and sense of belonging) on different adaptation outcomes: self-esteem, emotional symptoms, conduct, and school grades. This study is part of the Athena Studies of Resilient Adaptation (AStRA) project. The sample consisted of 386 middle school immigrant students, 54.4% boys, 52.6% first generation immigrants; their mean age was 12.82 years old (SD=0.67). Perceived discrimination was measured with a questionnaire based on Phinney et al. (1998) and Verkuyten (1998). Host national and ethnic acculturation orientation were measured with 22 items of Nguyen & Von Eyes (2002) Acculturation Scale, and Sense of Belonging with Phinneys MEIM (1990) questionnaire. Three adaptation outcomes were assessed through self-reports: self-esteem was measured with Rosenbergs (1965) scale, and emotional symptoms and conduct with Goodmans (1997) Strengths and Difficulties Questionnaire. Two adaptation outcomes were assessed through independent informants: conduct through teachers ratings and grades were retrieved from the school records. Hierarchical regression analyses revealed that, after controlling for demographic variables, perceived discrimination against the self was a strong risk factor for all of the outcomes, whereas group discrimination was a risk factor only for self-esteem and conduct problems. This finding held, in both cases, after controlling for each of the acculturation indices, separately. The results also indicated that children with low ethnic acculturation reported more emotional symptoms and lower self-esteem, when they perceived high discrimination against the self. The results will be discussed in light of acculturation and the resilience literatures.

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The Outgroup-Avoidance-Photovignette Test: An innovative method to measure discriminatory behavioral intentions in young adults Pollhammer Bianca

University of Vienna (Austria)

There is no doubt that victims of racism and discrimination suffer from a multitude of negative consequences. Even though the expression of racism has changed from blatant to subtle, racism remains a current reality and needs to be measured in a valid and reliable way. Whereas blatant racism as the traditional form appears in a hot, close and direct way, modern subtle racism reveals itself in an indirect, cool and distant way (Pettigrew & Meertens, 1995). Usually, questionnaires are used to measure subtle racism. The questionnaire approach has many limitations, however. Disadvantages of the questionnaires are the weak prejudice-discrimination relation and the high transparency of the measurement intention leading to biased answers due to social desirability. To overcome some of these shortcomings, the OutgroupAvoidance-Photovignette Test (OAP-Test) was developed. The OAP-Test consists of a series of photos including simple, everyday decision situations. In each decision situation participants are asked to make a quick choice between two options. In one option a person with obvious immigration background is involved, while in the other option the person has no obvious immigration background. Thus, we operationalized avoidance according to Allport (1954). Convergent validity, test-retest reliability after 4 weeks, and the transparency of the measurement intention were examined in a sample of 236 adults aged 18 to 32 years. Results indicate that the OAP-Test is a short, reliable and valid instrument to measure racism, even though many participants identified the measurement intention. With additional items, the reliability and validity should increase and by using more distractors, the transparency of the measurement intention could be reduced.

SY6.5 AVOIDING EXCESSIVE DRINKING: BEHAVIOURAL CONTROL, ALCOHOL USE AND PARENTING FROM EARLY ADOLESCENCE TO EMERGING ADULTHOOD 16:30-18:00 | Room 315.1 Amphiple Chair: Margot Peeters

Utrecht University (The Netherlands)

Co-Chair: Ina Koning Utrecht University (The Netherlands) Disscussant: Mark Wood University of Rhode Island ( United States of America)
This symposium examines the role of adolescents ability to refrain from or moderate drinking and alcohol-specific parenting practices from a joint perspective. The ability to control one's own behavior attains greater prominence during the course of adolescence through its importance for moderating drinking once the behavior is initiated. Adolescents who have difficulties controlling their behavior are at more risk for the development of problematic behaviors such as alcohol misuse. Moreover, nearly all adolescents initiate alcohol use in this particular period. Studies have indicated that parents can significantly influence their childs drinking behavior directly and indirectly via the level of selfcontrol in their offspring. Questions remain regarding the dynamic interplay of behavioral control and parenting practices in influencing adolescents drinking behavior. In this symposium we will provide insight into the contribution of behavioral control and parenting practices to the understanding of drinking behavior from early adolescence to emerging adulthood. Previous research suggests a reciprocal interaction between behavioral control and adolescent alcohol use and point at the importance of effective parenting. The first presenter will reflect on processes that may underlie drinking behavior and will discuss the relevance of the ability to control ones behavior in relation to alcohol use and misuse. The second presenter will discuss that the level of drinking in young adolescents may also predict subsequent ability to control this behavior. Furthermore, parents may contribute to the relation between behavioral control and alcohol use in two ways. First, parenting may influence the development of self-control which in turn affects adolescents alcohol use (3rd presentation). Second, parenting may affect the strength of the relation between self-control and alcohol use into emerging adulthood (4th presentation). Discussion will synthesize the etiologic relevance of self-control and parenting practices and discuss implications for intervention across adolescence. Impulsive and controlled processes in addictive behavior Wiers Reinout

University of Amsterdam (The Netherlands)

The past two decades have witnessed a strong expansion of dual-process models in different branches of psychological science, including social, health and clinical psychology. The basic idea underlying different varieties of dual-process models is that psychopathology is related to a combination of disorder-specific impulsive processes, and weak general abilities to control these impulses in view of reflective longer-term considerations. There is evidence that heavy alcohol and drug use is associated with relatively weak reflective processing, defined in dual-process models as the combination of the ability to control impulses (cognitive control) and the motivation to control, related to long-term outcomes. There are three lines of behavioral research in humans that have tested aspects of dual process models in addictive behaviors and related problems. The first concerns tests of the moderating role of reflective processes (as a trait variable) on impulsive behaviors. The second concerns state manipulations of the processes involved by priming impulsive or impairing reflective processes. The third concerns interventions aimed at directly modifying problematic impulsive processes or strengthen control in addiction. These three lines of research are discussed and implications for (adolescent) alcohol use and misuse are reviewed.

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The prospective relation between alcohol use and working memory in young adolescents Peeters Margot

Utrecht University (The Netherlands)

Executive functions such as working memory (WM) and response inhibition, important for behavioral control, mature during middle and late adolescence. Results suggest that heavy alcohol use in early adolescence might interfere with the development of executive functions. Moreover, it has been found that relatively weak executive functions predict alcohol use. Results of two different longitudinal studies (a Dutch and English study) are discussed. The first study examined the prospective bidirectional relationship between alcohol use and WM and alcohol use and response inhibition in a sample of young at-risk adolescents for problematic alcohol use (N = 391, M = 13.6 years). Cross-lagged analyses revealed that alcohol use at T1 negatively predicted WM functioning six months later. WM functioning at T2 and at T3 predicted alcohol use six months later. No cross-lagged effects were found for response inhibition and alcohol use. In the second study (general adolescent population), the prospective bidirectional relation between alcohol use and response inhibition was examined (N = 271, M = 13.3 years). Results revealed that response inhibition predicted alcohol use six months later, however no effects of alcohol use on the development of response inhibition were found. With respect to the two samples, different executive functions seem to be important in the prediction of alcohol use. Moreover, results suggest that alcohol use interferes with the development of WM however only in at-risk adolescents and only in the early phase of adolescence. Implications for intervention are discussed. Adolescents Self-Control Mediate the Effect of Alcohol-Specific Parenting on Alcohol Use Koning Ina

Utrecht University (The Netherlands)

Though parents exert a major influence on adolescents drinking behavior, not much is known about the mechanisms underlying this relationship. In this study we investigate the mediating effect of adolescent self-control in the relationship between alcohol-specific parenting (rules and quality of communication about alcohol) and adolescents drinking behavior. A longitudinal sample, including self-reported data of 883 adolescents who participated at ages 13, 14 and 15, was used. Results showed that strict rules predicted lower rates of drinking, whereas no direct effect of the quality of communication on adolescents alcohol use was found. A higher level of self-control was related to lower rates of drinking in adolescents. The indirect effect of rules about alcohol through adolescents self-control was statistically significant. The direct effect of rules about alcohol on alcohol use that was observed indicates a partial mediation via self-control. Full mediation was found for the effect of quality of communication on alcohol use via self-control. Moreover, additional analyses showed that the indirect effect of strict rules about alcohol on adolescents alcohol use via a growth in their self-control only accounts for adolescents with qualitative parent-child communication about alcohol. In adolescents who have qualitative conversations with their parents, the influence of rules about alcohol is fully mediated by the increase in their self-control. These findings imply that strict rule setting and parent-child communication in parents are important targets for prevention. Examining the Influence of Personality and Parental Influences on Alcohol Involvement in Emerging Adulthood Wood Mark

University of Rhode Island (United States of America)

Behaviorial undercontrol personality traits, such as sensation seeking, impulsivity, and psychoticism, have consistently demonstrated etiologic relevance for heavy and problematic drinking across the developmental spectrum. Parenting practices, such as knowledge, drinking permissiveness, and parents own drinking, also show consistent associations with alcohol use and misuse throughout adolescence and into emerging adulthood and have moderated the effects of psychosocial risk factors such as peer influences in both cross-sectional and prospective research. In a sample of 1014 emerging adults, (age 18 at baseline) we will examine prospective associations between behavioral undercontrol personality traits (impulsivity, sensation seeking, psychoticism), parenting practices (parental knowledge, drinking permissiveness, parental drinking) and alcohol outcome trajectories (alcohol use, heavy drinking, alcohol problems) across four years in emerging adulthood. Using latent growth curve modeling, we will test hypothesized positive associations of behavioral undercontrol traits, parental drinking and drinking permissiveness with growth in alcohol use and consequences, along with hypothesized negative associations between parental knowledge and alcohol outcome trajectories. Additionally, we will examine whether parenting practices moderate the associations between behavioral undercontrol traits and alcohol trajectories. Specifically, we hypothesize that the influence of behavioral undercontrol traits on alcohol trajectories may be enhanced at higher levels of parents drinking and parental permissiveness around drinking. Alternatively, we propose that parental knowledge may serve as a protective factor, with higher levels of knowledge decreasing the impact of behavioral undercontrol traits on alcohol trajectories. Prospective examination of these questions during a developmental period of enhanced risk will further current understanding of the interplay of important psychosocial factors and inform preventive interventions among emerging adults and adolescents.

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SY6.6 FATHERS IN FAMILIES II: DIFFERENTIAL EFFECTS OF MOTHERS AND FATHERS PARENTING ON CHILDRENS SOCIALEMOTIONAL DEVELOPMENT 16:30-18:00 | Room 319 Amphiple Chair: Dorothea.E Dette-Hagenmeyer.

Ludwigsburg University of Education (Germany) Co-Chair: Andrea B. Erzinger University of Zrich; Zrich (Switzerland)

Disscussant: Barbara Reichle Ludwigsburg University of Education (Germany)

For a long time, parenting research focused on mothers perception of and influence on childrens development. The fathers part in family processes was not taken into perspective. The upcoming interest in the fathers role in parenting shed light on differences and similarities between paternal and maternal parenting as well as between father-child and mother-child dyads. In this second symposium on Fathers in Families we are looking on differences between fathers and mothers parenting behaviour and its effects on the childrens social-emotional development and well-being. Torres, Monteiro, Pessoa e Costa, Borges, Verissimo and Santos studied the association between father involvement and childrens social competence and showed fathers importance in leisure activities for childrens outcomes. Agache, Spiegler and Leyendecker investigated Turkish fathers involvement in childcare and found differential effects of more and less involved fathers for childrens well-being. Dette-Hagenmeyer. D. E.nd Reichle analysed mothers and fathers parenting as a potential mediator of the relation between parental depressive symptoms and childrens social-emotional development and identified gender specific mediation effects over time. Otto, Sierau, Fuchs and Klein found differential effects of mothers and fathers parenting behaviour on internalizing disorders of kindergarten children. Schwarz and Stutz investigated the association of parenting and the development of adolescents self-esteem and highlighted the importance of both mothers and fathers parenting for the adolescents well-being. The role of Turkish immigrant and German fathers involvement in childcare for mothers and childrens wellbeing before and after school enrolment Agache Alexandru

Ruhr-Universitt Bochum (Germany)

This study explored the impact of fathers' involvement in everyday childcare activities on mothers and childrens well-being across the potentially stressful transition from kindergarten to primary school. Two waves of data from 83 Turkish immigrant and 44 German families were utilized from the ongoing SIMCUR- Study. Bayesian analyses examined the associations among parental task division and satisfaction with parenting, mothers' life satisfaction, and mothers' marital support. Childrens physical and subjective well-being was measured with KINDL subscales. We hypothesized that paternal involvement in childcare activities during this important yet potentially stressful transition period would increase the well-being of children as well mothers satisfaction with life. Analyses of self-reports from both parents on their task divisions over a broad range of childcare activities identified two clusters. In both clusters mothers were mainly responsible for the household chores. Cluster one covers about 60% of the families and is defined by mothers and fathers who were equally engaged in child-focused activities (e.g., play with/read to the child), whereas fathers involvement in cluster two was negligible. Mothers from the second cluster were less educated, less likely to be employed, and if they were Turkish, they were more likely to be first generation immigrants. Mothers satisfaction with their own parenting was higher in cluster one and was predictive of childrens subjective well-being only within this cluster. In addition, the involvement of fathers from cluster one had a protective role on childrens physical well-being after the transition and counterbalanced negative effects of maternal dissatisfaction with her life. When compared to Turkish immigrant families, however, our findings suggest that children from German families are more at risk for a lower degree of well-being if the fathers show less engagement coupled with low educational resources. Depressive symptoms, parenting, and child adjustment: Not just a mother-child issue Dette-Hagenmeyer Dorothea E.

Ludwigsburg University of Education (Germany)

Both parenting and parental depressive symptoms have been shown to be negatively related to child adjustment. In an integrative model Goodman and Gotlib (1999) proposed exposure to mothers negative and/or maladaptive cognitions, behaviors and affect as one of the potential mechanisms for the transmission of risk to children of depressed mothers. Elgar, Mills, McGrath, Waschbusch & Brownridge (2007) showed that parenting can be a mediator in this mechanism. As some research shows differential effects for boys and girls, we tested for gender specific effects of parental depressive symptomatology and possible mediation by four parenting styles. A sample of 319 parents reported on their depressive symptoms, parenting practices (positive parenting, inconsistent parenting, corporal punishment, low monitoring), and child behavior. Children (7.5 years old at first measurement) reported on own behavior at third measurement. Second and third measurements were 6 months and 5 years later, respectively. Bivariate correlations showed positive relations between parental depression and child problem behaviors as well as parental depression and parenting. Also, parenting was related to child problem behaviors. Differential analyses revealed stronger relations between fathers depression and daughters behavior, especially for emotional problems, as well as mothers depression and sons behavior. Parenting also mediated the depression - behavioral outcome relation. The results provide evidence for significant longitudinal effects of parents depressive symptomatology and parenting on the social development of their children and reveal notable gender differences. Results are discussed with respect to the underlying mechanisms.

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Maternal and paternal parenting in families of preschool children with and without internalizing disorders Otto Yvonne

Universittsklinikum Leipzig (Germany)

To date, not much is known of the influences of paternal parenting on the development of internalizing disorders in children. Studies focusing mostly on maternal parenting and maternal estimations of child psychopathology could show that besides parenting behaviors, a childs difficult temperament and maternal psychosocial problems are risk factors. Problematic parenting behaviors are overprotective, dismissive and authoritarian parenting. Moreover, low involvement and inconsistent discipline seem to have a negative influence. But studies examining these parenting behaviors in families with children in preschool age remain scarce. To explore different influences of maternal and paternal parenting on internalizing disorders in preschool age we conducted a cross-sectional study with anxious children and a control group. The aim of the study was to investigate the association of both paternal and maternal parenting behavior with internalizing disorders. The sample consisted of N=179 children (4;2-6;4 years), n=108 children with internalizing disorders (41 children with anxiety disorders and depressive symptoms = AD/DS, 67 children with solely anxiety disorders = AD) and a control group of n=71 children. The groups were selected based on a diagnostic interview. Both parents completed the Alabama Parenting Questionnaire. In addition, mothers gave information on their own psychosocial stress and the childs temperament. In a multinomial logistic regression analysis we compared the control group with the two disorder groups. The results show that Maternal Authoritarian Parenting and Paternal Involvement were significantly lower in the AD/DS group, whereas Paternal Inconsistent Discipline was significantly higher in the AD group than in the control group. Moreover, both disorder groups showed higher maternal psychosocial stress than the control group. There were no gender differences. Longitudinal studies will prove if these parenting behaviors are risk factors for a chronification of symptoms or the development of further symptoms of children. The Effects of Fathers and Mothers Parenting on Early Adolescents Self-Esteem Schwarz Beate

Zurich University of Applied Sciences (Switzerland)

The present study investigated whether fathers parenting is associated with level and change in self-esteem across early adolescence. These effects are compared with respective effects of mothers parenting. The study used the three assessments of a longitudinal study, which was conducted in the German-speaking part of Switzerland. In this study on the influences of dysfunctional family processes on children in transition into puberty N = 246 early adolescents and their mothers participated. Here, we rely on the self-reports of early adolescents (age at t1: M = 10.61 Jahre; SD = 0.41; 51% girls) which were collected in standardized interviews at the homes of the families. Early adolescents reported on fathers and mothers authoritarian control as well as on their warmth and support at Time 1, their own self-esteeem at Time 1, 2, and 3. Latent Growth Curve Analysis were conducted to investigate the effects of parenting at Time 1 on the level and change of self-esteem across the three assessments. In general, the analysis revealed a decrease in self-esteem across time. Fathers auhoritarian control was negatively associated with the level of self-esteem but not with the change. Warmth of fathers was related to higher level of self-esteem. The more warmth the fathers showed, the lower was the decrease in self-esteem. Results for mothers parenting were very similar, except that mothers warmth was only related to the slope of self-esteem on a trend level. The study highlights the importance of both, fathers and mothers, for early adolescents well-being.

WORKSHOP
WK6 INTERACTING WITH OBJECTS IN TYPICAL AND ATYPICAL DEVELOPMENT: PARTICIPATION, ANTICIPATION, AND IMITATION 16:30-18:00 | Room 210 Amphiple Chair: Nicole Rossmanith

Department of Psychology, University of Portsmouth (United Kingdom)

Disscussant : Valrie Tartas Universit Toulouse II (France)

The crucial role of the material world of objects has been conspicuously absent in research and theorizing of cognitive development, except for isolated pockets of research of their centrality for cultural development (such as Costall, Moro & Rodriguez, Zukow-Goldring). Reflecting the wide-ranging scope and implications of the topic, this symposium brings together very different, complementary perspectives on object interaction in development: philosophical investigations into the conceptual foundations meet empirical studies, both experimental and naturalistic, in typical and atypical populations, in an interdisciplinary approach to redress the neglect of materiality and objects. The contributions in their different ways propose object engagement as a foundational topic for cognitive development: as part and parcel of participation in cultural activities from early on, as driving anticipatory social action understanding, and as a building block for later forms of cultural learning such as imitation. The contributors are members of the Marie Curie Initial Training Network "TESIS: towards an Embodied Science of InterSubjectivity"

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Methodological concerns when investigating social learning in infants Eydam Angelique

Klinikum Rechts der Isar der TU Mnchen Psychosomatische Medizin und Psychotherapie (Germany)
This talk examines methodological variations in imitation research, in particular imitation using tools, and implications for theory. Infants faithfully imitate novel actions (Meltzoff, 1988), a models inefficient tool choice (DiYanni & Kelemen, 2008), and unnecessary steps in an action sequence (Brugger et al., 2007). The theory of natural pedagogy (Csibra & Gergely, 2006, 2009, 2011) highlights the importance of imitation for the transmission of cultural information and proposes that infants show an early sensitivity towards ostensive-referential communication. But are ostensive cues necessary in every teaching event or does a pedagogical stance more generally support infants imitative learning? In our first study, a model (either familiar or unfamiliar) demonstrated novel actions either with or without ostensive signals. Eighteen-monthold infants were more likely to imitate when the unfamiliar model used ostensive signals. However, when the model was familiar, children were equally likely to imitate. We suggest that infants take the pedagogical stance with a teacher and maintain it over time. In our second experiment, we compared infants imitation and emulation of tool use and novel body actions. The same outcome was produced either by using a tool or an unusual body action. Infants preferentially imitated tool-based actions. In contrast, participants were more likely to emulate body actions and showed increased imitation of body actions after a communicative demonstration. We suggest that children show a preference towards tools. In our third experiment, we investigated infants differential imitation and emulation of novel actions demonstrated on childrens toys or on objects that were made for adults. Toys and adult objects had the same functions and demonstrated actions were identical. Children observed either communicative or non-communicative demonstrations and their subsequent imitation and emulation behaviour was assessed. We discuss practical and theoretical implications for imitation research and theorising of cultural learning. A broken mirror neuron system? Predicting the goal of manual actions in high-functioning adults with autism Lpez Beatriz

Department of Psychology, University of Portsmouth (United Kingdom)

The broken mirror theory of ASD proposes that the difficulties in social interaction and communication characterising the autism spectrum disorder (ASD) might be caused by dysfunctions of the mirror neuron system (MNS): individuals with ASD would fail to map observed actions onto motor representations of these actions. Although the theory has received some support, current data are mixed and no consensus has been reached. In this talk we present a direct test of this claim. We investigate whether high-functioning individuals with ASD can use specific motor information to selectively predict the goal of observed manual actions and show predictive eye movements in action observation. Using eyetracking technology to measure on-line gaze anticipation, 14 adults with ASD and a comparison group matched on age and IQ were tested while observing an actor reach towards one of two different sized objects with either a whole-hand or a precision grasp (pre-shape conditions), or a closed fist (no-shape conditions). No differences were found in gaze proactivity between the two groups. In fact, participants in both groups exploited similar goal-directed, predictive eye movements when observing others actions even from the first presentation, showing a similar advantage when motor information (the pre-shape of the agents hand) was available compared to the no-shape conditions (meanSD pre-shape effect: 250129 ms and 28798 ms for ASD and comparison participants, respectively; F(1,26)<1). Results thus suggest that in action observation high-functioning individuals with ASD can use action plans that resonate with the agents action plans to drive their gaze towards the agents upcoming goal ahead of his/her hand. Therefore, the present study does not support the broken mirror theory of ASD, at least in relation to high-functioning individuals. Growing in and into culture: early infant-object-caregiver interactions Rossmanith Nicole

Department of Psychology, University of Portsmouth (United Kingdom)

This talk challenges the widely held assumption that cultural learning and a sharing of the object world begins at the end of the first year with the emergence of triadic interactions. Current accounts of the development of triadic interactions share a common narrative: Two lines of development considered to be separate during the first months (i.e. interactions with objects and dyadic interactions with people) come together in triadic infant-caregiver-object interactions around 9 months (often supposed to require a newly emerging capacity of visual joint attention) and only then give rise to conventional labeling and language use, conventional object use, and symbolic activities in general, often associated with cultural learning. However, some capacities closely associated with cultural learning have been shown in much younger infants, such as understanding object labels, predicting actions with everyday objects, and gaze following. More naturalistic investigations of early triadic interactions (Trevarthen & Hubley 1978, Moro 2011, Rodriguez 2007, Zukow-Goldring 1997) document some intriguingly rich aspects of caregiver contributions; however, so far those studies are mostly confined to play situations (especially introducing novel objects) and/or feature normative goals (learning the correct meaning, label, or use of an object). I will present preliminary findings from an ongoing longitudinal naturalistic study of early triadic interactions from 3 to 9 months, showing 1) that early social interactions are not solely dyadic mother-infant interactions but are often triadic and embedded in culturally shaped everyday life activities including objects and other people, 2) that different situations show different ecological characteristics, enabling and constraining actions in different ways, and 3) rather than focusing on visual attention only, we need to look into how shared multimodal spaces of meaning are created in interactions, and attend to all three poles of the interactions as they unfold and develop over time.

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towards an enactive account of imitation and pretence Rucinska Zuzanna

University of Hertfordshire (United Kingdom)

This talk argues for a novel intersubjective account of mind following Radical Enactivism (Hutto & Myin, 2013) stemming from embodiment and enaction rather than manipulation of mental contents. This novel account aims at explaining the phenomenon of pretence in young preverbal children, as well as its apparent lack in some cases of ASD. Young children engage in object-substitution play, whereby the affordance of the object and understanding of social routines through everyday interactions might play a greater role than having the conceptual skills to understand symbolism. Thus, rather than looking to underlying conceptual change as the key determinant, we should focus much more closely on the role of imitation, social participation and artifacts in play. A social-participatory account of imitation bypasses the need for mentalistic interpretations: imitation, as more than a merely empty behavioural phenomenon, is nonetheless not dependent on heavy conceptual cognitive architecture, which is why this account contrasts strongly with approaches, which claim that meaning is imposed through representational means such as an internal Language of Thought (Fodor, 1980). Conceived in such a way, imitation can contribute not only to our better understanding of child pretense (and perhaps its lack in ASD), but also the beginnings of social and normative learning, symbol formation, and deception.

THEMATIC SESSIONS
TS6.1 PARENTING

Chair: Paola Molina University of Torino; Torino (Italy)

16:30-18:00 | Room 340 Amphiple

Positive Parent (Educar en positivo): an online resource for the promotion of positive parenting Torres Alezandra, Suarez Arminda , Rodrigo Maria Josefa

University of La Laguna (Spain)

Within the Council of Europe Recommendation (Rec, 2006) on policies to support positive parenting it is emphasized the need of providing psycho-educational resources to support parents. The widely spread use of Internet in our societies makes feasible to provide parents with such resources by means of on line supports. However, the use of Internet for instructional purposes is much more limited within the schema of E-parenting initiatives. Parental training represents an opportunity to increase their knowledge about child development, to reflect upon their role as parents and to develop new parenting skills. More recently, there is a growing interest for the use of Internet for parent education and support in many European countries among those in Spain. The program "Positive parent" (Educar en positivo) has been recently launched in this country with this purpose. The program, which is allocated in a webpage, aims to provide a virtual educational space in which parents have the opportunity to extend the range of parental responses to the different situations they face. It is also expected that by participating in this program, parents develop the capacity to re-think their role and to develop a flexible learning (not just ready-made tips) to make decisions taking into account the needs and characteristics of their children. The program introduces innovations such as the use of diaries, narratives of family experiences, animated characters, progress monitoring and video vignettes. Following the approach of the personal learning environment it is also emphasized the parents use of creative tools in Internet to share with other parents their experiences of parenting. The main results obtained in the preliminary assessment were improved skills as parents, the parental role satisfaction, improved on-line social support and a higher use of the program in the application and transfer of their contents into everyday life. Understanding the link between parenting and global self-esteem: 5-year longitudinal results from an American and German sample Steiger Andrea E.1, Harris Michelle1
1 2

University of Zurich; Zrich (Switzerland) University of California, Davis (United States of America)

A broad range of literature has consistently shown cross-sectional relations between positive parenting and global self-esteem (Laible, Carlo, & Roesch, 2004; Whitbeck, Simons, Conger, Lorenz, & Huck, 1991; Wilkinson, 2004). However, longitudinal research on the link between positive parenting and self-esteem has revealed inconsistent results (e.g. Heinonen et al., 2002; Greene & Way, 2005; Roberts & Bengtson, 1993, 1996). Positive parenting refers to a relationship between child and parent that is characterized by feelings of closeness, openness and trust. Self-esteem is defined as an individuals global feeling of self-worth (Rosenberg, 1965). One explanation for these cross-sectional relations could be that positive parenting contributes to higher child self-esteem. However, it could also be that child self-esteem facilitates positive parenting. Our aim is to elucidate the nature of this relationship using data from two large samples from America and Germany across five years during adolescence. Analyses include self- and parent-report measures and observer ratings. Research questions include: Does

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parenting predict change in self-esteem (or vice versa)? What are the relationships between self-esteem change and change in parenting? Cross-lagged regression analysis and second order latent growth curve modeling reveal medium-sized correlations of initial levels and correlated change between self-esteem and parenting. However, there are little to null effects in cross-lagged analysis, indicating that parenting does not influence subsequent self-esteem or vice versa. These results contribute to a better understanding of the longitudinal link between positive parenting and global self-esteem. A Meta-analysis of Temperament-by-Parenting Studies: Does a Reactive Temperament Make Children Vulnerable or Susceptible? Slagt Meike, van Aken Marcel A.G. Dubas Judith S., Dekovi Maja

Utrecht University, Utrecht (The Netherlands)

We present results of a meta-analysis on parenting-by-temperament interactions predicting child behavior, to evaluate empirical support for two competing hypotheses: diathesis-stress and differential susceptibility. The diathesis-stress hypothesis predicts that temperamentally vulnerable children are adversely affected by harsh, low-quality parenting. The differential susceptibility hypothesis predicts that children differ more generally in their susceptibility to rearing; moreover, those children that are most vulnerable to low-quality parenting are thought to profit most from warm and supportive parenting. We examined whether associations between positive parenting and childrens positive functioning as well as associations between negative parenting and childrens negative functioning are stronger among children high on temperamental reactivity, compared to children low on temperamental reactivity. Studies with children up to 18 years of age (k = 32 studies) that reported on a parenting-by-temperament interaction predicting child adjustment were included. Studies had to be longitudinal, use direct measures of parenting (e.g. not family environment) and be published in English. We found 40 effect sizes (N = 5,295) for the association between negative parenting and negative child adjustment, and 17 effect sizes (N = 12,093) for the association between positive parenting and positive child adjustment. Results show that children high on reactivity were more vulnerable to negative parenting compared to children low on reactivity. Moreover, highly reactive children also profited more from positive parenting compared to their low reactive counterparts, supporting a differential susceptibility view. These results were moderated by several variables. First, although children with a more reactive temperament seemed most strongly affected by both negative and positive parenting, this finding depended on the specific temperament, parenting and child adjustment dimensions under consideration. Second, differential susceptibility effects appeared most pronounced when temperament was measured at an early age. Finally, the results highlight the importance of thoroughly assessing parenting and of relying on multiple assessment methods. How children address their parents predicts their perceived parenting Yokotani Kenji

Niigata Seiryo University ;Niigata city (Japan)

How children address their parent predicts their perceived parenting. Dickey (1997) found that Western children of divorced parents were likely to use first names rather than kinship terms for their divorced parents. Yokotani (2012) also found that Asian children who used kinship terms for their parents perceived more emotional accessibility of their parents and communicated with their parents more than those who did not. These studies suggested the link between their use of kinship terms and their perceived parenting. However, the links between forms of address other than kinship terms and the perceived parenting were still unclear. Because forms of address were available without time and expertise, verification of the links indicate forms of address as quick assessment tool of the perceived parenting. Pilot study used the semantic differential methods to qualify the value of forms of address from children to their parents. The 298 Japanese university students evaluated the intimacy of each form of address from distant (1) to close (7). Similarly, they evaluated the arrogance of each form from humble (1) to arrogant (7). Results showed that forms of address involved a wide range of semantic meaning, with each individual form of address involving a limited range of the meaning. Main study sampled other 329 Japanese college students, who answered a questionnaire about their forms of address for parents and perceived parental emotional accessibility. Humble meaning of childrens forms of address for father predicted their emotional accessibility with father, whereas intimacy meaning of their forms of address for mother predicted their emotional accessibility with mother. Hierarchal forms of address might predict adaptive father-child relationships; intimate forms of address might predict adaptive mother-child relationships. Family care giving for older people from a life-span developmental point of view Boll Thomas, Ferring Dieter University of Luxembourg, Research Unit INSIDE; Walferdange (Luxembourg) Family members are the most important informal carers for older people. Past research has primarily focused on caregiver burden and its detrimental impact on family carers health. More recent research has highlighted caregiver gains and its positive effects on health and quality of care. However, both branches underestimate the active role of family carers as authors of important decisions for their own and their carerecipients life (e.g., personal caregiving vs. initiating home admission). Moreover, they do not provide a differentiated analysis of carers emotions and their role for motivating and shaping carers actions. To resolve these shortcomings we analyse family caregiving with core concepts from life-span developmental psychology. Here, we draw on action- and emotion-theoretical approaches to clarify how the multifacetted caregiving situation partly frustrates and partly fulfils family carers goals concerning their own development and that of the care recipient and how this gives rise to family carers emotions and action tendencies. Family carers goals, goal conflicts, and major action possibilities are highlighted as well as goal adjustments and the development of competencies and personality attributes in response to caregiving. We conclude that concepts from life-span developmental psychology enable a more comprehensive analysis of family caregiving and promise future progress in research

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TS6.2 PRE-LINGUISTIC SKILLS

Chair: Michle Grossen Universit de Lausanne (Switzerland)

16:30-18:00 | Room 321 Amphiple

How do infants see the sound producing event? : An eye-tracking study on development of audio-visual congruence Maruyama Shin, Watanabe Hama, Taga Gentaro

Komazawa Women's University, Tokyo (Japan)

Sound perception is a product of the union of multiple perceptual sources, including visual and motoric information that structures the sound producing event. In the present study, we aimed to investigate what element of an event, such as the agents action, was crucial as a visual cue to specify the auditory feature of the expected sound, and when-and-how the perceiver developmentally learns to perceive such an audiovisual link. We ran an eye-tracking study, using computer generated movies as stimuli: an original character manipulated an object that produced either a drumming sound or a smooth sound by generating one of two types of action, beating or smoothly pulling/pushing. Onehundred-one infants (4, 7 and 10 months) participated in the study. We randomly presented the four possible types of the audio-visual couplings of the stimuli and analyzed the infants looking behaviors. Our logic was that, if infants exhibited sensitivity to the audiovisual link, they would show a perceptual preference for the congruent couplings of the audio-visual features (i.e., drumming-sound with the beatingaction) to the incongruent couplings (i.e., drumming-sound with the continuous-action). Although the analysis of the total looking time to the target areas did not reveal any bias for the audio-visual congruence, we found that, when the infants observed the incongruent stimuli, the transition patterns of their fixation became more restless. And interestingly, the characters face attracted the infants attention at all age groups. We speculated that the incongruent event more activated the infants visual exploration resulting in the restless looking behavior. That is, they somehow distinguished the congruent from the incongruent event and attempted to search for the meaning of the incongruence by looking at the characters face as a social cue. Talking about what we are doing and what we have done assessing lexical development in different communicative settings Urm Ada, Tulviste Tiia

University of Tartu, Institute of Psychology (Estonia)

A longitudinal study was carried out with 23 Estonian children, whose language abilities were assessed three times, starting at 1.5 years until 3 years of age. The first two assessments, six months apart, consisted of the parents filling out the Estonian adaptation of the MacArthur Bates Communicative Development Inventory: Toddler Form (ECDI-II). For the third assessment multiple methods were applied, such as standardized testing (Estonian adaptation of Reynell Developmental Language Scales III) and observational data gathered from the transcripts of different everyday mother-child interactions in the childs home environment. Three different communicative settings were observed conversations during meal time, puzzle solving and about past events. The main finding of the study was that vocabulary size assessed by the ECDI-II at 1;5 - 1;9 years is an important predictor of vocabulary size six months later. The size of early vocabulary also predicted vocabulary production, its complexity and mean length of utterances one and a half years later when the children were respectively 2;9 3;1 years old. Comparing the different conversational settings it was found that vocabulary size assessed with ECDI-II was a better predictor of the size of vocabulary used during past-event talk than at mealtime or puzzle solving conversations. This result can be explained by the different role of conversations in these communicative settings. While the conversations at meals or when solving a puzzle tend to be focused rather on the childs physical activities, joint reminiscing about shared experiences concentrates on conversations. These findings suggest that when choosing a method to assess child language abilities in naturalistic conditions based on the childs interactions with their parents, then talking about past experiences might be the more suitable setting for getting a more comprehensive overview of child vocabulary. Communicative Development Shapes Early Receptive and Expressive Vocabularies in Different Ways Mayor Julien1, Plunkett Kim2
1 2

University of Geneva; Geneva (Switzerland) University of Oxford ; Oxford (United Kingdom)

Knowing words that other people know is crucial to achieving successful communication. Utterances achieve their impact when there is an alignment between the speaker's expressive vocabulary and the listener's receptive vocabulary. Yet interactions with a restricted number of people early in life may lead infants and young children to develop idiosyncratic vocabulary knowledge. We examined data collected from 14607 infants and toddlers in five countries (USA, Denmark, Norway, Germany and England). We applied a method developed by Mayor and Plunkett (2011), which was used to provide an estimate of vocabulary size from CDI scores, but can also be used to measure the amount of overlap between vocabularies. The method uses as input the proportion of infants, at a given age, who understand (or produce) a specific word and yields, amongst other measures, an index of vocabulary variability, which we monitor during development for both comprehension and production. We found that early lexicons are highly overlapping. However, beyond 100 words, toddlers share more words with other toddlers in comprehension than in production, even when matched for lexicon sizes. Lexical variability is independent from vocabulary score in comprehension whereas lexical variability correlates with vocabulary score in production. Direct measures provide further evidence that the asymmetry between comprehension and production vocabularies is not an artifact of the method used for assessing overlap between individual vocabularies. This finding demonstrates that comprehension and production differ structurally; toddlers are generalists in comprehension while developing a unique, expressive voice.

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Furthermore, variability in production decreases after two years of age, suggesting the end of a transitional period in which toddlers expressive vocabulary is aligned only to an adult listener's receptive vocabulary, not to other toddlers. This paper is the first demonstration that communicative development shapes early receptive and expressive vocabularies in different ways.

TS6.3 CHILDCARE AND ATTACHMENT

Chair: Lieselotte Ahnert University of Vienna, Institute of Applied Psychology: Health-Development-Intervention (Austria).

16:30-18:00 | Room 412 Amphimax

Previous relationship experiences as autonomy predictors in young adults romantic relationships Lacinov Lenka1, Hochlov Nora2
1 2

IVDMR Faculty of social studies, Masaryk University (Czech Republic) Department of Psychology,Faculty of social studies, Masaryk University (Czech Republic)

The main aim of this study is to examine the influence of previous interpersonal relationships experience on the level to which young adults feel autonoumous in various activities in their current romantic relationships. According to the previous empirical findings were attachment to mother and father, perception of interparental conflict, and previous romantic experience expected as significant predictors of the autonomy in motivation to various activities in current romantic relationship. A total of 198 young adults participated in this study. The mean age of this sample was 24.62 years (SD = 3,16 years; range = 20 30 years). Attachment avoidance and anxiety to mother and father were measured by ECR-RS (Experiences in Close Relationships Relationships Structures Questionnaire), young adults perception of interparental conflict was measured by CPIC (The Childrens Perception of Interparental Conflict Scale), previous romantic experience was measured by the ownconstructed scale. The level to which people feel autonoumous in various activities in current romantic relationship was measured by three selected subscales from MRA Scale (Motivations for Relational Activities scale). By using multiple linear regression it was found that the autonomy level in motivation to various activities in current romantic relationship was predicted by parental attachment. Also previous romantic experience, concretely the dealing with a breakup and the commitment in the previous romantic relationship was a significant predictor. Neither the relation between perception of interparental conflict and autonomy in current romantic relationship nor gender differences were found. Attachment Transmission of Three Generations ; Grandmothers, Mothers; Adolescents in Turkey Karaatmaca Ceren, irvanl zen Dilek

OKAN University; Istanbul (Turkey)

Developmental psychology literature emphasizes on early parent-child relationships. Attachmentcomes out to be the first relationship as referred. Related literature shows that the attachment relationship is built at early periods and developed attachment style generally is resistant throughout individuals life without change. On the other hand, attachment styles are also said to be transmitted throughout the generations. And lastly, the marriages quality as perceived by the adult is reported out to be affecting the mentioned transmission. Going forward based on the referred points, the aim of the study is to investigate if there is a resemblance between 3 generations (adolescent, mother and maternal grandmother) attachment styles and additionally explore the probable mediator role of the mothers perceived marital conflict level on mentioned transmission. The sample group of the study consists of middle and above middle SES 200 adolescents, their mothers and maternal grandmothers that are living in Turkey. For the data collection purposes, Relationship Questionnaire (RQ) (Bartholomew, K., & Horowitz, L.M., 1991), Experiences in Close Relationships-Revised (ECR-R) Questionnaire (Fraley, R. C., Waller, N. G., & Brennan, K. A., 2000), Inventory of Parent and Peer Attachment-Short Form (IPPA) (McGee& Stanton, 1992) and Marital Conflict Questionnaire (MCQ) (Porter &OLeary, 1980) are used. Research is continuing on the level of data analysis. How Fathers and Mothers Differ? Associations Among Parents Sensitivity, Primary Care, and Attachment Fuertes Marina1, Faria Anabela2, Pedro Lopes-dos-Santos3
1 2

Hospital Santo Espirito da Terceira (Portugal) Escola Superior de Educao; Lisboa (Portugal) 3 Faculdade de Psicologia do Porto (Portugal)

In this study, we investigated infant-mother and infant-father quality attachment, and whether such quality is related with parents dedication to primary caring (feeding, shopping infant goods, health-care, playing, etc). A sample of 82 Portuguese mother-infant and father-infant dyads with healthy full-term infants (30 girls, 52 boys, 48 first borne) from middle class households was gathered. At 9 and 15-months, mothers and fathers were independently observed playing with their infants and the videos were scored with Crittendens Care-Index and, parents described their family routines with a Portuguese validated adaptation of McBride and Mills Parent Responsibility Scale. At 12 and 18-months dyads were observed in Strange Situation. Two independent coders scored SSP and the differences were solved in conference. About 15% of the data was scored by another independent and blind coder and the total of agreement with the previous scoring was about 85%. The results of CARE-Index were scored by two trained and one reliable coder. The total mean of Kappas from parents scales was .84 and .81 from infant scales. At 9 and 15-months, mothers were more sensitive than fathers. Moreover, secure attachment was more likely in mother-infant dyads than in father-infant dyads. At 12-months, children were more likely to be exhibit a resistant strategy with their fathers than with their mothers. Results

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indicate that how parents spent time with infant was more critical than the amount of time dedicated to primary care. Indeed, mothers that spent more time playing to their infant and not only providing primary care were more likely to establish a secure attachment or an enjoyable relationship. Otherwise, fathers that performed more primary parental care had more positive interactions with their infant. Sharing tasks may benefit attachment quality. The meta-emotion philosophy in Italian early childhood educators: a pilot study. Ciucci Enrica, Toselli Monica

Department of Education and Psychology, University of Florence; Florence (Italy)

The Meta-emotion philosophy refers to parents' feelings and thoughts about their own and their children's emotions, their responses to their child's emotions, and their reasoning about these responses (Gottman et al. , 1996, p. 245). Parental meta-emotion philosophy directly affects childrens regulatory physiology and, in turn, childrens ability to regulate their own emotions. Despite the general acknowledgement that early childhood educators affect emotional development of very young infants, little is known about educators meta-emotion philosophy. Aim of the present study is to develop and validate a questionnaire - the Crche Educators Emotional Style Questionnaire (CEESQ) - for measuring meta-emotion philosophy of early childhood educators toward childrens emotions and for examining whether this philosophy is related to their own emotions. Participants were 233 female educators, from 40 day care centers of three Tuscan towns (Italy). The CEESQ consisted of two sections: the first (22 items) concerns early childhood educators beliefs about their role in infant emotional regulation and their emotional style with childrens emotions. The second section (15 items) assesses awareness, acceptance and regulation of educators own emotions. Each item is rated on a 5-point scale ranging from 1 (rarely or never) to 5 (very often). Each CEESQ section was subjected to exploratory factor analysis using maximum likelihood method with Promax rotation. The results indicated a three factor solution for the first section (i.e. self efficacy, coaching and dismissing) and a two factor solution for the second section (i.e. meta-emotion and denial of own emotion). The Cronbachs alpha for each subscale was acceptable. Correlations between educators emotional styles and their own emotional dimensions suggested that teachers can be seen as emotional workers in caring young children. We suggest to use CEESQ in order to develop educators awareness of their emotional labour as emotion socializers. Grandmothers as communicative companions to their infant grandchildren Vitalaki Elena, Kokkinaki Theano

Department of Psychology,University of Crete Rethymnon (Greece)

The aim of this longitudinal and naturalistic study was to compare basic aspects of imitative exchanges (frequency, structure, direction, kinds of imitated acts and durations) in dyadic mother - and grandmother - infant interactions. towards this aim, sixteen infants were video-recorded in the course of spontaneous dyadic interactions with maternal grandmothers and mothers at home from the 2nd to the 10th month of their life (N=48). The present study provides evidence that in interaction of infants with mothers and grandmothers, there is similarity in the frequency, the structure, the direction of imitation, the kind of imitated acts, and the temporal patterns of the components of turn-taking imitation. Infants age was found to affect the developmental curve of grandmothers, but not mothers, imitative behavior. The results of this study will be discussed and interpreted in the frame of the Theory of Innate Intersubjectivity.

TS6.4 PERVASIVE DEVELOPMENT DISORDERS

Chair: Mandy Barker Univerty of Lausanne, SUPEA (Switzerland)

16:30-18:00 | Room 413 Amphimax

Representation of the family by siblings of children affected by an autism spectrum disorder Blicharska Teresa, Poli Gal

Octogone EA 4156 CeRPP, Universit de Toulouse 2 Le Mirail ; Toulouse (France)

The presence of difficulties associated with a handicap of a sibling is often considered as a risk factor for development of not handicapped members of the family. However, sibling relations could also contribute to the development of psychosocial competencies and thus might constitute a protective factor for all children, with and without handicap. Eight families participated in this longitudinal study. All families were enrolled in a program specially designed by the Mira Foundation (Qubec) for children with autism. Each child was given a trained dog to assist him/her in everyday functioning. Parents filled out a parental stress questionnaire PSI-SF (Abidin, 1995). The degree of autism was assessed using the CARS-T (Schopler, 1988 ; Rog, 1989). Siblings of autistic children (aged between 7 and 14 years) responded to a questionnaire evaluating the degree of their satisfaction in the sibling relationship (McHale, 1986). The siblings understanding of family functioning was evaluated using a systematic projective procedure, SAGA (Compagnone, 1999). The consequences of one child being affected by an autism spectrum disorder in the family on their siblings representation of family functioning are important both in their understanding of sibling and parent-child relationships and for the construction of their own identity. All children clearly perceive the troubled behaviors of their siblings. However they do not systematically understand the symptoms and question the duration of the handicap. Often brothers and sisters take on a parental role with the autistic sibling and/or become central for family functioning especially when they perceive their parents high stress levels. Nevertheless, children who have pertinent information on the psychological functioning of autism react differently,

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are less worried and less anxious. Consequently, in collaboration with the Mira Foundation, a new psycho-educational program is elaborated aimed specifically at siblings of children affected by an autism spectrum disorder and their families. Speaking or not speaking makes a difference -deferred imitation, pretend play and social interaction in children with autism Tjus Tomas, Heimann Mikael, Strid Karin

Department of Psychology, University of Gothenburg; Gothenburg (Sweden)

Children with autism have problems in communication, social attention, and symbolic understanding and about a quarter of them never develop spoken communicative language (Hus et al, 2007). Impaired joint attention has proven to be crucial for this negative outcome (Dawson et al.,2004). However, deferred imitation and its impact on these basic cognitive and communicative skills have been less investigated in autism. Here results will be presented from the first observation of a longitudinal study of twenty children with autism (CA: M = 66.8 months; SD = 17.3), and compared to 23 typically developing children matched on language age (ns). Deferred imitation, joint attention, pretend play and parent-child interaction were investigated. Further explorations were made by dividing the autism group into a speaking (n = 13) and non-speaking (n = 7) group. Results showed that the autism group performed on a significantly lower level compared to typical group on deferred imitation - conventional tasks, on initiating and responding to joint attention and for initiating behavioural requests. This pattern held for the non-speaking children with autism but not completely so for the speaking autism group. Observations during free play revealed that there were significantly more typically developing children performing pretend play compared to non-speaking children with autism, while there was no significant association found between speaking children with autism and the typical group. Furthermore, parents of non-speaking children with autism used less synchronized comments to childrens activities or handling of objects than parents of typically developing children, while there was no significant difference between parents of speaking children with autism and parents of the typical group. These observations suggest that children with autism have problems with various aspects of fundamental cognitive and communicative skills but consideration must be taken to the childs level of expressive language. Mandarin-speaking Autistic Childrens References to Psychological States:An Investigation Based on the Frog Story Sah Wen-Hui, Torng Pao-Chuan

National Chengchi University; Taipei (Taiwan)

As indicated by Tager-Flusberg and Sullivan (1995), a theory of mind is essential to narratives, for a successful narrator should not only elaborate the psychological states of story characters to account for their behaviors, but also consider the listeners needs and perspectives so as to meet the requirements for communication. Studies of narratives of autistic subjects have therefore focused on the contribution of theory of mind in narrative production. To explore how Mandarin-speaking autistic children attribute psychological states to story characters in narratives, we provided an analysis of narratives from 16 children with high-functioning autism and 16 typically developing children matched on gender, linguistic and cognitive abilities. The narrative data were based on a wordless picture book Frog, where are you? Subjects performance on attribution of psychological states was assessed in terms of the use of frames of mind (FOM) expressions, consisting of references to emotional states, mental states or activities. The deer episode of the frog story was particularly chosen for in-depth analysis for it involves contrast between reality and appearance and the related misconception. Given the putative impairments in autistic childrens theory of mind, we hypothesized that, compared with typical children, autistic children would use less FOM expressions and would be less likely to encode misconception for the deer episode. Contrary to the hypothesis, our data suggest that, when matched on both linguistic and cognitive abilities, no significant group differences were found on basic narrative skills and FOM terms. Both groups failed to appropriately interpret the deer episode by encoding misconception. However, qualitative analysis indicates that typical children provided more elaboration for this episode. The findings are discussed in relation to linguistic and social-cognitive factors in narrative ability. Gricean Maxims and other related explanations in cognitive development are also considered in our discussion.

The role of language in the comprehension of mind and emotion: a comparison between children with SLI and PDD Bulgarelli Daniela, Molina Paola

University of Torino; Torino (Italy)

In the literature, the relationship between language and mind (ToM) and emotion comprehension (EC) is still debated: some researchers sustain the role of syntax in structuring these competences (de Villiers e Pyers, 2003), whereas others sustain the role of conversational interactions (Dunn, et al., 1991; Peterson, 2009; Deleau, 2012). Our study aims at comparing ToM and EC in children with Specific Language Impairment (SLI) and children with Pervasive Developmental Disorder (PDD). In fact, these two populations differ because, in the children with SLI, the linguistic impairment is not associated with specific difficulties in social interaction. We observed 16 children with SLI (average age=74 months), matched with 3 groups of children: 16 children with PDD matched for Leiter-R raw score and PPVT-R raw score (a.a.=84 months), 16 typically developing children matched for Leiter-R (a.a.=68 months) and 16 for PPVT-R (a.a.=66 months). Each childs non verbal cognitive functioning (Leiter-R; Roid & Miller, 1997; 2002), receptive language (PPVT-R; Dunn & Dunn, 1981; Stella et al., 2000), ToM (ToM Storybooks; Blijd-Hoogewys, et al., 2008; Molina & Bulgarelli, 2012) and EC (TEC; Pons & Harris, 2000; Albanese e Molina, 2008) were evaluated within a month. The children with SLI performed similarly to the typical ones, both in respect to the ToM Storybooks and the TEC (t-test; .24<p<.98) scores,

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even if the children with SLI were 6-8 months older than the others. The children with PDD scored significantly lower than the typical ones and the SLI ones (t-test; .01<p<.05); moreover, they were 12-18 months older. These results support the hypothesis that being involved in conversational interactions plays an important role in structuring mind and emotion comprehension.

TS6.5 SELF-REGULATION, SELF-CONCEPT, AND WELL-BEING

Chair: Grete Arro . Tallinn University, Institute of Psychology ;Tallinn (Estonia)

16:30-18:00 | Room 414 Amphimax

Dynamic Self Conceptions of children in the transition from preschool to Elementary school: A sociocultural perspective Roncancio Moreno Monica, Uchoa Branco Angela

Universidade de Braslia (Brazil)

The present work makes use of a category of self-meaning process designated as Dynamic Self Conceptions (DSC) (see Branco & Freire, in press). Specifically it studies the ruptures that occur in the life-course of children attending to early childhood education, precisely those who would go to the Elementary school in the near future. We assume that such transition can facilitate the emergence of self-conceptions in children development that may either help or make it difficult childrens lives in the Elementary school. The study is based on a sociocultural constructive perspective as well as in the Dialogical Self Theory (Hermans, 2001). Our focus is on human development, here conceptualized as dynamic, complex and permanent transformation processes. Our objective was to identify and analyze meaning making processes presented by of seven children in their transition from preschool to Elementary school, meanings concerning their self perceptions and evaluations (DSC), their school experience evaluation, their ideas and expectations about status change, their feelings and emotions. The meanings to be analyzed were coconstructed by children in the context of case studies, including interview sessions with children and adults, and playful semistructured sessions with children, among other procedures. We used qualitative methodology, observing and interviewing the children (five and six years-olds) in their daily school routine over six months in the last year of preschool education. We found that children were capable to talk about themselves referring to their physical qualities, such as beauty/ugliness and personal characteristics as intelligence, sociability, and friendliness. Also, children talked about moral issues related to DSC such as race, religion and social rules. The self evaluations indicators emerged during childrens interviews, structured and free play, drawings and were also suggested by adult discourse. We highlight the need of improve socialization practices in classroom and listen the children voice.

The Effect of School Adjustment on Subjective Well-Being of Chinese and Japanese Adolescents Qi Qiumeng1, Asakawa Kiyoshi2
1 2

Department of Kansei Science, Graduate School of Integrated Frontier Science, Kyushu University (Japan) Department of School Psychology and Developmental Science, Hyogo University of Teacher Education (Japan)

Researches on subjective well-being which focus on what conditions humans are living on good lives is one of the most important topics in present psychology. Hill & Argyle (2002) devised the Oxford Happiness Questionnaire (OHQ) from the Oxford Happiness Inventory (OHI, Argyle, Martin & Crossland, 1989), and suggested that the OHQ may replace the OHI as a relatively lengthy measure of subjective well-being. Also, a number of studies examined personality correlates of subjective well-being. Furnham & Cheng (1999) reported that extraversion is the most predictive trait for this correlation in Britain, China and Japan. However, they did not explain why. Jung defined Libido as psychic energy, whereby one goes out into the world, gives it meaning and assigns value. School is a major part of the outside world of adolescents. Adolescents with a tendency towards extraversion are usually outgoing, energetic and capable of coping with their environment. It seems worthwhile, therefore, to examine the relationship between school adjustment and subjective well-being in such individuals more closely. This study assumed that a higher level of extraversion, i.e. a more effective adjustment state, has positive effects on adolescent in general and so, of course, on Chinese and Japanese subjective well-being. In total, 739 students participated (360 males and 379 females) in the presented study; 183 of which were Jr. High School students and 184 High School students from China; 212 Jr. High School students and 160 High School students from Japan. Subjective well-being was measured by the OHQ. School adjustment was measured by the School Adjustment Scale (Asakawa, Ozaki & Kogawa, 2003). Hierarchical multiple regression analysis suggests that the adolescents subjective well-being was affected aspects of school adjustment. Also, subscales of the School Adjustment Scale make it possible to show, to which extent subjective well-being differs between grades and countries.

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Behavioral self-regulation in France: links to academic achievement and social skills from kindergarten to first grade Hubert Blandine, Guimard Philippe, Florin Agns

Nantes University; Nantes (France)

Research with children from several cultures suggests that behavioral self-regulation is especially relevant in school contexts as these skills enable children to exhibit verbal and behavioral responses appropriate to classroom settings (McClelland et al., 2007). Behavioral selfregulation (i.e., paying attention, remembering attention, inhibiting inappropriate actions) is considered as a critical component of school readiness and childrens successful adaptation to school (Blair, 2002). However, in French there is a little research on behavioral self-regulation in young children. The present study aims to investigate the links between childrens behavioral self-regulation, social skills and academic achievement in a sample of French children from kindergarten (wave 1, n=180) to first grade (wave 2). Several measures are used to assess behavioral self-regulation, social skills and various academic performances (mathematics and reading). The results (in kindergarten) confirmed the international literature: childrens behavioral self regulation and executive was significantly and positively related to their academic performance and social skills. The longitudinal results will be presented. According to the model of McClelland and al. (2007), it is expected 1) that behavioral self-regulation in kindergarten explains academic performances in first grade after controlling for background variables, kindergarten academic achievement and the cognitive level and 2) that this relationship is mediated by social skills measured in kindergarten. Development of the self-regulatory failure of procrastination among elementary-school children Aus Kati, Arro Grete

Tallinn University, Institute of Psychology, Tallinn (Estonia)

With current research we focus on the possible developmental patterns of a prevalent form of self-regulatory failure, procrastination (Steel, 2007), which has been studied widely among college students (Ferrari, zer ja Demir, 2009). Believing that the roots of this maladaptive behavior are recognizable and detrimental already much earlier than college, we have assessed the prevalence of academic procrastination in a sample (N = 763) of eighth-grade students (353 boys, Mage = 14,04). The students, their parents and teachers have been part of a longitudinal educational study since the third grade. The longitudinal nature of the study enables to pinpoint possible antecedents of students current problems with self-regulation and the tendency to leave responsibilities to the last minute. In addition to individual differences in students developing academic and personality characteristics (self-efficacy, achievement motivation, etc.) we are also analyzing data collected from parents (parenting styles and values, supporting behaviors concerning their childs studying, etc). We hypothesize that the supportive role of the parents during the first school-years is a significant predictor of the childs self-regulatory potential later on in elementary school. We also hypothesize that although teachers are aware of the shortcomings in study strategies of students with learning difficulties, they are not as aware of the problems faced by students who are struggling with the maladaptive studyhabit of leaving school-projects to the last minute. We hypothesize that procrastination, although widespread among students, is left hidden from and therefore duly untargeted by the teachers and school psychologists. The analyses will be conducted on the group/variable level (f.ex. using regression analysis, SEM) as well as from a person-oriented perspective (f.ex. using configural frequency analysis) as we expect to find different patterns of development, i.e. interactions of different factors contributing to the emergence of either adequate or maladaptive self-regulation in different groups of children.

POSTER EXHIBITIONS

PE4.1 FAMILY RELATIONS 13:30-18:00 | H3 Hall Amphiple Family situation as a factor of professional readiness of teenagers Alexandrova Natalya

Saint-Petersburg State University (Russia)

Professional development forms an important part of adult life and formation of occupational choice and professional self-determination is crucial period, determining such phenomena as life satisfaction, quality of life and lots of other mental characteristics of an adult. Thus, understanding of mechanisms affecting professional self-determination during teenage period is important for future psychological development. Current research aims to approach this problem from family perspective. We supposed that family types would affect the level of professional readiness of a teenager. To define family type we used specific questionnaire developed for current research together with standardized questionnaire developed by I.M. Markovskaya Interaction parent-child, to approach professional readiness we used questionnaire by A.P. Chernyavskaya. Participants were 242 teenagers aged 14-17. Results showed that such characteristics of professional readiness as awareness, autonomy, planning and decision making significantly higher in solid families with positive interfamily communication, predominant democratic interaction style, when children acknowledge

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parents authority and are satisfied with relations with parents. Respectful parents attitude to teenagers opinion provides higher importance of parents opinion about childs plans for future (including professional choice). Lowest levels of professional readiness, unformed future professional plan was revealed for conflict families where children are frequently punished, interfamily communication is impaired, relationships style is authoritarian, both parents are reported as strict, demanding, controlling and mothers parenting style is inconsistent. Future investigation of different characteristics of family situation would help to determine more mechanisms of professional future formation.

Focus on Infants' Face and Mind: the Relation between Adults' Visual Attention and Parenting Behaviours Shinohara Ikuko1, Moriguchi Yusuke21
1 2

Aich Shukutoku University (Japan) Joetsu University of Education (Japan)

It has been argued that baby schema had some effect to capture adults visual attention and elicit motivation for nurturing. However, individual difference in attention to infant and thats consequence were not revealed. We hypnotized that adults attention for infants might lead to adults perception that facilitate nurturing act. It was reported that adults perception on infants inner states were important for the quality of nurturing. Adults tendency to think about infants mental states has been called as mind-mindedness (MM; Meins,1997). This study examined the relation between (1) adults attention to infants and MM, and (2) MM and parenting behavior for infants. Study (1) was conducted with thirteen undergraduate students (mean age 19.4). Based on Brosch et al.(2007), a dot prove task was conducted. The average of reaction time in valid trials (a dot replaced infants picture) and invalid trials (a dot replaced adults picture) were calculated. To measure MM, participants watched five video of infants everyday behavior. They rated whether the filmed infants had some mental states on 8-point scale. The average scores of the rating were used as MM scores. Adults' MM scores were significantly related to the reaction time in valid trials (r=-.654,p<.05). Adults who were likely to be captured by infants had more tendencies to treat infants as agents with mind. In Study (2), 37 pairs of 6-month-old infant and mother were observed. Maternal MM was measured by the same experiment in study (1). Mothers who had higher MM score showed more comments on infant mental states (r=.504, p<.01) in mother-infant interactions. Our findings indicated that adults visual bias for infant stimuli could lead to interpretation on infants mind, and then such interpretation could facilitate particular parenting behaviors. Factors Influencing the Anxiety of Parenthood: Views from Japanese Mothers with Young Children Hoshi Nobuko1, Kusanagi Emiko2, Chen Shing-Jen3, Adachi Mayumi, Takamura Hitoshi, Oishi Tadashi
1 2 3

Junior College of Sapporo Otani University (Japan) Kokugakuin University Hokkaidou Junior College (Japan) Koen Gakuen Womens Junior College (Japan)

One of the major social problems of Japan is parental anxiety concerning child rearing. Traditional view of gender roles is still approved of by more than 50% of Japanese adult population which also showed that only 2.63% of men had ever taken parenting leaves from work. The major care taker of children are their mothers, not a small number of whom also feel the burden of childrearing as well as a sense of isolation and alienation. This study investigated how characteristics of children and their mothers compounded to the influence of social economic conditions on parents' anxiety of parenthood. Responses of 773 mothers to a questionnaire were obtained. A logistic regression analysis was conducted with the presence of parenthood anxiety, and scores of the three factors (Extraversion/Surgency, Negative Affectivity, Effortful Control) of childs temperament, 4 meta-emotion scores of angry, 4 variables from Index for Child Care Environment (human stimulation, avoidance of restriction, social stimulation, social support), SES (mother's years of education and family income), number of siblings, child's sex and age as predictor variables. Results showed that the model was significant and 13.8~19.0 % of the variance of the presence of parenthood anxiety was accounted for. 89.2 % of anxiety presence, 38.2% of its absence and 71.4% of the total were successfully predicted. Avoidance of restriction, regulation of mother's angry, family income, and childs negative affect reliably predicted the presence of anxiety. These results suggested that the presence of parenthood anxiety was influenced by negative emotions or behavior characteristics and not by positive aspects of the mothers or children. Furthermore, as it was clear that low family income had an influence on parenthood anxiety, the necessity of support for parenting in low income family is to be recommended. Parental Use of Internet for Educational Purposes Surez Arminda, Rodrigo Mara Josefa

Universidad de La Laguna Santa Cruz de Tenerife (Spain)

Information and Communication Technologies (ITC) are key players in social life; ICTs progress in our society is visible in the daily life of each of us. The increasingly fast adaptation of society to new technologies has given rise to many studies that attempt to explain how individuals use these technologies. It is reasonable to expect that parents also use Internet for educational purposes. Therefore, there is a need to ascertain the degree and frequency with which parents use Internet to search for information that support the education of their children. To this aim we developed an online questionnaire consisting of 39 questions that was answered by 234 parents aged between 25 and 62 years olds. The results of the study showed that parents with children aged between 0 to 5 years old used Internet more frequently than parents with older children, although those who spent more time connection were parents with children aged between 13 and 18 years old. Almost all parents (64%) answered that the Internet is a tool for finding educational information, but most parents used it purely to find information about their childrens school and less frequently to explore important issues related to their childrens education, for instance advice for parents. Finally, parents with older children thought that it is important that their childrens school uses the web as an educational resource, but they considered sufficiently use the Internet as an educational tool.

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Long-term evaluation of the Spanish Strengthening Families Program. Assessing the effects of the educational intervention with families Orte Carmen, Ballester Llus, March Mart X., Vives Marga, Amer Joan

University of the Balearic Islands, Palma (Spain)

The Family Competence Program, the Spanish Adaptation of the Strengthening Families Program 6-11 has been implemented in contexts of drug treatment programs and in contexts of social services. Here the longitudinal analysis will refer to the results in the applications in both contexts. Method: SFP has been applied with a quasi-experimental design with control group, pre and post tests measures, and with followups two years after the end of the program. The sample counts with 290 families that participated in the program and 18 families that participated in the control group. Validated instruments have been used for the evaluations of the methodological processes and the family evaluations. Results: Positive changes are observed in six fundamental family factors (family resistance, parent-children relationships, family cohesion, family organization, positive parenting and parental skills), in the short term and also in the 2 years follow-up. In the 2 years followup, in the context of drug-treatment programs, when comparing with the control group, there are significant differences in the factor parentchildren relationships (t=5,773/p=0,000) and in the factor family organization (t=3,348/p=0,000). Also in the 2 years follow-up, but in the context of social services, when comparing with the control group, there are significant differences in the factor parent-children relationships (t=2,180/p=0,048), in the factor family organization (t=3,541/p=0,004) and in the factor positive parenting (t=2,838/p=0,005). The quality of the methodology and the fidelity of the application of the Spanish SFP obtain excellent results. Methodology and fidelity indicators correlate positively with the family results. Discussion: Self-assessments of both participants and professionals, even though they controlled rigorously, could be biased. Short-term results could show overvalued results, which are corrected with the follow-up analysis. Searching for the underlying factors of the differential interactions of mothers with preterm infants Kalmr Magda1, Sipos Lilla 1, Hunyadi Lsz2 , Tth Ildik3
1 2

Institute of Psychology, Etvs University of Budapest (Hungary) Corvinus University of Budapest (Hungary) 3 Institute of Cognitive Neuroscience and Psychology (HAS) (Hungary)

Distinct characteristics of mother-infant interactions in dyads with prematurely born infants were found by several studies. However, research evidence is inconsistent with regard to the extent and the nature of the impact of prematurity; no typical patterns of interactions in mother preterm infant dyads have been identified. Apparently part of the inconsistencies stems from the methodological heterogeneity of research, but there are also substantial variances within each sample. In our study 72 mothers and their 12 month-old infants (30 preterm) were observed in play situations. The behaviours were coded using a micro-analytic category system. The analysis focused on the transaction between the behaviours of the two participants. Certain infant behaviours seemed to evoke quite typical maternal reactions, regardless of the infants birth status. Nevertheless the group comparisons showed the interactions with the preterm infants somewhat less harmonious. As more marked differences were found in the behaviours of mothers than in the behaviours of infants it is quite likely that the underlying factors, although related to prematurity, are not manifested directly in the preterm infants behaviours. Disentangling the correlated variables would need multivariate analyses, however, the data of such studies rarely satisfy the prerequisites of parametric tests. An alternative approach will be presented in the paper.

Family influence on Plays preference during toddlerhood Gygax Pascal, Lvy Arik

Universit de Fribourg (Switzerland)

Plays preference in toddlers has gain rise of interest in the recent years. In this study, we wanted to investigate family's influence on toddlers' plays preference with a special focus on interaction between mother's and father's influences. For this scope, we presented toddler's caregiver referees with a questionnaire on play preference. At same time, we invited parents to complete a series of questionnaires that targeted (1) offspring, (2) age, (3) level of study (4) gender discrepancies in work, (5) satisfaction in work and wage, financial independence and sharing in decision taking, (6) household distribution, and (7) gender feelings and behaviors. Both female-typed and male-typed plays preferences were highly correlated with age and sex of toddlers, but not in the same order and level. Additionally, toddlers' female-typed and male-typed plays preferences were not dependent upon same family's factors. Findings brought some interesting considerations that were discussed with regards to the literature. Peer acceptance of preschool obese Children Kornilaki Ekaterina, Chlouverakis Gregory

University of Crete, Rethymno (Greece)

There is evidence that obese children are vulnerable to social and psychological problems such as depression, low self-esteem, social withdrawal and isolation. Although numerous studies have shown in a playmate preference task that obese figures are less likely to be picked as friends, there is less evidence regarding the peer acceptance of obese children in a real life setting. The few studies that examined the peer acceptance of obese children have focused mainly on pre-adolescent, adolescent or clinically referred obese samples. There is no evidence regarding the peer acceptance of young obese children as soon as they enter the school setting, an experience that can be decisive for their later psychosocial adjustment.

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Thus, the aim of this study is a) to examine the peer acceptance and b) describe the behavioural patterns displayed by preschool obese children in their school setting, in order to determine their social status and describe peer-based behaviours that can possibly place them at risk. Eighty 5-years old children attending nursery school took part in the study. An anthropometric measure determined their Body Mass Index. A peer acceptance and a friendship measure determined the degree each child was liked by his peers and the number of his mutual friendships. In addition, the children were asked to nominate their peers who fitted a number of behavioural (cooperation, disruptive behaviour, etc) and non-behavioural properties (physical attractiveness, school competence). The preliminary analysis of the findings suggests that obese individuals were less liked by their peers than their average-weight peers and had less mutual friendship relations. They were described as being less attractive with less leadership skills and increased disruptive behaviour. Cognitive, behavioural and emotional correlates of being rejected by peers Tobia Valentina, Caprin Claudia, Varin Dario

Department of Psychology, University of Milano-Bicocca, Milan (Italy)

A rejected child is someone who is strongly disliked and avoid by his or her peers. Longitudinal studies showed a clear connection between been rejected by peers in childhood and a variety of deleterious outcomes in adolescence and adulthood (e.g. Kupersmidt, Coie, & Dodge, 1990). The aim of this study is to investigate the relationship between peer acceptance and some cognitive, behavioral and emotional variables in children at primary school. Five hundred thirty-seven children from 3rd to 5th grade (mean age = 9.69; SD = 0.84; 51.4 % females) were administered with the following tasks: a peer-nomination questionnaire, the Vocal Test about Mental States (Liverta Sempio, Cavalli, Fabio, & Marchetti, 2009) to evaluate theory of mind, the How I Feel test (Walden, Harris, & Catron, 2003) to assess emotional regulation and a questionnaire for self evaluation of aggressive behavior (Little, Jones, Henrich, Hawley, 2003). Furthermore, the Conners Rating Scales-Revised (Conners, 2004) were filled in by participants teachers and the Child Behavior Checklist (Achenbach, 1991) by their parents. From the peer-nomination questionnaire we calculated the Social Preference Index (SPI), using the procedure by Coie and Dodge (1983). Partial correlations (age was partialled out), between SPI and the other variables were analyzed. Then, variables with significant correlations were entered into two hierarchical regression models, splitting the sample by gender. Results indicated that cognitive problems assessed by teachers and ADHD symptoms assessed by parents are significant predictors of SPI for males (27.8 % of variance explained), whereas selfevaluation of aggressive behavior and cognitive problems assessed by teachers are significant predictors of SPI for females (20.4 % of variance explained). Association of stressful psychosocial factors, supportive variables, prenatal anxiety and depression to adverse birth outcomes and postpartum mood disorders Stamatiou Eftihia, Papaligoura aira, Kioseoglou Grigorios

Department of Psychology, Aristotle University of Thessaloniki (Greece)

Womens psychological state during the prerinatal period has been associated with their ability to adapt to the maternal role, which in turn affects their childs health, wellbeing and development. Previous findings concerning the predictors of perinatal depression and anxiety are inconsistent, since different studies have focused on different factors while factors which are likely to act protectively are often overlooked. The aim of this longitudinal study was to investigate how stressful psychosocial factors (such as a history of depression, financial problems, everyday stressors), supportive variables (such as perceived practical and emotional support, relationship adjustment) and prenatal anxiety and depression are associated to adverse birth outcomes and the occurrence of postpartum mood disorders. Additionally, the implementation of a model for predicting the occurrence of anxiety and depression at the 3rd pregnancy trimester and at 3 months postpartum was examined. A sample of 138 Greek women, aged from 20 to 43 years (M=30.14, SD=4.306), filled in a questionnaire on socio-demographic, obstetric, medical and psychiatric history, the Edinburgh Postnatal Depression Scale, (EPDS), the Spielberger's State-Trait Anxiety Inventory (STAI), the Survey of Recent Life Experiences (SRLE), the Dyadic Adjustment Scale (DAS) and two subscales for Social support and Stressful Life Events of the Postpartum Depression Predictors Inventory-Revised (PDPI-R) at the 3rd trimesters of pregnancy and at 3-months postpartum. Path analysis using M-plus statistical package was applied to examine the direct and indirect hypothesized relationships among the aforementioned variables. The data supported a model in which financial problems, prenatal depression and anxiety have substantial effects on several characteristics: dyadic adjustment, perceived daily hassles, risk of postnatal depression and anxiety, as well as preterm delivery. Whereas, perceived practical and emotional support are directly associated only with postnatal trait anxiety. The mediating role of certain variables as well as study implications and limitations are discussed. This research has been co-financed by the European Union (European Social Fund ESF) and Greek national funds through the Operational Program "Education and Lifelong Learning" of the National Strategic Reference Framework (NSRF) - Research Funding Program: Heracleitus II. Investing in knowledge society through the European Social Fund.

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Evaluating co-parenting: comparing parental reports and observed co-parenting behaviours in the Picnic Game Repond Gloria1, Frascarolo France1, Favez Nicolas2
1 2

UR-Centre dEtude de la Famille, Lausanne (Switzerland) Universit de Genve (Switzerland)

Coparenting is an essential concept in early child development. We can define coparenting by the extent to which parents support or undermine each others parenting, the way they coordinate their maternal and paternal behaviors. The aim of this study is to compare observed coparental interactions and self reported data obtained by questionnaires. 65 volunteer families with 18 months old babies (30 girls and 35 boys) participated. Coparental interactions were collected with the PicNic Game (PNG) which is a pretend play of having a picnic including all family members. The PNG was evaluated with a French version of the Co-parenting and Family Rating System (McHale et al 2000) which focuses on several interaction behaviors between parents and child, as parent-to-child investment, cooperation between parents, active competition between parents, etc. In parallel, each parent was invited to fill in a French validated translation of McHales self reported questionnaire on coparenting. This information will provide us their representation of their own family interactions. Based on previous researches, we suppose that data issued from observations and from questionnaires will present some differences. Our hypothesis is that good-functioning families are more aware of their difficulties and more able to put them in words than families with less good functioning. Our results will be discussed in developmental and clinical perspectives. Grandparenting an autistic Child: Challenges and rewards Kypriotaki Maria, Kornilaki Ekaterina

University of Crete, Rethymno (Greece)

Research has recently focused on the role of grandparents (GPs) on childrens care as well as on their involvement in the therapeutic process of their grandchildren with special needs (Margetts et al., 2006). However, less is known about the role of GPs in families with children in the Autism Spectrum Disorder. The aim of the present study is to explore various aspects of GPs understanding and adaptation to the childs needs, their involvement in his daily care and the quality of their relationship. The participants were 25 grandparents with autistic grandchildren attending either the nursery or the primary school. GPs were administered a structured questionnaire entailing demographic information, and assessing, in the form of a 5-rating point scale: their a) emotional reaction in hearing that their grandchild is diagnosed with autism, b) their adaptation to the new challenges, c) their feelings towards their autistic grandchild, d) their access to information and support, e) their understanding of the childs difficulties, f) their involvement in his/her care and in the treatment of disability, g) the quality of their relationship, and h) their inner-thoughts for the grandchilds future. The preliminary analysis suggests that most GPs have adjusted to the demands of the situation, despite their initial devastating feelings. They are involved in the care and the education of the grandchild, although they rarely receive help and support from the specialists. GPs enjoy a satisfactory relationship with their grandchild but they are very concerned for his/her future. The Family Environment of Musically Gifted Children and Youth Sierszenska-Leraczyk Malgorzata

Academy of Music, Poznan (Poland)

The author of the presentation is both a psychologist and a musician. She is a lecturer at Academy of Music in Poznan, and she has worked in specialist music schools in Poznan as a teacher and a psychologist for 30 years. Since April 2008 she has been one of the leaders of a project which aims at establishing a network of psychological counselling in all kinds of art schools (music, arts, ballet) in Poland. The family environment and its influence on mans development has now caught the interest of more and more psychologist, educators, sociologist, and anthropologist. The importance of family environment for musical development was emphasized by many psychologist, F.Galton (1869, 1874) for example. Currently, M. Manturzewska (1969, 1974, 1990, 1994), L. Sosniak (1985), H. Gardner (1993), J.W. Davidson, J. Sloboda et al. (1996) devoted their research to this predictor. In presented research the author trying to define what dimensions of the family environment are particularly essential in the educational process of musically gifted students. The group of survey was over 552 persons. The poster deals also with the special character of music education in Poland, in particular with respect to music education on primary and secondary levels considered from the perspective of psychological counselling.

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PE4.2 COGNITIVE SCIENCE 13:30-18:00 | H3 Hall Amphiple Performance on spatial fitting tasks and executive function in young Children Hosotani Rika1, Imai-Matsumura Kyoko2
1 2

Shiga University, Otsu (Japan) Graduate School of Hyogo University of Teacher Education (Japan)

Introduction. Fitting blocks into holes is an activity using blocks that is popular among young children. However, even 30-month-olds experience difficulties in choosing a correct object that fits the hole before inserting it into the hole (Ornkloo & von Hofsten, 2009). These researchers suggested that performance on hole-fitting tasks is related to executive function in young children, but this suggestion has not been adequately investigated. The present study investigates the relationships between executive function in young children and their performance on two-dimensional shape-recognition tasks and hole-fitting tasks. Methods. Eight 30-month-olds, nine 40-month-olds, and five 50-month-olds performed a two-dimensional shape-recognition task conducted on the monitor of an eye-tracking system (Tobii T120). After the target shape was shown, children were required to choose the same shape when it was displayed with a distracter. In the hole-fitting task, children were required to choose a correct block and insert it into a hole. In both tasks, target shapes were a circle, an equilateral triangle, a square, and a sector and some trials required mental rotation abilities. Three executive function tasks from Hughes (2005) were also administered. Results. Age-related differences were investigated. In trials both with and without mental rotation in the shape-recognition task, there were significant age differences. These differences were also found when the target was a square, an equilateral triangle, and a sector. In the holefitting task, age differences were found in trials without mental rotation and in trials with a square and sector targets. In executive function tasks, age differences were not found. Partial correlation analysis controlling for age suggested that performance in difficult conditions in shape-recognition and hole-fitting tasks is related to executive function.

Early development of numerical notation: Relations to the number-related tasks Yamagata Kyoko1, Koike Wakaba2
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Kyoto Notre Dame University (Japan) Kyoto womens University (Japan)

Although many researchers have investigated the development of number concept, only a few studies have focused on the development of numerical notation. This study examined the development of numerical notation in connection with the understanding about written numbers presented in their environment or the development of number concept. Japanese children aged 2.5 years participated in this study. We asked them to read and write numbers to examine the development of numerical notation. For the task to examine the understanding about written numbers (number cognitive task), we presented five pictures of familiar objects and asked them to choose the pictures connected with numbers. The pictures were composed of two number-related objects (e.g., telephone and clock), one letters-related object (picture book) and two other objects. We also gave them the reciting number task, the number counting (counting circles or blocks) tasks, and the give-a-number tasks. The results showed that the ability to read and write numbers developed with age, but 2.5 and 3-year-olds read only one or two numbers and did not write any number. Mean correct scores in the number cognitive task also increased significantly with age, but 2.5 and 3year-olds did not discriminate the letter and numbers card. The results of partial correlations between tasks found that the number reading task correlated significantly with the counting tasks, the give-a-number tasks, the reciting number task and the number writing task, and that the number writing task correlated significantly with the reciting number task. These findings indicated that early development of numerical notation was strongly related to the reciting number task and the number concept tasks, but not to the understanding about written numbers presented in their environment. Polish adaptation of Early Social Communication Scales (ESCS). What are the cultural universals and differences ? Bialecka-Pikul Marta, Bialek Arkadiusz , Stepien-Nycz Malgorzata , Karwala Magdalena

Institute of Psychology, Jagiellonian University, Krakow (Poland)

Joint attention skills that consolidate at the end of the first year and enable the infant to sustain episodes of joint engagement with a social partner are an important milestone in the development of social cognition (Bakeman & Adamson, 1984). In our longitudinal project, which was aimed at revealing early phases of mentalizing ability, we tested Polish children and prepared an adaptation of Early Social Communication Scales (ESCS) (Mundy et al., 2003). The ESCS is a 20-minute long, videotaped, structured observational measure assembled to assess childrens use of nonverbal communication skills : behavioral request (BR), joint attention behaviors (JAB) and social interaction behaviors (SIB). The ESCS was administered to 354 Polish 12-month-old infants (M= 52 weeks, SD = 1.36) and the results were compared with American ones (127 children). There were no differences in BR between Polish and American infants, neither in terms of initiating BR (p = 0.85) nor in responding to them (p = 0.29). We observed differences (p < 0.05) in two other categories: 1) Poles scored lower than Americans in initiating JA and in responding to JA and 2) Polish infants scored lower in initiating SIB, but higher in responding to them. In each category of behavior, initiating of behavior was positively correlated with responding to this behavior. Our results revealed both similarities and differences between the two cultural settings. Polish infants demonstrate all types of behaviors distinguished in the ESCS, which may confirm the universality of prelinguistic communication. However, lower level of initiating joint attention and social interaction expressed by Polish infants is possibly an early manifestation of cultural specificity of Poles, who are less independent

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(individualistic) than Americans. Moreover, we can also emphasize the significance of test adaptation as a way to search for cultural universals (see: Carter et al., 2005). Reducing road traffic accident (RTA) risk around primary Schools: Childrens ability to respond to road risk indicators Coleman Charlotte, Reidy Lisa

Sheffield Hallam University (United Kingdom)

Children in industrialised nations are more at risk of sustaining a fatal or hospitalising injury as a pedestrian than for any other type of accident (WHO, 2004). Peak traffic around school times bring children and cars into close proximity with greater frequency than at other times of the child's day (Carlin, et al, 1997) putting them at a considerably greater risk of injury through collision with traffic (Collins & Kearns, 2001). More worryingly, this high period-specific traffic risk increases parental perception of risk and thus increases the likelihood that they will chauffeur their children to school (Cloutier, et al, 1995), creating even further congestion and road safety hazards around the school area (Bradshaw, 1995, Valentine, 1996, Dowling, 2000). Much less well understood is the extent to which primary school children perceive road risk. Underwood, et al (2010) found that children aged between 7 and 11 years demonstrated differences in road risk discrimination. This research explores Primary school childrens (4-11yrs, n= 150) ability to detect risk indicators in a visual environment using an e-prime reaction time task based on images on visual risk (e.g. speed limit signs) from either the childs school or an unfamiliar school. This research has been carried out in conjunction with South Yorkshire Police (SYP) who are developing a pilot intervention project with 18 primary schools tasked with refreshing road markings. Preliminary analyses demonstrate developmental differences in risk sign detection, with faster responses in detecting familiar signs. Children also detected newer (refreshed) risk signs more quickly, suggesting increasing the visibility of road signage may have unintended positive consequences for more than just the motorist. That children are more able to discern risk signs in familiar surroundings is not unexpected, however, this may have implications as childrens territory expands with age.

Cue utilization in binary decisions with three probabilistic cues: A comparison of Children and Adults Lang Anna, Betsch Tilmann, Lehmann Anne, Axmann Jana Maria

University of Erfurt (Germany)

Risky decisions in preschoolers (6 y.), elementary schoolers (9 y.) and adults were studied with an information-board crossing three cues (validities: .83, .67, .50) with two options. Children learned cue-validities prior to decision making. Presence of irrelevant information (lure associated with .83-cue, .50-cue, or absent) and presentation format (hidden vs. open board) were varied. Compared to a prior study with only two cues (Betsch & Lang, 2012), cue utilization was higher in all age groups. Still, the majority of children failed to use probabilistic cues as systematically as adults did. Holistic consideration of information was generally higher in the open format in which all information could be inspected at once. In the hidden format, which required sequential search, irrelevant information biased choices in preschoolers, whereas in an open format, older children and adults were also susceptible to be biased by the lure. Visual recognition memory and infant intelligence Koch Felix, Heimann Mikael, Sundqvist Anett, Nordqvist Emelie

Linkping University (Sweden)

Morgan and Hayne (2006a; 2006b; 2011) developed a new paradigm for measuring visual recognition memory (VRM) based on a novelty preference paradigm. This new brief procedure has been validated by Morgan and Hayne for 1 to 4 year old children. In the current study we adapted their paradigm for an eye tracker (Tobii, T120) enabling us to measure the looking pattern automatically. The videos contain animated geometric shapes (moving eyes and mouths) that are shown pairwise to the child for 30 seconds. Our study has two goals: (1) To move Morgan and Haynes method to an eye tracker platform and (2) to compare this new way of measuring VRM with an established measure: the Fagan Test of Infant Intelligence (FTII) developed by Fagan and Detterman (1992). As the FTII is a longer and more demanding procedure for the infants, we want to explore the usability of a shorter and less demanding paradigm that could be used for research purposes. The adaptation for the eye tracker is currently tested with 9-month-old children. Preliminary results (n=10; 4 girls) confirm an expected novelty preference: The observed mean novelty preference score was 68.57 % (s.e. = 5.18), which was significantly higher (t(9)=3.58, p<0.01, twotailed) compared to the 50%- level that would be expected by chance.. We also have a preliminary indication of a positive correlation between our new procedure and the FTII. The poster will present the data from the complete data set (n=25).

Aesthetic Reception and the Availability of Personal Goals: Influences of Art Specific Trainings on Developmental Regulation Processes Loepthien Tim, Leipold Bernhard

University of Hildesheim (Germany)

The dual-process model of developmental regulation distinguishes two processes of self-regulation (assimilation = tenacious goal pursuit, and accommodation = flexible goal adjustment) that depend on differing conditions, but both contribute to successful development (Brandtstdter, 2009). Accommodative mechanisms are characterized by a wide focus of attention. Divergent information processing broadens

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the attentional focus to different aspects of the self-system, which in turn enhance the substitutability of goals and the adjustments of goals to the context demands. A specific form of aesthetic reception possibly involves an equivalent cognitive mode. During this so called attentiveanalytical reception, different parameters of the aesthetic object (piece of music: melody, harmony, etc.; artistic picture: perspective, composition of colors, etc.) are processed and therefore the focus of attention is widened, too. In a series of studies (N = 159) we examined whether a training in attentive-analytic reception enhances the availability of personal goals and accommodation. Participants in the training conditions were either trained in art or in music reception. Results show that those receiving the training generally report more personal goals then a control group receiving no training. However, only the art-related training enhances accommodative mechanisms via the availability of personal goals. Music does also enhance accommodative processes but via a possible enhancement of mood as the musical examples are favored. Taken together the results indicate a possible influence of the training in attentive-analytical reception on accommodative processes. Further studies have to shed more light on the relationship between the training and the availability of personal goals. Furthermore the role of a possible mood enhancement via music has to be examined more closely. The development of adolescent student-athletes reactive stress tolerance: a 5-year longitudinal study Daz-Ocejo Jaime, Fountoulakis Charalampos, Kilgallen Conor

ASPIRE Academy for Sports Excellence, Doha (Qatar)

Competitive sport settings provide an opportunity for youth to encounter a variety of experiences to promote positive development. Moreover, previous studies have shown developmental differences in how early (12-14 y.o.) and middle adolescents (15-18 y.o.) cope with competition demands, with early adolescents having been found to cope with stress by mainly using behavioral strategies (social support, avoidance strategies and less variety of coping strategies), whereas middle adolescents seem to use more cognitive-based coping strategies (self-talk, abstract reasoning, refocusing). In need of carrying out a longitudinal study in order to monitor changes in how adolescents react in a stressful environment, male student-athletes of Aspire academy for sports excellence (N= 25) responded to a psychomotor test measuring reactive stress tolerance, in which they were presented with visual/coloured stimuli and acoustic signals. The participants were asked to respond to the reactive stress tolerance test which had been included in a test battery administered to them on a six-monthly basis. Only measurements recorded at the end of each of the school years, starting from 2007-2008 to 2011-2012 were further analyzed. A one-way repeated measures ANOVA was conducted and determined that mean reactive stress tolerance differed significantly across the Gradual Development Checks (GDCs) (F(4,72) = 8.30, p < 0.0005). Post-hoc comparisons using the Bonferroni correction revealed that studentathletes development in Aspire academy displayed a significantly better reactive stress tolerance at the approximate age of 17. Moreover, compared to the initial two data administrations (GDCs), a significantly better mean reactive stress tolerance was recorded at the approximate age of 18. Results showed that student-athletes did respond to the stressors of the test more effectively after having entered middle adolescence. As such, it is concluded that adolescents reactive stress tolerance is significantly elevated as soon as they start using cognitivebased strategies effectively. The three-step developmental trends of gender representation in French-speaking toddlers Lvy Arik, Gygax Pascal

University of Fribourg (Switzerland)

This study aimed at posing the developmental trends of mental representation of gender during toddlerhood in gender-marked languages. For this scope, 2- and 3-year-old French-speaking toddlers were presented with pairs of protagonists (two boys, or one girl and one boy) holding attributes of role names (e.g., doctors, sellers) in a preferential looking paradigm. Results revealed three developmental patterns of gazes that could be explained by development trends, although no age effect was found. First group did not incorporate gender in mental representation of role names, second group built a gender representation relying on stereotypical informations, while third group relied on gender grammatical cues that overcame stereotypical informations. Results are paralleled with adult's gender representation among languages.

Lying and Theory of Mind: Young Childrens Responses to a Deception task Uryu Yoshiko

Nara University of Education, Otu-shi (Japan)

This study examined whether or not young children could save a popular animated cartoon character, Ampan-man, by deceiving its enemy character, Baikin-man. The result was that 48% of 5-year-olds (range = 4;6 to 5;5, N = 48) and 90% of 6-year-olds (range = 5;6 to 6;5, N = 48) could tell lies to pass the deception task, while 40% and 56% pass the standard false-belief-task respectively. However, although 35% of 4year-olds (range = 3;6 to 4;5, N = 41) passed the false-belief-task, their success rate on the deception task was only 29%, even when the childrens fear to confront the scary-looking enemy was eased by allowing them to have the experimenter to reply to the enemy on behalf of them. This result indicated it was difficult for the youngest group to tell a lie even on such a familiar task. The logistic regression analysis showed the performance on the false-belief-task (1,0), the moral judgment on the lying behavior of the experimenter in the above-mentioned situation (1,0), and the mother-reported childs use of foul play on games (0,1) are positively associated with the performance on the deception task, after controlling for age. The effects of personality factors (e.g., self-assertion, free and easy disposition), however, were not statistically significant. These findings are discussed from the view point that Japanese children acquire theory of mind slightly later than European children.

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The Influences of Child and Family Characteristics on the Development of Behavioural Self-Regulation over the Preschool Period Gunzenhauser Catherine, Fsche Anika, von Suchodoletz Antje

University of Freiburg (Germany)

Childrens behavioral self-regulation skills (i.e., the integration of attention, working memory, and inhibitory control) improve dramatically during the preschool years, making this a sensitive period for growth. So far, research on proximal and distal factors influencing the development of behavioral self-regulation has predominantly focused on Northern American Populations (e.g., Blair & Ursache, 2011; Matthews et al., 2009; Rhoades et al., 2011). The present study investigated influences of child gender, emotional reactivity, and family socio-economic background on the development of childrens behavioral self-regulation in Germany. Participants were N = 60 children (50% girls). Data were collected across three time points at one-year intervals. At t1, children were on average 3.83 years old (SD =0.15 years) and were in their first preschool year. Behavioral self-regulation was assessed at all time points with the Head-Toes-Knees-Shoulders task (HTKS; Cameron et a., 2009). Childrens emotional reactivity (Emotion Regulation Checklist; Shields & Cichetti, 1997) and family socio-economic background were assessed at t1 using mothers ratings. Data were analyzed using a Bayesian estimator in Mplus. In Model 1, a latent growth curve of behavioral self-regulation over the three time points was fitted. In Model 2, child gender, child emotional reactivity, and family socio-economic background were entered as predictors of both intercept and slope. Childrens behavioral self-regulation improved over time, while the rate of growth varied between children. While the initial level of behavioral self-regulation was higher in girls, boys showed greater gains over the preschool period. No significant effects of childrens emotional reactivity were found. Children from more advantaged socio-economic backgrounds started off with higher levels of behavioral selfregulation, but growth was not influenced by this factor. Results will be discussed with regard to implications for childrens school readiness, focusing on specific needs of children from less advantaged socio-economic backgrounds.

Influence of emotional context on response inhibition in adolescents suffering from psychotic disorders Urben Sebastien1, Jaugey Laure2, Holzer Laurent2
1 2

Unit de Recherche, Service Universitaire de Psychiatrie de lEnfant et de lAdolescent (SUPEA) (Switzerland) Centre Thrapeutique de Jour pour Adolescents (SUPEA, CHUV) (Switzerland)

Emotional context were observed to have a bottom-up influence on response inhibition abilities during development. In addition, adolescents with psychotic disorders were reported both to have response inhibition abilities and emotion processing deficits. In this context, the present preliminary analyses examined the bottom-up influence of emotional context on response inhibition in a sample of adolescents with psychotic disorders (N=10) compared to healthy controls (N=10) matched on age and gender. Three stop signal tasks (one with circles, one with neutral faces and one with emotional faces) were administered to the participants. A 2 (groups: psychosis vs control) x 3 (condition: circle, neutral faces and emotional faces) analyse of variance on the stop signal reaction time (SSRT, response inhibition score) revealed a main effect of condition (F(2, 17)=8.07, p <.01), no main effect of group and a significant interaction effect (F(2, 17)=3.68, p <.05). Post hoc tests indicated that, in the control group, in both conditions with faces (neutral and emotional one) response inhibition abilities were altered compared to the circle condition whereas in the psychosis group no differences were observed between the conditions. As expected, in healthy adolescent response inhibition abilities was modulated by emotional context which might be interpreted in the light of the dual competition model. This model proposes that emotion recruits part of the shared resources available for effortful mechanisms (i.e. response inhibition). In contrast, in adolescents with psychosis, we might hypothesize that the emotional context have less negative influence on response inhibition abilities with regard to their emotional processing deficits.

Moral abilities and behavioural characteristics in a sample of preschoolers from general population : A preliminary study Ogliari Anna1,2, Ielmoni Maria Cristina1, Ferrer Giuseppina1, Songhorian Sarah3, Terenzi Andrea3, Mordacci Roberto3
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Academic Centre for the Study of Behavioural Plasticity, Vita-Salute San Raffaele University,Milano (Italy) San Raffaele Scientific Institute, Department of Neurosciences, Milano (Italy) 3 Centro Studi di Etica Pubblica (CeSEP) Vita-Salute San Raffaele University, Milano (Italy)

Background. This is an ongoing study aimed to investigate the individual differences in moral abilities and behavioural characteristics in children. Methods. A general population sample of preschoolers (N=137; females = 44.5%, mean age = 4.44 years) watched a puppet, pursuing a goal, who was helped by a second puppet or hindered by a third. Children were then asked to answer some questions aimed to understand their comprehension of the task and the presence of fundamental moral concepts. Children also had the possibility to reward or punish the helper and the hinderer by a distribution of resources task. Measures of cognitive development (memory span task) and a parent-rated questionnaire about behavioural characteristics and internal/external dimensions (CBCL 1-5) were collected in order to explain the individual differences in the present moral paradigm. Results. Preliminary analysis showed that, as age grows, children are able to justify in moral terms preferring the helper and not preferring the hinderer. No gender differences emerged for the same aspect. Conclusions. These preliminary results suggest that age - but not gender - plays a key role in some aspects of the moral development. Future analysis will take in consideration the influences of cognitive development and internal/external dimensions in young childrens moral development.

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Wayfinding and landmark use in typical development and Down syndrome in virtual environment Mellier Daniel1, Ball Marine2, Blades Mark3 , Farran Emily4, Gambet Boris2, Purser Henry4
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University Rouen (France) University Lille (France) 3 University London (United Kingdom) 4 University Sheffield (United Kingdom)

Golledge (1983) found that individuals with intellectual disability can develop landmark and route knowledge of the environment in which they live. However, they found that these individuals cannot access configurational knowledge (i.e. they do not have a cognitive map). Encoding landmarks is a fundamental strategy for wayfinding and for elaborating spatial representations of an environment. Landmarks are considered as spatial cues associated with locations or behavioural responses, or as spatial reference points that organize mental representations by defining the location of other elements. We used virtual environments to determine the importance of three categories of landmarks for route learning, in typically developing children aged 5 to 11 years old (TD N=108) and individuals with Down syndrome (DS N=50). Participants were shown a route with six turns, and asked to retrace the route until they had learnt it. Landmarks were either on the route (two categories: near junctions [junction landmarks] or on path sections, but not near junctions [path landmarks]) or featured on the perimeter of the environment (distant landmarks). Participants learnt three routes, each of which featured just one of the categories of landmarks, and route learning performance was compared across routes. TD group performance was better when junction or path landmarks were present than when only distant landmarks were available. Developmental progression revealed that junction landmarks can be used successfully earlier than path landmarks, which can both be used successfully earlier than distant landmarks. The DS group made fewer route learning errors with junction landmarks than with distant landmarks. DS people were able to use landmarks in a similar way to the TD sample in the study but the trajectory analyses showed different patterns for the DS and TD groups.

Executive functions and peer tutoring Kosno Magdalena

Institute of Psychology Jagiellonian University in Krakow (Poland)

The main aim of the presented research is to attempt to answer the question, how is the process of reciprocal learning of six years old children, depending on the level of development of executive functions. Taken up the issue which is a part of the intensively explored area of research on the relation between executive functions and social interaction that child takes with parents and peers (Putko, 2008; Lewis and Carpendale, 2009; Sokol, Mller, Carpendale, Young and Iarocci, 2010). Research takes into account the role of various components of executive functions: inhibitory control, flexibility, working memory and planning. In the first phase of research measurement of development of executive functions in children aged 6;3-6;9 will be carried out and then selected in the dyad. Participants will be randomly assigned the role of the tutor or tutee. Tutor will be taught how to play in an unknown board game by the researcher. The task of the tutor in the next stage of research will be to teach tutee in the same age the principles of board game. Behavior of the tutor and the tutee will be recorded using a digital camera and then analyzed in terms of transmission of knowledge and skills and attitude to the partner and the task. This study can provide knowledge of the relation between executive function and social interaction of children at the end of middle childhood with their peers, in particular the importance of development of higher cognitive functions of learning and teaching others.

PE4.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 13:30-18:00 | H4 Hall Amphiple Creative activity as development potential in elderly Naumova Valentina1, Glozman Janna2
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Psychology Department Vitus Bering Kamchatka State University, Petropavlovsk (Russia) Psychology Department Noscow State University (Russia)

Contemporary gerontopsychology views the ageing as a continuing development where involutionary change is combined with new progressive formations. The last lead to emotional well-being, personality growth, openness to new, intention for self-development, independence, ability to organize own life. The personality of a creative individual is tolerant to ageing (E.F. Rybalko, 2001). An art-therapy program was developed based on the psychological understanding of personality as a system of human environment relationship and of creative work as specifically human, personal way of activity based upon projective and symbolic communication (A.I. Kopytin, 2010). Methods: Purpose in Life test by J. C. Crumbaugh and L. T. Maholic (in D.A. Leontyevs adaptation); measure of individual reflexiveness by A.V. Karpov, V.V. Ponomaryova; survival test by D.A. Leontyev, E.I. Rasskazova; Creative hobby questionnaire by A.I. Kopytin. The results prove significant differences after art-therapy in survival indices: reduced inner tension, pleasure from own activities. The individual reflexiveness development facilitates the process of life reframing, re-estimation of relationships with surrounding world and own life awareness. The Purpose in Life test confirms the tendency towards personal activity, emotional intenseness, determination of life purpose and life perception, ability to continue living in the present. The results of Creative hobby questionnaire show the transformation of quality of elderly peoples life through their life reframing, intensification of emotional sensitivity, sensory activation, interpersonal communication. It

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provides an opportunity for meaningful and awarding life. Conclusion The study proves that the art-methods influence persons creative activity, provide successive ageing. Psychological model of personal growth is proposed. A Study of the Effect of the Great East Japan Earthquake on Nursery School Children Hongo Kazuo

Tohoku University, Sendai (Japan)

After the earthquake, we provided workshops for nursery school teachers to help them understand the psychological effects of the disaster upon children and how to provide support for such children. This study reports on the effects of the Great East Japan Earthquake on nursery school children using data provided by nursery teachers at a workshop. Subjects were 97 nursery teachers in Sendai, Miyagi. They were asked about (1) the problem of children two months after the earthquake and (2) the problem of children improved for two months. The main results were as follows: (1) There was the most "uneasiness, scare" (22 answers) at the two months after the earthquake. For example, A child becomes uneasy when he hears the word earthquake, A child cant go to the restroom alone, A child cant sleep well and get up in a short time. It was "earthquake play, tsunami play" (20 answers) that there was the second most, and the third was (react to a small sound sensitively, react to the sound of TV, radio, urgent warning oh the cell- phone sensitively" (13 answers). (2) about the problem of children improved after an earthquake in two months, there was the most "uneasiness, scare" (26 answers). The problems of "earthquake play, tsunami play" and "hypersensitive to a sound" still continued. It was suggested that "uneasiness, scare" was the typical problem of nursery children after an earthquake, but it could be easy to be improved in a short term. On the other hand, "hypersensitive to a sound" was reported a lot even at 11 months after earthquake.

The relationship of emotion regulation and language in Children with autism spectrum disorder Jung Minyoung, Nagasaki Tsutomu

University of Tsukuban (Japan)

This study examined the relationship between emotion regulation strategies and language ability in children with autism spectrum disorder (ASD) and their typical peers. Participants included 7 children with ASD and 10 children typically developing children. The teasing task (Phillips, Baron-Cohen & Rutter, 1993) was used to assess emotion regulation strategies (venting strategies, avoidance strategies, soothing strategies, constructive strategies). The MacArthur Communicative Development Inventory (CDI) for Japanese was completed by each child`s teacher to provide measure of words produced. The result showed that children with ASD used significantly more venting strategies, and fewer avoidance strategies than typical children. Venting strategies were negative correlated with words produced in Children with ASD. The findings of the present study indicate that differences were found in the types of regulation strategies observed between groups. These finding may seem that Venting strategies were maladaptive behaviors. Nevertheless, the fact that children with ASD used to a different repertoire of strategies than typically developing children suggest that these children have difficulties with emotion regulation and informs clinician about the need to alternative approaches to regulation within children with ASD. Promoting toddlers emotion socialization: the use of emotional-state language at the nursery School Agliati Alessia, Grazzani Ilaria, Ornaghi Veronica

Universit degli Studi di Milano-Bicocca, Department of Human Sciences R.Massa, Milano (Italy)

Introduction: The background of the study is childrens emotion socialization (ES), that concerns with children's comprehension, expression, regulation and experience of emotion (Thompson, 2008). Whereas most part of research in this field focused on family process of ES, we carried out a training study in the context of nursery school, with the active participation of trained teachers. We wished to verify the effect of an intervention with toddlers, based on the conversational use (Siegal, 1999) of emotional-state language. It was expected that the training group would outperform the control group with regard to measures testing childrens social cognition and pro-social behavior. Method: Forty-two toddlers (m=30 months) took part in the study. Two homogeneous groups (training vs control) were created on the basis of gender, age and results from pre-test. Children were pre- and post-tested with the following measures: a standardized language test, and a measure of use of psychological lexicon; The Puppet Interview; the Desire-Emotion task; the Test of Emotion Comprehension; a true-belief task; an observational measure of pro-social behavior. Children belonging to the training group took part in a 2-month intervention, in small groups, in twice-weekly training sessions lasting around twenty minutes. In each session, teachers told toddlers brief illustrated stories enriched with emotional lexicon and involved them in conversations about the nature, expression and causes of emotion. In contrast, the control group listened to stories and played freely. Results: We conducted a multivariate analysis of variance. Preliminary results revealed a significant effect of Time ( p < .001), and a significant Time Group interaction (p = .01), as at the post-test the training group significantly outperformed the control group. Discussion: The findings suggest the utility of the conversational procedure carried out by expert educators in promoting ES at the nursery school. Spontaneous Smiles in the First Six Months Kawakami Fumito

The University of Tokyo (Japan)

Background: Spontaneous smiles are the smiles during irregular sleep and drowsiness. Some handbooks claimed that spontaneous smiles disappear in two or three months from the birth and social smiles replace them (e.g., Kagan & Fox, 2006). Recent longitudinal case studies

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showed, however, six-month-old infants still show spontaneous smiles (e.g., Takai, et al., 2008). Those observations made it clear that the smiles dont disappear in three months, but the length of observational time were not well-controlled. In this preliminary case study, the developmental change in frequency and duration of spontaneous smiles will be investigated by a longitudinal observation. Method: The participant was a female infant (the birth weight: 2754 g). Researcher sent a video camera, and asked the mother to record smiles by herself. The recording conditions were (1) record infants face from near position; (2) at sleeping time for five minutes; (3) start the recording within 10 minutes from start to sleep; (4) on a bed if possible; (5) in silent circumstances. Each recording was conducted once a week. The recordings were begun from second week, and completed at 24th week. The definition of spontaneous smiles as follows: (1) lip corner raising; (2) during irregular sleep, drowsiness; (3) without known external or systematically demonstrable internal causes; (4) continuing more than 1 s (cf. Kawakami et al., 2007). Results and Discussion: Eighteen spontaneous smiles were observed in the first six months. Fifteen smiles were observed in the first 12 weeks, and three smiles were observed after 13th week. Two of them were showed in 24th week. Spontaneous smiles decrease after three months, but they dont disappear. The average duration of smiles in two to 12 weeks (2.62 s; SD = 1.29) was significantly longer than that of after 13 weeks (1.48 s; SD = 0.37), t(17) = 8.23, p < .01. towards adjusted model of the socio-emotional functioning of Children with intellectual disability and in typically developing preschoolers Nader-Grosbois Nathalie, Baurain Cline, Mazzone Stphanie, Houssa Marine

Catholic University of Louvain, Institute of Psychological Sciences, Louvain-la-Neuve (Belgium)

Our approach was based on a heuristic model of social skills (Yeates et al., 2007) including social information processing (SIP), social interactions with adult or pairs and social adjustment. In order to test developmental delay hypothesis versus difference hypothesis of socioemotional functioning in children with intellectual disability (ID), in comparison with typically developing preschoolers (TD), we distinguished these three components. This study examined between-groups similarities versus differences in abilities in SIP (Theory of Mind-emotions, socio-emotional problemsolving), socio-emotional regulation during social interactions with an adult and with a pair in three contexts (neutral, competitive, cooperative) and the teachers perception of their social adjustment. We examined 90 participants: 45 children with ID and 45 TD preschoolers. Both groups were matched for their developmental age (ranged from 3 to 6 years). We organized individual assessment (Theory of Mind-emotions tasks, Nader-Grosbois & Thirion-Marissiaux, 2011; Social Solving task, Barisnikov et al., 2004) and three dyadic sessions with adult and pairs inducing neutral, competitive and cooperative contexts to evaluate socio-emotional regulation (Baurain & Nader-Grosbois, 2011). The teachers completed the Socio-emotional Adjustment for Children Scale (Hugues et al., 1997) and the social domain of Assessment, Evaluation, and Intervention Program System (Dionne et al., 2006). Our results emphasized some similar skills between both groups supporting the developmental delay hypothesis of ToM, of social problemsolving, of emotional expressions, of behaviour towards social rules in dyadic game, of social skills displayed in daily life in children with ID. However, deficits in some socio-emotional skills in children with ID supported the difference hypothesis of emotional evocation, of social behaviour in dyadic game and of socio-emotional adjustment in daily life. Our results confirmed more a difference in structural links between these processes in these children. We elaborated two models of socio-emotional development for children with ID and for TD children. Genetic markers of infant difficult temperament - a research design Bajgarova Zdenka

Department of Pedagogy and Psychology, Faculty of Education, University of South Bohemia (Czech Republic)

Infants with difficult temperament show high levels of negative emotions, long recovery from distress and they are difficult to soothe. These children are seen as more susceptible to environmental influences and thus a question of proper rearing strategies arises. We are exploring the relationship between temperamental characteristics and gen polymorphisms that are generally known for their connection to emotional and regulatory processes. Temperamental characteristics are measured by Infant Behaviour Questionnaire - Revised. The molecular analysis consists of polymorphisms characterization of nine genes involved in the production of monoamine neurotransmitters (Monoamine oxidase A, Catechol-O-methyltransferase, Serotonin transporter, Serotonin receptor 2A, Tryptophan-hydroxilase 1, Tryptophanhydroxilase 2, Dopamine D2 receptor, Dopamine D4 receptor and Dopamine transporter 1). In addition, mothers of infants with difficult temperament will be interviewed to find out major stressors in infants current lives and strategies parents use to influence their infants emotional expression. The relationship between genes, life stressors and parental rearing strategies will be showed as a result of the research. The most important benefit of identifying genes that put children at risk of difficult temperament is that genetic predictors can serve as an early-warning system which will facilitate research on interventions that can prevent these problems before they occur.

The role of self-conscious emotions in maltreated Children moral dilemmas resolution Sousa Mariana, Cruz Orlanda

Faculty of Psychology and Educational Sciences of Porto University (Portugal)

Maltreatment experience is strictly associated with emotional content and moral dilemmas resolution in childrens narratives. This study aims at comparing the association between self-conscious emotions and moral dilemmas resolution in maltreated and nonmaltreated childrens narratives. Participants were 100 children (50 maltreated and 50 nonmaltreated) aged between 5 and 8 years. Children were asked to complete five story stems from MacArthur Story Stem Battery (MSSB) and one story stem from Family Stories Task (FAST). Narratives were coded with

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Self-Conscious Emotions Coding System, which aims at identifying self-conscious emotions (shame, guilt, pride and empathy) emergent in childrens narratives. Coding process is based on the identification of presence/absence of emotional content, except for guilt themes which were coded on the basis of three categories: recognition, confession and repair. Results show that maltreated children tend to elicit less confession and reparation themes in their narratives than nonmaltreated children. Maltreated children also elicit less pride associated with mastery and to construct less adaptive resolutions to moral dilemmas than nonmaltreated children. Moreover, in the transgression story, maltreated children tend to use less social and material reparations than nonmaltreated children. These findings support research in this field which shows that maltreated children express less pride when they succeeded and seem to have a less accurate understanding of the emotional consequences of moral transgressions. These results also emphasize the adverse impact of maltreatment experience on moral development, as maltreated children describe less recognition of guilt and reparation themes, as well as less conflict resolution strategies, in their narratives. Brain responses reveal infants emerging sensitivity to emotional body expressions Missana Manuela1, Atkinson Anthony P.2, Grossmann Tobias1
1 2

Early Social Development Group, Max Planck Institute of Human Cognitive and Brain Sciences, Leipzig (Germany) Department of Psychology, Durham University (United Kingdom)

Reading others emotional body expressions is an essential social cognitive skill in humans. Adults readily recognize emotions from human body movements (Atkinson et al., 2004). However, it is unclear at what point in development infants become sensitive to emotions expressed in body motion. We examined event-related potentials (ERPs) in response to emotional body expressions in 4- and 8-month-old infants. Infants were presented with clips of point-light displays of fearful and happy expressions presented upright and inverted. The ERP analysis revealed that 8-month-old infants showed a significant difference in mean amplitude between emotions when presented upright at frontal (F8) and temporal (T4) electrodes in the right hemisphere between 900 and 1100 ms. This effect was (a) specific to the upright orientation, because no differences between emotions were found when the stimuli were inverted, (b) lateralized to the right hemisphere, since no significant differences between emotions was observed in the left hemisphere, and (c) seen only in the older infants, as 4-month-olds showed no differences between emotions in either hemisphere. The results indicate that the infant brain becomes tuned to emotional body expressions between 4 and 8 months of age. This finding fits with work showing that infants perception of facial and vocal expressions of emotion undergoes a similar developmental tuning during this period of infancy (Peltola et al., 2009; Grossmann et al., 2010), pointing to a general developmental principle shared by emotion processing across channels (face, voice, and body). In line with adult studies, the discrimination between emotions in 8-month-olds was lateralized to the right hemisphere, emphasizing the role of brain regions in the right hemisphere in emotion processing (Heberlein & Saxe, 2005). Infants perception of emotions from fearful and happy static body expressions Rajhans Purva1, Missana Manuela1, Atkinson Anthony P.2 , Grossmann Tobias1
1 2

Early Social Development Group, Max Planck Institute of Human Cognitive and Brain Sciences, Leipzig (Germany) Department of Psychology, Durham University (United Kingdom)

Body expressions play a fundamental role in the perception of emotions in others. Prior work has shown that by the age of 8 months, infants become sensitive to emotional body expressions and are able to discriminate between fearful and happy expressions when presented with dynamic displays of these emotions (Missana, Atkinson, & Grossmann, 2013). However, it is not known whether at this age infants are able to flexibly detect the difference between emotional body expressions in the absence of motion cues as it has been shown in adults (Atkinson et al., 2004). We therefore examined event-related brain potentials (ERPs) in response to emotional static body expressions in 8-month-old infants. Infants were presented with fearful and happy body expressions displayed in two orientations (upright and inverted). Our analysis revealed that 8-month-old infants showed a significant difference in mean amplitude between emotions when presented upright at occipital electrodes (250-325 ms) and at frontal and central electrodes over the right hemisphere (700-800 ms). This suggests that infants like adults are able to discriminate between body expressions in the absence of any motion cues. More specifically, the pattern of findings indicates that this ability relies on early visual processes as revealed by the ERP difference observed at occipital electrodes and later right hemispheric emotionsensitive brain processes. While the early ERP effect appears to be specific to the discrimination processes elicited by responding to static emotional expressions, the later ERP effect is similar to what we previously observed with dynamic emotional expressions, suggesting that this process is shared between emotion perception of both static and dynamic body expressions.

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PE4.4 ATTACHMENT & IDENTITY 13:30-18:00 | Room H4 Hall Amphiple Social-Psychological Descriptors of Decision Making on Different Levels of Management Trofimov Andrii, Olena Vlasova

Taras Shevchenko National University of Kyiv (Ukrain)

Research purpose: defining features of personal social-psychological traits development depending on management level for exposure of possible strategies of decision making optimization in the field of ecology and hygiene. A sample consisted of 55 managers. Higher management level was represented by heads of laboratories and top managers of ecologic administration; middle level by scientific senior researchers and lower level by junior researchers. Research included these groups comparison according to such descriptors as: level of activity; propensity to dominance, risk and judgements; predominance of extraversion or introversion; motivation to success achievement, speed and plasticity of mental processes; communicability; objectivity; lability; attentiveness to surroundings, surrounding people and to themselves and rationality. Methods: temperament structure questionnaire (V. Rusalov); personality factors of decision making (T. Kornilova); RSK (G. Schubert); typological questionnaire MBTI. The research gave an opportunity to conclude that: among descriptors necessary for making administrative decisions there were not educed those which distinguish persons of different management levels; persons of higher and middle levels of management have considerably higher level of activity, social rate, plasticity, using intuition and subjective ergisics in comparison with lower level managers; representatives of lower management are marked by high level of subordination; in middle level managers indexes of social rate development and using intuition is lower comparatively with persons of higher management level; in making decision process an orientation to subjective human values (but not an abstract logic), a concern to the problems of circumferential do not assist acquisition of greater plenary power; decision making capability is promoting by activity, motivation on success achievement, social ergisics, social desirability, dominance, extraversion and plasticity. Subordination, introversion and social emotionality bound by negative cross-correlation connection with this trait; differences in social-psychological descriptors exist in persons of the same age belonging to different levels of management.

Presence of Siblings and the Development of Temperament Kusanagi Emiko1, Chen Shing-Jen2, Hoshi Nobuko3, Adachi Mayumi, Oishi Tadashi, Takamura Hitoshi
1 2

Kokugakuin University Hokkaidou Junior College, Takikawa City (Japan) Koen Gakuen Womens Junior College (Japan) 3 Junior College of Sapporo Otani University (Japan)

Japan shares a common social problem with other advanced industrialized countries: the decline in birth rate (Shoushika). A consequence of this is the thinning of human relationship within the family, as a result of decrease in the number of siblings. This study focuses on influences of the component of the family on the development of childrens temperament. 872 parents of children of three to six years answered Childrens Behavior Questionnaire (CBQ), and questions concerning family composition, childrens daily lives. Out of these, 136 mothers have answered internet interviews, conducted 4 times a day for 2 days, concerning their children's on-going activities, people accompanied and temperament of children. We calculated the factor scores of temperament (Extraversion/Surgency, Negative Affectivity, and Effortful Control) from the CBQ and the results of internet interviews, respectively. Hierarchical regression analysis was conducted to assess the ability of the presence of family member in predicting factor scores of temperament after controlling the age. Negative Affectivity of the CBQ was positively related to the presence of younger brother for boys, but negatively related to the presence of older brother for girls. The variety of the categories of family members accompanying bathing and sleeping was significant for Effortful Control of boys only. Effortful Control from internet interviews was related to the percentage of fathers participation for boys, and to the percentage of participation of male siblings for girls. The results showed that the presence of siblings of the same or different sex, or the presence or absence of accompanying family members, (in Japan, bathing and sleeping are often accompanied by parents and/or siblings) would have significant effects on the development of temperament of children, and the effects varied according to children's sex. Thus, temperament seems to be shaped by human relationship.

Parenting Behaviours, Activity Sharing and Maternal Beliefs in Japan Chen Shing-Jen1, Kusanagi Emiko2, , Hoshi Nobuko3, Adachi Mayumi, Takamura Hitoshi, Oishi Tadashi
1 2

Koen Gakuen Womens Junior College (Japan) Kokugakuin University Hokkaidou Junior College, Takikawa City (Japan) 3 Junior College of Sapporo Otani University (Japan)

Parental behaviors are known to be influenced by factors such as parents experience of their own parents parenting, information from the media, and parental beliefs concerning child rearing. This study investigated associations between mothers beliefs concerning human development, expectation in their children, parenthood images, and actual patterns of child rearing behaviors as revealed in their sharing (or non-sharing) of daily activities such as eating, bathing, sleeping, book reading, and/or singing. 136 Japanese mothers of children (73 boys, 61 girls, and one unknown) aged three to six participated in this study. They were asked to

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complete questionnaires concerning maternal beliefs and their involvement in children's activities (reading and/or singing ). In addition, in a series of internet interviews conducted 4 times a day for 2 holidays, parenting behaviors and accompanying members of the family in each activity were identified. Hierarchical regression analysis was conducted to assess the ability of maternal beliefs in predicting each parenting behavior after controlling children's age, number of siblings, marital status and live-in grandparents. Some models were significant: F (4, 129) = 6.53, p < .001 for number of people sharing a meal; F (3, 130) = 8.88, p < .001 for mothers singing behavior. The number of people sharing a meal had significant negative relations with belief of universal stage of childrens development and belief in the pet metaphor, and significant positive relation with belief in animal training metaphor. The mothers sharing singing was negatively related to maternal belief of pet metaphor, and positively related to maternal belief in horticulture metaphor. These results suggest that maternal beliefs affect mothers' parenting behaviors. In particular, the categories of family members sharing a meal and educational behaviors such as singing were significantly related to several maternal beliefs concerning child rearing. An Evaluation of Self-perception: Working Street Childrens Perceptions of House and Social Life Ulker-Erdem Ayca1, Yenice- Kanik Ebrar1
1 2

Karabuk University (Turkey) Istanbul University (Turkey)

The concept of working street children is defined by UNICEF as the children in a relationship with their families although they spend the most of the day working in the street. It is thought that working street children are affected by immigration, unemployment, poverty, domestic violence, child abuse and peer groups. This case is extremely important in terms of family and society utmost, and in terms of influence on healthy and safe development of the child.On the other hand, self- perception can be defined as the totality of the feelings a person has about himself and his way of knowing and evaluating himself. Self-perception of an individual is shaped by the criticism and admiration raised by people whom the individual cares. So, it is thought to be shaped within the family at first. According to the literature, the children who are grown up in a supportive and protective family environment could improve a positive self- perception. Otherwise, when the child is away from such a protective family climate, self- reliance and self perception are expected to be negative. Within this context, it is aimed to investigate working street childrens house and social life perception in terms of self-perception in the present study. The sample of this study is 15, 11-13 year-age working street children from Istanbul. To examine childrens perceptions on their self and on their house & social life, children were asked to fill a Self Perception Scale and were asked to do Draw a Tree & House test. The projective technique used in the present study will be assessed in terms of social psychological and developmental aspects. The verbal expressions of children about their drawings will be recorded and content analysis will be used to assess this data. Then those results will be compared with the results of self-perception scale. All the findings will be discussed under the relevant literature. Relationships between five identity dimensions and social well-being Kara Dominika1, Kym Maria1, Cieciuch Jan2 1 Cardinal Stefan Wyszyski University in Warsaw (Poland)
2

University of Finance and Management in Warsaw (Poland)

The main aim of presented research was to examine the relationships between five dimensions of identity: commitment making, identification with commitment, exploration in depth, exploration in breadth and ruminative exploration (Luyckx, Goossens, Soenens, Beyers, 2006, Luyckx et al., 2008) and social well-being (Keyes, 1998) in its five aspects: social integration, social contribution, social coherence, social actualization, and social acceptance. The participants of the study were 504 students and workers (24,2% males, 75,6% females) aged 17-55 (M=22,4). Obtained results revealed significant relationships between five aspects of social well-being and identity dimensions and also showed the differences between students and workers: in student group, exploration in breadth appeared to be significant predictor of social well-being, while in worker group also exploration in depth. It was also found, that identification with commitment plays mediating role in the relationship between commitment making and social well-being, both in student and worker group. Obtained results highlighted the important role of the process of identity formation in dealing with the challenges of social life and the role of identification with commitment for achieving social well-being. Personality & Parenthood: Stability and Change in parental personality from pregnancy to 24 months postpartum Van Bakel Hedwig, Vreeswijk Charlotte, Maas Janneke, de Cock Evi, Rijk Kathinka

Tilburg University (The Netherlands)

Becoming a parent is considered one of the most important and major life transitions in adulthood. Studies on how transition to parenthood affects the parents personal life have shown inconsistent results. A recent study by Galdiolo and Roskam (2012) showed few mean-level changes in personality. They state that the transition to parenthood causes no strong short-term changes, confirming the stability of personality characteristics. When looking at gender effects, different developmental trajectories were observed for mothers and fathers. The aim of the current research is to replicate the aforementioned study and to examine the effect of becoming a parent on the individuals life, more specifically the impact of the transition to parenthood on parents personality traits. Moreover, the effect of primi- and multiparity will be studied. This study is a replication to examine stability and/or change of parental personality characteristics from pregnancy to 4 and 24 months after birth. We examine whether (1) pre- and postnatal scores on these traits are significantly correlated, (2) the mean level scores on five personality characteristics in mothers and fathers differ between pregnancy and after birth and (3) whether stability and/or change in personality characteristics are related to parity and gender. Participants were 341 healthy pregnant women and their partners (n=268) from a community based sample who were enrolled in a

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longitudinal study. At 26 weeks of pregnancy, mothers and fathers completed a personality questionnaire (Quick Big Five; Vermulst, 2005) to assess personality characteristics (i.e, Agreeableness, Extraversion, Neuroticism, Conscientiousness, and Openness). At 4 and 24 months, mothers and fathers completed this questionnaire again. Preliminary results show significant but small differences in mean levels of the personality traits. The study is still in progress. On the development of perfectionism in adolescence: Do perceived parental expectations and criticism matter ? Damian Lavinia1, Stoeber Joachim2, Negru Oana1, Baban Adriana1 1 Babes-Bolyai University (Romania)
2

University of Kent (United Kingdom)

Adolescence is regarded the key period when individual differences in perfectionism develop. Yet, so far only few longitudinal studies have investigated the development of perfectionism in adolescents. Using a longitudinal correlational design with 382 adolescents aged 14-20 years, the present study investigated whether perceived parental expectations and criticism predicted longitudinal increases in self-oriented and socially prescribed perfectionism over a period of 7-9 months. Results showed that perceived parental expectations predicted longitudinal increases in socially prescribed perfectionism. Adolescents who perceived that their parents had high expectations of them at Time 1, showed increased socially prescribed perfectionism from Time 1 to Time 2 compared to adolescents who did not perceive their parents to have such high expectations. No such effect was found for self-oriented perfectionism. Hence the findings provide supportive evidence for the social expectations model of the development of perfectionism only for socially prescribed perfectionism, but not self-oriented perfectionism. Implications of this finding for the understanding of the development of perfectionism and future studies are discussed. Is Gender Difference of Infant Temperament Universal ? Wang Pei-Ling1, Hu Jon-Fan2, Pan Jo2
1 2

Taipei Municipal University of Education (Taiwan) National Cheng Kung University (Taiwan)

Although most of the western studies found gender differences of infant temperament for some traits several months after birth, explorations by testing oriental infants for further comparing the temperament patterns are still needed. This study aims to investigate some unresolved issues on the extent of gender differences in temperament, the point in development when given differences appear, and if there is a cultural difference for the previous two aspects. Despite a prevailing agreement emphasizing the fact that temperament is under certain genetic influence and appears early in life, very few evidence show a reliable gender-related pattern of temperament across cultures. 160 infants (80 males and 80 females) residing in Taipei participated this study. Maternal reports for the infants temperament patterns were collected by Taiwanese Revised-Infant Behavior Questionnaire. The version of IBQ is a 191-item parent rating form in which parents are asked to rate the frequency of specific infant behaviors as they occurred in the previous week. The results indicated that both genders of infants did not show any significant difference on all the subscales of the temperament at 4 month of age, 14-month-old male infants were rated as exhibiting greater level of activity than female infants and female infants with the same age were rated as having higher level of fear than male infants. The analysis here displays an interaction effect between gender and age on some traits of temperament development in Taiwanese infants. Particularly, while reviewing literature, it is worthwhile noticing that not only Taiwanese infants reveal a contrastive temperament pattern for genders compared to western infants when they are 4 month old, but there are moderate differences for some temperament traits between 14-month-old Taiwanese and western infants. Implications regarding biological and environmental factors on the discrepancy of temperament between oriental and western infants are discussed. Cross-cultural differences in temperament in infancy and toddlerhood: United States of America (United States of America) and Belgium Casalin Sara1, Putnam Samual P.2., Gartstein Maria A.3

University of Leuven (Belgium) Bowdoin College, Maine (United States of America) Washington State University (United States of America)

Temperament has been defined as individual differences in reactivity and effortful control (Rothbart & Bates, 2006). The larger culture or customs of child care and child rearing, such as whether certain temperamental features are rewarded or discouraged, are implicated in the childs temperament development. Parental 'ethnotheories', i.e., parental perceptions of their childs temperament within the particular culture they live, may influence the meaning and expressions of their childs temperament. The present study aimed at examining cross-cultural differences in temperament between Belgian and US children, making use of the Infant Behavior Questionnaire-Revised (IBQ-R; Gartstein & Rothbart, 2003) and Early Childhood Behavior Questionnaire (ECBQ; Putnam, Gartstein, & Rothbart, 2006) to measure parental perceptions of their childs temperamental features in infancy and toddlerhood, respectively. We used 2 (gender) by 2 (culture) ANOVAs to test for differences in temperament between the two cultures as well as gender-culture interactions. Results showed that with regard to extravert temperamental features, US children had higher levels of High Intensity Pleasure and Approach (especially during infancy), but Belgian children had higher levels of Smiling/Laughter, congruent with findings from other European countries. Also, with regard to negative affective features, US children had higher levels of Fear, Frustration and Shyness, again congruent with earlier findings. Especially in infancy, Belgian boys showed lower levels of fear compared to US infants. A more challenging finding was the result for orienting/regulating capacities, with Belgian boys having lower attentional focusing in infancy compared to US boys, however, by toddlerhood, Belgian children had higher levels of attentional focusing. The results of this study will be presented and discussed from a 'developmental niche' framework (Super & Harkness, 2002), which offers a cultural sensitive perspective on caregiving and socialization practices. Finally, implications for future research and intervention will be outlined.

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Validation of a Portuguese version of the Parenting Relationship Questionnaire Vieira Joana, Cadima Joana, Leal Teresa, Matos Paula

Faculty of Psychology and Educational Sciences, University of Porto (Portugal)

In the present study we describe the process of adaptation and validation of the Parenting Relationship Questionnaire (PRQ; Kamphaus & Reynolds, 2006) using a Portuguese sample of 300 fathers and 300 mothers with preschool children (3-5 years). The PRQ (Preschool form) was designed to capture a parent's perspective on the parent-child relationship, assessing five dimensions of parenting and parent-child relationship quality: attachment, involvement, parenting confidence, discipline practices and relational frustration. In the present study, the validation of PRQ is established by testing: (a) the dimensionality of its structure (confirmatory factor analysis); (b) its convergent and discriminant validity (correlations with other parent-child relationship measures and scale intercorrelations); and (c) the internal consistency of its subscales (cronbach alphas). In addition, a two-group measurement procedure is performed in order to assess measurement invariance of PRQ across gender. Circumplex model of identity styles Topolewska Ewa1, Cieciuch Jan2
1 2

Cardinal Stefan Wyszynski University, Dabrowa Bialostocka (Poland) University of Finance and Management, Warsaw (Poland)

Identity formation is considered as one of the most important developmental tasks during adolescence (Erikson, 1968). The Eriksonian understanding of identity has been enriched by Berzonsky (1990, 2011) with the constructivist perspective. Berzonsky propounds the conceptualisation of identity as a self-constructed theory of oneself, which individuals use to cope with identity issues, solving problems and making decisions. Three identity styles were identified as social-cognitive strategies that people use in the construction of their self-theory and which differentiate them. They include the informational style, the normative style and the diffuse-avoidant style. Although our work has been built on the Berzonskys definition of identity, we suggest a different conceptualization of the identity styles. Inspired by circumplex theories in personality, i.a. Hofstee, de Raad and Goldberg (1992) and Schwartz with colleagues (2012), we propose a circumplex model of identity. In our model there are two basic dimensions, that describe shaping identity as a self-theory. The first dimension is activity - passivity in the shaping of the self-theory and the second dimension is cohesion confusion of the self-theory. Basing on these dimensions we distinguish four styles: active identity cohesion, active identity confusion, passive identity cohesion and passive identity confusion. In order to measure these four styles and two dimensions we developed Identity Circumplex Inventory. During the presentation we discuss the first Polish validation of the model in a group of N=300 adolescents and present comparison to other models of identity: Berzonskys (2011) model of identity styles, Luyckxs five dimensions model (Luyckx et al. 2006, 2008), and Meeuss three dimensions model of identity development (Meeus, 1997, Crocetti, Rubini, Meeus, 2008). The roots of right-wing authoritarian attitudes: cognitive dispositions and normative identity style in Czech adolescents irek Jan, Macek Petr, pal Adam

Masaryk University, Brno (Czech Republic)

Need for cognition, need for cognitive closure and normative identity style are closely related psychological attributes. Intraindividual differences in need for cognition and need for cognitive closure interact in formation of normative identity style and could promote development of authoritarian attitudes as well as normative identity style itself. Therefore, the question is whether the previously mentioned cognitive dispositions could explain arising authoritarian attitudes fully or if normative identity style could substitute their role in predictive model. On heterogenous university students sample (N = 349; methods used were Need for Cognition Scale (Cacioppo a Petty, 1982), Need for Cognitive Closure Scale Roets, van Hiel, 2010), Right-Wing Attitudes Scale RWA3D (Funke, 2005) and Identity Style Inventory, 4th revision), we found support for the hypothesis that normative identity style completely mediates the effect of need for cognition and need for cognitive on right-wing attitudes. Moreover, considerable amount of variance of normative identity style was explained by need for cognition and need for cognitive closure, but normative identity style still predicts specific variance of right-wing attitudes directly. Our results show that right wing attitudes are connected not only with lower motivation towards cognitively demanding efforts, but also with an explicit normative selfdefinition. In other words, authoritarian orientation could be clearly seen as an avoiding coping strategy, targeting on preservation of ego integrity more than on ego actualisation.

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PE4.5 PSYCHOPATHOLOGY & INTERVENTION 13:30-18:00 | H2 Hall Amphiple

Bridging the void : Improving social communication in autistic children through therapeutic horse riding Hart Emma

Durham University (United Kingdom)

Background: Therapeutic horse riding provides a range of benefits for children with autism spectrum disorders (ASD). Past research has shown improvements in eye contact, mood, expressive language, and social behaviours (Kring, 2007); social motivation and sensory sensitivity (Bass et al., 2009); self-regulation, language and motor skills (Gabriels et al., 2012); and a reduction in autistic behaviours (Kern et al., 2011). This is the first study to examine the effects of equine assisted interventions using behavioural analysis. Method: Participants were thirty children (22 male and 8 female), aged 3-12 (M=5, SD=2.5), diagnosed clinically as meeting the criteria for DSM-IV-TR (American Psychiatric Association, 2000) autism spectrum diagnosis. Observations of therapeutic riding sessions were videotaped in six centres recognised by the Irish Association for Horses in Education and Therapy. All sessions were run by qualified therapeutic riding coaches, followed a uniform structure, had a 30 minute duration, and facilitated specifically trained horses. Data was analysed using behavioural analysis of three two-minute segments of each session. The coding scheme was based on modified versions of the Social Responsiveness Scale (Constantino, 2002) and the Sensory Profile (Dunn, 1999), measuring the severity of ASD symptoms and social functioning. It was hypothesised that, overall, participants would show reductions in stereotypical autistic behaviours and improvements in social functioning between the first and second segments, and between the second and third segments of the therapeutic session. Results: Results of a one-way repeated-measures ANOVA showed a significant reduction in stereotypical autistic behaviours between the first and second segments, and the second and third segments of the therapeutic session. Discussion: Results are discussed in terms of the efficacy and practical applications of therapeutic horse riding as an intervention for children with ASD. Using a social skills group training to teach conversational skills to adolescents with Autism Spectrum Disorders Girard Pauline

University of Rennes 2 (France)

Using a social skills group training to teach conversational skills to adolescents with Autism Spectrum Disorders High-functioning autism (HFA) or Asperger syndrome are characterized by persistent impairment in social interaction despite the absence of mental retardation. Although social skills deficits are a central feature of autism spectrum disorder (ASD), few children receive adequate social skills programming (Bellini, Peters, Benner, & Hopf, 2007). Individuals with ASDs have difficulty appropriately interacting with others, and, in particular, have difficulty initiating and maintaining conversations (Painter, 2006). The purpose of this study was to examine the efficacy of using a social skills groups training to teach conversation skills to individuals diagnosed with ASDs. So, we developed a multi-stage program based on social and conversational skills. Four adolescents with ASD participated in this program for an average of 10 months (one session per week). The program effectiveness was evaluated using pre- and post-tests based on social skills. In each session, we analyzed engagement in conversation (initiative, response, maintain), the type of interlocutor (adults or peer) and the scalfolding (with or without). For that, we used an analysis State Space Grids (Lewis, Lamey and Douglas, 1999), allows studying real-time dynamics. Results of this preliminary study indicated an increase of spontaneous interaction between peers, and a decrease of adults intervention to respond or to maintain conversation with peers. In this study, we showed the interest of State Space Grids in clinical practice to analyze the effectiveness of social skills training group. The findings are discussed in the light of the multiple deficits account and the role of executive functions in ASD population. The relationship between coping strategies and mental health in children and adolescents Besevegis Elias, Tantaros Spyridon, Ralli Asimina, Mylonas Kostas

University of Athens (Greece)

Stress and anxiety are very common in a persons everyday life. Different reasons can lead to anxiety and stress during the developmental stages. Such reasons could vary from simple quarrels between children to more severe problems regarding school or important personal decisions in everyday life. Research has shown that being anxious for long periods can be linked to problems of adaptation and mental health (Brodzinsky, et al., 1992). Coping strategies seem to be an important mediator factor between anxiety and mental health. More precisely, directly dealing with the stressor, the effective self-regulation of ones feelings as well as the interpersonal support that could be provided to the child or adolescent have all been linked to better levels of adaptation and mental health (Fabes, Eisenberg, & Eisenbud, 1993). On the other hand, the systematic use of behavioral avoidance has been found to be related to higher levels of anxiety, depression, internalization and externalization problems as well as difficulties in school (Finnegan et al., 1996). 299 students from several schools of the Athens area, Greece (103 with a mean age of 11 years, 99 with a mean age of 14 years and 97 with a mean age of 16 years) participated in this study. The measures used were a) the Athens Coping Scale, filled in by the students b) the Ackenbach Behavior Checklist, filled in by the students and their teachers and c) a demographic questionnaire. Results, as expected, showed correlations between adaptive/maladaptive coping on the one hand, and mental health on the other. Developmental and gender differences, were also observed in coping strategies, as well as in its correlation to childrens and adolescents adaptation skills.

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The link between the effectiveness of ostensive cues and mother-infant relationship Shizawa Miho1, Suwa Eriko2, Sanefuji Wakako3
1 2

Kyoto University (Japan) Mejiro University (Japan) 3 Kyushu University (Japan)

Infant-directed speech (IDS) and infant-directed action (IDA) have recently become a focus as ostensive cues that capture infants attention to invite them to communications. Ostensive cues are signs of communicative intentions, and promote knowledge and information transmissions (Csibra, 2010). Although mother-infant interactions and communications play a critical role in social cognitive learning during infancy, there has not been much research on effects of daily usage of ostensive cues. Considering that the pattern of mother-infant interaction predicts their attachment relationship (Beebe et al, 1997; 2010), we hypothesized that frequency and effectiveness of mothers ostensive cue associate with qualitative features of mother-infant relationship. This study investigated how often and effectively mothers use ostensive cues towards their children during face-to-face interaction, and how those strategies relate with the quality of their relationships with their children. We observed mother-infant interactions in two semi-structured conditions, i.e. eating and play, and measured the frequency of mothers ostensive cues and the pitch of IDS. Also, we assessed the quality of relationship by using Emotional Availability scales (EA: Beringen, 2008). The participants were 16 mothers and their 18 month-old infants without developmental concerns. Results showed that ostensive cues were observed more frequently in the play condition than in the eating condition, and the average tone pitch of mothers IDS in the play condition was higher comparing with the eating condition. The mothers behavior might be changed according to the characteristics of their infants and the context in which the interaction occurs. Moreover, the children whose mothers showed EA high scores could regulate their behaviors more successfully after the ostensive cues were provided. It was found that mothers who have good relationships with their children tend to use ostensive cue more effectively. Perinatal complications and psychological outcomes at school age for extremely-low-birthweight children in Japan Kanazawa Tadahiro1, Hinobayashi Toshihiko1, Hirano Shinya2, Kitajima Hiroyuki2, Fujimura Masanori2, Itoigawa Naosuke3
1 2

Osaka University (Japan) Osaka Medical Center and Research Institute for Maternal and Child Health (Japan) 3 Mukogawa Womens University (Japan)

Objective : To study perinatal risk factors for developmental disorders for extremely low birthweight (ELBW) children at school age. Methods: The subjects were 450 ELBW children (mean age = 8.2 0.7 years; mean birthweight = 814 205; mean gestational age = 26.8 2.22). IQs were measured using the WISC III test. Learning Disabilities (LD) were assessed using the Pupil Rating Scale (revised) (PRS). Attention Deficit /Hyperactivity Disorders (ADHD) were assessed using the ADHD-RS-4 (DuPaul et al., 1998). Autism Spectrum Disorders (ASD) were assessed by ASSQ (Ehlers, Gillberg, & Wing, 1999Ii et al., 2003). The perinatal complications consist of chronic lung disease (CLD), Wilson-Mkity syndrome, intraventricular hemorrhage (IVH), acute respiratory distress syndrome ( ARDS), retinopathy of prematurity (ROP), and apparent death. Results: Intraventricular hemorrhage (IVH) is divided into four grades which reflect severity: whereas Grade 1 and 2 are the most common and are rarely associated with any specific problems with later brain function, Grade 3 and 4 may cause later problems with brain function. In our study, Grade 3 or 4 IVH increased the risk for lower IQ scores (F-IQ, VIQ, and PIQ), higher ASSQ scores, and lower nonverbal PRS scores. Grade 3 or 4 IVH was also associated with inattention. Children suffering from CLD showed the lower IQ and PIQ scores. ROP was associated with lower PIQ scores. No association was found between developmental disorders and Wilson-Mikity syndrome or apparent death. Conclusion: These results suggest that some of perinatal complications would be risk factors for developmental disorders of ELBW children at school age. Among them, severe Grade 3 or 4 IVH is the most important risk factor of ASD.

Clinic for Child and Adolescent Psychiatry, University of Leipzig (Germany)

Analyzing pathways from Childhood maltreatment to internalizing symptoms and disorders (AMIS) Keil Jan, White Lars Otto, Sierau Susan, Michel Andrea, Andreas Anna, von Klitzing Kai

In this presentation we will outline the research design and present preliminary results of an ongoing large-scale, multi-site, research project on the sequelae of maltreatment for childhood development and psychopathology. Effective interventions for maltreated children are impeded by gaps in our knowledge of the etiopathological mechanisms leading from maltreatment to behavioral disorders. Although many studies have already identified individual psychosocial, neurobiological, and genetic factors risk and protective factors, we lack knowledge about how these factors actually act jointly to help a child thrive or make development go awry in the aftermath of maltreatment. We aim to delineate gender-specific pathways from trauma to disorder/resilience and to study endocrine, metabolomic, and genomic stress response patterns to maltreatment alongside cognitive-emotional/social factors and developmental outcome. Specifically, we seek to study the interplay of maltreatment characteristics (severity, timing, duration), individual cognitive-emotional coping styles (narratives and selfreport measures), social support, endocrinological response patterns and genetic vulnerability factors as well as expression of stress response genes which, in turn, give rise to higher risk of depression and anxiety disorders. We will assess 4 child samples: 2 samples with internalizing symptoms will be checked for maltreatment and 2 samples with substantiated maltreatment will be checked for internalizing symptoms (approximately N=1100 including controls). We will apply a multi-source strategy (parents, children, teachers, and child protective service records) in order to assess maltreatment and psychopathological symptoms, multiple measurements of risk and protective factors and laboratory analyses of endocrine, steroid metabolomic and epigenetic factors. As two samples

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were already assessed as part of previous research, we will be able to collect first longitudinal data within the three year study period. With the help of this project, we hope to detect early biopsychosocial markers which facilitate decision-making in clinical practice in the wake of maltreatment. Resilience in relation to self-direction and anxiety/depression across the life span Sebre Sandra, Miltuze Anika, Bite Ieva

University of Latvia, Riga (Latvia)

The aim of this study was to examine the association between resilience, personal values and levels of anxiety/depression. It was hypothesized that personal values are predictive of resilience, which in turn predicts lower levels of anxiety/depression. Participating in the study were 232 adults, ages 18 19 years of age. For purposes of cross-sectional comparison, they were divided into three groups: 18 24 years, 25 42 years, and 45 59 years old. All participants completed the Resilience Scale for Adults (RSA; Friborg, Barlaug, Martinussen, Rosenvinge & Hjemdal, 2005), the Portrait Values Questionnaire (PVQ; Schwartze, Melech, Lehmann,Burgess & Harris, 2001), as well as the Adult Self Report questionnaires ( ASR; Achenbach & Rescorla, 2003). Initial comparison of resilience across age groups showed that resilience ratings are highest for the middle age group, 25 42 years. For respondents in both the middle and oldest age groups, the strongest association between resilience and personal values was for the value of Self-Direction. In all three age groups Self-Direction was predictive of Resilience, which in turn was predictive of decreased anxiety and depression symptoms. Results are discussed in regard to practical implications. The association between Resilience and anxiety/depression symptoms have been noted previously, however, this research implies that by encouraging values such as Self-Direction, which help individuals to be more effective in reaching their goals, overall resilience may be strengthened and symptoms of anxiety and depression lessened. Difference and similarity in attribution toward woman body image: Jewish and Arabs high academic students in Israel Kaplan Toren Nurit, Schlesinger Ronit

University of Haifa (Israel)

The concept of body image is a major component of our well-being. Western culture attributes specific characteristics to women body image which significantly influence women functioning. The aim of this study was to examine different attitudes toward overweight and thin women among high education students coming from different cultures. Data was collected from 579 (391 females), 413 Jewish (religious and non-religious) and 145 Arab students studying in the education faculties of three different academic institutes in Israel. As part of their study concerning body image and eating disorders, the students were asked to relate to two different pictures presenting overweight and thin women. The students expressed their opinions for each picture separately. Qualitative analyses showed six categories: age, socio economic status, marital status, occupation, personal characteristics and body/selfimage. Data analyses of the different groups showed only one difference concerning marital status. Arabs, as opposed to Jews, attributed marriage to the overweight woman. Following these findings, data analyses of the entire sample showed different attributes to the overweight and thin women: (a) background factors: The thin woman compared to the overweight woman was perceived as a young, high social economic status and not married. (b) Personal variables: thin woman was perceived as goal directed, stable emotionally, happy tempered, calm and satisfied. Overweight woman was perceived as lazy, neurotic, sad, and unsatisfied. (c) Image variables: thin woman compared to overweight woman was perceived as having higher body and self- image. (d) Occupations: thin woman was described as working in artistic and enterprising professions as opposed to overweight woman who was described as unemployed or working in conventional professions. Discussion addresses two issues: (1) attribution to woman body beyond cultural, education, gender, nationality and religious differences. (2) The stereotypic attitudes to women's thin and overweight body image. Polish adaptation of Bulimic Inventory Test Edinburgh Faber Karolina, Rogoza Radosaw

University of Maria CurieSklodowska in Lublin (Poland)

One of the contemporary major threats for proper development of adolescents are eating disorders, affecting almost 3% of population. In order to estimate epidemiology one of the most common used tools is Bulimic Inventory Test Edinburgh developed by Henderson and Freeman in 1987. Nowadays most studies are showing increase in incidence of all forms of eating disorders. Although eating disorders are placed among the top of the infamous most lethal mental disorders, in Poland there is a lack of reliable diagnostic methods facilitating early detection of eating disorders. Main substantiation of this study is to conduct adaptation process of BITE in order to fill existing gap. The consent for adaptation process was granted by inventor prof. Christopher Freeman. The study is going to be conducted on a total sample of n=1000 students of University of Maria CurieSklodowska in Lublin between November 2012 and February 2013. Age would range between 19 24 which is suitable with peak moments of development of bulimia nervosa in men (Abebe, Lien i von Soest, 2012) and plateau period of women eating disorders dynamics. Reliability would be counted using Cronbachs C and validated by Confirmatory Factor Analysis (CFA). Results from the questionnaire normalization process would be used to disseminate adapted tool in Poland. Aim of this study is to estimate prevalence of eating disorders either in men and women in Poland by using internationally known questionnaire and to start a discussion about diagnosing eating disorders in male population, which is emphasized in international literature and ignored in Poland.

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Differential Effects of Paternal and Maternal Behavior on Infant Anxiety on the Visual Cliff: A Social Referencing Study Mller Eline, Majdandi Mirjana, Bgels Susan

University of Amsterdam (The Netherland)

Infants use signals from others to guide their behavior when confronted with novel situations, so called social referencing. In this way, signs of parental anxiety can lead to anxious infant behavior. Social referencing can be studied by exposing infants to novel situations, such as the visual cliff. Fathers have long been neglected in research on the intergenerational transmission of anxiety disorders. However, there is evidence that fathers role is important (Bgels & Phares, 2008), and that fathers and mothers may even play a different role in the development or overcoming of child anxiety (Bgels & Perotti, 2011; Mller, Majdandi, de Vente & Bgels, in press). Consequently, children may be differentially affected by paternal and maternal signals in novel situations, such as the visual cliff. The goal of this study was to compare fathers and mothers influence in stimulating their babies to cross the visual cliff. Eighty-one infants aged 10-15 months who crawled, but not yet walked, participated in this study. Infants were randomly assigned to conduct the task with their father (n=41) or mother (n=40). The infant was placed on the shallow side of the cliff and the parent was standing at the deep side and encouraged the infants to cross over. Results showed that mothers were more encouraging (M=1.75, SD=0.28) than fathers (M=1.58, SD=0.29), t=2.62, p = .01. Moreover, a significant correlation emerged between paternal (but not maternal) expression of anxiety and infant fear (r=.38, p=.01), indicating transmission of anxiety from father to infant. This suggests that social referencing between fathers and their babies differs from social referencing between mothers and their babies. More results on the differential effects of paternal and maternal encouragement and fear on child anxiety will be presented. The expression of positive and negative shyness during early Childhood and the relation to social anxiety symptoms Colonnesi Cristina, Napoleone Elisa, Bgels Susan M.

University of Amsterdam (The Netherlands)

Shyness has generally been investigated as a negative and unpleasant emotion, having a strong relation to social anxiety and loneliness. However, recent evidence suggests that the expression of positive shyness has remarkable regulatory and social functions in interpersonal interactions from early on in an individuals life. A way to display positive shyness is through the coy smile, which is a smile with gaze and/or head aversions (Colonnesi, Bgels, de Vente, Majdandi, 2012; Reddy, 2002). We examined whether the positive expression of shyness differs from the negative expression of shyness during toddlerhood, and whether a negative relation to anxiety exists. One hundred and two 30-month-old children (56 girls) were asked to mimic animal sounds with a novel person (performance situation), and then to watch their performance (self-watching situation). Their expression of pleasure (positive reactions), and distress (negative reactions), as well as their expression of positive and negative shyness were coded. Childrens temperamental level of shyness and sociability and anxiety were measured with parent-reported questionnaires. Toddlers produced more positive and negative shyness during the performance situation than in the self-watching situation (ESpositive shyness = 0.75; ESnegative shyness = 0.45). Childrens expression of positive shyness was associated with lower parent-reported anxiety (r = .-27, p < .05), and higher level of sociability levels (r = .22, p < .05). Negative reactions, but not negative shyness, were related to childrens lower sociability (r = .-33, p < .05) and to higher anxiety levels (r = .21, p < .05). The positive expression of shyness as an early adaptive reaction to social exposure, with the function of reducing the level of arousal without affecting the social interaction negatively will be discussed as well as the implications of positive shyness for the childs social and emotional development.

PE4.6 CULTURE AND LEARNING 13:30-18:00 | H2 Hall Amphiple The effects of Child-centred versus compulsory sleep practices in Childcare: A salivary cortisol study Staton Sally, Pattinson Cassandra, Smith Simon, Thorpe Karen

Queensland University of Technology, Brisbane (Australia)

Substantial international evidence documents that most children do not normally have a daytime sleep after the age of 3 years. In childcare, however, scheduling of nap time is commonplace and can be mandatory right through until the time children enter school. There is a clear disparity between normative daytime sleep patterns and assignment of sleep time for children in the pre-school year. To date little is known about the effect of these practices on childrens development. We present data from a study conducted in Australia, where most childcare services provide sleep periods through to the time children enter school. Within centres, practices regarding sleep vary in level of flexibility, with some centres providing alternative activities for children who are unable or unwilling to sleep (child-centred) and others requiring children to lay on their beds without alternate activities (compulsory). This study utilised the variation in sleep practices across centres to examine whether mandated sleep periods may be stressful for children. Salivary cortisol samples were collected from 64 children across 6 full-day childcare centres (three with compulsory practice and three with child-centred practice). Salivary samples were collected across two days in which the child attended childcare with measurement at four time points (morning waking, prior to daytime sleep period, directly following daytime sleep period and prior to night time sleep). Each childs sleep in the childcare setting was assessed using both direct observation and actigraphy. Analyses examine the effects of sleep practice (compulsory vs child-centred) and child response (sleepers vs non-sleepers) on childrens daily stress trajectories. Our findings provide important information regarding the effects of current daytime sleep practices in childcare settings on childrens psychological health and have implications for policy and practice in childcare.

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Social and emotional learning (SEL) in schools: A latvian experience Martinsone Baiba

University of Latvia, Sigulda (Latvia)

The aim of the presentation is to provide an insight into a social and emotional learning program developed in Latvia, as well as to interpret its initial results. The program was developed as part of the European Social Fund Project ("Development and implementation of the support programs for establishing the support system for the young people under the exclusion risk") as one of several sub-programs aimed at reducing the social exclusion and school drop-out rates of pupils. It is based on principles aggregated from multiple USA, Lithuania and Norway-based programs, and has been specifically tailored for the situation in Latvia. The purpose of SEL is to develop the emotional intelligence of pupils, while schoolteachers are introduced to principles necessary for combining academic and social and emotional learning. The SEL program is aimed at all school students, from primary forms to secondary schools, and consists of four subjects: 1) emotional selfregulation; 2) positive interaction models; 3) setting real and positive goals; 4) problem solving. Social and emotional skills are developed in structured classes supervised by a teacher, by engaging in discussion, group projects, role-playing, behavior modeling, projects, initiatives, and providing favors for others. Each lesson has a customized plan, consisting of the aim and contents of the lesson, as well as additional materials, such as video clips, written examples and situations for discussion and role-play, texts and PowerPoint presentations. The lessons also include a consistent teaching algorithm (setting a personally important goal for each student, suggestions, comprehension, and reflection). The research group is comprised of 7600 pupils from 25 schools in Latvia participating in the project. SEL lessons are carried out in school year 2012/2013, with data being accumulated for the purpose of summarizing the programs results. School burnout, School stress and social support in adolescents: Exploring direct and indirect pathways Meylan Nicolas1,2, Doudin Pierre-Andr1,2, Curchod-Ruedi Denise2, Stephan Philippe3
1 2

Institut of Psychology, University of Lausanne (Switzerland) University of Teacher Education of the Canton de Vaud (Switzerland) 3 Faculty of Biology and Medicine, University of Lausanne (Switzerland)

As a major place for socialisation and narcissistic investment, school provides an important developmental context during adolescence (Eccles & Roeser, 2011). Previous research has shown that experiences and perceptions of school are related to various outcomes. For example, the increasing demands in terms of performance and success entail stress, which may generate suffering for adolescents. One of them is school burnout, recently described as a syndrome of emotional exhaustion due to school demands, cynical and detached attitude towards school and feelings of inadequacy as a student (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). There is a growing interest in school burnout and it has already been associated with low support from school (Salmela-Aro, 2011) as well as with high levels of stress related to school success and school workload (Meylan, Doudin, Curchod & Stephan, in press). However, pathways between school burnout, sources of social support and school stress types have not been explored yet. The aim of this study is to contribute to a better understanding of those pathways. A total of 380 adolescents between 13 and 17 years old were recruited in two mainstream schools in the French-speaking part of Switzerland. They were asked to anonymously complete a questionnaire including background variables and previously validated scales about school burnout, school-related stress and social support. Results from structural equation modelling analysis showed associations between school burnout, social support sources and school stress types after controlling for personal and school background variables. Indeed, support from teachers and parents seemed to play an important role in the relations between school related stress types and school burnout. Direct and indirect pathways are presented and discussed in terms of their implications for further research and prevention of school burnout. Should we ask the Children about the difficulties in learning ? Paananen Mika1,2, Mtt Sira1,2, Mntyl Marketta1, Aro Tuija1,2
1 2

Niilo Mki Institute, Jyvskyl (Finland) University of Jyvskyl (Finland)

Learning disabilities (LDs) form a risk for later educational attainment, social marginalization, and inequality. Previous research on LD has focused largely on cognitive characteristics. However, affective and motivational factors and childrens own experiences have an effect on the learning outcome. Self-perception of elementary school pupils (n = 587; 8-13 yrs) was assessed with a questionnaire covering five domains: School enjoyment, Self-regulation of daily learning routines, Effort regulation, Learning skills, and School related worry. Participants were grouped according to the type of educational support and the type of their school-related difficulty. The subgroups were: 1) mainstream students, 2) part-time special education (PSE), 3) partly integrated and special-class (PISC), and 4) children with LD from clinics specialized on assessment and interventions of LDs. The types of school-related difficulty were: 1) LD (reading or mathematics), 2) social-emotional difficulties, and 3) ADHD type behavior. The subgroups showed differential profiles: the subgroup receiving support at the clinics had a low score only in the Learning skills, and the PSE subgroup only in the School related worry scale. The PISC subgroup had low scores in all other scales except for the Learning skills. The subgroup (n = 169) with school-related difficulties gave themselves poorer scores than the subgroup (n =418) without difficulties in all domains. Children with ADHD type behavior rated their daily learning routines and learning skills to be poor. Children with LD rated themselves as more worried than children with no difficulties. We can conclude that valuable information regarding childrens experiences, thoughts, and feelings can be received with a questionnaire. The results suggest that school related experiences are different depending on type of school-related difficulty and educational subgroup, and this should be taken account when the interventions are planned for learning disabilities.

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Evaluating children's perception of the police following an educational intervention: Enhancing police/Child relationships Reidy Lisa, Coleman Charlotte

Sheffield Hallam University (United Kingdom)

In England, Year 6 children (approx 11yrs) experience a police led educational initiative called Crucial Crew (CC). This is a national programme designed to increase children's awareness of crime and safety behaviours. Intervention studies with young children have shown that safer behaviours can be learned, for example Azeredo, and Stephens-Stidham (2003) found that seatbelt use increased by up to 36% postintervention. To capitalise on this type of learning South Yorkshire police have developed the CC experience into scenario based 'real-life' simulated sessions. This investment in CC is designed not only to improve safety outcomes, but also to enhance police/child relationships, with the aim of increasing positive future engagement. This study is therefore evaluating South Yorkshires CC intervention against a control group of children (who only had a police officer visit their school), exploring changes in perceptions of police officers and the extent to which children engaged with, and learned from the intervention. Questions were deployed next day or at 3 weeks post intervention. Children participated in 9 intervention scenarios lasting 30 minutes each (e.g. running away from home). Preliminary analyses from approximately 2/3 of the sample (n=90, remaining data is undergoing collation) show that childrens knowledge about crime and safety, such as knowing the age of criminal responsibility, improved post-intervention. However the rate of improvement differed between scenarios, with those presenting the key points more saliently, being responded to most accurately. Perceptions of police officers were more positive for children in South Yorkshire compared to the control group, for example the police were being rated as more approachable. However shifts in perception were not as clear as shifts in knowledge, perhaps due to non-uniformed officers delivering the intervention whereby their status as being police officers may be reduced. Career calling as a moderator between environmental stressors and burnout in australian medical trainees Creed Peter A., Rogers Mary, Prackova Anna

Griffith University, Gold Coast (Australia)

Trainee doctors in residency face long working hours, high levels of responsibility with little autonomy, demanding academic workloads, and disruptions to home and social lives. This can place considerable strain on them, and lead to reduced effectiveness, dropping out of medicine, and negative effects on well-being, including burnout. While burnout in medical trainees has been examined, there has been little focus on the effects of gender and limited research into the role of personal strengths and resources that might protect, although the general literature suggests that people with a healthy, purposeful pursuit of their occupational goals (i.e., have a career calling) manage better. Our study contributes to this literature by testing whether the association between environmental stressors (hours worked, academic stress, student debt concerns) and burnout in medical residents (physical and psychological fatigue and exhaustion) is moderated by career calling (having a sense of purpose and meaning in ones work that is motivated by other-oriented values and goals), and whether gender affects these relationships. We surveyed 355 medical residents (first and second year; 69% female; average age = 27 years) on measures of career calling, burnout, academic stress, hours worked, and concerns about debt, and used hierarchical regression analyses to test the hypotheses. For men, stress and hours worked were uniquely associated with burnout, while calling, debt, and the interaction terms were not significant. For women, career calling, stress, hours worked, and debt concern were all uniquely associated with burnout, and hours worked and stress were moderated by career calling. The results suggest that negative environmental factors contribute to burnout in both genders, but for women, having a strong sense of calling to the medical profession is an important personal strength that protects against burnout. We discuss implications for medical training. Development of competency of classroom based social problem solving of the primary School students in the fourth and fifth grade Nagasaki Tsutomu, Ken Bairin, Tajiri Erika

University of Tsukuba, Narashino (Japan)

In the key competencies which OECD identifies, there is a competency category of interacting in heterogeneous groups and there are subcategories co-operate and work in teams and manage and resolve conflicts. It means that the competency of social problem solving is also necessary in the classroom of school. Though there are many researches for social problem solving between some students, the researches for classroom based social problem solving are very few. In this study, 31 students in fourth grade primary school were given two situations of accidents which occurred in the classroom, and they were asked the methods and strategy for solving the problem. Next year, they were given the same tasks again in the fifth grade and asked the methods and strategy for them. One of the accidents in classroom was that when one student were carrying a pot of curry from kitchen of the school to the classroom for lunch time, he(she) turned over the pot at stairs. The students are asked how should you do in this situation. The answers of students were analyzed according to categories of the social problem solving. The category consisted of eight sub categories of helping, reporting, facilitating / caring, apologizing, cooperation, plan and exclusion/ blaming. The results are as follows. The rate of category of facilitating / caring and helping of students of fifth grade increased and the rate of category of exclusion/ blaming of students of fifth grade decreased. In the fourth grade students, 15% of category were planning which states such as the student will go to the other classroom to gather rest of curry from other classrooms. These results showed that the strategy of classroom based social problem solving of the primary school students changed to more coordinated from the fourth to the fifth grade.

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International mutual evaluation concerning childcare and education in Japan and China Inoue Tomoyoshi1, Yamana Yuko2, Pang Jun3
1 2

Doshisha University, Kyoto (Japan) Akita University (Japan) 3 Biwako Gakuin University (Japan)

There are a variety of cultural differences between any two countries. This study aims to reveal the difference of the child care and education between Japan and China. The third author (an expert of visual anthropology) videotaped and edited two versions of 20 minutes long films that mainly focused on childrens activities in the respective kindergarten (for from three- to five-year-old children) both in Japan and China. The distinctive difference between the two countries is that the children in the Japanese kindergarten mostly played spontaneously with some assistance by their teachers while those in the Chinese kindergarten were intentionally instructed many things by their counterparts. These two films were presented to both Japanese and Chinese university students. Firstly, 81 Japanese university students completed the questionnaire that focused on the possible distinctive differences. Secondly, 41 Chinese graduate students who specialized in education completed the same questionnaire. The questionnaire concerning the impressions of the two films includes 18 items that would evaluate both teachers and childrens behaviors on a six-point rating scale as well as open-ended questions. The questionnaire also inquired what the childhood education was like when the participant was a child, and whether the participant thought the film of each country represented the typical childrens activities in the kindergarten or not. The results indicated that two films roughly but symbolically reflected the real situations in the kindergarten of the two countries. It was also shown that Chinese participants underestimated the significance of early childhood education that emphasized care through play-centered instruction in the Japanese kindergarten although some favored Japanese kindergarten and would like to be those teachers in Japan. Child care and Education in Japan and China: Comparison of the two films that videotaped respective kindergartens Yamana Yuko1, Inoue Tomoyoshi2, Pang Jun3
1 2

Akita University (Japan) Doshisha University, Kyoto (Japan) 3 Biwako Gakuin University (Japan)

One of the purposes of this study is to reveal if media-based education is efficient to make students in the course of early childhood education and care recognize the philosophy of education through play-centered instruction. Twenty undergraduate students in the course mentioned above were required to watch two films that showed young childrens activities both in China and Japan. These two films had been videotaped and edited into 20 minutes respectively by the third author, an expert of visual anthropology. The distinctive difference between the two films was that the children in the Japanese kindergarten mostly played freely and spontaneously assisted by their teachers while those in the Chinese kindergarten received direct instruction by their counterparts. Both kindergartens were university affiliated where the students to be teachers are supposed to be trained as a student teacher. After the participants answered a simple questionnaire in which they commented on the contents of two films, they were required to participate in a group discussion focusing on the intercultural difference between the two countries and also from the perspective of kindergarten curricula depending on child development. The results showed that it was very difficult even for Japanese students to explain the importance of childrens spontaneous activities through play-centered instruction. It was indicated that the participants tended to highly evaluate the education in China that apparently showed the direct instruction by teachers. Some participants claimed that they should consider the course of study for kindergarten. Short and long term effects of a universal social-emotional learning program Cavioni Valeria, Berrone Carlo, Zanetti Maria Assunta

Dept. of Humanistic Studies, Section of Psychology, University of Pavia (Italy)

Socio-emotional learning is the process through which children become aware of their emotions, learning how to manage them, to recognize others emotions, to develop empathy, to make good decisions, to build friendships and to manage them effectively (Zins et al. , 2004). Transition from kindergarten to primary school represents a critical stage in the social and emotional development of young children (Denham, 2006). Recently, social-emotional learning programs have received considerable interest as instruments to improve socio-emotional skills and to decrease behavioral problems. This study consists of a longitudinal quasi-experimental research with two groups (experimental and control) assessed in four waves in order to analyze the impact of a social-emotional learning training program on emotional skills, behavior problems, emotional distress and prosocial behavior. Our sample included 57 children (mean age=76.91 months at the pre-test). Participants were tested at pre-test and post-test during the last year of kindergarten. They were re-evaluated during the first year of primary school in two waves (12 and 18 months from the pre-test). The following measures were used: TEC (Pons et al., 2000); SDQ (Goodman, 1997); SCBE (Lafreniere, Dumas, 1996). ANOVA for repeated measures showed that the program had an impact on the improvement of socio-emotional skills mainly during primary school [F(1,55)= 4.46, p=.03, p2=.075]. Furthermore, the control group showed a significant decrease in social competence [F(1,55)=9.17, p=.004, p2=.145].

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Genetic and environmental contributions to reading abilities : A meta-analytic approach to twin data Belotti Raffaella1, Ogliari Anna1, Mascheretti Sara1,2, Battaglia Marco3, Marino Cecilia2,3, Scaini Simona1
1 2

Academic Centre for the Study of Behavioural plasticity, Vita-Salute San Raffaelle, Milano (Italy) Department of Child Psychiatry, Scientific Institute Eugenio Medea, Bosisio Parini (Italy) 3 Centre de Recherche de lInstitut Universitaire en Sant Mentale de Qubec (Canada)

Background: Recent contributions showed that Reading Ability (RA) is not a single ability, but it is a complex system based on multiple neuropsychological components, such as Reading, Reading Comprehension, Spelling and Phonological Awareness. Moreover quantitative genetic studies have shown that RA and related neuropsychological components are highly heritable and complex, involving multiple risk factors. However, heritability and environmental estimates have appeared to vary quite widely. Objective: The principal aim of this study is to calculate overall values of h, c, e by employing a meta-analytic approach, conducting four different meta-analysis for each reading abilities. Moreover the meta-analytic standardized variance components were calculated separately by age (< 11 years of age versus 11+ years of age) for the neuropsychological component Reading . Methods: The proportion of the variance accounted for by A, C and E upon RA and related neuropsychological components was calculating by averaging the estimates among the different studies weighting by the number of individuals in each sample, as in previous similar metaanalyses. Results: Based upon available literature, 16 variegated cohorts were obtained for a total of 25,226 children. Individual differences in Reading , 'Spelling' and 'Phonological Awareness' were largely due to genetic factors, with most of the remaining variance attributable primarily to nonshared environmental portion. Nevertheless, for 'Reading Comprehension' component we found that shared environmental factors play a role in explaining phenotypic variance. Conclusions: Our meta-analytic estimates are in accordance with data showed in literature: substantial heritability for the investigated neuropsychological areas is highlighted, with the remaining variance explained primarily by unique environmental factors. Nevertheless, and of more interest, 'Reading Comprehension' showed the highest common environment influence. This could be due to the multifactorial nature of this ability, that is determinate by other cognitive and social components. The Characteristic of narrative structures of the fourth grade elementary School students through the cluster analysis Tajiri Erika, Nagasaki Tsutomu

University of Tsukuba (Japan)

This study analyzed writing of the fourth grade elementary school students (n=241) for investigating characteristic of narrative structures. The macro structure narratives were investigated using a between-clause related analysis and the micro structure narratives were analyzed using a text mining analysis. The between-clause related analysis is a measure method to analyze between clause relation as the following categories space, time, causal, mental and others. Results indicate that the largest number of category is time, followed by causal in macro structure. Narratives were able to be classified 4 groups and clarified differences in between-clause related and especially mental words usages were different in the result hierarchical cluster analysis based between-clause analysis. Result demonstrated that the most appearance part of speech is noun, following by verb and adjective in micro structure. The four groups showed differences on the appearance ratio of category of mental. The implications of these finding are each student has different cognitive development and written narratives develop earlier than spoken narrative in the fourth grade. Relations between academic Achievement and problem behaviour in primary School Vidmar Maa, Kozina Ana

Pedagoki intitut / Educational Research Institute, Ljubljana (Slovenia)

Only few studies investigated reciprocal relations between academic achievement and problem behavior (Chen et al., 1997; Masten et al., 2005; Welsh et al., 2001). Majority of studies focused only on effects of problem behavior on academic achievement (e.g. Zupancic & Kavcic, 2007). The present follow-up study investigated the relationship of children's problem behavior to their academic achievement and vice versa in the first two years of school. A sample of 328 Slovene children and their teachers participated. Childrens internalizing behavior and externalizing behavior was described by the children's after-school-classes-teacher at the end of first (N = 325; M = 82,72 months) and second grade. Teachers completed Slovene version of the Social competence and behavior evaluation preschool edition (SCBE; LaFreniere et al., 2001). The children's home teacher assessed their academic achievement at M2 and M4 by completing Attainment of Performance Standards (Vidmar & Zupancic, 2007; Zupancic, 2006). Confirmatory factor analyses revealed adequate fit for the latent constructs. Structural equation modeling showed that low levels of internalizing and externalizing behavior in first-graders predicted higher academic achievement in second-graders; the reverse relation was not significant. The relations remained unchanged after controlling for maternal education. Gender and enrolment into school were also included in the models. Boys were higher in externalizing behavior and no gender differences were found in internalizing behavior and academic achievement. Enrolment into preschool was significant predictor of low internalizing behavior and high externalizing behavior. Practical implications of the results are discussed.

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PE4.8 LANGUAGE & COMMUNICATION 13:30-18:00 | H1 Hall Amphiple Inferences skills development in reading comprehension of deaf children. A review of involved variables Carrero Francisco-Jess, Barajas Carmen, Linero Mara-Jos, Quintana Inmaculada, Gonzlez Antonia-Mercedes, Lavigne-Rocio NavartaConcepcin

University of Mlaga (Spain)

The proposal of the current study is to analyze the relations between lexical and syntactic knowledge and the ability of deaf children to draw inferences from text reading. We selected a sample of 15 individuals with bilateral and pre-speech deafness, with losses of 70 dB or more in their better ear and with digital hearing aids and/or cochlear implant. All of them are in different levels of primary school. Each participant was evaluated with several standarized tests: Subtest of Texts Comprehension from Batera de evaluacin de Procesos Lectores-Revisada (PROLECR) (Reading Processes Evaluation Battery-Revised), Test de Vocabulario en Imgenes de Peabody (PPVT-III) (Peabody Picture Vocabulary Test) and Test de Comprensin de Estructuras Gramaticales (CEG) (Grammatical Structures Comprehension Test). The findings showed differences in ability to draw inferences from texts. This variability is correlated with different levels of lexical and syntactic competence and with other factors related with deafness. Acoustic and perceptual features of the words from the 5-8 years old child speech Grigorev Alexsey, Lyakso Elena

Saint-Petersburg State University (Russia)

This work is the part of the study about formation of the communicative function of speech of Russian children. The purpose of this study is to analyze the speech perception of children and adults native Russian speaker. The hypothesis is to existence of a direct link between formation of children's articulations and the probability of correct recognition meanings of words children 5-8 years old, carved out of context phrases. Control series include recognition of words, spoken by adults, but typical for the child's speech. Methods of investigation: perceptive analysis (auditors, n=320; words, n=834), audiometry and acoustic spectrographic analysis (each word was measured F0, F1, F2, F2-F1 into stressed and unstressed vowels). Result: Native Russian speakers will recognize with a probability more than 0,75: 50% of words from 5 years old child speech, 55% of words from 6 years old child speech and 48% of words from 7 years old child speech, isolated from context the phrase, that is significantly less than similarly recognize the word from 8 years old (79%) and adult speech (77%). The ratio of the number of words recognized auditors with high and low probability varies with the age of children in the direction of increasing the number of words recognized with high probability and reducing the number of words recognized with a low probability. There was a significant difference between the durations of stressed and unstressed vowels and the length of their stationary sites in the words of children 5 - 8 years of age. There were no significant differences in the values of duration and fundamental frequency of vowels in words, recognized by experts with high and low probability. This study was financially supported by Russian Science Foundation for Humanities (project no. 11-06-12019 v)

Peculiarities of parental infant-directed speech (IDS) during the vocal-speech interaction Bednaya Evgenia, Lyakso Elena

Saint-Petersburg State University (Russia)

This research is a part of a longitudinal study about children early language forming in the Russian-speaking environment, with the analysis of the different factors influencing on this process. In our previous studies on Russian mothers and fathers speech, addressed to their infants (IDS), and to the adults (ADS), has been shown that the obtained data on Russian material about common general characteristics, is coordinated with the similar data on other languages. In next step, we are interested in revelation of common and individual peculiarities of both maternal and paternal IDS during the vocal-speech interaction. The task of the study was to analyze the common features of Russian mothers and fathers speech, directed to their infants under 6 months old during their interaction, and to reveal the individual IDS characteristics of each parent in the dyads. 15 mother-infant and father-infant dyads were separately audio-recorded with parallel videotaping in home settings during the interaction in face-to-face and spontaneous model situations. Methods: behavioral, acoustic spectrographic and perceptional analysis, scale for caregivers parental psychology status and babies psychophysiology condition. Mothers and fathers IDS were compared in phrase length, vowels duration, pitch (F0), F1, F2; F0max-F0min.The significances between the individual IDS characteristics for each parent in the dyads were revealed by Acoustic instrumental and Spectrographic analysis on variability of intonation, vowels duration, pitch of stressed vowels in words allocated with voice, and in formant frequencies values. By Perceptual analysis revealed the presence of such common information categories in parental IDS as: repetition, rhetorical questions, commentaries, and number of simple grammatical constructions. Fathers IDS, in common with the mothers, was more emotional, simpler and imperative than their ADS, and characterized by prevalence of words with stress vowel [a]. This study was financially supported by Russian Science Foundation for Humanities (project no. 11-06-12019 v).

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Dynamics of speech Characteristics of twins during the first six years of life: longitudinal study Kurazhova Anna

Saint Petersburg State University (Russia)

The aim of the study is investigation of dynamics of speech features in twins during the first six years of life and factors that can be linked with individual features of speech development in one pair of twins and different pairs. The subjects of the study are 10 dizigotic twins at the age of 3 months to 6 years of life. The instrumental spectrographic, perception and phonetical analysis methods are used for analysis of speech characteristics of children. Dichotic testing, method of electroencephalography are used for studying psychophysiological state of children. At 12 months children pronounce vowels and syllabic constructions. At the second year of life words of 1 and 2 syllable appears and their amount increase by the 2 years. At the third year of life phrases and word of 3-4 syllables appear. It is shown that children use replicas of one word or simple sentences in dialogue with adult or retelling a tale at the age of 4, 5, 6 years. Meanings of spectral characteristics of vowels at six year of life are significantly lower than at the age of 12 months. The right correlation is revealed between gestational age of children and number of syllabic constructions at 12 months, number of words, meanings of two first formant frequencies in vowels, recognition of words at 2 years of life and reading skills at 6 years of life. The characteristics of maternal speech, such as variability of pitch, vowels duration, repetitions of the same words correlate with number of words, diversity of consonants in children at two years of life. Children with language impairment (LI): Agency, identity and engagement Hambly Helen

University of the West of England, Bristol (United Kingdom)

Background: Studies of interventions for children with language impairment have tended to assess linguistic outcomes, rather than psychosocial outcomes. In addition, there has been very little research exploring childrens, families and professionals experiences of language impairment and their goals for intervention. Aim: The paper reports on three interconnected themes emerging from a multi-perspective study exploring childrens, families, teachers, LSAs and SLTs experiences and understandings of language impairment: agency, identity and engagement. Methods: Four children aged 7-11 years, with LI, were recruited through speech and language therapists (SLTs). Children were asked about their experiences at home and at school through arts-based activities. All childrens mothers and SLTs, 2 sisters, 1 friend, 4 LSAs and 2 teachers also took part and were asked about their experiences and perceptions of the child within a semi-structured interview. Analysis was guided by Interpretive Phenomenological Analysis (Smith et al. 2009). Findings: Children explained their experience of lack of agency in terms of other peoples behaviour towards them, such as people teasing, interrupting and not speaking well, more than their own challenges with speaking and understanding. Childrens experiences of powerlessness in different situations were associated with feelings of frustration and anger. Childrens experiences of failure were linked by professionals and families to childrens withdrawal and disengagement from classroom activities and social situations. Professionals and peers perceptions and interpretations of childrens behaviour, as well as childrens own interpretations of their experiences, were linked to constructions of childrens identities and engagement. Conclusions: Language impairment as a phenomenon for primary age children is predominantly relational. Interventions should address the attitudes and behaviours of professionals and peers towards children, childrens developing identity and social and academic engagement, alongside their understanding and use of language.

A social interactionist approach to language assessment. Guarnieri Batista Cecilia, Brait Zerbeto Amanda University of Campinas (Brazil) A social interactionist approach of language acquisition focuses social interaction among the child and different interlocutors. As a consequence, assessment practices should take place in naturalistic contexts, to provide a comprehensive observation tool. In consonance with this approach, the present study described a proposal of language assessment in a play group situation, for nine children with ages between 1year and 9months to 3 years. Group 1 was composed by children with typical development and Groups 2 and 3 by children referred to clinical language assessment, mostly due to a record of health problems. Each group participated in four filmed 30 to 60 minute sessions. The meetings of Group 1 were at their preschool, and those of Groups 2 and 3, at a Public Health Clinic. Individual reports of language assessment were elaborated, with focus on pragmatic-discursive, semantic-lexical and phonetic-phonological aspects of language. For Group 1, the results included multiple examples of language, compatible with the literature about language acquisition. For Groups 2 and 3, the increased oral production along the sessions amplified the possibilities of analysis of different aspects of language. Pragmatic-discursive aspects were particularly relevant in the case of the children with a nonfluent and scarce oral production. Those aspects were observed along the exploration of objects and cooperative interactions among children, guided by the researcher. Interestingly, instances of competition for toys were, in some cases, the main indicator of the intentional use of language. The plan of four sessions of assessment lead to a greater familiarity with the situation and allowed more opportunities of observation of the different aspects of language than would be possible with a single session. The assessment of language in a group naturalistic situation comprised the aspects which are emphasized by the social interactionist theory, with theoretical and clinical implications.

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Social cognition and sense of humor : Preschoolers comprehension of graphic jokes Clemente Rosa Ana, Andrs-Roqueta Clara

Universitat Jaume I, Castellon de la Plan (Spain)

Jokes represent an incongruity with reality, and that is the reason why for whose comprehension people need to overcome this apparent incongruity and solve the discrepancy found. However, children do not find this contradiction between what is proposed to him and his knowledge of the world. In this sense, it is accepted that jokes comprehension is related and part of social cognition skills, and it is also taken into account to design intervention programs for children with pragmatic difficulties (i.e. autism or language impairments). Nevertheless, the understanding of jokes has not been a topic widely studied among child development researchers. The aim of the present study is to further understand children's process of humor comprehension, as well as the relationship of this process with other relevant variables of childrens development that co-occur around preschool years. To achieve this goal, thirty six preschool children (ranging in between 3 and 4) with typical development were recruited. They were assessed with a version adapted by research group of Puche-Navarro graphic jokes comprehension task (Puche-Navarro, 2004). In this task, children are presented six graphic jokes organized in four categories (hyperbolic, mentalistic, substitution and human attribution). Each joke has three possibilities of choice: one containing the humor sense (incongruity), one similar but removing the humoristic element, and one similar adding a distracting element. Children are asked to point the funniest option for them (choice), and also to tell the reasons of their choice (argumentation). Results showed aged had a main effect on both choice and argumentation. Also, significant relationships were found between humor comprehension and other pragmatic variables like irony or idiom understanding. These findings can allow us to speculate about the potential use of Graphic Jokes as a useful tool for the assessment and the intervention on a not-well-known aspect of childrens social cognition.

EADP PRESIDENTIAL ADDRESS IMMIGRANT YOUTH ADAPTATION IN CONTEXT: RISK AND RESILIENCE PROCESSES
18:15-18:45 | Room 350-351 Hamburger Amphimax Frosso Motti-Stefanidi EADP President-elect

University of Athens (Greece) Chair: Luc Goossens Catholic University of Leuven (Belgium)

EADP BUSINESS MEETING

19:00-20:00 | Room 412 Amphimax

BRAGA ECDP 2015 RECEPTION

20:00-21:30 | Hall Amphiple

ERU Social Event (registered participants only)

20:00-Midnight | Le Bourg, Rue de Bourg 51 - 1003 Lausanne (downtown) An unformal get-together of all the young researchers who previously registered by e-mail. In case of questions, please contact Nomie Faure (Noemie.Faure@chuv.ch), Hlne Turpin (HeleneMiyuki.TurpinMurata@unil.ch) or Sandie Ackermann (Sandie.Ackermann@chuv.ch)

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FRIDAY 6 SEPTEMBER 2013

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FRIDAY 6 SEPTEMBER 2013

INVITED SYMPOSIUM
IS7 TEACHER-CHILD RELATIONSHIPS AS CONTEXT FOR DEVELOPMENT: LAUNCHING THE SECOND GENERATION OF RESEARCH 09:00-10:30 | Room A Amphiple Chair: Karine Verschueren

School Psychology and Child and Adolescent Development, University of Leuven (Belgium) Disscussant: Jan N. Hughes Texas A&M University (United States of America)

For a long time developmental researchers have focused almost exclusively on parent-Child and peer relationships as the primary contexts for Childrens development. In the past two decades the focus has broadened to include adult-Child relationships in School as well. An extensive body of research, relying heavily on developmental theories, has demonstrated the significance of teacher-Child relationship (TCR) quality for Childrens psychosocial and academic development. Several longitudinal studies have revealed that negative TCRs predict increased adjustment problems, whereas supportive, close relationships buffer the negative effects of Child or family risk factors on adjustment (Sabol & Pianta, 2012). Whereas this first generation of research has successfully documented the developmental significance of TCR, a second generation is now launched (Hughes, 2012). Second generation research deepens our understanding by extending evidence for the causal role of TCR, applying experimental designs or randomized controlled trials; by examining which specific interactional components and/or processes drive or explain the effect of TCR on Child development; by increasing our insight into the development of TCR and its antecedent factors; by unravelling the micro-processes of interactive influences in the classroom; and so forth. The presentations in this symposium each contribute to this second generation of research. The first two studies evaluate the effect of a theory- and evidence-informed intervention targeting early teacher-Child relationships at the classroom and the dyadic level, respectively. Next, an observation study uncovers the reciprocal influences in overt teacher-Child interactions, analyzing episodes of teacher and Child interactive behavior in the natural ecology of the classroom. Finally, a large-scale longitudinal study Charts trajectories of TCRs across elementary School and the antecedent role of Child behavioral and academic skills. A leading scholar in the field of teacher-student relationships and School adjustment reflects on the contributions of the studies and the remaining Challenges for second generation research on TCR. Improving the Quality of Teacher-Child Relationships: Efficacy of an Online Course for Early Childhood Teachers Hamre Bridget K. & Jennifer LoCasale-Crouch

University of Virginia (United States of America)

A new generation of evaluations suggests that intensive professional development supports that target improvements in teacher-child interactions can be effective in improving the quality of teachers relationships with children. However many of these interventions require intensive and costly coaching of teachers. Far fewer studies have systematically tested the effects of coursework on teacher-child interactions or child outcomes, particular on social outcomes such as student-teacher relationships. This study builds off work on an in-person course (Hamre et al., 2012) to test the efficacy of an online course for teachers on improving the quality of teachers relationships with children as reported by teachers and observed during typical classroom interactions. Participants. Teacher participants were recruited for the online course (n = 50) and a control group (n = 25) in three sites in the United States. Among children whose parents agreed to have them participate in the study we randomly selected four for the study (n = 275). Measures. The Student-Teacher Relationship Scale (STRS) examines teachers relationships with an individual child in their classroom (Pianta, 2001). The 15-item, 5-point scale yields scores on Conflict and Closeness and has excellent psychometric properties across multiple studies and samples (Pianta, 1992). The Individualized Classroom Assessment Scoring System (inCLASS; Downer et al., 2010) is an observational assessment of childrens classroom engagement in interactions with teachers, peers, and tasks, comprised of 10 dimensions. This study will focus on the following three dimensions: positive engagement with teachers; communication with teachers; and conflict with teachers. Analysis Plans. We will compare changes in teacher-reported relationships from October to January in intervention and control classrooms, using HLM analyses that account for the nesting of children in classrooms. We will also examine differences between groups in the observed quality of student-teacher relationships. Following these intent-to-treat analyses we will also examine the extent to which levels of participation were associated with intervention outcomes. Improving Teacher-Child Relationship Quality and Behavioral Adjustment amongst Externalizing Preschoolers: Effect of a TwoComponent Intervention Vancraeyveldt Caroline, Karine Verschueren, Sofie Wouters, Sanne Van Craeyevelt, Wim Van den Noortgate, & Hilde Colpin

University of Leuven (Belgium)

Introduction. Literature on caregivers role for child behavioral adjustment recognizes attachment theory and learning theory as two influential frameworks. In contrast to parent-child literature (e.g., van Zeijl et al., 2006), studies on teacher-child interventions combining both frameworks are scarce and lack randomized designs (e.g., McIntosh, Rizza, & Bliss, 2000). This three-wave randomized study investigated effects of a twocomponent intervention, Playing-2-gether, for preschoolers showing externalizing behavior (EB) and their teachers. The first, attachment-based component (C1) focuses on building a high quality teacher-child relationships (TCR) (Pianta, Hamre, & Stuhlman, 2003). The second, learning theory-based component (C2) targets teachers behavioral management (Cowan & Sheridan, 2009). Next to investigating the overall effect of the intervention, this study explored changes in the TCR and behavioral adjustment after applying C1 and C2 respectively.

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Methods. Participants were male preschoolers with the highest EB levels in their class, and their teachers. Teacher-child dyads (N = 175) in 46 schools were randomly assigned to an intervention or control (education as usual) condition. Teacher-rated questionnaires were administered at pre-test, after implementing the first component, and at post-test. Multilevel and discontinuous multilevel modelling (Singer & Willett, 2003) was used to investigate the overall intervention effect and the change in outcomes after C1 and C2 respectively. Results. At post-test, intervention children showed larger decreases in teacher-child conflict, conduct problems, and hyperactivity/inattention. After C1, intervention children showed larger increases in teacher-child closeness and dependency, and larger decreases in conflict, conduct problems, and hyperactivity/inattention. There were no significant increases or decreases in these outcomes during C2, except for dependency, which decreased for intervention children. Conclusions. Results suggest that, for closeness, conflict and child behavioral adjustment, a short relationship-focused intervention may produce similar (and for closeness even better) results than a longer two-component intervention. For dependency, however, it seems better to implement the two-component intervention. Interpersonal behaviours and complementarities in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviours Debora L. Roorda, Koomen Helma M.Y., Jantine L. Spilt, Jochem T. Thijs, & Frans J. Oort,

University of Amsterdam (The Netherlands)

Background: Research on reciprocal influences in teacher-child interactions has been scarce. The present study tried to gain more insight in such processes in kindergarten by using interpersonal theory (Leary, 1957) and the complementarity principle (Carson, 1969/1972). Aims: Our aims were to examine teachers and childrens complementarity tendencies (mutual interactive behaviors are opposite on control and similar on affiliation) and to investigate whether teachers and childrens mutual interactive behaviors and complementarity tendencies depended on childrens externalizing and internalizing behaviors, interaction time, and interaction frequency. Method: A total of 48 teachers and 179 selected kindergartners were observed in a small-group task setting in the natural ecology of the classroom. In each classroom, four children with different behavior profiles were selected, representing the natural variation of internalizing and externalizing behavior. Teachers and childrens behaviors on the control and affiliation dimensions were rated by independent observers in intervals of five seconds. Teachers rated childrens externalizing and internalizing behaviors on the Preschool Behavior Questionnaire. Results: Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension (dominance was returned with submissiveness and vice versa) but these tendencies were weaker in case of higher externalizing behavior. Complementarity was not found on the affiliation dimension (friendliness/hostility did not elicit friendliness/hostility). Instead, childrens affiliation was found to be negatively influenced by teachers control. Teachers showed more control and more affiliation toward children with higher internalizing behavior whereas those children showed less affiliation (in case of high interaction frequency) and less control (in case of lower externalizing behavior) themselves. In addition, teachers displayed less affiliation toward children with higher externalizing behavior, whereas those children did not show less affiliation themselves. Conclusion: An intentional change in teachers interactive behaviors, especially on the control dimension, could possibly lead to desired changes in childrens interactive behaviors in kindergarten. Predictors of Teacher-Child Relationship Trajectories for Australian Primary School Children Harrison Linda, Susan Walker, Donna Berthelsen

Charles Sturt Queensland University of Technology (Australia)

The importance of positive relationships between students and teachers for school adjustment is well established but few studies have examined trajectories of teacher-child relationships over time. We examined teacher-child relationship trajectories using longitudinal data from 3584 children in the Kindergarten Cohort of the Longitudinal Study of Australian Children (LSAC). Children were aged 4-5 years; 6-7 years; 8-9 years; and 10-11 years. We examined the contribution of various child characteristics to predict the patterns of closeness and conflict over the first six years of elementary school. Trajectories for teacher-student closeness and conflict were identified from teacher ratings on the short-form of the Student-Teacher Relationship Scale. Growth mixture models (using Mplus) were conducted separately for boys and girls. Multinomial logistic regression analyses were conducted to predict childrens class membership for closeness and conflict. For conflict, five trajectories were identified for boys and four trajectories for girls. For closeness, four trajectories were identified for both boys and girls. For boys, increasing levels of conflict were predicted by conduct problems and poor behavioural regulation; high stable patterns of conflict were predicted by hyperactivity, conduct problems, low scores on the Who Am I?, and poor behavioural regulation. For girls, increasing levels of conflict were predicted by hyperactivity, reactivity and poor behavioural regulation. High levels of conflict which decreased over time were predicted by poor behavioural regulation. With respect to closeness, for boys, non-normative closeness trajectories were predicted by lower sociability scores and poor behavioural regulation. For girls, non-normative closeness trajectories were predicted by poorer behavioural regulation. For both boys and girls, the strongest predictor of teacher-child relationship difficulties was low ratings on teacher ratings of behavioural regulation. These findings indicate that the skills demonstrated by children in self-regulation make a significant contribution to their relationships with their teachers throughout the early years of primary school.

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SYMPOSIA
SY7.1 COGNITIVE AND SOCIO-EMOTIONAL DEVELOPMENT IN PRETERM CHILDREN/CHILDREN WITH VERY LOW BIRTH WEIGHT DURING CHILDHOOD, ADOLESCENCE, AND YOUNG ADULTHOOD 09:00-10:30 | Room B Amphiple Chair & Disscussant : Lemola Sakari

University of Basel (Switzerland)

Preterm birth has become more frequent during the past two decades due to progress in reproductive medicine, more frequent indicated preterm births due to maternal illnesses, and increasing maternal age. Moreover, survival rates of the very preterm have increased dramatically due to improved neonatal management. However, preterm children are at increased risk for poor cognitive function and socio-emotional problems, which is of growing public health concern. In this symposium recent findings from three different cohorts of early preterm children and children born with very low birth weight are presented. The first cohort is from Basel (Switzerland; Perkinson-Gloor et al.; Hagmann-von Arx et al.; middle childhood), the second cohort is from Zrich (Switzerland; Wehrle et al.; adolescence), and the third cohort is from Helsinki (Finland; Heinonen et al.; Pyhl et al.; young adulthood). Sleep patterns and neurocognitive functioning in full-term and preterm children during middle childhood Hagmann-von Arx Priska

University of Basel (Switzerland)

An adequate amount of good-quality sleep is considered as important for childrens development. Preliminary evidence suggests that children who were preterm infants (preterm children) are not only likely to have more sleep-disordered breathing as full-term children, studies have also demonstrated that preterm children have quantifiable deficits in neurocognitive functioning. However, less is known about the association between sleep patterns and neurocognitive functioning in preterm children. We aimed to determine sleep patterns, clarify the extent of neurocognitive problems, and analyze the relationship between sleep patterns and neurocognitive functioning in full-term and preterm children during middle childhood. The participant sample consisted of 58 children born preterm (25-29th gestational week: n = 27; 30-31st gestational week: n = 31; Age: M = 8.3 years; SD = 1.3 years); 31% females) and 55 controls, matched for age and sex. One night of polysomnography (Somt PSG; Compumedics) was carried out at the childrens homes. To test for group differences in neurocognitive functioning, children underwent a testing session during which measures of intelligence (WISC-IV), memory (AVLT; Rey Figure), and attention (IDS Selective Attention) were collected. Furthermore, parents completed questionnaires on the childs sleep (sleep disordered breathing and night awakenings: CSHQ). Compared to controls, very preterm children (25-29th gestational week) showed, although within the normal range, significantly lower intelligence, attention, and memory scores. Further, they showed more parent rated sleep disordered breathing and night awakenings. No differences in sleep-EEG were found. Finally, in preterm children memory and attention were more strongly related to total sleep time and sleep efficacy. Results are discussed as they pertain to the special needs of preterm children. Emotional and behavioral adjustment and sleep in term and preterm children during middle childhood Perkinson-Gloor Nadine

University of Basel (Switzerland)

The incidence of preterm birth is rising. In Switzerland the incidence of being born with a birth weight <1500g doubled from 0.5% of all live birth in 1979 to 1% of all live birth in 2010. The most frequent medical complication of early preterm birth (<32nd gestational week) is related to premature lungs. Early breathing problems may predispose preterm children for later sleep problems, particularly sleep disordered breathing (SDB), which is 3-5 times increased in children born prematurely. In middle childhood, formerly preterm born children show more emotional and behavioral problems, which may be related to impaired sleep. The present study examines the relation of objectively assessed sleep indices with emotional and behavioral adjustment in preterm (N=58; 2529th gestational week: n=27; 30-31st gestational week: n=31; age M=8.3 years; SD=1.3 years; 31% females) and term born children during middle childhood. Sleep indices were assessed by one night of polysomnography (total sleep duration (TST), sleep efficiency (SE)) and parent-questionnaire (sleep disordered breathing, night wakings). Additionally, parents completed the Strengths and Difficulties Questionnaire to assess behavioral and emotional adjustment. Very preterm born children (25-29th gestational week) had more parent rated SDB and night wakings than less premature preterm born children (30-31st gestational week) and term born children. Furthermore, very preterm born children (25-29th gestational week) had more behavioral and emotional problems than term born children. No differences in sleep-EEG were found. In preterm born children none of the sleep indices were related to behavioral or emotional problems. In term born children night wakings were related to behavioral but not to emotional problems. Multimodal Approach to Neurocognitive Deficits in Children and Adolescents Born Preterm Wehrle Flavia

University Hospital Zurich (Switzerland)

The aim of this study was to better understand the neural circuits underlying neurocognitive deficits in children and adolescents born preterm, specifically focusing on executive function deficits. All-night hd-EEG (with 128 channels) and quantitative MR imaging (tractography, multicomponent relaxometry, resting state fMRI) were combined with an extensive neurodevelopmental outcome assessment (e.g., Wechsler

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Intelligence Scale for Children (WISC-IV), Cambridge Neuropsychological Test Automated Battery (CANTAB), self- and parent-report questionnaires). Thirty children and adolescents born < 32 weeks of gestational age were tested between 10 and 16 years and compared to 30 term-born peers. It was hypothesized that children born preterm will have altered functional and structural connectivity (hd-EEG, tractography, relaxometry, rs-fMRI) compared to control peers. Furthermore, children born preterm with deficits in executive will have specific pattern of altered brain function compared to those children born preterm with normal executive functions. Self- and parent-rated executive functioning in young adults with very low birth weight. Heinonen Kati

University of Helsinki (Finland)

BACKGROUND AND OBJECTIVE: Adults born preterm score lower on performance-based tests of executive functioning (EF) than their termborn peers. These test scores do not necessarily translate to application of these skills in an everyday environment. The objective of the study was to test differences between very low birth weight (VLBW; <1500 g) adults and their term-born peers in self- and parent-rated EF and examine concordance between self- and parent-rated EF and performance-based tests of EF. METHODS: A longitudinal study of 90 VLBW adults and 93 term-born controls (aged 21-30 years) was performed. The young adults and their parents filled in the Behavioral Rating Inventory of Executive Functioning-Adult Version, and the adults underwent performance-based tests of EF. RESULTS: VLBW young adults and especially those born appropriate for gestational age reported fewer problems in behavioral regulation and global EF than term-born controls; however, parents of VLBW adults born small for gestational age reported more problems for their children in all EF scales than parents of the controls. Compared with their parents, VLBW young adults reported fewer problems in behavioral regulation. Adults' ratings and their parents' ratings correlated significantly among VLBW and control groups. In the VLBW and VLBW/smallfor-gestational-age groups, parent ratings of EF were correlated to performance-based tests, whereas among term-born adults, self-reports correlated. CONCLUSIONS: These findings reveal that VLBW adults may have learned to compensate in the everyday environment for their EF deficits apparent in performance-based tests. Alternatively, VLBW adults may have positively skewed views of their abilities. Autism-related Traits in Young Adults with Very Low Birth Weight - The Helsinki Study of Very Low Birth Weight Adults Riikka Pyhl

University of Helsinki (Finland)

We studied autism-related traits and empathy by a self-report questionnaire in adults born with very low birth weight (VLBW; < 1500 g), as compared with term-born controls. We also examined whether growth during the first year of life contribute to autism-related traits within VLBW adults. A total of 110 VLBW and 104 control adults, aged 21 to 27 years, completed the Autism-Spectrum Quotient (AQ) yielding five subscales, and the Empathy Quotient (EQ) giving one total score. Mean birth weights (SD) in the VLBW and control groups were 1131 (216) and 3612 (490) g, and mean gestational ages were 29.3 (2.4) and 40.1 (1.1) weeks. No participant reported diagnoses of autism or Asperger syndrome. When adjusted for sex, the groups did not differ in AQ or EQ total scores, but they differed in some AQ subscales. VLBW adults reported poorer social (p=0.03) and communication (p=0.03) skills than controls. Conversely, VLBW adults reported less attention to details (p=0.02). With regard to the postnatal growth within the VLBW group, poorer self-reported social functioning in young adulthood was related to smaller body size from birth to one year of age. Although we found no differences in the total scores, VLBW adults differed from term-born controls in several autism-related traits.

SY7.2 YOUTH MENTAL HEALTH AND ASSOCIATED STIGMA

Chair & Disscussant : Lynn McKeague University College Dublin, Ireland

09:00-10:30 | Room 410 Amphimax

Stigmatisation is one of the most pervasive challenges facing children and adolescents with mental health problems today. In particular, relationships with peers suffer as a function of stigmatisation. This symposium will explore stigma from multiple perspectives, including from the point of view of children who are experiencing mental health problems themselves, and from the perspective of their peers. The papers will bring together research studies that have used a variety of research methods, including both quantitative and qualitative approaches. In addition, one aspect of the symposium will focus on stigma reduction efforts, and will describe the evaluation of a stigma change intervention. Finally, the symposium will describe the integration of psychological theories (e.g. Attribution Theory and Social Domain Theory) in the area of youth mental health stigma. The first paper describes a qualitative study that investigated children and adolescents explanations for why peers with ADHD and depression are socially excluded. The second paper focuses more specifically on adolescents perceptions of depression in peers. This was assessed using the theoretical framework of Attribution Theory. The third paper presents an alternative perspective on stigma by describing the first-hand experiences of children and adolescents with mental health problems. This qualitative paper describes how stigma manifests in peer problems for these young people. The final paper provides the results of an anti-stigma intervention study. Two interventions with adolescents and young adults aimed to reduce the stigma of bipolar disorder. The research presented in this symposium can be used to advance theory and help us to understand the reasons for negative attitudes towards youth mental health problems. This contribution to the literature is important because it has the potential to improve quality of life for young people who are experiencing psychological difficulties.

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Adolescents' perceptions of depression in peers: The contribution of Attribution Theory and Homophily Dolphin Louise

School of Psychology, University College Dublin (Ireland)

Understanding adolescents' perceptions of mental health problems in peers is vital in order to tackle peer rejection and lessen stigmatisation. This study aimed to examine adolescents perceptions of symptoms of depression in a hypothetical peer. Specifically, the study's primary aim was to employ the theoretical framework of Attribution Theory to assess responses to a peer with depression. The secondary aim was to test the construct of 'homophily' (i.e. the tendency of individuals to associate and bond with similar rather than dissimilar others). Therefore, the relationship between teenagers' self-reported levels of behavioural/ emotional problems and their perceptions of a peer with depression was assessed. Participants were drawn from 4th year/10th grade in ten secondary schools in South-East Ireland. The sample consisted of 401 adolescents with an age range of 14.75-17.08 years (M=15.90 years; SD=.40 years). The gender distribution of the sample was 53.1% female to 46.9% male. To test Attribution Theory, Structural Equation Modelling (SEM) was employed to assess the relationships among causal attributions, perceived responsibility, and affective reactions, in predicting behavioural intentions towards a depressed peer. Results indicated that (a) attribution theory provides a good framework to explore variables that influence adolescents' reactions to depression in peers and (b) the gender of the depressed peer influences these responses. In terms of homophily, preliminary analyses suggest a weak relationship between high levels of self reported emotional/behavioural difficulties, and positive behavioural intentions toward a peer presented as depressed. Both theoretical and interventional implications of this study will be discussed. I think it scared them away: Qualitative accounts of peer relationships and living with a mental health problem during childhood and adolescence McKeague Lynn

School of Psychology, University College Dublin, Ireland

It is widely reported that children and adolescents hold stigmatising attitudes towards peers who experience psychological difficulties. Mental health stigma manifests itself in how young people interact with these peers. Despite a growing literature highlighting a range of negative social outcomes for children who display symptoms of a psychiatric disorder, very little research has focused on how these peer problems are perceived by children who are living with a mental health difficulty. The present study provides qualitative accounts of how children and adolescents with a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) or Depression/Anxiety function within the peer group. Data were collected from three groups: i) children (age 10-16) who had a current diagnosis (n = 34); ii) parents of these children (n = 43); iii) and young adults (age 18-30) who had received a diagnosis before the age of 18 (n = 15). Interviews with children and their parents focused on the childs current experiences within the peer group. Young adults provided retrospective accounts of their experiences with peers during their childhood and adolescence. Interview transcripts were analysed to explore perceptions of peer relations for all participating groups. Children were less likely to describe difficulties within the peer group than parents or young adults. Perceptions of the basis for peer rejection or exclusion varied depending on whether the individual had an internalising or externalising mental health difficulty. Effects of school-based anti-stigma projects involving services users with bipolar disorder Wolkenstein Larissa

Department of Clinical Psychology, University of Tbingen (Germany)

It is widely reported that children and adolescents hold stigmatising attitudes towards peers who experience psychological difficulties. Mental health stigma manifests itself in how young people interact with these peers. Despite a growing literature highlighting a range of negative social outcomes for children who display symptoms of a psychiatric disorder, very little research has focused on how these peer problems are perceived by children who are living with a mental health difficulty. The present study provides qualitative accounts of how children and adolescents with a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) or Depression/Anxiety function within the peer group. Data were collected from three groups: i) children (age 10-16) who had a current diagnosis (n = 34); ii) parents of these children (n = 43); iii) and young adults (age 18-30) who had received a diagnosis before the age of 18 (n = 15). Interviews with children and their parents focused on the childs current experiences within the peer group. Young adults provided retrospective accounts of their experiences with peers during their childhood and adolescence. Interview transcripts were analysed to explore perceptions of peer relations for all participating groups. Children were less likely to describe difficulties within the peer group than parents or young adults. Perceptions of the basis for peer rejection or exclusion varied depending on whether the individual had an internalising or externalising mental health difficulty.

SY7.3 INTERVENTIONS TO PROMOTE NARRATIVES AND THROUGH NARRATIVES

Chair : Edy Veneziano Universit Paris Descartes-CNRS (France) Disscussant: Ageliki Nicolopoulou Lehigh University (United States of America)

09:00-10:30 | Room 415 Amphimax

Storytelling requires sophisticated linguistic, discursive, cognitive and pragmatic capacities. Children who are good at this activity are better in language (Cooper, Collins & Saxby, 1992; Joffe, 2010), in inferential abilities (Britsch, 1992; Nicolopoulou, Scales & Weintraub, 1994), at literacy (Dickinson et al., 2003; Dobson, 2005; Makdissi & Boisclair, 2006), and have greater school achievements (Snow, Burns, & Griffin, 1998). It is thus important to understand the conditions leading children to further develop and/or to better use the competences required to understand

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and produce good stories. The papers of this symposium use intervention procedures aiming to improve childrens narrative skills or use narratives as a means to promote other skills, or both. The first paper presents results of an intervention study carried out in the home during a 6 weeks period where mothers of 4 yrs old children were instructed to have story-based conversations with them, aiming at their childrens comprehension of the plot and of the characters internal states. The second paper presents results showing that a story-based conversational intervention focused on the causes of the events lead 5-8 years old children to tell more coherent and mind-oriented stories compared to their pre-intervention ones and to those of a control group. The third paper presents results of a year-long intervention study with low-income preschoolers, based on storytelling and story-acting. That promoted narrative comprehension, literacy and socio-cognitive skills. Finally, the fourth paper presents results of an intervention study carried out during a 2-months period where 7-8 years old children listened to emotionally-laden stories and participated in conversations focused on the causes of events and on the internal states of the characters. The discussion will focus on the relation between interventions and the nature of the acquisitions manifested by the children. Enriching children's narrative skills via parent-child story-based conversations Dorit Aram

Tel Aviv University (Israel)

Shared storybook reading provides opportunities for rich conversations. The current study examines the impact of an intervention designed to enrich mother-child conversation during shared book reading on children's narrative skills. Participants were 58 mother-child dyads (30 in the intervention and 28 in the control group) from low socio-economic families living in Israel. Children's age ranged 3;3-5;4 years. All mothers were given a new book each week, for 6 weeks, with the instruction to read the book to their children four times during the week. Mothers in the control group were given no further guidance. Mothers in the intervention group had to read the books interactively. In the first reading, mothers were asked to focus on the childs understanding of the plot; in the second, to discuss the mental states of the storys characters; in the third, they had to connect the story to the child's life; and in the fourth, the child was asked to retell the story to the mother. In both groups, all mother-child shared reading and children's retelling of a story were video-taped. Results show that there were no differences between the groups before the intervention. In the post-test, both mothers and children in the intervention group referred more than their control counterparts to the book's plot and to its socio-cognitive themes. When retelling the story, children in the intervention group used more mental terms compared to children in the control group. A MANOVA showed that intervention contributed to the nature of mother-child conversation beyond the variance accounted for by maternal education, children's vocabulary, and childrens ToM. The study reveals the importance of guided parents shared reading for promoting children's narrative skills. Conversation as an intervention procedure to promote and evaluate childrens narrative skills Veneziano Edy

Universit Paris Descartes-CNRS (France)

Earlier studies using imaged wordless stories have shown that by 4-5 years children can produce descriptive narratives but have difficulties explaining and evaluating events, as well as making reference to the characters internal states and to their different perspectives. This paper relates results of a conversational intervention procedure aiming to promote linguistic and evaluative aspects of childrens narratives. Participants were 104 French-speaking children, aged 5:6 to 8;8 years, attending kindergarten, 1st and 2nd grades (38 in each class level) in a public school of Paris. All children were presented with five pictures telling the story of a misunderstanding between two characters, the Stone Story. After the pictures were removed, all children were requested to tell the experimenter what they understood of the story (first narrative). Then, children in the intervention group (84) participated in a conversation with the experimenter who focused the childs attention on the reasons of the key events, while children in the control group (30) played a memory game with the story pictures and similar cards. Then, all children were asked to narrate once again the story (second narrative). One week later, children told a third narrative of the same story (to test the stability of the eventual gains) as well as a new story analogous to the stone story (to test whether the gains were generalizables). Results show that, relative to their first narrative, children in the conversation group significantly improved measures of linguistic expression, overall coherence and mind-oriented causal plot of their second narrative, while children in the control group didnt. Improvements appeared stable and generalizable. These findings point to the importance of the conversational intervention in promoting childrens narrative skills and its usefulness as an assessment tool. Using narrative- and play-based intervention to promote school readiness among preschoolers Nicolopoulou Ageliki

Lehigh University (United States of America)

This paper reports a study that examined whether a child-initiated narrative and group-oriented play-based activity in preschool classrooms, can be a powerful context to simultaneously promote three key components of school readiness: oral language, emergent literacy, and social competence. The research was guided by theoretical analysis that asserts the close affinity between play and narrative, as well as how childrens social pretend play can be a powerful matrix for learning and promoting cognition, language as well as dimensions of social competence such as self-regulation and cooperation. Participants were 137 low-income preschoolers attending 6 experimental and 8 comparison classrooms. Classrooms served low-income children from diverse ethnic backgrounds (White, Hispanic, and African American) and were located in a medium size city in the northeastern US. Children were pre- (September) and post-tested (May) on oral language, emergent literacy, and social competence. The intervention

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activity, introduced in the experimental classrooms, included a storytelling phase (individual children could choose to dictate a story to the teacher) and a story-acting phase (all stories dictated during that day were enacted for the entire class by the child/author and friends chosen by the author). Comparison classrooms continued business as usual. The results confirmed that this activity can serve as a school readiness program in that it promoted narrative comprehension, print and word awareness, beginning sound awareness, pretend abilities, and self-inhibition of children in the experimental classrooms as compared to those in the control classrooms. In fact, the promoted skills were directly related to the number of stories told by the children. This activity exemplifies an educational practice that integrates the play element into the curriculum in structured ways that simultaneously engage childrens motivation while promoting their learning and development. Promoting childrens social cognition through story-based conversation: An intervention study Grazzani Ilaria

Universit degli Studi di Milano-Bicocca (Italy)

This study investigates the impact of a story-based conversational procedure on childrens theory of mind (ToM) and emotion understanding (EU), two basic components of social cognition (Hughes, 2011), related to childrens successful social interactions and learning processes. A total of 110 second-grade children (mean age 7 years and 5 months) took part in the study. They were pre- and post-tested with the following measures: The Test of Emotion Comprehension (Pons, Harris 2000); a false-belief understanding battery (Astington, 1998); the Emotional Lexicon Test (Grazzani et al., 2009); the How I feel in different situations Test (Feshbach et al., 1998). The training group took part, twice a week and for two months, in sessions lasting about forty minutes. During these sessions, held in small groups, participants listened to stories consisting in brief illustrated scenarios of emotional scripts familiar to children. Then, they took part in conversations about the nature, the external and internal causes, and the regulation strategies of emotions (Siegal, 1999). In parallel, the control group was engaged in their usual lessons. The results of a multivariate analysis of variance on scores of emotion understanding, false-belief comprehension, emotional language comprehension and empathy as dependent variables, revealed a significant effect of Time (F=6.97; p<.001), and a significant Time Group interaction (F = 2.63; p = .02. At the post-test, the training group performed significantly better than the control group on most components of EU, on second-order false-belief, and on empathy. These findings suggest that training children in story-based conversational activities focused on emotional understanding, has positive effects on their overall social cognition.

SY7.4 IDENTITY AND IDENTITY DEVELOPMENT OF PEOPLE WITH A MIGRATION BACKGROUND IN GERMANY AND IN JAPAN 09:00-10:30 | Room 315 Amphiple Chair: Debora Maehler GESIS - Leibniz Institute for the Social Sciences (Germany)

Disscussant: Marc Lorenz University of Cologne (Germany)

The symposium deals with the identity and identity formation of individuals with a migration background through different stages of life. The analysis of identity is based on the development approach of Phinney (1989, 1990) that uses the factors commitment and the exploration on an ethnic group. Starting with the analyses of the ethnic identity development from immigrant adolescents in Germany, a German version of the MEIM-R questionnaire (Phinney & Ong, 2007) could be validated as well as factors that correlated with them are investigated (i.e. familial background, self-esteem). In the course of these analyses an accurate view on the largest German immigration group is of course also mandatory and conducted in the following presentation. The observation of the identity development from childhood to adulthood shows that depending on the life phase different identity types dominate (separated to integrated) within the Turkish migrants in Germany. Further the ethnic identity formation of intercultural married Japanese women is the aim of the next presentation. The survey shows that a cultural contact to the country of origin triggers an identity crisis, so that an exploration phase is followed in order to reconstruct the ethnic identity. Finally the identity development approach (identity stages) from Phinney (1990) was applied to analyze the identity typology (identity status) of Berry (1997). Especially the identity type of marginalization should be critically revised and explained from a development viewpoint. At last the symposium can provide implications particularly for the identity research and also for politics, considering the growing population of individuals with an immigration background, which must be integrated in different levels (structural, emotional) in the respective society. The formation of ethnic identity of adolescents with an immigrant background in Germany Lorenz Marc

University of Cologne (Germany)

This presentation gives insight into a subject that despite its importance for a growing number of German adolescents has not been dealt with so far in German research. In the present cross-sectional study the question of how German adolescents with an immigrant background develop and form their ethnic identity was addressed and put in comparison to the model of Phinney (1990) which is based on the identity statuses found by Marcia (1966, 1990). Moreover, the study examined ethnic identity formation in reference to three individual dispositions: the adolescents self-esteem, their relationship to their parents, and their circle of close friends. German adolescents with an immigrant background and between 14 and 19 years of age were interviewed (N = 219). In a cluster analytic and discriminant procedure four ethnic identity statuses were found which complied with the models of Phinney and Marcia. Participants were categorized as either in a status of ethnic identity diffusion, foreclosure, moratorium, or ethnic identity achievement. Furthermore, correlational analysis were executed to

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examine the ethnic identity statuses in reference to the aforementioned individual dispositions and led to some noteworthy results. A good quality of communication, a relationship of trust, and a good attachment of the adolescents to their parents in general are important for the adolescents ethnic identity development and their identification with their culture of origin. Friends of the same ethnical background, however, play an important role in exploring ones ethnical identity and origin while the adolescents self-esteem is not a crucial factor in ethnic identity formation. Identity and identification with Germany of Turkish immigrants Haci-Halil Uslucan

University Duisburg-Essen / Zentrums fr Trkeistudien und Integrationsforschung (Germany)

Social psychological theories of identity development view the Self as an individual synthesis of personal and social components (i.e. Mead, 1934). A successful identity is understood as a flexible combination of normative expectations and individual lifestyles. These approaches are only conditionally applicable to the identity development of young people with an immigrant background; because they must develop outward from their earliest socialization into a clearly more demanding synthesis. In their development, they have to balance their relationship of their own ethnicity and its normative values as well as with their host culture, while at the same time evolving their own idea of what constitutes a proper life in terms of their self-definition. Ethnic identities normally develop only in contact with humans of different origins and feelings of threat to ones own identity (Phinney, 1990). Often, the ethnic identity evolves simultaneously as a central dimension of the conscious personality only in the migrants situation. The use of quantitatively oriented questionnaire studies of different life phases are presented with the acculturation phase of orientation revealed that the Turkish-born have on the one hand a strong need to seek affiliation and primary integrative self-orientation, but also a secondary, powerful orientation toward self/ethnic contexts, pointing to the desire for separation. At the adult stage this mixed identity dominates. This could be verified both in standardized paper-pencil questionnaires as well as telephone interviews with Turkish-born migrants about their feelings of connection with their country of origin as well as their feelings of connection toward Germany. Implications can be derived about the conditions and discrepancies in these samples regarding the integration of Turkish-born migrants as well as giving answers about how they have achieved their identification with Germany. Immigrants' types of identity: A new view on the marginalized type Maehler Debora

GESIS - Leibniz Institute for the Social Sciences (Germany)

This presentation deals with the conceptualization of a marginalized identity profile in the literature. Migrants with a marginalized identity profile are characterized by neither identifying with their culture of origin nor with the host society. The type is assumed to be associated with psychological stress (Berry, 1997). The aim of this presentation is to demonstrate that an identity development approach (Phinney, 1989) is more appropriate to explain such a profile. We suggest that people without any identity commitment are in an orientation phase - a moratorium phase (Marcia, 1980). Therefore the identity profiles of 1097 adult and adolescent immigrants in Germany were analyzed. Clusteranalyses and discriminant procedures were performed to classify participants' identity profile. Participants were categorized as integrated, assimilated, separated or assigned to an indifferent group. According to the postulation, participants classified as indifferent are in an exploration stage (Phinney, 1989) but no evidence for a marginalized type could be found. Finally we propose a model, that links the identity typology approach from John Berry (based on commitment to a ethnic and a majority group) and the identity development approach from Phinney (based on commitment and exploration on an ethnic group). Intercultural moving and cultural identity: A case of intercultural marriage Suzuki Kayuzo

Saitama Gakuen University (Japan)

This presentation aims to clarify the cultural identity of intercultural married women who have moved to a new culture in the early years of adulthood from a lifespan developmental perspective. The participants are: (a) 16 Japanese middle-aged women married to Indonesian men and living in Indonesia, (b) 153 Japanese women in middle and late adulthood married to American or Australian men and living in the U.S. or Australia, and (c) 20 Asian and Western middle-aged women married to Japanese men and living in Japan. The Cultural AnthropologicalClinical Psychological Approach [CACPA] (Suzuki & Fujiwara, 1992; Suzuki, 2002, 2008) is employed between 1991 and 2011. Concerning (b) and (c), semi-constructed interviews and questioner survey are conducted. The results suggest the following: 1) identity crisis brought by a cultural contact reaches reintegration through psychological moratorium and the identity formed while living in the original country is spirally reconstructed at each cultural contact (Suzuki, 2006, 2008, 2010). Nevertheless, the intercultural married women psychologically belong to their original countries; 2) both original and new cultures are blended in time, but they maintain their original cultural identities as their psychological foundation throughout their lifetimes; 3) moreover, it is suggested that Ibasho (ones place) - a word containing the meanings of both ones actual living place and ones psychological place - plays an important role for their cultural identity formation.

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SY7.5 CRITICAL PERIODS RE-EXAMINED 09:00-10:30 | Room 315.1 Amphiple

Chair & Disscussant : Daphne Maurer McMaster University (Canada)

Beginning with the animal models of Hubel and Wiesel, we have known that early environmental input is necessary for normal tuning of the nervous system. In this symposium, we will explore evidence from four different natural experiments that have revealed details of how that turning works in humans. The first two papers will explore the effect of missing normal input. The first paper will present results from a 25-year longitudinal study of the effect of having a period of visual deprivation from dense cataracts on subsequent visual development. The second paper will present evidence on the retuning of the system when visual input is absent throughout development because of congenital blindness. The last two papers will explore the effects of variations in normal input. In the third paper, the variation arose from having a younger sibling or a young infant, and the effects were on the ability to discriminate among infants faces. In the last paper, the variation arose from differential exposure to the speech sounds of the native and non-native language and the measure is brain recordings of responses to a change in each of the languages. Combined, the papers demonstrate across a variety of domains that early experience tunes human brain development but that, nevertheless, there is some residual plasticity in adulthood.

Critical Periods Re-Examined: Evidence from Children Treated for Dense Cataracts Maurer Daphne

McMaster University (Canada)

We have studied critical periods by comparing children with normal eyes to children treated for cataracts that blocked all patterned visual input to both eyes. The cataracts were removed surgically and the eyes given compensatory contact lenses to restore (nearly) normal visual input. When binocular deprivation began at birth, there were permanent deficits in both low and high level visual capabilities: visual acuity and sensitivity to low temporal frequencies (slowly flickering light), global form, global motion, and configural face cues. Yet some visual capabilities were spared: contrast sensitivity for low spatial frequencies (wide stripes) and high temporal frequencies (fast flicker); face detection; sensitivity to the shape of facial features; and sensitivity to biological motion. Interestingly, all of these skills are evident at birth in rudimentary form. In contrast, all of the damaged capabilities are not evident, or extremely immature, at birth. The results suggest that early visual input is especially important for visual capabilities that emerge later in infancy, perhaps because such input sets up the requisite neural architecture for later improvements. That conclusion is supported by our finding that even the normal accuracy for face detection is accompanied by abnormal patterns of event-related potentials. When binocular deprivation began after birth, the deficits were smaller overall but the closure of the critical period for damage from a period of visual deprivation varied from 6 months (global motion) to 10-14 years of age (acuity) and could not be predicted from the normal developmental trajectory (12+ years for global motion; 7 years for acuity). Nevertheless, some rehabilitation is possible even in adulthood: the vision of adults treated for bilateral congenital cataracts improved after playing an action video game for 40 hours. Combined, the results suggest that there are different sensitive periods for damaging as opposed to rehabilitating the visual system. Impairment of auditory spatial localization in congenitally blind human subjects Gori Monica

Instituto Italiano di Tecnologia (Italy)

It is well known that auditory spatial maps can be modified by vision. Owls reared with distorting prisms show systematic and persistent biases in auditory localization (Knudsen & Knudsen, 1985), and early visual deprivation of ferrets causes disordered development of superior collicular auditory spatial maps (King et al. 1993). Thus early visual deprivation as occurs in the congenitally blind may be expected to impact on the capacity of the congenitally blind to localize sound sources. However, no studies have to date demonstrated auditory deficits in the blind, and several have reported enhanced auditory perception (Doucet et al. 2005; King & Parsons, 1999; Roder et al. 1999). Here we measured discrimination thresholds for audio spatial bisection of sequentially presented sounds, and for discriminating the direction of a twotone sequence, in seven adult humans who have been blind from birth. In this study we report for the first time gross deficits in auditory spatial localization in the congenitally blind: for three of our subjects, thresholds for auditory localization were 3-5 times worse than those of typical controls, and four of them could not do the task at all. The deficit was evident only for the bisection task: thresholds for discriminating the direction of two sound-sequences were well within the typical range. In agreement with previous studies, these subjects showed no deficits on a simpler auditory spatial task, suggesting that it is the encoding of auditory spatial relations that is specifically compromised in the congenitally blind. In previous works we have highlighted the importance of cross-sensory calibration in the developing child (Gori et al. 2008; 2010; 2012; Burr and Gori 2011). The present study provides very strong evidence for cross-sensory calibration theory, suggesting that visual information is necessary for normal development of the auditory sense of space.

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The effects of early-and later-acquired experience on adults ability to process infant faces Macchi Cassia Viola

University of Milano-Bicocca (Italy)

Much evidence suggests that face representation constantly adapts to reflect the individuals current social and perceptual experience, giving rise to a number of face processing biases. Recently, research on age biases has provided promising contributions to the answering of this question. Younger-adult faces are typically over-represented in face space of both young adults (Kuefner et al, 2008) and 3-year-old children (Macchi Cassia et al., 2012), giving rise, at both ages, to a processing bias, whereby adult faces are better discriminated and more configurally processed than infant, child or older-adult faces. This bias is mitigated or eliminated in both children and adults when exposure to multiple faces from other age groups occurs (de Heering & Rossion, 2008; Macchi Cassia et al., 2009a; Proietti et al., submitted). However, one study shows that 3-year-olds can bootstrap perceptual learning of infant faces from extensive exposure to the younger siblings face, whereas adult women who are exposed to the face of their first-born child cannot. The only condition in which later-acquired experience affected mothers performance was when early exposure to a siblings face occurred in their first 3 years of life (Macchi Cassia et al., 2009b). In the current study we explored the time-course of the reactivation effects engendered by later-acquired experience by comparing discrimination abilities and the size of the inversion effect for adult and infant faces in two groups of first-time mothers who gave birth to their child 4 or 12 months before testing. The reactivation effect was apparent in the mothers of the 4-month-olds, and preliminary results suggest that the effect vanishes by the time the child turns 12 months. The results suggest that face representation remains plastic into adulthood, but plasticity decreases with age. A link between native and non-native phoneme perception Sebastin-Galls Nria

Universitat Pompeu Fabra (Spain)

Tuning to the phoneme repertoire of the maternal language in the first months of life is one of the major achievements in the process of language acquisition. While infants are able to discriminate virtually all phonemes of all languages at birth, at the end of the first year of life their speech perception system us attuned to the repertoire of the language of the environment (Werker & Tees, 1984). However, the acquisition of a new language later in life usually requires a lot of effort and most individuals fail to process the new phonemes in a native way. Still, a few individuals manage to. A possible hypothesis is that the speech perception system of these individuals remains in a relative immature state inducing long-lasting plasticity. Given that a mature response to phonemes is characterized by an enhanced perception of the native sounds and reduced response to non-native sounds (Kuhl et al, 2006), individuals who are good non-native phoneme perceivers should show better discrimination to native and non-native phonemes. In a previous study (Diaz et al, 2008) we observed some evidence pointing to the opposite pattern, that there was a direct relationship between native phoneme perception and non-native one. Using an oddball paradigm we compared the Mismatch Negativity Response (MMN) to a native vowel contrast in a group of good non-native perceivers and a group of poor non-native perceivers. The results showed marginal larger responses in the good-perceivers group than in the poor perceivers group. Here we present new data from additional populations and conditions that support and expand this original observation. These results suggest the hypothesis of a link between the mechanisms underlying the stabilization of the native categories and the learning of new ones.

SY7.6 PRENATAL CO-PARENTING INTERACTIONS AND THEIR ROLE DURING THE TRANSITION TO PARENTHOOD 09:00-10:30 | Room 319 Amphiple Chair: Joelle Darwiche

University of Lausanne CHUV (Switzerland)

Disscussant : Sarah Schoppe-Sullivan Department of Human Sciences, The Ohio State University (United States of America)
Research on the co-parenting relationship during pregnancy has focused primarily on parents prenatal representations rather than their interactions. This symposium will present data on prenatal co-parenting interactions and their association in different populations with a range of pre- and postnatal variables. The co-parenting interactions were studied using prenatal Lausanne Trilogue Play (Prenatal LTP, FivazDepeursing & Corboz-Warnery, 1999; Carneiro, Corboz-Warnery, & Fivaz-Depeursinge, 2006), which allows the developing co parental subsystem to be observed and the prenatal co-parenting alliance to be assessed, by demonstrating the future parents capacity to work together as a team regarding their baby-to-be. The first presentation, by M. Bighin (Italy), will present data from three studies that assessed the prenatal co-parenting alliance in first-time parents. Results showed that the quality of the prenatal alliance was comparable whatever the method of conception (spontaneous or through in vitro fertilization), whereas prenatal marital satisfaction was higher in the IVF group. The presentation by L. E. Altenburger (USA) will show the continuity between the quality of the prenatal alliance and postnatal co-parenting behaviors in a large population of dual-earner families. F. Suardi (Switzerland) will present data concerning the pre- and postnatal family alliance in multicultural couples, discussing the influence of cultural differences on the co-parenting processes. M. Miscioscia (Belgium) will present a case study of a lesbian-parent family, exploring the relationship between the prenatal alliance and the postnatal mother-motherinfant interactions. Part of the discussion will refer to a fourth study (M. I. Cordero, A. Sancho Rossignol, I. Rate, R. Aszbar, M. Epiney, D. Schechter, C. Sandi, & F. Ansermet, Switzerland) whose pilot data indicate that a low prenatal co-parenting alliance is related to higher maternal neurobiological stress during pregnancy, altered foetal cardiac reactivity to stress and neonatal behavioral and physiological reactivity.

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Prenatal co-parenting alliance in couples with spontaneous or medically assisted conception Bighin Mara

University of Padova (Italy)

Studies have shown that the quality of the prenatal coparenting alliance, in particular, the aspects of parental cooperation, warmth, and intuitive parenting behaviors are predictors of the family's postnatal interactive functioning at 3 (Carneiro et al., 2006), 9 and 18 months after birth (Favez, et al., 2006). These results suggest that the patterns of coparenting are established during pregnancy (Fivaz-Depeursinge, et al., 2010; Carneiro et al., 2006). In this perspective, the research have studied three different groups of first-time parents: a group of 90 Italian couples and a group of 49 Swiss couples who conceived spontaneously; a group of 33 Swiss couples who conceived through in vitro fertilization (IVF). The aims of the study are: a) to test the different characteristics and the quality of the prenatal coparenting alliance in the three groups; and b) to compare the marital satisfaction in the three groups. Method: the triadic interactions have been studied through the prenatal Lausanne Trilogue Play (prenatal LTP; Corboz-Warnery, Fivaz-Depeursinge, 2001) and the degree of Marital Adjustment have been investigated by the Dyadic Adjustment Scale questionnaire (DAS; Spanier, 1976) administered to mothers and fathers. Results: a) the ANOVA applied at the global score of LTP procedure does not highlight significant differences between the three studied samples (F(2,171) = .21, p = .810 n.s.): this result show a general statistical homogeneity in the quality of the coparenting in pregnancy in these different populations of future parents; b) the ANOVA applied at the global score of DAS questionnaire highlights significant differences between the three studied samples (F(2,171) = 4.05, p = .019): the mothers of the infertile group perceive their marital satisfaction as more satisfying than mothers in the Swiss control group. Associations between Prenatal Alliance and Postnatal Observed Coparenting in Dual-Earner US Families Altenburger Lauren E.

Department of Human Sciences, The Ohio State University (United States of America)

A high-quality coparenting relationship in which parents actively support and refrain from undermining each others parenting has been shown to foster adaptive child and family functioning (McHale et al., 2002). The coparenting relationship develops across the transition to parenthood and shows stability from infancy forward (Schoppe-Sullivan, Mangelsdorf, Frosch, & McHale, 2004). As such, determining predictors of early coparenting is important so couples most at risk for coparenting difficulties can be identified (Feinberg, 2002). European studies using the Prenatal Lausanne Trilogue Play (LTP; Carneiro, Corboz-Warnery, & Fivaz-Depeursinge, 2006) suggest that the quality of interactions in the Prenatal LTP predicts postnatal family functioning (Carneiro et al., 2006; Favez, Frascarolo, & Fivaz-Depeursinge, 2006). The purpose of this study was to expand on this work to demonstrate the predictive validity of the Prenatal LTP to 9 months postpartum in a larger sample of dual-earner families from the US. 151 couples anticipating the birth of their first child participated in the prenatal LTP during the third trimester, which was coded for family warmth, cooperation, playfulness, structure, and mother/father intuitive parenting. At 9 months postpartum, observations of coparenting behavior (pleasure, warmth, coldness, displeasure, cooperation, and competition; Cowan & Cowan, 1996) were obtained from mother-father-infant interaction episodes in which parents were instructed to introduce a new toy to their infant. Preliminary correlation analyses indicate significant continuity between parents prenatal LTP behavior and their observed coparenting one year later. In particular, when couples showed greater cooperation and playfulness in the prenatal LTP, they showed significantly greater coparental cooperation and warmth at 9 months postpartum. Moreover, greater prenatal playfulness was significantly correlated with less competition and coldness, and more pleasure postpartum. Additional analyses will use structural equation modeling to test whether these associations are mediated by earlier coparenting interactions at 3 months postpartum. Early co parental dynamics during the transition to parenthood in multicultural parents Suardi Francesca

Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva (Switzerland)

A large amount of studies have investigated the transition to parenthood. The development of a coparental relationship, defined as the relationship between partners as parents, has been described as a major step of this transition. The coparental relationship already develops during pregnancy and research results indicate a continuity of the coparental relationship from the prenatal to the postnatal period. Studies have also shown that the quality of coparenting is one of the most significant variable which later affects the childs socio-emotional functioning. Despite the empirical data available on the transition to parenthood, no previous study explored how multicultural parents experience the transition to parenthood and co-construct their coparental relationship. The current study focused on how partners cultural differences influence their transition to parenthood. A sample of 30 couples (monocultural or multicultural) expecting their first child participated in a longitudinal study. Two research sessions took place during the transition to parenthood: a prenatal session (during the third trimester of pregnancy) and a postnatal session (3 to 6 months after birth). The outcome measures were the following : 1.Couple coparental interactions (observed during the prenatal and the postnatal LTP) ; 2.Quality of marital and coparental communication (observed during a laboratory discussion task) ; 3.Self-report measures about parenting and coparenting. The results of 30 couples will be presented. The discussion will focus on family and child identity in multicultural families.

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Transition to parenthood in lesbian parents families. A case study Miscioscia Marina

Faculty of Psychology, University of Liege (Belgium)

The present work shows a frame about a particular period in the family life cycle called transition to parenthood. Focus of this presentation is the development of family interactive competences, from pregnancy to child born. In particular we observe the couples capacity to organize triadic interactive models during pregnancy and to reorganize these models following the childs birth. These aspects have been widely explored in the context of heterosexual parents families (Fivaz et al., 2001, Favez et al., 2010) but very few of them have been written concerning homosexual parents families (DAmore et al., 2010). Most of previous studies aimed to compare the child development in these two types of families, focusing on different dimensions such as the quality of parent-child relationship, the psychosocial development, or the gender identity (Vecho & Schneider, 2005). This presentation presents the situation of a family from our current longitudinal study in the Systemic and Relational Psychopathology Clinic, University of Lige. It describes three stages of the Lausanne Triadic Play: a prenatal situation taking place on the 7th month of pregnancy, and two postnatal situations when the child is 3 and 9 months old. We observe the particular interests of the LTP prenatal procedure as a predictive instrument of the parental abilities to enact their interactive competences after the childs birth, as verified with the postnatal procedure.

WORKSHOP
WK7 : CONTRIBUTION OF THE PIC-NIC GAME SITUATION IN THE EVALUATION OF DIVERSE FORMS OF FAMILIES 09:00-10:30 | Room 210 Amphiple Chair: France Frascarolo

Centre d'Etude de la Famille Lausanne (UR-CEF) (Switzerland) Disscussant: Regina Kuersten-Hogan Assumption College, Worcester (United States of America)

The quality of family interactions is critical for child development. After the researches on parent-child dyads and father-mother-child triads, being able to assess interaction of families with more than one child is the following necessary step. Despite the importance of the sibling relationship (Brody, 1998) and family level interactions (Favez et al., 2012), family interactions with two parents and several children are still less studied because of the complexity of these interactions and because of the lack of adequate situations. The family play called the Pic-Nic Game has been created to fill this gap. This situation can be used with families whatever children, aged from few weeks till about 12 years, they count. In this situation, the family pretend play having a picnic, which allows observation of family interactions as well a co-parenting, parenting and sibling relationships, in a game rather close to daily life activities (e.g. sharing a meal, tidying up). All the presentations of this symposium will show the richness of the observation it permits, with different types of families. The first presentation, concerning families with babies, will be held on the links between parental representations about their co-parenting and family interactions at 3 and 9 months after birth (Frascarolo et al.). In the second presentation, co-parenting in stepfamilies and in first-marriage families will be compared (Favez et al.). Finally, in the third presentation, qualitative analysis of divorced families interaction will bring to the fore specificities of this type of families and incite to question the standards of intact families applied to divorced families (Bullens). Links between parental representation about their co-parenting and family interactions in the Pic-Nic Game at 3 and 9 months after birth Frascarolo France 1, Chlo Scaiola Lavanchy2, Herv Tissot2, Nicolas Favez2 1 UR - Centre d'Etude de la Famille Lausanne (UR-CEF) (Switzerland)
2

Universit de Genve (Switzerland)

The quality of family interactions is well known as being important for the child development. Less know is the link between, on the one hand, observable interaction and, on the other hand, personal representations and feelings of the parents concerning their own coparental alliance. We have studied the link between these two aspects of family functioning during the first year after birth. 68 volunteer families, from middle to high socio-cultural levels participated to this study. When babies where respectively 3 and 9 month old, parents filled in the Parenting Alliance Inventory (Abidin & Brunner, 1995) and families where recorded during the Pic-Nic Game (a pretend play of having a family pique-nique, Frascarolo & Favez, 2005). Preliminary results indicate that there are links between aspects of family interaction and maternal but not paternal representations of their coparenting. In particular mothers perception of their partners judgments concerning their maternal qualities seems important. These results will be discussed in the light of a gender perspective of parental roles and investment in the family life.

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Coparenting in stepfamilies and in first-marriage families: Preliminary results from the observation of interactive processes during the Picnic Game Favez Nicolas

Universit de Genve (Switzerland)

Coparenting quality is critical for child and family functioning. To date, researches have been focused mainly on first-marriage families; coparenting is however a crucial issue in other forms of families, in particular in stepfamilies in which several adult dyads may be directly involved with the child. The multiplication of dyads can potentially multiply conflicts and disagreements between adults and increase the risk for the child. It is of upmost importance to better know the impact of the stepparent(s) coparental relationship with the parent(s) on the development of the child. This paper aims at presenting the first result of a comparison between mother-reported coparenting (covert) and observed coparenting (overt) in a standardized situation (the PicNic Game) in families with children between 6 and 12 years old (N=80 volunteer families; 48 stepfamilies and 32 first-marriage). Mothers completed several questionnaires aiming at assessing several psychological variables. Families were filmed at home performing a PicNic Game. Main results show that : (i) there are links between mother-reported coparenting and observed coparenting in both groups of families (specifically : the more there are cooperation behaviors and family warmth in the PNG, the less disparagement is reported) ; (ii) mother-reported coparenting is linked with mother-reported difficulties in the child in firstmarriage families; there is no link between mother-reported coparenting with stepfather and child difficulties; (iii) observed coparenting with stepfather is linked with mother-reported difficulties; there is no link between observed coparenting with father in first-marriage families and child difficulties. These results show that overt and covert coparenting processes are operating differently in first-marriage versus stepfamilies. Implications for assessment of coparenting in clinical situations will be discussed. The implication of FACES III and Picnic Game in a qualitative research about divorced families Bullens Quentin

Universit de Lige (Belgium)

Research in new families structures and, for our case, with single-parent families and stepfamilies, is a challenge for the tools we use. Most theoretical models and tools are based on research concerning nuclear families. For example, the circumplex model and FACES III resulting therefrom raise the question of the adequacy of a concept such cohesion in separated families. Well show what are the risks associated with this model. Similarly, the Picnic Game could bring the same questions and the same problems. However, because it is part of a systemic interactional perspective it overcomes a number of difficulties. Well briefly recall its operation; well show how it exceeds the pitfalls of questionnaires such the FACES III. Well show what are the risks in research on new families structures. Finally, well see how, from a qualitative perspective first, the tool can be used to serve a better understanding of how specific theses new families are. From this point of view, its contribution can be considered along two axes: (a) In a dialectic with other data of the research protocol (psychological interview and questionnaires) and (b) in a quasi-anthropological descriptive approach that allows identifying the characteristics of new family forms encountered.

THEMATIC SESSIONS
TS7.1 FAMILY ASSESSMENT TOOLS

Chair: Enrique B. Arranz Basque Country University, San Sebastian (Spain)

09:00-10:30 | Room 340 Amphiple

Measuring parental beliefs about the developmental significance of preschool children's daily activities Papadopoulou Kalliroi1, Petrogiannis Konstantinos2, Papoudi Despina1
1 2

University of Athens, Greece, Department of early childhood education (Greece) Open University (Greece)

This presentation describes the development and initial validation of a scale on parental assessment of the developmental significance of preschool childrens daily activities. The rationale for the development of this scale relies on: (1) the theoretical significance of parent-child joint activity for child development and (2) the argumentation about the centrality of parental beliefs for both the organization of childrens daily activities as well as for parental participation in such activities. The assumption is that parents assessment of the developmental significance of childrens daily activities will be evidenced in their participation in them. Participants were 383 mothers of preschool children residing in the greater Athens area, Greece. Mothers completed a questionnaire about the frequency of their participation in 36 childrens everyday activities and the significance they attribute to such activities for child development. Results showed that their responses were normally distributed and the internal consistency of the selected items was high. It was also evidenced that mothers involvement in joint activities with their children was regulated by their assessment of the developmental significance of these activities. The analysis indicated 5 types of activities, on the basis of their assessed developmental significance, affording children with opportunities to develop independence, responsibility and social competence, to develop or practice pre- academic skills and to express interest and gain pleasure in socio-culturally appropriate situations. Overall, these results are compatible with those evidenced by qualitative research in different cultures and provide initial support for the use of this scale. Limitations and future research priorities are also addressed.

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The development and reliability testing of an observational tool for assessing mother-Child interactions in field studies- Experience from Pakistan Rasheed Muneera A., Yousafzai Aisha K.

Aga Khan University, Karachi (Pakistan)

Background: A common goal in many parenting programmes around the word is to improve the quality of caregiver-child interactions and promote responsive parenting in order to enhance early child development (ECD) outcomes. However, there are few reliable and appropriate tools to assess interaction in community based studies in developing countries, where visits to laboratories for assessment may not be feasible, videotaping is not culturally acceptable and non-specialists are trained to conduct the assessments. The objective of this research was to develop a reliable observational tool that can capture sensitivity and responsiveness with change and variation and can be reliably used by community based child development assessors (CCDAs) in a rural community in Pakistan. Methods: A 4 phase process was followed to develop the tool: (1) A review of literature to identify items; (2) Field testing with live and video recorded interactions, (3) Piloting by trained CCDAs; (4) Review of pilot testing by experts, revisions and a second field test. The final tool was five minute structured observation of caregiver-child interaction around a picture book activity. The tested observational instrument was used at two time points, 12 months and 24 months. A random sample of 10% of the live interactions was filmed and scored by the experts to assess for reliability at both time points. Pearson correlation test was applied to measure inter-rater reliability between the two experts, and Bland and Altmans test was applied to measure inter rater agreement between the experts and the CCDAs. Results: The results indicated significant correlation between the experts (r=0.85, p=0.00) and significant agreement with the CCDAs (r=0.68, p=0.00). Conclusion: This instrument is feasible and can be reliably used by trained assessors in community based studies to measure caregiver- child interactions. Moral values assessment: proposal for measure and a scale construction Menin Maria Suzana1, Tavares Marialva2
1 2

UNESP (Brazil) Funadao Carlos Chagas (Brazil)

Moral values are the affective investments (Piaget,1994) we put in rules, principles, ideas, feelings, or actions considered, in most cultures, as good or fair. From this initial setting, we could wonder if, in post modernity our children and young people are losing moral values established before. We know that for decades, and in psychology, since Piaget (1932/1977), there have been forms of assessment of moral judgment and that are enshrined as competent instruments, as the tests: Moral Judgment Interview (MIJ, derived from Kohlberg interviews, 1958), Partner Moral Reflection Objective Measure (SROM, Gibbs et al, 1984) and Defining Issues Test (DIT, by Rest, 1986), all described in Koller et al (1994). However, the objective of this research is to create an instrument directed to present issues, to Brazilian contexts involving the investigation of multiple values simultaneously, and that can be adapted to the application in children of the second cycle of elementary school and young high school students. We will begin our study focusing on the following moral values: justice, respect, solidarity and democratic coexistence. Within the constructivist perspective, the criteria to investigate adherence to the values will be mainly focused on the evolution of social perspectives of the subject: how the presence and adherence to a value arises when individuals show social perspectives ranging from selfcenteredness to submission, to authority and conventions, to the consideration of principles that seek to ensure autonomy and dignity to every person. However, we also seek to investigate the presence and adherence to values according to social characteristics of the judging subject and that can be related to cultural, ideological, interpersonal and subjective variables in order to highlight the social markings of building values in children. The Dimensionality of Self-Control Scale among American and Turkish Adolescents zdemir Yaln1, Vazsonyi Alexander T.2, Kuzucu Yaar1, ok Figen3
1 2

Adnan Menderes University, Aydin (Turkey) University of Kentucky (United States of America) 3 TED University (Turkey)

Self-control capacity is a highly salient asset for positive psychosocial functioning and adaptation (Smith, 2001; Tangney, Baumeister, & Boone, 2004; Gottfredson & Hirschi, 1990). One of the most widely used scales to measure low self-control is Grasmick et als (1993) self-control scale, a 24 item attitudinal measure with six subscales. While some researchers have found that the scale is one-dimensional (e.g., Piquero, MacIntosh, & Hickman, 2000), others have provided evidence for multidimensionality (Arneklev et al., 1999; Vazsonyi et al., 2001; 2004). Little work on the measurement of self-control or the dimensionality of the Grasmick et al. scale has been conducted on non-Western samples, such as ones from Turkey. Thus, the main purpose of this study was to examine both the dimensionality and the generalizability of this scale crossculturally in both a Turkish and an American sample of adolescents. We were also interested in understanding the extent to which associations between self-control and measures of adjustment (consideration of others, repression of aggression, responsibility) replicated across samples. Anonymous, self-report data for the present study were collected from n = 787 Turkish and n = 977 American adolescents. To test the dimensionality of the measure, a series of CFAs was completed which specified a unidimensional structure, a multidimensional structure, and a second order factor. Findings supported multidimensionality (1-factor model: X/df= 13.94, GFI=.73, CFI=.89, RMSEA=.12 [US]; X/df= 8.25, GFI=.85, CFI=.89, RMSEA=.08 [Turkey]; multidimensional model: X/df= 4,34, GFI=.97, CFI=.90, RMSEA=.06 [US]; X/df= 3.94, GFI=.95, CFI=.92, RMSEA=.05 [Turkey]). Finally, a second order model further improved fit: X/df=4,18, GFI=.97, CFI=.90, RMSEA=.06 [US]; X/df= 3.91, GFI=.96, CFI=.95, RMSEA=.05[Turkey]). Additional analyses will examine the associations between self-control and measures of adjustment.

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A New tool to assess family context Arranz Enrique B., Velasco David,Sanchez Manuel, Egurza Maitane, Aranbarri Aritz, Olabarrieta Fernando

Basque Country University, San Sebastian (Spain)

This paper shows the theoretical foundations and preliminary psychometric properties of the Etxadi Gangoiti scale, a new tool used to assess the quality of family context in families of children 2 years old, belonging to the Guipzcoa INMA cohort study (N = 463) . The scale assesses the 1.-Stimulation quality of cognitive and language development ( = .73), 2.-Stimulation quality of socio-emotional development ( = .65) and 3. -Stimulation quality of social context and physical environment ( = 63). Exploratory factor analysis (varimax rotation) of the three areas described partially confirms the structure of sub-factors contained in the original instrument. In each of the areas KMO and Bartlett indicators were obtained with satisfactory results. Factor analysis was carried out with the items that had shown adequate variability (load factor over 0.33) and revealed the following sub-factors in each area: 1 (Cognitive-linguistic): Empowerment of cognitive and language development / Empowerment of social skills / Empowerment of psychomotor skills / Empowerment of symbolic play and Imitation 2 (Socio-emotional): Empowerment of autonomy / Practice of optimal frustration / Observation of interaction / Absence of physical punishment 3 (Social context and physical environment): Exposure to conflict / Father involvement / Relationships with extended family / Parental stress / Diversity of experiences. Preliminary correlation analysis showed a significant association between the quality of family context and cognitive development assessed by the Bayley scale.

TS7.2 COGNITIVE FLEXIBILITY AND BILINGUISM

Chair: Martyn Barrett Department of Psychology, University of Surrey (United Kingdom)

09:00-10:30 | Room 321 Amphiple

Conditions for cognitive flexibility in preschoolers: Insights from three versions of a flexible categorization task Ionescu Thea

Babes-Bolyai University, Cluj-Napoca (Romania)

Cognitive flexibility is one of the hallmarks of human cognition. Nevertheless, its development is poorly understood so far. The present work examined the flexibility of categorization in preschool children and aimed to investigate the conditions that facilitate its manifestation. 45 three-to-five-year olds were divided in three groups, each group receiving a different version of a flexible categorization task in which targets belong to two distinct categories (e.g., a green cup to cups and to green toys). These versions manipulated the number of target objects per trial, the presence/absence of distracters in a trial, the type of questions that were asked, and the alternation of shape/color "games". Preliminary data analysis suggests that children are flexible when a trial contains distracters, when the questions are specific (or ask about attributes), and when shape and color "games" are mixed. The results will be discussed with regard to the conditions that lead to flexible answers in preschoolers' categorization. Understanding the development of cognitive flexibility can help us both in comprehending the flexibility of the mature cognitive system, and in designing educational programs that foster efficient problem solving and creativity in children. Private Speech and the Development of Cognitive Flexibility Fatzer Simone T.1, Roebers Claudia M.1,2
1 2

Department of Psychology, University of Bern (Switzerland) Center of Cognition, Learning, and Memory, University of Bern (Switzerland)

Private speech is a phenomenon consistently occurring over time, contexts, and cultures in children who are engaged in a cognitive task (AlNamlah, Fernyhough, & Meins, 2006; Lidstone, Meins, & Fernyhough, 2011). It was found to support cognitive performance (e.g. Fernyhough & Fradley, 2005), and its internalisation has been discussed as a crucial factor in cognitive development (Al-Namlah, et al.; Vygotsky & Luria, 1994). Concerning the cognitive process of cognitive flexibility or task-switching, speech was documented to be involved by supporting the updating of task order, the activating of task rules, and possibly even by supporting switching per se (Baddeley, Chincotta, & Adlam, 2001; Miyake, Emerson, Padilla, & Ahn, 2004). Thereby, speech was always investigated by the experimental method of articulatory suppression. The present study aimed to further investigate the contribution of private speech to cognitive flexibility by assessing the spontaneous occurrence of private speech in first and third graders. Children were video taped while they performed three versions of a switching-task that systematically differed in their memory-demands and sequencing-demands. Preliminary results revealed was more internalised in the third graders than in the first graders. Furthermore, results revealed that the sequencing-demand was a crucial factor for the recruitment of private speech. Yet, the analyses of the relation of private speech and performance indicated that private speech was mainly underlying performance when a task-switch had to be accomplished. In this respect, speech was found to support switching per se. Thus, the quantity of private speech occurrence and its relation to performance yielded a different pattern of the function of speech. Results will be discussed in the light of previous findings and its relevance to everyday life. Childrens production of early notations for words and numerals

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Ralli Asimina, Alexandrou Elena

University of Athens (Greece)

Children usually begin to put marks and draw on paper very early during the preschool years, before formal education. Although, there is a lot of literature about childrens drawing little attention has been given to childrens first inscriptions that were writing-like or number-like. Studying childrens notations can help us better understand the development of childrens representational capacities and developmental processes. Most of the studies have examined childrens understanding of notations, while very few have focused on notational production. The purpose of this study was to investigate preschoolers early productions of notations for numerals and words. Numerals and letters differ both in the type of meaning they represent as well as the syntactic rules that establish how they must be read and written. To what extent are children aware of the different types of meaning that can be represented? Also, to what extent children use different principles when they create their own notations? There is the possibility that certain kinds of stimuli and tasks may support the production of different notational forms. One hundred and twenty children 3-6 year olds were assessed on the identity card based on Dockrell and Teubals (2007) study. The certain task examined childrens production of different types of notations (numeric and verbal) to communicate information. Childrens responses were categorized in the following categories: ambiguous, iconic, writing-like representation, letters, words, number-like representation, dots, numeral, accurate numeral, writing-number like representation. Children provided more writing-like notations for the verbal tasks and numeric-like notations for the numeric tasks. For both writing and numerals there was a significant developmental trend. The children used notations as representations that have communicative value, although many had not mastered the specific mapping between the notation and the specific symbolic value of that symbol. The findings have theoretical and methodological implications for further research. Direct and indirect assessment of monolingual and bilingual language development Zesiger Pascal1, Poulin-Dubois Diane2, Dek Gedeon3, Friend Margaret3
1 2

Faculty of Psychology and Educational Science, Geneva (Switzerland) Concordia University. Montreal (Canada) 3 University of California & San Diego State University (United States of America)

This paper reports the results of the first wave of an ongoing longitudinal study on language development from the second year through preschool in monolingual and in bilingual children. In this wave, we examined the relations between a well-established parental report measure (the MCDI;WG; Fenson et al., 1993) and two ways of directly assessing early word knowledge: The Computerized Comprehension Task (CCT), a lab-based measure of receptive vocabulary (Zesiger & Friend, 2011), and a fast-mapping task based on Woodward et al. (1994). A total of 255 16-month-old infants were tested. The sample included monolingual infants (73 American English-speaking, 37 Spanish speaking, and 61 Swiss French-speaking) and two groups of bilingual infants (37 English-Spanish-speaking, and 47 English-French speaking). Language status was confirmed using the Language Exposure Questionnaire (LEQ). Bilingual children were assessed in both languages. The results indicate differences between the monolingual groups in the number of words reported to be produced and/or comprehended on the MCDI, the proportion of correct responses on the CCT, and performance on the fast-mapping task. Similarly, there is a significant advantage in favor of monolinguals over bilinguals (for the dominant language) on the CCT, but neither in the MCDI measures nor in the fastmapping task. A significant correlation was found between the direct (CCT) and indirect (MCDI) measures of vocabulary for both mono- and bilinguals. Interestingly, there appears to be no significant correlation between these measures, and performance on the novel word learning task in monolinguals, whereas there is a significant, albeit moderate, correlation between performance on the CCT and novel word learning in bilinguals. These findings confirm and extend previous reports comparing the CCT and the MCDI, and suggest that static measures of lexical development and assessments of early word learning tap different lexical processes.

TS7.4 PHYLOGENESIS AND ONTOGENESIS OF EMOTIONAL COMMUNICATION

Chair: Tobias Grossmann Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig (Germany)
NeonatesTriangular communication abilities Tremblay Helene, Lemonnier Laura, Sorin Anne-Laure, Rovira Katia

09:00-10:30 | Room 413 Amphimax

Laboratory PSY.NCA, Mont saint Aignan (France)

After the advent of studies on triadic interactions person-person-object (Scaife & Bruner, 1975) and the consideration that infants are frequently in multi-person and family interactive contexts, researchers began to be interested in the study of personpersonperson interactions (Tremblay & Rovira, 2007). An implicit but nonetheless vivid debate exists in the developmental literature concerning neonates potential for communication. Although abundant evidence grant newborns with sophisticated behavioral and perceptual abilities, the belief that the initial state of human beings lack of coherent self-awareness and of organized consciousness of another persons subjectivity has curbed the research on newborns communicative and intersubjective abilities. This postulate enhanced most authors to focus mainly on the 23 month-old transition period when infants, within dyadic social interactions, experience self-agency, self-coherence, self-affectivity and selfhistory, and concurrently experience the self-regulating other. The aim of this quasi-naturalistic study was to capture a three persons fathermother-neonate intersubjective communicative experience. Eighteen newborns (mean = 59 hours) were observed in the presence of their

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parents. Each parent produced in turn infant directed speech, followed in turn by the others proposal of a distinct facial model. The protocol also included a period of momentary exclusion of the newborn while the parents conversed together. Infants gaze direction, expressive behaviors, mouth movements as well as parents behaviors were examined. Results showed that newborns turned head and eyes towards the talking parent, produced rapid multi-shift gaze transitions between parents during interactions with one parent or during parents conversations, imitated each parents facial model and also 'provoked' one parent to reengage with them by initiating the facial expression seen previously. Both parents behaviors and emotions were coordinated with neonates communicative actions indicating evidence of threeness within the newborn-mother-father social triad.

Study reflects the voice of emotional states: comparative analysis Chimpanzee, human infants and adults Lyakso Elena

Saint-Petersburg state University (Russia)

The project is aimed at investigating how functional states are manifested in voice and speech. The goal of the study is to find out the common patterns of acoustic manifestation of similar modal states regardless of species and age. The material of the study included vocalizations of 5 chimpanzee (Pan Troglodytes), preverbal infant vocalizations (5 infants at 3, 6, 9, 12 months of age) and speech of 5 adults, native Russian, Korean, Chinese and French. Record vocalizations of infants were carried out in home in situation interaction with the mother, the chimpanzee - in laboratory condition. Emotional adult speech samples selected from the feature films. Perceptive by different languages native speaker (n=252) and acoustic spectrographic analysis of vocalizations and speech was executed. The results of the study showed the ability of adults to the proper recognition of the state of infants and chimpanzees in their vocalizations. Infants discomfort vocalizations and fear, sadness and anger chimpanzee vocalizations experts recognized a more likely than vocalizations, reflecting a comfortable condition. The state of anger in voice is characterized by high values of pitch and third formants, intonation variability. Reflection of the condition of joy in voice is characterized by pith lower than in anger and grief, third formant frequency values is lower than in anger, but higher than in sorrow. In grief condition the pith values higher than in a condition of joy and lowers than in anger, minimum value of the third formants compared with anger and sadness, the minimum variation of intonation. The study results extend theoretical understanding of the origin of language and may be used to create systems for automatic speech recognition. The work was supported by the Russian Humanitarian Fund (project 11-06-12019v).

Mapping the ontogenesis of facial expression recognition Rodger Helen, Ouyang Xinyi, Lao Junpeng, Vizioli Luca, Caldara Roberto

University of Fribourg (Switzerland)

Reading the non-verbal cues from faces to infer the emotional states of others is central to our daily social interactions from very early life. Before 7 months old, some emotional expressions can be discriminated. Despite the relatively well-documented developmental course of emotion recognition in infancy, it is acknowledged that our understanding of the development of this important biological skill throughout childhood remains extremely limited. In addition, studies with children frequently test only a subset of the 6 basic emotions using different methodological approaches. Given the centrality of intact emotional processing in our daily lives and its importance for healthy development, these limitations are surprising. Consequently, the developmental trajectory of all 6 basic emotions throughout childhood has yet to be mapped in a uniform way. To target these gaps in the literature, we investigated the development of facial expression recognition for all 6 basic emotions in healthy school-aged children from 5 to 12 years, as well as adults, using a robust psychophysical approach. We implemented the QUEST thresholdseeking algorithm to parametrically determine an observers perceptual threshold for the effective discrimination of each of the 6 emotional expressions, plus neutral. As predicted, we found that the youngest children, aged 5-6, had the highest perceptual threshold, requiring the strongest stimuli intensity for accurate recognition of the expressions. The oldest children, as expected, had the lowest perceptual threshold for accurate expression recognition, sharing the same profile sensitivity as adults without reaching comparable performance. Our data provide for the first time a fine-grained mapping of the ontogenesis of facial expression recognition. This approach significantly increases our understanding of the decoding of emotions across development and offers a novel tool to measure impairments to individual facial expressions in developmental clinical populations.

Teaching Socio-Affective Regulation: Recognition of Emotions in Five and Six Year-olds Boutera Monya1, Blicharska Teresa1, Issa Bilal2
1 2

Octogone EA 4156 CeRPP, Universit de Toulouse 2 Le Mirail (France) Department of Psychology, University of Bordeaux Segalen (France)

Early peer socialization offers opportunities for self-regulation and social cognition that facilitate empathy and altruism. Empathic behavior involving the ability to elaborate adaptive responses to emotional expressions of others provides a basis for interpersonal cooperation. 100 children from 3 to 8 years of age participated in a three-year longitudinal program on socio-emotional development. Pedagogical activities promoted understanding of emotions and empathy. Interviews were realized with 69, 5 to 8 year olds from this project and a second group of 68 children with no experience of the program. Teachers completed a psychosocial adaptation questionnaire indexing individual childrens modes of social adaptation within the peer group (Bonnet & Strayer, 2000). A thematic interview evaluated childrens representation of emotions and described their ability to communicate about emotions. During the interview, children first responded to an emotion recognition task (Golouboff, 2007) and a facial expression recognition task (Gosselin, 1995; Perron & Gosselin, 2005). They also painted a self-portrait and

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talked about emotions. Children in the experimental group performed better on the recognition of facial expression task. They also showed a more diversified expressive vocabulary. Performance on experimental emotion recognition tasks varied as a function of mode of adaptation and pedagogical program. Language measures of describing and talking about emotions varied as a function of age, gender, mode of adaptation, and pedagogical program. Understanding and explaining how children develop socio-affective skills is fundamental challenge both for early educators and for psychologists. Understanding anothers perspective requires the acquisition of words for emotions, for thoughts and for intentions as well as discursive abilities to communicate with social partners. These abilities are fundamental for emerging empathy, civility and moral conduct. Early understanding of emotions furthers self-regulation, facilitates peer socialization and contributes to the childs sentiment of belonging in the social setting.

TS7.5 DEVELOPMENT OF COMPETENCIES WITHIN A SCHOOL CONTEXT 09:00-10:30 | Room 414 Amphimax

Chair: Michael Rougemont Lausanne University (Switzerland)

Learning and development over time: emotional trajectories in an experiential learning context Nogueiras Gloria1, Iborra Alejandro1, Kunnen Saskia2
1 2

Unversity of Alcal (Spain) University of Groningen (The Netherlands)

Our research focuses on the study of individual trajectories and processes of change over time in adolescents and emerging adults in contexts of learning and developmental, in line with the recent currents in psychology, which pay attention to the dynamic processes and adopt an ideographic approach to understand the complexity and multiplicity of the individual (Fischer, 2006; Toomela, 2007; Valsiner, 2009). This time we analyzed data coming from an intensive summer course of six days that was celebrated in july 2011 in the University of Alcal, Spain. This course was aimed to explore the transitions on learning through an experiential methodology focused on the process (Ingarfield, 2007; McWhirter, 2000). The 28 students attending the course filled out in 14 occasions throughout the course an emotional scale in which they had to track the intensity, in a Likert scale from 1 to 5, of 11 different emotions (joy, sadness, anger, fear, happiness, interest, anxiety, boredom, illusion, concern, challenge). As a first step different types of principal component analysis were performed in order to obtain two groups of emotions, positive and negative, that were used to approach the individual trajectories of the students. Subsequently, we approach this task using Dynamic Systems techniques (Van Geert, 1994; Kunnen, 2011), such as Monte Carlo simulations, which allow to assess specific process characteristics such as variability or sudden jumps. In this way we explored the following issues: differences between subgroups of students in terms of their previous experience with the learning methodology implemented, specific patterns followed, turning points occurred in different moments of the course and intraindividual differences. This work tries to bring some ideas on the study of developmental processes as well as on the field of intervention, by providing some clues to promote transitions in learning environments.

Impact of monotonous activity on parameters of individual creativity Yagolkovskiy Sergey

National research university Higher School of economics, faculty of Psychology, Reutov (Russia)
In the present study we assessed effects of monotonous activity on individual creative performance in an idea generation task. The sample consisted of 68 students (56 females and 12 males). We varied a type of monotonous activity: in the 1st experimental group participants wrote for 15 minutes simple well-known words dictated to them; in the 2nd experimental group respondents drew simple geometrical figures for the same period of time (each figure was drawn many times). Creativity was assessed in a psychometric paradigm: we used the Russian version of Guilford's test of verbal creativity unusual uses. Three main parameters of creativity were analyzed: originality (the total number of ideas proposed by a participant), flexibility (the number of semantic categories participants proposed ideas relate to), and originality (statistical rarity of participants ideas). The obtained results contradict the belief that monotonous activity inhibits individual creativity. In the 1st experimental group scores of originality of participants creative performance increased significantly (F (1,21)=67.66, p0.1 for each parameter). We explain these results by emotional and motivational effects, which take place when a subject gets tired of performing monotonous activity. The results of the study could be applied for developing the methods of stimulation of creativity and for the optimization of educational programs, as well.

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Coping strategies of Children from elementary School with different Attachment types Karabanova Olga

Faculty of Psychology, Lomonosov Moscow State University (Russia)

Coping strategies are an important characteristic of the level of personality development. Wide spectrum of the coping-stylizes and copingbehavior mastering provides positive resources and resilience of the personality. Children need to cope in a variety of social contexts schools, peer groups, family and at home. The study was aimed to explore the specificity of the cooping-strategies of the children with the different types of attachment. 89 youngsters aged from 9 to 10 years from Moscow schools participated in the research. Projective attachment technique (Jacobson & Edelstein), Attachment Inventory (Burmenskaya), Coping Strategies Inventory (Nikolskaya & Granovskaja) were used. The results cleared that the secure attachment children use more coping strategies than other unsecured groups. Secure group prefers social accepted and effective coping behavior, such as problem solving (84%) and social support (16%). They were competent to choice alternative goal-directed behavior and demonstrate high resistance to the stress and frustration. The avoidance group, as a rule, realized ineffective and stereotypical avoidant strategies, which help them to decrease stress and negative emotions. The children with the ambivalent type of attachment prefer social support strategy, and consist on it even when they are rejected by adults or others protective agents. Concerning to the family impact in the childs coping behavior it should be stressed that democratic and accepted parenting is a powerful factor to elaborate productive coping and to create the potential for the personal growth. The children from the authoritative families were more skillful to cope in different spheres both in family, school and peer groups than authoritarian and liberal and permissive ones.

TS7.6 DELINQUENCY

Chair: Jill de Ridder University of Lausanne, CHUV (Switzerland)

09:00-10:30 | Room 201 Amphiple

From Stability to Mobility: Reputation Enhancing Goals, Delinquency, Aggression and Social Connectedness of High School Adolescent African and Australian Students Gunasekera Sashya, Houghton Stephen, Glasgow Ken

The University of Western Australia, Perth (Australia)

Adolescence is a crucial period for the formulation of personal goals and during this phase of life important processes of identity formation, decisions about educational opportunities, the consolidation of developing social values, and the construction of plans for one's future are all salient. In Australian schools there is increasing concern about the behaviour of African adolescents and the severe difficulties they experience in adapting to their new lives. The need to identify with ones culture of origin and new social group within school may be an important factor in the development of social identities and the goals that are selected. For many African adolescents, the changing goals which occur alongside the difficulties arising in mainstream schooling may influence changes in desired social identities and reputational orientations. Furthermore, to attain these new goals and reputations, many young African adolescents may feel the need to behave in more aggressive ways. Using validated measures this study reports the differential patterns of goals, reputational orientations, social connectedness, delinquency and aggression of age and gender matched samples of recently arrived African adolescents (n = 60 in Intensive Centres [IEC]), African adolescents who have transitioned to mainstream schooling, and Australian adolescents. Multivariate analyses of variance revealed significant main effects between the three groups on all measures, with IEC African students presenting as more academically goal oriented, more reputationally conforming, less aggressive, less delinquent and more highly connected to school and teachers. Conversely, African adolescents in mainstream schools scored in the opposite directions, with Australian adolescents somewhere in between. Repeat assessments of the IEC African students six months after entering mainstream schooling revealed significant adverse changes in their goals, reputational orientations, social connectedness, delinquency and aggression. Strong feelings of optimism for many seem a temporary feature of early settlement (in the IEC).

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Properties of the Forms of Bullying Scale (FBS) for the measurement of bullying victimisation and perpetration among adolescents Shaw Therese1, Cross Donna1, Dooley Julian2, Zubrick Stephen3, Waters Stacey1
1 2

Child Health Promotion Research Centre, Edith Cowan University (Australia) Sellenger Centre for Research in Law, Justice and Social Change, Edith Cowan University (Australia) 3 University of Western Australia, Telethon Institute for Child Health Research (Australia)

The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed based on existing instruments, for use with 12-15 year old adolescents to economically yet comprehensively measure both bullying perpetration and victimization. Scale validity and reliability was tested using data from two independent studies of 3,496 Grade 8 and 783 Grade 8-10 students respectively. Both the FBS-V and FBS-P displayed high internal consistency reliability (Cronbachs alpha = .87 and .85) respectively. Construct validity of scores on the FBS was shown in confirmatory factor analysis, although the factor structure was not invariant across gender with differences observed for items measuring physical and relational forms of bullying. Further robust evidence of validity was provided through tests of associations between the FBS-V and FBS-P and separate single item bullying items, as well as social-emotional outcomes (i.e., depression, anxiety, conduct problems and peer support). Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration. The FBS is useful as a parsimonious tool to measure adolescents involvement in the different forms of bullying behaviors. Abstaining from delinquency in adolescence: Maladaptive, Adaptive or Both ? Mercer Natalie, Keijsers Loes

Utrecht University (The Netherlands)

While much is known about adolescents who engage in rule-breaking or delinquency, little is known about adolescents who abstain from these behaviours. If adolescent delinquency is normative, is abstention problematic? Or is abstention the result of protective factors? Moffitts Developmental Taxonomy (1993) argues that adolescent delinquency is developmentally normative; therefore, abstainers are likely to possess intrapersonal factors that warrant attention, such as an over-controlled personality or very few friendships. Alternatively, Hirschis Social Control theory (1969) contends that adolescents who do not engage in delinquency have protective bonds, for instance with their parents and peers. We hypothesize that these two competing theories may represent two different types of adolescents who abstain from delinquency and rule-breaking. This study makes use of data from the RADAR study (N=497), an on-going, longitudinal, multi-informant study of Dutch adolescents. Using latent class growth analyses on 6 annual measurement waves (age 12 to 17) we will test whether there are in fact two different types of abstainers: a maladaptive type characterized by an over-controlled, anxious personality and few friendships; and an adaptive type characterized by strong bonds to parents and peers. Measurements such as the Big Five, the Screen for Childhood Anxiety Related Emotional Disorders and the BIS/BAS will be used to measure personality and intrapersonal traits. The Network and Relationships Inventory will be used to assess parental relationships. Intensity of peer contact, number of peers and peer delinquency are also examined. Abstention is measured with the Childhood Behaviour Checklist, the Youth Self Report and Self Report Delinquency and Substance Use questionnaires. Results will provide insight into whether or not abstaining from delinquency and rule-breaking during adolescence is representative of adaptive or maladaptive behaviour. Indeed, research cannot accurately assess the nature of adolescent delinquency until more is known about the adolescents who abstain from it. Predicting recidivism in Spanish youth offenders Cuervo Keren, Villanueva Lidn

Universitt Jaume I, Castelln (Spain)

Justice systems may use risk assessment instruments to identify juveniles who have the greatest likelihood to re-offend. One example of this Systematic assessment is the Youth Level of Service/Case Management Inventory (YLS/CMI), created from Andrews and Bontas General Personality and Social Psychological Model (2006). This model attempts to provide an in-depth explanation of risk factors in relation to youth recidivism. The present study tried to prove the YLS/CMI (Hoge and Andrews, 2006) capability to predict re-offense in young offenders between the ages of 14 and 18. The YLS/CMI was administered to 210 adolescents with a criminal record, who were followed-up during two years. Risk factors showed good levels of recidivism prediction. The areas that emerged as the most discriminative were education/employment, antisocial peers, leisure/recreation, and personality. These factors were discussed in relation to the Big Four criminogenic factors that lead to recidivism. Results showed that not only individual but social factors would be crucial in recidivism prediction.

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KEYNOTES K6 SOCIAL INTERACTIONS, THINKING SPACE AND PSYCHOLOGICAL DEVELOPMENT 11:00-11:45 | Room 350-351 Hamburger Amphimax Anne-Nelly Perret-Clermont Institut de psychologie et ducation, Universit de Neuchtel (Switzerland.)

Chair: Valrie Tartas Universit de Toulouse, (France)

K 7 THE VISUAL NARRATIVES AND CULTURAL REPRESENTATIONS OF LIFE-SPAN DEVELOPMENT 11:45-12:30 | Room 350-351 Hamburger Amphimax Yoko Yamada

Ritsumeikan University (Japan) Chair: Christiane Spiel University of Vienna, (Austria)

Humans can think about and narrate ideas using both speech and visual imagery. I propose a "visual turn" in narrative theory that offers a new method for qualitative study. This original method, the Image Drawing Method (IDM), was designed to visually narrate our stories across different culturalhistorical contexts. I present two studies that aimed to reconsider the typical models of developmental psychology and to present multiple models of life-span development based on various naive folk images. The first study focussed on the Image Map of Life and included Japanese, British, and Austrian university students. We asked participants to draw pictures representing their lives (past, present, and future). In the second study, The Image of the Next World after Death, Japanese, British, French, and Vietnamese university students were asked to draw the relationship between this world and the next world and to depict images of the transition of their souls. Although we observed considerable variation, we also found a fundamental commonality among the typical visual images of life and spiritual life cycles that transcended cultural and traditional borders. Various visual narratives of lives can expand the typical Western models of developmental psychology that are not only characterised by individualism, a linear perspective on time, and progressivism but also constrained by modern historical contexts. These contemporary images can be compared with images of Japanese and European traditional folk pictures drawn from the sixteenth to the nineteenth centuries. Indeed, we can identify multiple images of life-span development, including those depicting a cyclical perspective on time, differences in the meanings of life, generative meanings of old age, and connections between images of death and rebirth. These visual narratives seem to help people to connect their own lives with past and future generations, to view their lives from a long-term perspective, and to imagine their death in the context of long spiritual traditions.

POSTER SESSIONS

PS3.1 School Climate, Social Learning and Academic Outcomes Some New Insights
11:00-12:30 | H3 Hall Amphiple

Chair : Maja Schachner Friedrich Schiller University Jena (Germany) and Tilburg University (The Netherlands) Disscussant::Angela Ittel Technical University Berlin (Germany)
In recent years, there has been an increasing interest in the school context as a latent source of socialization, which can affect various academic and non-academic outcomes. Yet, little is known about potential cultural variations of such findings as well as contextual and individual predictors of climate perceptions. Further, from a methodological point of view, there is still a need for longitudinal research in order to disentangle genuine effects from correlational findings. Addressing the first point, we present research from culturally different samples, namely from Germany, Spain and Kenya and with varying degrees of cultural heterogeneity. In particular, study 1 examines school climate effects on acculturation orientations and school adjustment of early adolescents with an immigrant background from over 50 countries in Germany. Study 2 explicitly focuses on cross-cultural differences and similarities of school climate effects on social, psychological and academic outcomes in a Western (Germany and Spain) and a non-Western (Kenya) context. Addressing the second point, study 2 focuses on cultural differences in the perception of the school climate and its effect on a range of outcomes, whereas study 3 looks more closely at contextual predictors in the school environment as well as individual predictors. Addressing the last point, two of the studies presented take a longitudinal perspective. In particular, study 4 looks at school climate as a predictor for an intrinsic task motivation after secondary school transition whereas study 3 takes school climate as an outcome, looking at how individual perceptions of it can be explained by observations in the school context one year earlier. Taken together, this symposium provides new insights in school climate research and in several ways goes beyond what has been accomplished in previous research.

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Effects of a Diversity Friendly School Climate on Immigrant Childrens Acculturation Orientations and School Adjustment Schachner Maja

Friedrich Schiller University Jena and Tilburg University (Germany)

Children with a migration background lagging behind their national age mates in education is a problem in Germany, like in many Western countries (OECD, 2006). Looking for remedies for the problem, more and more attention is given to the school context as providing valuable opportunities for intervention, as well as psychological variables underlying actual performance. The present study investigates the effect of school climate on immigrant childrens acculturation orientations and psychological school adjustment. In particular, the effect of climate aspects that are relevant to intergroup relations in the class and dealing with ethnic diversity is considered, drawing on research on the acculturation of immigrants (Arends-Tth & van de Vijver, 2006) and intergroup contact (Allport, 1954; Pettigrew & Tropp, 2006). Analyses were based on a cross-sectional sample of 996 children with a migration background who attend German secondary schools. Independent variables included the ethnic composition of the class (proportion of immigrants and their diversity) and the perceived diversity climate in class (e.g. norms around interethnic contact, acculturation expectations, intercultural topics in curriculum). Mediating variables were ethnic and mainstream orientation and identity. Psychological school adjustment included measures of well-being (e.g. social and academic self-concept), psychological problems (e.g. depression and physiological stress) and behavioural problems (e.g. delinquent behaviour at school). Crosssectional analyses and analyses of change over one year confirmed, that a diversity friendly climate had a positive effect on children psychological school adjustment, which was mediated by their acculturation orientations. Yet, the ethnic composition of the classroom only played a minor role. Findings suggest that a stronger appreciation of childrens ethnic background and interethnic contact in class encourages a higher mainstream orientation and promotes psychological school adjustment amongst immigrant children. Implications for school development are discussed. School Characteristics, Familial Factors and their Relationship to School Engagement and Psychological Well-being across Cultural Contexts: Moderating Effects of Gender Abubakar Amina

Tilburg University and Utrecht University (The Netherlands)

Studies largely from adolescent samples in Western countries indicate that both familial and school characteristics influence academic engagement and psychological well-being. Being in harsh or controlling environments is likely to contribute to poor outcomes. The relationship between the familial or school environment and adolescent outcome is both direct and indirect; with quality of relationship and attachment to significant others in these two environments partially mediating the relationship between antecedent factors, academic engagement and psychological well-being. Little if anything is known about the extent to which these relationships will also hold among adolescents from non-western settings. Guided by classical developmental theories such as the bio-ecological model and attachment theory, and complimentary theories from the field of cross-cultural psychology, we draw specific hypotheses to investigate the relationship between antecedents (harsh disciplinary practices in school and strict parenting), intervening (parental attachment and sense of school belonging) and outcomes (psychological wellbeing and school engagement) in three different countries. A cross-sectional study design was used to collect data from 900 adolescents in Kenya, Germany and Spain. Using advanced statistical approaches we evaluate the invariance of the applied scales prior to any cross-cultural comparison. MANCOVA is used to evaluate group differences. Multigroup path analysis is used to investigate the relationship between antecedents variables and outcomes measures. The theoretical and applied implications are discussed in light of the specific features of these populations. The results allow the evaluation of the extent to which current theoretical and conceptual models developed with data from adolescents in Western countries apply to adolescents in a non western, African country. Individual and Contextual Predictors of Perceived Possibilities to Participate in School Eckstein Katharina

Friedrich Schiller University Jena (Germany)

School context factors are primarily considered explanatory variables and have shown to predict adolescents scholastic, personal, and political development. In order to gain a better understanding of underlying processes, the present research examined individual and contextual factors explaining students perceptions of possibilities to participate in schools (i.e., open classroom climate for discussion, participation in school decisions). Student-student and student-teacher relationships served as independent variables. The specific goal of the present study was twofold: First, to examine interrelations between student-student and student-teacher relationships and possibilities to participate in school at the individual level; and second to account for the effects of class-average student-student and student-teacher relationships as well as teachers ratings on students perceptions of possibilities to participate in schools. Overall, 1125 students (Mage = 13.86, SD = 1.46) from 72 different classrooms were surveyed twice with a one year time lag between measurement points. Moreover, data from 68 teachers were available. Multi-level SEM using Mplus 6 was applied. The results pointed to substantial interrelations between all variables at the individual level. Thus, students who perceive their relation to other students and their teachers to be positive also felt that the classroom climate was open and that they had more possibilities to participate in school decisions. Intraclass correlations pointed to meaningful variations on the classroom level. Moreover, the longitudinal analyses revealed that the relationship to other students predicted changes in open classroom climate, both on the individual and on the classroom level. Relationships with teachers, in turn, were found to explain changes in perceived possibilities to participate in school decisions, again on the individual and on the classroom level. Actual teacher ratings, however, were unrelated to students perceptions of possibilities to participate in school. The results and its implications will be discussed.

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PS3.2 PIER study: Intrapersonal developmental risk factors in Childhood and adolescence

Chair : Anja Sperlich University of Potsdam, Department of Psychology (Germany)

11:45-12:30 | H3 Hall Amphiple

The emergence of developmental problems in childhood and adolescence has different origins. Based on the understanding of development as a dynamic process, complex interactions are proposed between risk factors and developmental outcomes. Thus, a variety of studies has examined the development of psychological problems in childhood and adolescence, still, little is known about the specificity of risk factors, their stability and the importance of their time of occurrence. The focus of this research group is on intrapersonal risk factors, assumed to be important mediating factors between genetic and environmental influences, in three domains with relatively high prevalence rates in childhood and adolescence: Learning and achievement-related problems, externalizing psychological problems, eating and weight-related disorders. The poster group presents evidence from two ongoing longitudinal studies, each based on a large sample of about 1,500 participants. The first study includes two data waves from childhood (5-16 years at t1) into adolescence (9-19 years at t2). The second study has started in 2012 (t1), with children in grade 1-3 .T2 data collection will be finished by June 2013. In both studies, data were obtained from children, parents, and teachers. Each contribution presents first results concerning the association between intrapersonal risk factors and the three different outcome domains. Personal initiative and reading competence in the middle childhood Wollny Anna

University of Potsdam, Department of Psychology (Germany)

Personal initiative is a behavior tendency, characterized as a self starting, proactive and persistent behavior. Previous research on personal initiative in adults demonstrated its positive effects on work related learning and performance. So far, little is known about personal initiative in children, its development and its effects on academic performance. In two separate studies with children in the middle childhood and adolescents we developed a multi-source instrument to measure personal initiative (PI). The purpose of the present paper is twofold: first, to provide evidence for the validity of the measure, and second, to explore its relevance for reading competence. We developed several questionnaires and an interview based measure. They allow the assessment of PI using several sources, i.e. parents, teachers and the child itself. We applied the measure in a sample of n = 1332 and n = 1492 children / adolescents. Data was obtained from the children, parents and teachers. We also obtained measures of reading competence. Results from both samples show that the newly developed measures of PI have good psychometric properties: they proved to be reliable and showed good construct validity. Furthermore, all measures of PI were positively associated with several hard measures of the reading competence, and with teachers ratings of reading skills. PI is also related to the predictors of reading competence, such as vocabulary and rapid naming. This study provides first evidence for a positive relationship between PI in children and academic performance. Our ongoing research seeks to test the role of PI using longitudinal data. This will provide a more rigorous test of our notion that PI affects reading competence. It will also allow testing whether the effect of PI on outcomes differs depending on childrens age. The Development of Reading Competence and Eye-Movement Control in Beginning Readers Sperlich Anja

University of Potsdam, Department of Psychology (Germany)

Beginning readers become more fluent and accurate with practice. Nevertheless, about 6% struggle with reading despite normal intelligence. Therefore, it is important to identify early indicators of reading difficulties. Which developmental changes in eye-movement control have the strongest association with the development of reading competence? How do eye movements correlate with reading-test scores? We conducted a reading experiment using eye-contingent display-changes, testing 141 students from elementary school (grades 1 to 3 at t1) drawn from a large-sample longitudinal study on early developmental risk factors; t2 data will be collected in spring 2013. We analyzed eyemovement data individually and correlated them with different measures of reading fluency and comprehension (at word, sentence, and text level). Results indicate that reading rate (words per minute; wpm) linearly increases with grade, whereas the number of fixations per word and gaze duration decrease with grade. Reading rate correlated positively with reading fluency and comprehension test scores. Thus, micromeasures obtained from eye movements help predict psychometric macro-measures, with aggregated (wpm) performing better than detailed measures (fixation duration). Interactions between mental health problems and dyscalculia from a longitudinal perspective Graefen Johanna , Juliane Kohn, Anne Wyschkon and Gnter Esser

University of Potsdam, Department of Psychology (Germany)

Literature reveals that children with dyscalculia have an increased risk of experiencing emotional and behavioural problems. Furthermore, a few studies suggest that mental diseases are more pro-nounced in children with persistent dyscalculia. What remains unclear is, which mentalhealth prob-lems are most common among children with dyscalculia. In addition, research is needed to examine the effect that possible comorbidities have on the development of dyscalculia as well as possible interactions. Since there are strong connections between mental problems and motivation, just as learning disorders have been found to be associated with several motivational constructs e.g. learned helplessness, it could be expected that mediating processes are at work between these variables. The study focuses on the interaction between dyscalculia and mental-health problems in a commu-nity sample. It aims to investigate, whether motivation plays a mediating role between dyscalculia and the development of mental-health problems.

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The present study refers to the last two measurement points of the Potsdam Longitudinal study. At the first measurement point in 2008, 1579 8- to 15-year-old children and adolescents were exam-ined, followed by another assessment starting in 2011, which includes 1488 children and adoles-cents. Longitudinal data of childrens ability to solve basic mathematical problems as well as information about their emotional and behavioural symptoms are available. At the second assessment we also applied multiple measures of motivation, e.g. learned helplessness, goal orientation and effort-avoidance, taking into account that motivation is a complex, multidimensional construct. Analyses of variance show that mental health problems are more pronounced in children with dys-calculia. Longitudinal regression analyses reveal different pathways of influence between dyscalculia and mental health problems depending on the specific mental health problem being analysed. Additionally, a structural equation model will be used for further analyses. The implications will be discussed. Anger Regulation and Aggression in Middle Childhood: A Longitudinal Analysis Rohlf Helena

University of Potsdam, Department of Psychology (Germany)

The development of adaptive emotion regulation strategies is one of the core developmental tasks in childhood, and there is accumulating evidence that emotion dysregulation is a risk factor for various psychiatric disorders in childhood. In particular, a number of studies have confirmed the relationship between deficits in anger regulation and aggressive behavior. However, there is still a lack of studies that investigate the association between specific adaptive and maladaptive anger regulation strategies and aggression. Additionally, most results are based on data from parent and child reports of anger regulation rather than direct behavioral observations in an anger-eliciting situation a method which provides a more valid assessment of anger regulation in childhood. The current study examined the relationship between the use of different anger regulation strategies and aggression in middle childhood over a one-year period. The sample consisted of 500 children aged between 6 and 9 years at T1 and between 7 and 10 years at T2. Anger regulation strategies were measured in response to an anger-eliciting situation through a structured videotaped behavioral observation, yielding ten different regulation strategies. Teacher ratings of aggressive behaviors were obtained concurrently and again 12 months later, using a questionnaire that differentiates between different forms (verbal, physical and relational) and functions (proactive and reactive) of aggressive behavior. As deficits in anger regulation are also associated with peer rejection, longitudinal data will be presented to test the hypothesis that the association between anger regulation and aggression is mediated by peer rejection.

PS3.3 FAMILIES AND CHILDREN IN A CHANGING WORLD: RESULTS FROM LARGE-SCALE PANEL STUDIES 11:45-12:30 | H3 Hall Amphiple Chair : Anika Faesche Albert-Ludwigs-University of Freiburg (Germany)

Co-Chair : David Richter German Institute for Economic Research (Germany)

Socioemotional skills promote interpersonal relationships, psychological wellbeing and coping strategies during challenging transitions beyond childhood. As the primary socialization context in early childhood, the family creates an environment for social learning that fosters the development of socioemotional competence. The purpose of this symposium is to examine family context factors with varying proximity to the child that influence socioemotional development in children and adolescents. The included papers integrate evidence from the fields of sociology and developmental psychology from different institutions in Germany and Switzerland. The first paper (Richter & Schupp) discusses implications of large-scale longitudinal studies for social sciences, with special focus on mother-child data in the German Socio-Economic Panel (SOEP) and the Swiss Longitudinal Survey of Children and Youth (COCON). The second to fourth papers investigate mother-child data from the German SOEP. Kaiser finds that German mothers differ in their mother-child activities by social origin, and this affects the conscientiousness development in early childhood. Then, Agache, Schlmerich and Leyendecker show that variations in maternal employment patterns, family economic stress and mother-child activities influence social development in early childhood. Fsche, Gunzenhauser and Suchodoletz further report on child gender influences for the effect of maternal employment on preschool childrens interpersonal skills. Here, analyses will be enhanced by additional data on mothers socialization strategies from a longitudinal study in southern Germany. Finally, Buchmann, Bayard and Malti report on the role of intra- and extra-familial relationships for childrens and adolescents prosocial behavior with longitudinal data from the Swiss COCON study. Taken together, these papers contribute to an ecologically informed understanding of proximal factors in the family context for the development of childrens and adolescents socioemotional competence using panel data. The results will be discussed regarding theories on social inequality, family investment and resilience. The German Socio-Economic Panel as a rich data source for developmental psychology Richter David

DIW (Germany)

Panel surveys like the German Socio-Economic Panel Study (SOEP) and the Swiss Longitudinal Survey of Children and Youth (COCON) are particularly useful in developmental psychology for analyzing and understanding change at the individual level. The SOEP is a wide-ranging representative longitudinal study of private households in Germany. Every year, on behalf of the SOEP, nearly 11,000 households and more than 20,000 individuals are interviewed by the fieldwork organization TNS Infratest Sozialforschung. The SOEP data provide information on all

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household members, including Germans living in the former East and West Germany, foreign citizens, and recent immigrants to Germany. The panel was started in 1984. The SOEP sampling framework allows for longitudinal analysis of the entire life course within the household context. Initially, the survey questions were informed primarily by concepts from economics and sociology as well as political science. More recently, psychologists have discovered the SOEP data, mainly for longitudinal measurement of life satisfaction. The SOEP has contained concepts from psychology (such as locus of control) since the 1990s. Further concepts such as personality, reciprocity, subjectively rated justice, tendency to forgive, affect and mood, as well as cognitive competencies have been added since then. Correspondingly, the number of SOEP-based publications in high-impact psychological journals is increasing steadily, partly due to the fact that the SOEP data are freely available for scientific research purposes. The presentation will give an overview of panel studies in general, focusing in particular on the SOEP and the psychological concepts measured in it. We will highlight potentials for research with the SOEP Mother & Child questionnaire by discussing the psychological constructs measured in it and by presenting our own analysis of the connection between childrens daycare attendance and their socio-emotional development. Inequality in the early life course Social origin and the development of conscientiousness in childhood Kaiser Till , Martin Diewald

University of Bielefeld (Germany)

The importance of non-cognitive skills in predicting unequal outcomes in the life course has been shown in many national and international studies (Anger & Heineck, 2010; Cunha & Heckman, 2009). Their implementation in the sociology of inequality is relatively young. The personality trait of conscientiousness is especially important for predicting unequal outcomes (Heineck & Anger 2010; Kller et al. 2004). Whether individual trait differences have their origins in social stratification has not been well demonstrated yet. Mother-child activities have been shown to vary across socioeconomic strata and to influence childrens outcomes in different ways. Their importance for childrens development leads to the suggestion that they are also important for the genesis of conscientiousness. The main objective of this paper is to identify whether German mothers differ in their mother-child activities by their social origin, and whether this affects the development of conscientiousness in early childhood. The study analyzed data from the German Socio-Economic Panel (SOEP), in which children were observed at three measurement points: 0-23 months, 2-3 years, and 5-6 years (N=519). A Structural Equation Model was estimated. To take care of the nature-nurture interaction, child temperament and mothers conscientiousness was taken into account. Results indicated that the association between social origin and childrens conscientiousness was partly mediated by mother-child activities. In this sense they can be identified as a specific mechanism for generating social inequality. Additional analyses examined whether childrens conscientiousness mediates the effect of mothers education on the educational aspiration for their children. Results suggest that childrens conscientiousness does not mediate the effect of mothers education on the aspiration for their childrens education. The results will be discussed in the context of social inequality research. Mothers' employment and dyadic activities buffer effects of family economic stress on childrens social competences from age three to six Agache Alexandru

University of Bochum (Germany)

This study examined how variations in maternal employment patterns, family stress and mother-child activities influence childrens social development during early infancy using data from the German Socio-Economic Panel (SOEP) for a total of 1337 children and their parents. Data on mothers employment and family economic stress were assessed yearly within the first six years after childbirth; mother-child activities and child competences (reported by mothers) were measured when children were three and six years old (subscale of the Vineland Scale for the three-year-olds, subscale of the SDQ for the six-year-olds). The social competences stayed stable over time for about 55% of the children. To capture the effects of family stress, a formative latent variable was modeled which accounts for causes of stress (e.g., poverty risks, home living quality) and effects of stress factors (e.g., parents subjective well-being). Autoregressive analyses showed that prolonged periods of maternal unemployment have a strong negative effect, while part-time and fulltime employment patterns have a positive effect on the child's social competences. In addition, indirect effects of employment on social competences were evident via the negative effect of maternal employment on family stress. Higher frequency of mother-child activities at age three and six was negatively associated with family stress and buffered the negative impact of family stress on the child's social competences. Interestingly, the protective effect of mother-child activities was only found, when considering dyadic-didactic activities like reading/telling stories, painting and singing to the child. Activities like going to the playground, taking walks, visiting friends and watching TV had no protective effect. Overall, the buffering effects were invariant across maternal education levels. Thus, this study speaks for the validity of integrating both family stress and investment models.

University of Freiburg (Germany)

Relations between maternal employment in early childhood and social competence in preschool children The role of child gender Fsche Anika

In early childhood, children develop adequate socioemotional competence through mutual exchange with their social environment, with the family representing an important socialization context (Bronfenbrenner & Morris, 2007; Vygotsky, 1978). Whether mothers immediately return to work after childbirth or not can have longterm consequences on childrens later social and academic outcomes (Dustmann & Schnberg, 2008). The present study investigated relations between mothers employment in the first four years after childbirth and preschool childrens interpersonal skills in Germany, while exploring the moderating role of child gender. Participants were 420 children (50% girls) and their mothers, drawn from the German Socio-Economic Panel (SOEP). Mothers informed on employment yearly through four years after childbirth. When children were between five and six years old, mothers reported on childrens interpersonal skills via the Strength and Difficulties Questionnaire (SDQ). Analyses revealed a positive moderation by child gender for the effect of mothers employment on childrens behavioral

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problems in interaction with peers. When mothers were consistently employed during the first years after childbirth, boys were reported to be accepted by and to get along well with peers at age five to six. For girls, however, mothers employment led to better relations with adults, while being more rejected by peers at the same time. Results provide evidence for the effect of maternal employment in early childhood on childrens later outcomes. Furthermore, findings point to the relevance of gender-specific socialization strategies while studying proximal family context effects on socioemotional development. Results will be discussed with regard to more recent changes in parental leave benefits in Germany. For the final presentation, analyses will be further enhanced by the newest available SOEP data as well as by additional data on mothers distinct socialization strategies from another German longitudinal study with specific focus on higher educated parents. Intra- and extra-familial relationships and prosocial behavior in mid-childhood and mid-adolescence Buchmann Marlis

University of Zrich (Switzerland)

This study examines the role of intra- and extra-familial relationships on child and adolescent prosocial behavior. Maintaining the family is embedded in a wider social context, parental experiences emanating from outside the family affect young peoples prosocial behavior, partly mediated through their effect on intra-familial relationships. The latter are differentiated between the actors involved and type of relationship. Juxtaposing the parental relationship to the parent-child dyad, we differentiate between affective and cognitive components of intra-familial relationships. Extra-familial relationships refer to parental experiences at work and with friends. The analyses are based on data from representative random samples of two cohorts of the Swiss Longitudinal Survey of Children and Youth (COCON). In mid-childhood, data was collected from the primary caregiver when the children were six (N=1268) and seven years old (N=1035). In mid-adolescence, data was collected from 15-year-olds (N=1255), their primary caregiver (N=1056; 89%), and at the age of 16 (N=1162), resulting in 997 cases. Prosocial behavior was assessed by the Strength and Difficulties Questionnaire (SDQ), measured at ages 7 and 16. Intra- and extra-familial relationships were measured at ages 6 and 15 in order to preserve an unambiguous causal structure. Results show that the quality of the parental relationship predicts prosocial behavior in mid-childhood, whereas the cognitive component of the parent-child dyad is more important in mid-adolescence. The affective component of the parent-child dyad is important for both cohorts. Parental work experience affects the cognitive component of the parent-child dyad in mid-childhood. Parental relationships with friends positively affect prosocial behavior in midchildhood, mediated through the affective component of the parent-child dyad. In mid-adolescence, parental relationships with friends show a strong direct effect on prosocial behavior.

ERU POSTER SESSION FOR THE BEST POSTER AWARD

11:00-12:30 | H3 Hall Amphiple The 15 students who receive Jacobs Foundation fellowship selected will be invited to give a five minute presentation during chaired by the president of the ERU, Dr. Rens van de Schoot. The final list of successful applicants for the award is as follows: Arzu Aydinli Susanne Baumgartner Luzia Bontempo Bin Bin Chen Lavinia Damian Andrea Erzinger Diana Farcas Louise Goupil Hannah Harvey Oana Mocan Yael Ponizovsky Lyudmyla Romanyuk Maja Schachner Valentina Tobia Fitim Uka

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POSTER EXHIBITION
PE5.1 FAMILY RELATIONS 09:00-12:30 | H 3 Hall Amphiple Evidenced-based programs to promote positive parenting - from universal to selective prevention Knster Anne K., Pillhofer Melanie, Weber Julia, Ziegenhain Ute

University Hospital Ulm (Germany)

To promote positive parenting community-wide, programs on different levels of prevention are needed. Universal-preventive programs are important for the acceptance of parenting programs in the society. They serve as an entrance to the network of professionals (child welfare as well as health care) which can support young families preventively. However, 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. 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 program The chance of the first months. Sensitive parents healthy children addresses pediatricians and midwifes. Via courses or a book including a DVD these health care professionals are trained in assessing parental sensitivity and in counseling parents. The E-Learning program Prevention and Early Intervention in Child Protection addresses professionals who deal with pregnant women and young families. 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. The role of silhouettes shapes and dress style assessments of young women's physical attractiveness by teenagers Szymanik Anna

Kazimierz Wielki University in Bydgoszcz (Poland)

The main purpose of the research was to confirm the assumption that not only female silhouettes shape (determined by waist-to-hip ratio/WHR and size of breasts), but also dress style has an important role in assessing womens physical attractiveness. Body shape is significant, but clothing is often used to manipulate the outfit. In the research participated 180 teenagers (90 girls and 90 boys), lower and upper secondary school students (age 13 18, M = 15,8; SD = 1,52). Especially constructed method was used the computer program, which displayed womens pictures and gave opportunity to assess womens physical attractiveness and dress style design, on the scale from 0 (not attractive) to 6 (very attractive). Three teenage womens were models for the pictures. They had similar height, BMI ratio and proportions of the bodies, but three different types of silhouettes feminine (large breasts and low WHR = 0,7), masculine (small breasts and high WHR = 0,9) and average (middle size of breasts and average WHR = 0,8). They were pictured in 8 types of dress styles and neutral clothing (in order to assess silhouettes shape). Dress styles based on a combination of 2 traits: covering/exposing body and being tight/loose. There were significant differences between assessments of three womens in 8 dress styles. Women of feminine silhouette has the highest assessments than the others only in 4 types of dress styles covered and exposed body with tight at least top of the clothing. Women of masculine silhouette have higher assessments than women of feminine silhoutette in 3 types od dress covered and exposed body with all parts loose and exposed body with loose only top. Some of the assessments was correlated with age and sex of participants. Senior high School students job Planning for the future: what factors really matter ? Iovu Mihai Bogdan

Babes-Bolyai University Cluj-Napoca (Romania)

Job orientation, defined as how adolescents anticipate and construct their future employment, is a multidimensional and multistage phenomenon. Studies have indicated that how adolescents anticipate and plan for their future job is greatly influenced by the particular context in which they are placed, but most of the research in this area has been conducted with adolescents from western cultures. As Romanian senior high school students face a complex set of future occupational options, how and if the decision is influenced by personal or social factors is an important question of interest. This study examines future job planning of adolescents in contemporary Romania and its relation to adolescents self-confidence, family, peer group and community support. We administered a questionnaire to 905 senior high schoolers. Results show that adolescents future job planning is influenced mainly by the level of self-confidence and family support while peer group and neighborhood support were less successful as predictors. Compared with boys, girls are more likely to plan having a job in the near future; adolescents from urban areas are more likely to think about employment. Future expectations of senior high schoolers in Romania Iovu Mihai Bogdan

Babes-Bolyai University Cluj-Napoca (Romania)

This study examines the future achievements of adolescents from Romania and their future worries about the pending transition to adulthood. The study examines the hypotheses that personal variables (e.g., gender, a personality trait of optimism) and social support variables (the support of family, peers) predict their future expectations. 905 adolescents participated in the study. The self report questionnaire covered several areas including demographic background, optimism, family and peer support, and future expectations. Results indicate that most

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adolescents perceived their future positively. Their future achievements and worries were related to gender. Self confidence and optimism were positively correlated with positive future expectations. At the same time, lack of the peer-support group was related to negative future expectations, while family support did not seem to play a role in this relation. These findings suggest that there are areas of concern that should be addressed through programs to prepare youth for adult transition. Follow up and longitudinal studies are suggested. Characteristics of pregnant womens attitude to a Child with concern to marital relationships Savenysheva Svetlana

St. Petersburg State University (Russia)

Present study aims to examine emotional relationship to a child, womens upbringing attitudes during pregnancy in terms of the nature of the relationships with their spouse. Study involved 110 pregnant women at pregnancy of 20 - 37 weeks, aged 18-40, married, with different educational status. Methods used were: Demographic questionnaire, color test by M. Etkind (concepts of: self, child, spouse, pregnancy, family, childbirth), projective methods "Drawing the family" and "I and my child" (for the diagnosis of the emotional contact perception with her husband and child), questionnaire Parental attitude research instrument by E.S. Schaefer, R. Q. Bell, questionnaire "Role expectations and aspirations in marriage" by A.N. Volkova. Conclusions: Analysis of an attitude to child shows that in the studied sample women have a very high significance of a child, a very close emotional contact with him, and the image of a child in women differs in terms of drawing clarity and adequacy. Participants showed smaller emotional distance with the child and less excessive concentration on it. The study of the marital relationship in pregnant women found that level of anxiety and conflict in the family and level of emotional intimacy with her husband is average. But it could be noted that women were more closely emotionally connected with a spouse than with a child. In the system of meaningful relationships husband has a lower ranking position, compared with the concepts of self, baby, family, and pregnancy. Also, pregnant women showed higher expression of the expectations of the spouses, compared with the claims. Important is the fact that the greater emotional intimacy with husband causes the more intimate contact with the child, though greater significance of pregnancy and the child correlated with a greater emotional distance to a future child, and even a conflict with the motherhood situation. Effect of familiarity differences in helping behaviour on feeling of being helped in late adolescence Nagai Akiyuki

Chuo University (Japan)

Helping behavior occurs between two persons. One provides the other with help. The other receives help. Recently exploratory studies which focused on factors concerning on a recipient of help gradually appeared. Previous studies for recipient of help show that feelings of a recipient of helps have an effect on helping behavior. However, the studies of a receiver are insufficient. Unsolved research task is aspects of feelings of a recipient of helps. Which have different characteristics depending on the situation. Therefore this study examined feelings of a recipient of helps by using some situation and compare with familiarity in helper and receiver. Two hundred twenty two Japanese university students (male = 99, female = 123, average of age = 19.40 (SD=1.29)) participated in this study. Feelings of a recipient of help were measured the following six different feelings; feeling 1 thanks, feeling 2 happy, feeling 3 favor, feeling 4 apology, feeling 5 ashamed and feeling 6 annoyance (scene 1 ~ 4) or abandoned (scene 5). These feelings were asked to five support scenes of being helped; scene 1 mental support, scene 2 giving or lending support, scene 3 daily support, scene 4 physical support and scene 5 no interference support. When participants answer, they were required to answer about a close friend helped you situation or a not close friend helped you situation. Participants were assigned randomly as either close friend condition or another condition. T-test indicated that close friend situation has higher positive feeling than not close friend situation in three support scenes (mental support, physical support and no interference support) and close friend situation has higher negative feeling than not close friend situation in no interfere support. Based on the obtained results, aspects of feelings of a recipient of helps in situation and familiarity were discussed. Internalizing Behavior from Infancy to Adolescence in Early-Adopted Children: Associations with Child Inhibition and Maternal Sensitivity van der Voort Anja, Schoenmaker Christie, Linting Marielle, Juffer Femmie, Bakermans-Kranenburg Marian, van IJzendoorn Marinus

Leiden University : Centre for Child and Family Studies (The Netherlands)

Background: 160 early adopted children were followed from infancy to adolescence. Central question was whether early and concurrent parenting and child inhibited behavior predicted adolescent withdrawn and anxious-depressed behavior. Methods: Structural equation modeling was used to test the relations between early and concurrent observed maternal sensitivity, child inhibition and mother reported withdrawn and anxious-depressed behavior. Results: Results showed that more sensitive parenting in infancy and middle childhood predicted less inhibited behaviour in adolescence which in its turn predicted less withdrawn as well as less anxious-depressed behavior in adolescence. More inhibited behavior in middle childhood predicted more concurrent withdrawn behavior, but this was not the case for anxious-depressed behavior. To conclude, more withdrawn behavior in middle childhood predicted more sensitive parenting in adolescence. Conclusions: The findings suggest that maternal sensitivity indirectly lowers the risk for internalizing behaviour in adolescence through lower levels of inhibited behavior in adolescence.

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Parenting the gifted: a study on stress and resilience Renati Roberta, Gualdi Gianluca, Morrone Cristina, Bonfiglio Natale Salvatore, Zanetti Maria Assunta

Dept. of Humanistic Studies, Section of Psychology, University of Pavia (Italy)

The research on families of the gifted is extremely limited. Gifted children have unique requirements and vulnerabilities. Although there is limited empirical research on the experience of parenting a gifted child, there is some evidence that the role presents additional challenges to those of parenting a typically developing child. Parents of gifted children report that they require assistance with various aspects of parenting. Lack of support from the community and misunderstandings about the characteristics of giftedness can make parents feel overwhelmed with issues with which other families do not have to deal. While little is known about the peculiarities of parenting a gifted as opposed to parenting a non-gifted child, existing research suggests that there are differences in terms of parents confidence in their ability to manage and support their gifted children. The aim of the present study was to assess family functioning, parenting stress and parental resilience in order to identify strengths and vulnerabilities of the gifted family system. Participants were 100 middle SES parents, divided into two groups: twenty-five couples of parents with a gifted primary school child were compared to each other and with the couples of parents of non-gifted children. Parents individually completed the Italian validation of the Parenting Stress Index (PSI-SF), the Resilience Scale for Adults (RSA) and the Family Adaptability and Cohesion Evaluation Scale (FACES IV). Data were analysed using descriptive statistics, Pearsons correlations and analysis of variance. Findings showed that parents of the gifted experienced much more stress related to their children although being well-balanced and showing good levels of resilience. Results of the present study contribute to the body of research about parents of gifted children. They also have implications for clinical practice, and the development of parenting interventions.

Parents and adolescents beliefs about adolescence as the source of parents-adolescents disagreement Gurba Ewa

Institute of Psychology, Jagiellonian University (Poland)

Adolescence is a period of change and reorganization in family relationship (Steinberg, 1996). Both parents and their adolescent children enter this period with certain beliefs concerning the possibilities and difficulties of adolescents. The results of several studies show that adolescents have earlier timetables than their parents in behavioral autonomy, personal, relational and socio-institutional domains of development (Decovic, Noom, Meeus, 1997, Feldman, Quatman, 1988). E. Gross and C. Hardin (2007) indicated implicit and explicit stereotyping of adolescents. They are portrayed as rebellious, risky and moody. These beliefs can affect the quality of the parents-adolescents interactions. The aims of this study are: 1. To compare parents and adolescents beliefs about adolescence (positive and negative traits of adolescents and theirs behaviors), 2. To examine whether these expectations and discrepancies between parents and adolescents views of adolescence are related to the level of parent-adolescent conflict. During home visiting, two questionnaires (Parents-Child Relationship Questionnaire, by E. Gurba, and Beliefs about Adolescence Questionnaire, by E. Gurba) were administered individually to mothers, fathers and adolescents. Eighty four subjects between the ages of 12 to 14 years and their parents participated in the study. Hypothesis were taken that: - there are differences between adolescents and parents beliefs about adolescence; parents portrait the adolescents more negatively than adolescents do, - bigger discrepancies between parents and adolescents beliefs about adolescence would be connected with higher level of disagreement between them. Influence of social support on parental outcomes of the Growing happily at Home program Rodrigo Maria Jose, Mriam lvarez,Byrne Sonia

University of La Laguna (Spain)

The adequate provision of social supports can be an efficient way to prevent child maltreatment. However the protective effect of the supportive social network may be more difficult to attain for families at psychosocial risk because of their vulnerability. By means of parental education programs, families may increase their parenting functioning. However, the results of a parental education program would be related to the support networks of the families at the initial of the intervention. The goal of the present study was to examine how different forms of social supports (informal or formal), influence on the outcomes of the Growing Happily at Home program (Crecer Felices en Familia), a psychoeducative program to promote child development for parents with children between 0 and 5. Thus, we examined how the use of and satisfaction with support, the feelings generated when seeking support and the types of support (emotional/informational, instrumental, positive social interaction and affective support) were related to positive results on the parental competences, parental attitudes and level of parental stress. The participants were 200 parents, referred by the social services for showing negligent behaviors with their young children, who attended the Growing Happily at Home program implemented in the Social services of several Spanish Autonomous Communities, as part of the family preservation services. The results indicated that several aspects of the Social support received (e.g., satisfaction and feelings when seeking support) did influence parental changes in competences, attitudes and parental stress. These results suggest the importance of enlisting social support to enhance parental functioning in prevention programs.

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Causative relations between parenting and externalizing behaviour problems in preschoolers : A meta-analytic review Loop Laurie

University of Louvain-la-Neuve (Belgium)

Numerous studies found correlations between parenting and preschoolers externalizing behavior (EB). Several of them suggested causative relationships by using longitudinal designs. Parent intervention or experimental designs in which parenting variables are manipulated are of particular interest in order to study their causative influence on EB. The current review compiles studies demonstrating a causative relation between manipulated parenting variables and EB. Its main objective is to determine which parenting variables have a causative impact on EB. The empirical studies have been searched for in the following electronic databases: PsycINFO (1979-2012), PSYARTICLES (1979-2012), ERIC (1979-2012), FRANCIS (1979-2012), MEDLINE (1979-2012), SCOPUS (1993-2012). Randomized controlled trials have been included where parenting variables (e.g. self-efficacy beliefs, childrearing behavior) have been manipulated in the experimental group in opposition with a control group (no treatment, waiting list or treatment as usual). Also, EB had to be the outcome of the trial; participants had to be aged 3- to 7-y-o; a pretest-posttest design had to be completed; the studies had to be conducted in community-samples or with children referred for EB. A total of 1172 studies have been reviewed by the three researchers involved and 161 of them were selected as eligible for inclusion. The findings confirmed main causal relations between several parenting variables and EB but significant variations have been displayed with regard to the effect sizes suggesting that some of the parenting variables had greater causative influence on EB than some others. The findings will be discussed according to their implications both for research and clinical purposes.

PE5.2 COGNITIVE SCIENCE 11:45-12:30 | H3 Hall Amphiple

The level of post formal thinking of young adult meditators and nonmeditators Wojciechowska Ludwika, Wegner Emilia

Faculty of Psychology, University of Warsaw (Poland)

The aim of this study was to find out if meditators differ from nonmeditators in the level of postformal thinking. We predicted that meditators were going to be less absolutistic, more relativistic and more dialectical in their thinking than nonmeditators. We examinated 100 young adults, 50 meditators and 50 nonmeditators, 25 women and 25 men in each group(M=28,14). To measure the level of postformal thinking (absolutistic, relativistic, dialectical) we used the polish version of SPBI (The Social Paradigm Belief Inventory) by Kramer (1992). To investigate about meditation practices we created our own survey. As expected, meditators were more dialectical and less absolutistic in their thinking than nonmeditators, but contrary to our hypothesis they were less relativistic. Results of the study show potentially positive effect of meditation on development of higher stages of thinking among young adults. Executive function in the senility in the context of forming and modifying cognitive reserve factors Byczewska-Konieczny Karolina, Kielar-Turska Maria

Institute of Psychology, Jagiellonian University (Poland)

According to the ONZ report (World Population Aging: 1950-2050, 2002) the process of aging affects all societies and its consequences include many areas of human functioning. The question is therefore how it is possible to contribute to successful aging (Havighurst, 1961). Many researches emphasize that cognitive condition of seniors is of particular importance to the quality of their lives (e.g. Hughes, 2009). Intellectual functioning, in turn, is deteriorated with age (e.g. Stra-Romanowska, 2011). The most significant decline is observed in the area of executive functions which are supervising system of controlling the behavior (De Frias, Dixon, Strauss, 2006, Gilbert, Burgess 2008). However, deficits in this area are interindividually differential, depending on the level of cognitive reserve accumulated during the life. Term cognitive reserve is used to name the ability of brain to optimizing its functioning and compensating declines caused i.a. by aging (Stern, 2002). Traditionally, the role of three building cognitive reserve factors is pointed out: intelligence, education and physical activity (Katzman i in., 1989). The results of recent studies show that important are also other variables, e.g.: socioeconomic status, professional activity (Mulatu, Schooler, 1999). The aim of presented study, conducted among people aged 70-85 years old, was to define the role of different factors connected with better cognitive condition of seniors. Those factors were classified according to two criteria: 1) time of appearance: building factors (important during stages before retirement) and modifying factors (important in senility); 2) commonness: normative factors (common) and non-normative factors (specific for the person). On the basis of obtained results the empirical model of influence of particular factors on different aspects of executive functions was built. It appeared that for intellectual condition of seniors the most important are building cognitive reserve factors, especially different kinds of activity and social relations.

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Development of intention judgment: Outcome-based and Positivity bias effect Sato Tomomi1, Wakebe Toshihiro2
1 2

Chubu University, Aichi (japan) University of Tokyo (Japan)

Intention judgment is crucial for social behavior because one's response to another is largely affected by the other's intention. Using situations in which a protagonist is interacted by a partner, previous studies have examined children's intention judgment of a protagonist. This study examined young children's intention judgment of the interacting partner. To examine how children judge an interacting partner's intention, we introduce four conditions where the partner's intention and outcome are independently manipulated. In situations in which an interacting partner could affect a protagonist, 5- to 6-year-olds (n = 56 and 50 in Experiments 1 and 2 respectively) and adults (n = 56 in Experiment 3) were instructed to judge whether or not the partner acted intentionally (e.g., whether or not he or she intentionally destroyed a block castle built by the protagonist). The results showed that young children judged the partner's intention based on outcome. For example, they judged that the partner intended to break the protagonist's block castle when the block castle was broken. Moreover, children's judgments of the partner's intention were favorable (e.g., the partner did not intend to disturb the protagonist), indicating the presence of positivity bias on intention judgment. In addition, adult's judgment of an interacting partner's intention was not influenced either outcome or positivity bias. These findings suggested that positivity bias in judging an interacting partners intention has implications for children's social adjustment. Positivity bias on the judgment may cover young children's inaccurate judgment such that they can achieve social adjustment. The present findings may also bridge findings on intention judgment, positivity bias, and trait inference, which provide a clue of elucidating how, rather than why, young children construct positive representation of others. Further study is needed to examine whether or not positivity bias in judging an interacting partner's intention stems from cultural influences. Multi-modal interactions between mothers and infants influence mothers processing of tactile onomatopoeias Tanaka Yukari1, Naoi Nozomi2, Fuchino Yutaka2, Okanoya Kazuo2, Myowa Masako1,2
1 2

Kyoto University (Japan) JST ERATO Emotional Information Projects (Japan)

In everyday life, mothers interact with their infants through various sense modalities. They often provide their infants with tactile experiences accompanied by tactile onomatopoeias in the infant-directed speech (IDS) manner (e.g., having infants touch a soft blanket by saying fuwafuwaJapanese onomatopoeia referring to something softin a high-pitched voice). Recent studies revealed that mothers daily experiences of IDS production enhanced the neural activity in the auditory dorsal pathway of the language areas in the perception of the IDS stimuli as compared to the adult-directed speech (ADS) stimuli. However, it is still unclear whether mothers neural processing would also change depending on their multi-modal experiences with infants, especially through tactile and auditory modalities. Therefore, we investigated whether ADS or IDS prosodic information has different influence on the tactileauditory multi-modal processing between mothers and nonmothers. We measured event-related potentials (ERP) in the tactile-to-auditory priming paradigm; tactile stimuli served as primes and onomatopoeias stimuli as targets. Japanese onomatopoeias spoken in IDS or ADS manners were either semantically congruent or incongruent to tactile primes. We also conducted a questionnaire survey for mothers to investigate how often they use tactile onomatopoeias in their daily interaction with infants. We found that mothers and non-mothers displayed different ERP patterns in both IDS and ADS. Mothers ERP responses to IDS-congruent stimuli was significantly different from that to IDS-incongruent, whereas non-mothers ERP responses to ADS-congruent stimuli was significantly different from that to ADS-incongruent. Furthermore, the more often mothers use tactile onomatopoeias in daily interactions with infants, the larger ERP amplitude of mothers was found in both IDS-congruent and IDS-incongruent stimuli. Our findings suggest that heavy usage of onomatopoeias in IDS manner during motherinfant interaction may influence the processing of tactileauditory multi-modal information. Mediation process between their numerical abilities and finger dexterity of young Children Asakawa Atsushi, Sugimura Shinichiro

Hiroshima University (Japan)

Finger and number is closely related. Asakawa & Sugimura (2009) has suggested that numerical abilities were related with finger dexterity than working memory. Asakawa & Sugimura (2011) has found that finger dexterity was strongly related with numerical abilities than language abilities, numerical abilities was strongly related finger dexterity than other movement abilities. Asakawa & Sugimura (submitted) showed that finger dexterity predicted numerical abilities a year and a half later. In this study, an experiment was conducted on 48 children, aged 4-5 years, to clarify mediation process between their numerical abilities and finger dexterity. We studied whether number concept mediated relationship between finger dexterity and numerical abilities. Number concept divided into counting schema which allowed us to accurately count number and global quantity schema which allow us to adequately recognize number magnitude (Case & Okamoto, 1996). As a result of covariance structure analysis showed that the performances of 4-6 year old children in arithmetic tests is related with finger dexterity (=.22, p<.05), finger recognition (=.35, p<.01), and counting schema(=.44, p<.01). In addition, Counting schema was related with finger dexterity (=.33, p<.01) and working memory (=.60, p<.01), and global quantity schema was related with finger recognition(=.35, p<.01) and working memory ( =.53, p<.01). From the above result, finger dexterity was associated with numerical abilities by the intermediate of counting schema. If we will be able to operate the fingers properly, counting the number will be correctly and then numerical abilities will improve. Although finger recognition was associated with the global quantity schema, global quantity schema was not related to the numerical abilities. Rather, finger recognition was directly related to the numerical abilities. In sum, numerical abilities and finger are involved in multiple aspects.

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Mental state talk and Mentalization in middle Childhood Scopesi Alda Maria, Rosso Anna Maria, Viterbori Paola, Panchieri Erika

University of Genova (Italy)

Indexes of an implicit understanding of ones own and others mind do emerge from mental state talk and other mentalistic uses of language. In recent years a few studies have analysed the school age and have pointed out either a quantitative increase in the production of mental terms (Longobardi et al., 2008), or a qualitative change in their use (Pepi et al., 2002). Specifically in preadolescence the change of reasoning capacity, with the acquisition of complex concepts such as possibility or logical necessity, is linked to an improvement of the mentalization abilities (Piraut-Le Bonniec, 1980). This study aims at investigating the use of mental state terms and markers of uncertainty in a sample of 138 participants of different age levels (8, 9, 10 and 12 years). Furthermore, the relationship between the use of mental state terms and other variables (verbal IQ and gender) has been considered. The Child Attachment Interview (Shmueli-Goetz et al., 2008) was used to assess mental state language in an autobiographical narrative. Verbal IQ was evaluated by administering the verbal scale of the WISC-III. Results indicate an increase of mental state lexicon from 8 to 10 years, in particular as regards lexical diversity in different categories such as emotional terms, cognitive terms indicating abilities, volitional terms and total mental state terms. In particular, twelve-year-old children showed a significantly higher production of markers of uncertainty. A developmental change in the composition of mental state language was also found, with an increase in the use of cognitive terms and a concurrent decrease in the production of emotional terms. Mental state language was weakly correlated with verbal IQ. The differences between males and females in the use of mental state terms were limited to few categories and indicate a slightly higher production in girls. Young Childrens understanding of Changes in physical appearance associated with old age Nakashima Nobuko

Niigata University (Japan)

How do young children understand physical changes associated with growth and old age, which are unique characteristics of living things? It is important to examine this question to clarify young childrens understanding of the biological world. According to previous researches, even 3- and 4-year-olds can understand animals and plants( but not artifacts) get larger over time, and it is suggested that understanding of growth may play a key role for distinguishing living from nonliving things and possessing an integrated concept of living things that includes both animals and plants. However, there have been very few investigations of young childrens understanding of physical changes associated with old age. This study investigated young childrens understanding of changes in physical appearance in old age ( wrinkles, gray hair, and hair loss) and their preference of causes as explanation for these changes. Participants were four- (n=26) and 5-year-olds (n=33), and adults (n=24). Most 5-year-olds (but not 4-year-olds) understood that people were likely to exhibit changes in wrinkles and hair in old age, more than the changes in body size typically observed between childhood and early adulthood. In addition, most 5-year-olds and adults, but not 4-year-olds, chose internal bodily causes ( e.g., decreased vital power to grow hair) rather than artificial external causes (e.g., losing hair by cutting ) or psychological causes ( e.g., hair loss due to anxiety ) as explanations for age-related changes in old age. These results suggested that understanding of changes associated with old age changes dramatically between age 4 and 5. The possibility that this change may occur due to influence of the vitalistic causality (causal explanations describing bodily processes in terms of a transmission or exchange of vital force which can be conceptualized as unspecified substance or energy) acquired during this period is discussed.

Emotional and attentional aspects of self-regulation in infancy Stepien-Nycz Malgorzata1, Bialecka-Pikul Marta1, Bialek Arkadiusz1, Rostek Irmina2, Baran Maria1
1 2

Jagiellonian University, Institute of Psychology (Poland) Jesuit University Ignatianum in Krakow (Poland)

The development of self-regulation in infancy can be seen in relation to the two dimensions of temperament: reactivity and self-regulation (Rothbart, Bates, 1998). The active regulation appears at the end of the first year of life (Rothbart, Bates, 1998) and depends on the development of effortful control of behavior, which is linked to the appearance of executive attention (Rueda, Posner, Rothbart, 2005). The aim of the presentation is to show the results of research on the relationship between emotional and attentional aspects of self-regulation in 12months-old children. 323 Polish infants at 12 months participated in the research. The emotional aspect of self-regulation has been studied by observing the reaction to frustration after taking away a toy (Braungart-Rieker, Stifter, 1996). Five strategies of regulation and effectiveness of regulatory processes were assessed. The regulation of attention, understood as the ability to focus on the activity and the stability of attention, was assessed three times during one session. In response to the frustration, redirecting attention to other objects was associated with lower intensity of negative vocalization (F = 11.03, p These results therefore confirm the interdependence of self-regulatory mechanism in emotional and attentional aspects. In the discussion, the question about the role of emotional reactivity in this area was also considered.

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Events and mentalizing in infancy: From the person-thing-person to the person-event-person joint attention Nakano Shigeru

Health Sciences University of Hokkaido , Sapporo (Japan)

It has been known that about a half of conversational topics are related to immediate or past events arisen unexpectedly. Therefore, to attend at something must be to spot unexpectedness. In other words, to bring one's attention to something is not to look at itself, but to respond the event happens there. However, studies on joint-attention have focused on only the format of the person-thing-person. This study, focusing on the person-event-person joint attention, examines developmental process of mentalizing, i.e. the ability to perceive others intention in back of the action. Forty-eight mothers were asked to videotape 20 minute interactions with their infant at home as a video-dairy, when their infants were 3-, 5-, 8-, 12- and 15-month-old. From those videos, two types of events shown to the infants were identified: (A) mothers introduced unexpectedly a novel physical object, and (B) they showed a newly created gesture. Five seconds interactions after the event had arisen were analyzed by a coding system using the one second time-sampling method. The results showed that, when mothers introduced a novel object unexpectedly, infants at all ages mostly attended the object. However, after 8-months of age, infants engaged in looking and manipulating the object as if acceding to the mothers request. In contrast, when mothers presented a new gesture to the infants, they mainly attended at the mother with positive expressions, but 12- and 15-month-old infants also responded to it by showing a picked object as if answering meaning of the gesture. These results suggest that even 3-month-old infants can respond differently to those two types of the events. Older infants appear to respond to an implied meaning of the events rather than a physical object or a mothers action itself. The discussion focuses on the potential ability and developmental process of mentalizing in infancy. Age-Related Effects On Autobiographical Memories Er Nurhan

Ankara University (Turkey)

In this study it was investigated age related differences on voluntary and involuntary autobiographical memories With this purpose, a two step process will be followed. At this first step the participants are told that during working on the task it is possible to get distracted and start thinking about different ideas and recalling memories. During working on the given task which is basically based on matching shapes and colors, it is asked to the participant to stop the task and record the memory if the participant recalls one. When the participant completes the first task, they proceed to the second step which is the part about voluntary memories. At this step the participant sees 18 words in three different category on the computer monitor. The categories are relationship category, life category and emotion category and each consists six words. At this second step, participants are asked to choose a word from each category and record a total of three (voluntarily) recalled memory about each category. By this way, at the end of each session with each participant at least one involuntary and three voluntary memory are obtained. The selection process of the words used, word frequency information and similar studies in literature is used. In this study, 175 participants number from different age groups (15-30; 31-45; -44; 45-60; 60-85) is reached and when eliminated the incomplete datas, 154 participant's data is analyzed. The findings are discussed under the light of the associated literature. Development of numerical notations: Relation between number reading and number concepts. Koike Wakaba1, Yamagata Kyoko2
1 2

Kyoto Women's University (Japan) Kyoto Notre Dame Womens University (Japan)

Background: Some studies have focused on the development of numerical notations, but a few studies have examined the relation between the acquisition of numerical notations and the number concepts. This study examined the relation between young childrens reading of numerical notations and their understanding of number concepts. Methods: Japanese children aged 3-5 years (N = 53) participated in this study. In the number reading task we presented a set of cards one by one, each of which showed one of the written numbers (i. e. 0 -10 and above the number of 10), and asked the children to read aloud. We also gave them the number counting (circles or blocks) tasks and the give-a-number tasks in which they were asked to take the appropriate number of blocks. Results and Conclusions: The results showed that the ability to read numbers, to count objects, and to take the appropriate number of objects developed with age. The results of partial correlations between tasks showed that the number reading task correlated significantly with the number counting tasks and the give-a-number tasks, and that the number counting tasks correlated significantly with the give-a-number tasks. The number counting tasks and the give-a-number tasks are supposed to relate to the one-to-one principle and the cardinal principle respectively. Thus these findings suggest that the number reading is related to the acquisition of the one-to-one principle and the cardinal principle. The effect of cognitive attitude on numerical representations in preschoolers Uragami Moe, Sugimura Shinichiro

Hiroshima University (Japan)

Young Children have been using number and amount in their daily life. Numerical representations are considered determinants of numerical cognition and performance. Recently, studies concerning numerical representations often use number - to - position task (NP task) which estimates the number on number line. Siegler and his colleagues (e.g. Siegler & Booth, 2004) concluded that childrens numerical representations shift from logarithmic representation, in which representations of numerical magnitude increase logarithmically with numerical magnitude, to linear representation, in which representations of numerical magnitude increase linearly with the size of the number. However, Bouwmeester & Verkoeijen (2012) suggested that children showed various kinds of estimation patterns. Uragami & Sugimura (in press)

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revealed two kinds of liner representations using 0-20 line NP task; the one has big absolute error and the other is more accurate. It was considered that one of the factors related to the emergence of new kind of representations was differences of cognitive attitude in estimation. The participants often estimated with analytic attitude which chose the counting strategy taking no thought for whole length of the number line. On the other hand, because previous research used a big range number line (e.g. 0 - to -100 number line) and so that counting strategy was difficult for children, they maybe often estimated with intuitive attitude. This study investigated whether numerical representations vary with change in cognitive attitude (i.e. analytic perspective or intuitive perspective). Participants were 60 preschoolers (mean age=6.0 years, range: 5.0-6.7 years). The result supported the hypothesis that children estimating with intuitive attitude were more accurate estimation than children estimating with analytic attitude though the number of children which were best fit by linear function was not different between both conditions. We suggest that numerical representations change with cognitive attitude and the process of shift also change. Development of symbol use in young Children: relation of understanding of mental states to representation style. Yamada Mayo

Kobe University (Japan)

Picture is one of the most important tools for human communication. Although many researchers have focused on childrens drawing techniques, few researches have focused on childrens understanding of drawings as communication tools. Allen, Bloom & Hodgson (2010) revealed that children have some understanding of what makes a picture useful as a symbol tool. 3- and 4year-olds pay attention to the content of the picture and use this information to convey information. This finding may suggest that children's understanding on others' mental states should be correlated to their understandings of pictures as communication tools. However, Allen, et al. (2010) did not clarify this issue. In addition, they asked the children to choose pictures that were drawn by others; therefore, they did not examine the children's drawing style. The present study investigated relation between young childrens understanding of others' mental states and their own drawing style. 3-, 4- and 5-year-olds were tested. The children participated two tasks: a false-belief task and a note task. The note task was modified version of the task conducted in Eskirtt and Olson (2012). In this task, the children were asked to sells different cards in various shapes and colors with a puppet. The children put three cards into a bag to deliver them to a customers house. In the memory condition, the children were asked to make a note to remember which cards they put in the bag. In the communication condition, the children were asked to make a note for a puppet that are not there. As the result, the older children took notes accurately more than the younger children. False-belief understanding was correlated to children's note taking. The older children took note in more complex style, such as a combination of pictures and letters, than the younger children. Age and Type of Question Effects On Preschoolers suggestion Prez-Mata Nieves, Diges Margarita, Moreno Amparo

Universidad Autnoma de Madrid (Spain)

One hundred fifteen preschoolers (32-75 months) were interviewed two times at 1 week interval by different interviewers. Firstly, preschoolers interacted with an interviewer, who read to them a tale and she made to them yes/no questions about the story read. One week later, a second interviewer made 20 yes/no questions, 10 of those were based on correct information and the remaining 10 were suggestive in the following way: 4 were about bad actions (actions supposedly performed by the adult vs. the child), 4 about good actions (actions supposedly performed by the adult vs. the child), and 2 were neutral. ANOVAs showed that children of any group of age accepted significantly more good than bad actions; and 4 and 5 years-old childrens refuse of misleading bad events performed by Adult was a noteworthy result, while the youngest were prone to accept those events. So, it seems that youngest children (3 years-old) may be willing to accept any kind of misleading information, what in natural context could have dramatic consequences.

Mental development of Children aged 1-2 years, due to the relationship and interaction of mother and Child Chizhova Valeria, Savenysheva Svetlana, Vasilenko Viktoria

St. Petersburg State University (Russia)

Present study aims to examine the relationship of mother-to-child relationships in early childhood and mental development of a child. The study involved 117 mothers aged 20 to 36 years (Mage =26.7 years) and 117 children aged 12 months to 24 months (Mage =14 months) from St. Petersburg. Methods used were: Demographic questionnaire, projective method "Drawing the family ", the questionnaire Parental attitude research instrument E.S. Schaefer, R.Q. Bell, method of diagnosis of neuro-psychological development of children 2-3 years by K.L. Pechora and G.V. Pantyukhina, diaries to assess home environment (HOME) by Bradley & Caldwell (option). Conclusions: 1. Study of the mother-to-child relationship and interaction revealed a close emotional contact between mother and child in the studied sample, a high level of emotional sensitivity and parental attention, and frequent use of the restrictions for a child was typical for these women. Encouragement of verbal child's activity and focus on the overall development of the child's activity, and excessive concentration on the child was not revealed. 2. In the young children development it may be noted a higher level of speech understanding compared to conversational speech (compared with standard), a lower level of sensory development and different skills. 3. Various indicators of mental development of a child (as in studies of Bradley & Caldwell) were closely related to parental neglect, emotional and verbal sensitive matter, and providing appropriate toys (to the greatest extent these characteristics influence development of active speech, sensory development and skills of a child). Whereas parental attitudes differently related to various parameters of mental development

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of a small child: the severity of maternal attitudes to family conflicts, suppression of aggressive child, excessive strictness, striving to accelerate the development, and the smaller focus on egalitarian relationship with a child have lower speech understanding development, substantive action in a child, and a higher level of sensory development. Cross-Modal Associations between Odours and Colours in 5 to 10 year old Children Durand Karine1, Goubet Nathalie2, McCall Daniel2, Schaal Benoist1
1 2

Developmental Ethnology and Cognitive Psychology Group, CSGA, Dijon (France) Department of Psychology, Gettysburg College (United States of America)

In this study, we investigated whether cross-modal associations between odors and colors are present in children and to document possible developmental changes in cross-modal associations. One hundred and thirty French children aged 5 to 10 years old participated. Nine olfactory stimuli were used, varying in familiarity and pleasantness: grenadine, lavender, wintergreen, maple syrup, strawberry, butyric acid, chamomile, bergamot, and a blank control stimulus. Children were required to: 1) smell each odor and choose a matching color from a 8-color wheel (purple, red, blue, yellow, green, white, orange, brown); 2) make a hedonic judgment on a scale from 1 to 7 using smiley faces; and 3) identify the odor. Chi square analyses revealed consistent odor-color associations. For example, for younger children (5-7), grenadine was significantly associated with red while for older children (8-10) it was associated with red, orange and yellow (all ps < .05). A 6 (age: 5 10) x 9 (odor) mixed ANOVA on identification accuracy (scored 0-3) indicated a main effect of Age, F(5, 121) = 3.71, p < .05. Ten year olds identified significantly more odors than younger children. A main effect of odor was also found, F(8,968) = 35.41, p < .05. Strawberry, lavender, bergamot, and grenadine were the most identified smells. Finally, a 6 (age) x 9 (odor) mixed ANOVA on pleasantness judgments found significant main effects of age, F(5,122) = 3.21, p <.05; and odor, F(8,976)=114.79, p <.05, as well as an interaction, F(40,976) = 1.46, p <.05 that indicated that older children judged wintergreen as more pleasant than the younger children. In sum, children associated odors with colors in a non-random manner. Predictably, older children identified more odors and the odors presumed to be more familiar were more readily identified.

PE5.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 09:00-12:30 | H4 Hall Amphiple The Effect of Electronic Picture books Interactions between Mother and Infant on Joint Attention Sato Ayumi1, Sato Tomomi2, Ishikawa Yumiko3, Saito Yu, Horikawa Etsuo1
1 2

Saga University (Japan) The University of Tokyo (Japan) 3 Seigakuin University (Japan)

Background and Aims: Shared picturebook reading is an exceptional opportunity for the occurrence of joint attention. Some studies indicate that joint attention episodes occur more often during shared book reading than in other play situations (Sato & Uchiyama, 2012; Sugai, Akita, Yokoyama, & Nozawa, 2010; Yont, Snow, & Vernon-Feagans, 2003). However, it has not been clear that shared electronic picturebooks reading has the same effect. Therefore, the goal of this study is examining the frequency of joint attention episodes in traditional and electronic picturebook reading contexts. Methods: Participants were 5 pairs of 12-month-old infants and their mothers. We conducted traditional picturebook reading context (3 minutes), electronic picturebook reading with narration sounds context (3 minutes), and electronic one with no sound context (3 minutes). The orders of contexts were counterbalanced. Picturebooks used during these contexts have same contents, Mari. The frequency of below behaviors was coded, mothers bids for joint attention behaviors; engaging with contact, animating the book, showing a book to infant, offering a book, pointing, demonstrating an action, verbal directives, and flipping a page, and infants responses to maternal bids for joint attention (RJA); achieves parallel attention, responds to joint attention, and ignores, and infants behavior initiating joint attention (IJA); animating a book, offering a book, and pointing (communicative vs. non-communicative nature). These were used in previous study (Osorio, Martins, Meins, Martins, & Soares, 2011). Results: As result of comparing the frequency of mothers bids, RJA, and IJA among three contexts, mothers verbal directives were less in electronic picturebook with narration sound context than the other contexts (p < .05). Conclusions: These results show that electronic picturebooks with narration sound reduce occurrence of mothers verbal bids for joint attention. Therefore, exist of sound which is included in a tool for interaction affects joint attention between mother and infant. Values' becoming by synergy in university's space of socialization: Cross-cultural study of the potential for personality development Romanyuk Lyudmyla

Shevchenko National University of Kiev (Ukraine)

Questions about causes of personality development is actual till now (Stern 1923; Hartman 1951; Frankl 1990; Fromm 1992; Knyazeva&Kurdyumov 1994; Romanyuk 2004; Klochko 2007). We hypothesize that the factor Openness to change (Schwartz 1992) is fundamental for human development, personality's values' becoming by synergy in university's space. The becoming is a property open values systems in space where values from meanings are generated by synergy. If values of Openness to change is the foundation of human development, since persons with such "value-luggage" can stimulate change, innovation and lead others, we look this as causes of development. This study assesses the RVQ 40-item instrument measuring values to the theory of 10 basic values on which it was based. In particular, the

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measurement invariance of this instrument for studying value priorities across nations was investigated. CFA was defined eight factors instead from ten, where combined two factor of Schwartzs values structure conformity-tradition and hedonism-stimulation. In the process search of measurement invariance of PVQ between Poland and Ukraine by the EFA was formed 4 factors: Openness to change, Conservation, Self-enhancement, Self-transcendence. The search invariance using Amos 7.0 software was found configural and metric invariance in both samples for Openness to change of the theoretical concepts of S.Shwartzs values structure, opening the way for us to compare the values becoming in university spaces both countries. Levels of invariance was confirmed: configural X=140.5, df=26, RMSEA=0.066, SRMR=0.050,CFI=0.913;metric X=156.7, df=31, RMSEA=0.064, SRMR=0.052,CFI=0.905. This indicates that the questionnaire can be use for cross-cultural study of the potential for personality development, reserch personality's values becoming in cross-time comparison, which is our perspective. Examining goal structure among different types of ones view on the past in late adolescent Ishikawa Akane

Chuo University, Tokyo (Japan)

It is important for late adolescent that they integrate their past, present, future. Most of research on time perspective in late adolescent has especially focused on their future. However, consciousness for the future varies according to the types of ones view on the past. This study aimed to clarify the differences goal structure among the types of ones view on the past from the view points of quantitative and qualitative methods. Two hundred thirty six university students (88 male and 148 female) were administered questionnaires constructed from ones view on the past scale (Ishikawa, in press) and future goal list up method B (Tsuzuki, 1999). Using the future goal list up method B, we can get quantitative and qualitative data of participants goals and the action to achieve goals. First, using a cluster analysis, according to indices of five subscales of ones view on the past, four groups were extracted; cluster 1 having temporally connected and accepting view (n = 31), cluster 2 having disconnected view (n = 63), cluster 3 having negative view (n = 63), and cluster 4 having both positive and negative view (n = 73). Second, one way ANOVA found significant differences in the number of action to achieve goals among 4 groups. The number of cluster 3 was lower than the number of cluster 1 and cluster 4. Third, qualitative analysis revealed that there are qualitative difference of goals and the action to achieve the goals among 4 groups. Cluster 1 and cluster 4 did something to achieve their goal concretely and aggressively more than the other two clusters. This study revealed that students who have connected and accepting view on the past could construct future goals and take the action necessary to achieve their goals. The effect of maternal stress on the development of foetal handedness in the second and third trimester of pregnancy Aydin Ezra, Reissland Nadja

Durham University (United Kingdom)

Background: Previous studies have demonstrated a link between maternal prenatal stress and fetal handedness (e.g.McCartney & Hepper, 1999; Obel, Hedegaard, Henriksen et al, 2003, Guttenling, Weerth & Buitelaar, 2007). However these studies have focused on stress experienced during the final trimester or during birth. In contrast the present study was designed to examine the effect of maternal prenatal stress on fetal hand use longitudinally from 24 to 36 weeks gestation. Participants: Fifteen healthy fetuses (7 boys, 8 girls)with normal anomaly scans at 20 weeks received four additional scans at 24, 28, 32 and 36 weeks gestation. Method: 4-D Scans were performed using a GE Voluson 730 Expert Ultrasound System using a GE RAB48L Macro 4D Convex Array Transducer. Prenatal maternal stress was measured at each scan using a Perceived Stress Scale (PSS). Fetal handedness was assessed by coding the frequency of left and right arm movements resulting in a touch of the fetal face. Results: There was a significant difference between overall PSS score of the mother and fetal hand use. Fetuses with relatively more stressed mothers (mean PSS: 14.19) showed significantly more frequently left handed touching compared with less stressed mothers (mean PSS: 11.44) (t 13= 5.073, p<.0000). Additionally, individual maternal stress scores were significantly higher in fetuses touching with their left hand compared with the right at 32 weeks (t (12) =2.873, p = 0.13) and 36 weeks gestation (t (12) = 2.391, p = 0.034. Discussion: Results are discussed in terms of the effects of variation of maternal stress in the second and third trimester on fetal functional hand use (e.g. touch of the face) Foetal heart rate response to familiar and novel speech stimuli Pacheco Alexandra1, Figueiredo Brbara2, Costa Raquel3
1 2 3

Center for Childhood and Youth. Social Security Centre of Oporto, Valongo (Portugal) School of Psychology, Minho University (Portugal) ISLA Campus Lisboa Laureate International Universities (Portugal)

Objectives - This study aims to determine whether (1) fetus respond to auditory/speech stimuli; (2) fetus respond differently to familiar and novel speech stimuli and (3) stimuli repetition results in fetal habituation. Method - Participants were instructed to recite a short nursery rhyme out loud every day three times successively, between the 33rd and the 37th week of gestation. A routine cardiotocographic examination was performed at 37th week of gestation to evaluate fetal heart rate response (FHR) to speech stimuli. Three phases were carried out: (1) Pr-test A female researcher presented two recorded nursery rhymes, after a 5-minute period of low fetal reactivity (1F state); (2) Test - the rhymes were presented with a loudspeaker, held approximately 20 cm above the maternal abdomen. Each complete nursery rhyme played for 15 seconds and was repeated in the order ABABBA (56%) or BABAAB (44%), for a total of 90 seconds; (3) Post-test - A further 15 seconds were registered thereafter with no stimuli. Results compared to the pre-test condition, fetal heart rate variability was significantly higher in the test condition both during and after the presentation of speech stimuli. Fetuses respond differently to familiar vs novel speech stimuli only in the

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first presentation. Additionally, differences in heart rate variability to novel stimuli between the 1st and 2nd and 1st and 3rd presentations were observed. Conclusion - Fetuses respond to speech stimuli, recognizing familiar speech patterns and discriminating these from novel information; which suggests their ability to memorise and learn speech patterns during the third trimester of pregnancy. The impact of sounds significance on attentional distraction in Children Wetzel Nicole

University of Leipzig (Germany)

Unexpected events occurring outside of the current focus of attention can capture attention and cause impaired performance in a task at hand. It is an open question how distractors significance affects attentional distraction and whether there are differences between children and adults. The present study focuses on the impact of distractors learned significance on distractor-related brain activity and behavioral distraction in 9-10 year old children and in an adult control group. We presented two types of unexpected environmental sounds as distractor sounds embedded in a sequence of repeated simple standard sounds. All sounds moved from a central position to the right or to the left. Subjects were instructed to distinguish sounds moving direction for each sound. Subjects had learned in a previous condition that one of the distractor sounds was significant (reward). However, neither the learned importance of the distractor sounds (reward or neutral) nor the nature of sounds (distractor or standard) were relevant for the sound movement discrimination task. Unexpected neutral distractor sounds caused prolonged reaction times relative to standard sounds. This behavioral distraction was not observed for the (past) reward distractor sounds. The reward distractor sounds were responded as fast as standard sounds. However, on electrophysiological level both reward and neutral distractor sounds elicited similar brain activity in the time interval of the P3a. The P3a is an Event-related component indicating attentional orienting or novelty evaluation processes. Results suggest that the short-term learned importance of distractor sounds modulates distraction on behavioral level strongly, even if the distractor is no longer important for the task at hand. However, both types of distractor sounds are automatically evaluated as potentially significant, but the consequences for behavior are modulated by sounds learned significance. The underlying mechanisms seem to be basically matured in 9-10 year old children. The comparative research of the adolescents School moral atmosphere perception in modern Russia Sadovnikova Tatiana

Moscow State University (Russia)

Moral development at the stage of adolescence is difficult to overestimate. Global transformations of society in Post-Soviet Russia have affected the system of education. New type of non-state (private) schools have appeared along with existing widely spread state comprehensive schools and schools for specific purposes (profound learning of foreign language, mathematics, etc.). The aim of our study is to identify types of personal values of teenagers from two kinds of state schools, with ones from a private school being for contrast. In total 259 pupils from 8 to 11 forms, aged from 13 to 17, from three Moscow schools took part in the research: 131 girls and 128 boys. The research is based on the concept of the Just Community, offered within L.Kolbergs moral development theory. The subtest of SMAQ questionnaire (Power et al., 1989) to study the teenagers perception of the moral atmosphere (PMA) in school communities, and S. Schwarz's questionnaire (Schwarz, 1999; Karandashev, 2004) to study the types of personal values of teenagers, were used. Similarities and differences in PMA of school by teenagers at different stages of Post-Soviet society in Russia were found (we compared present data with our data of 2000-2001 on the sample of 228 subjects). The research showed peculiarities of PMA and the teenagers system of values formation by private school pupils. The research concludes that values system becoming in adolescence is associated with the peculiarities of PMA in the secondary school. That fact permits to make up and realize correction programs. These programs are to optimize the formation of the system of teenagers values through transforming school communities into more democratic ones. Maternal stress and prenatal alliance: effects on developmental foetal programming of stress systems Cordero Maria Isabel1, Sancho Rossignol Ana1, Epiney Manuella2, Sandi Carmen3, Schechter Daniel1, Ansermet Franois1
1 2

Department of Child & Adolescent Psychiatry, Univ. of Geneva Hospitals, Geneva (Switzerland) Department of Gynecology and Obstetrics, Univ. of Geneva Hospitals, Geneva (Switzerland) 3 Brain Mind Institute, Ecole Polytechnique Fdrale de Lausanne (EPFL), Lausanne (Switzerland)

A strong body of animal literature has demonstrated the long-term neurobiological and behavioral effects of gestational stress on the offspring but little is still known about the adverse consequences of dysfunctional prenatal co-parenting on maternal neurobiological stress during pregnancy and on the developing fetus. This study examine whether individual differences related to maternal stress exposure during pregnancy and the quality of prenatal alliance measured with the Lausanne Triadic Play (LTP) would affect stress reactivity during pregnancy and the development of the physiological stress systems of the fetus and newborn baby. Participants were healthy pregnant women recruited at the Geneva Obstetric Clinic (HUG) from 10 to 12 weeks of gestation and followed until 4 days after birth. They participate at each trimester of pregnancy to a protocol investigating psychological distress (State-trait Anxiety Inventory, Edinburg Postnatal Depression Scale and Symptom Checklist), maternal perceived stress and neurobiological maternal stress (cortisol and oxytocin). At the second trimester session, fathers were invited to participate in the prenatal LTP procedure in order to investigate the quality of prenatal alliance. At the third trimester, pregnant women were exposed to mild acoustic and cognitive stressors and mother and fetal cardiovascular reactivity to stress and mother salivary cortisol were assessed before, during and post stress. After birth, neonatal behavior was evaluated with the Brazelton neonate behavioral assessment scale and physiological and behavioral stress reactivity to heal stick puncture (used during the Guthrie assay) were assessed. Preliminary results: high maternal neurobiological stress during pregnancy and low prenatal alliance were associated with altered

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fetal cardiac reactivity to stress, and behavioral and physiological stress reactivity on neonates. Our results provide novel insights into the developmental fetal programing of stress systems related to maternal stress and prenatal co-parenting alliance. Work supported by grants from the Artres Foundation (HUG) Psychological development, executive functions and Attention Deficit Hyperactivity Disorder (ADHD): a non-drug intervention experience Folquitto Camila, Souza Maria Thereza

University of Sao Paulo (Brazil)

Introduction ADHD is one of the most prevalent disorders in childhood. ADHD children usually have deficits in Executive Functions and need a more specific intervention which leads them to a better reasoning. Hypothesis We investigated if an intervention context supposing games and problem-solving situations could benefit the psychological development of ADHD children. Method : Participants: 19 children, aged 7-12 years old, who attended 30 meetings in groups, during one hour every week. Previously, and after the intervention, participants and their parents were interviewed to assess the development of operational notions, neuropsychological measures and ADHD symptoms. Instruments: Piagetian tasks; WISC-IIIs subtests "Vocabulary", "Block Design", "Coding", "Digit Span" and "Symbol Search", Rey Osterrieth Complex Figure (ROCF), and the SNAP-IV. The data obtained in the pre and post intervention were compared. Preliminary Results : At the end of interventions, all the children decreased scores of inattention and hyperactivity. In a global analysis, there was a decrease of 53% in inattention and 56.6% in symptoms of hyperactivity. Children showed improvement in Executive Functions, especially in the items comprising the measure of "processing speed." There was an increase of 10% in this measure. ROCFs scores remained stable for the copy condition, and for the delayed recall condition there was an increase of 80% of global scores of the sample. Conclusions : This intervention, mediated by professionals, enabled children to build up attitudes and regulations that provided a better adaptation, and it may also serve as a set up to develop future strategies for adaptation to other contexts. This research demonstrated that it is possible to perform non-drug interventions for children considered hyperactive and restless, showing positive results. Birth order and age at menarche in Japanese schoolgirls Hinobayashi Toshihiko 1, Mayuko Shimizu1, Tadahiro Kanazawa1, Seiki Akai1, Tetsuhiro Minami2, Itoigawa Naosuke3
1 2

Osaka University , Suita (Japan) Koshien University (Japan) 3 Mukogawa Womens University (Japan)

The confluence model explains the effects of birth order and family size on intelligence (Zajonc & Markus, 1975). The association of birth order and age at menarche was evaluated in41, 798Japanese schoolgirls (9-15 years old). Our investigation was carried out in 2008 February by questionnaires mailed to primary and junior high schools. The target schools were selected by random sampling from the complete school-list of Japan. Status quo data on menarche was analyzed by probit analysis with number and birth order of children in the family. The median age at menarche tended to increase significantly with the sibling numbers .Exception was more than 4 siblings case. This tendency is usually explained by economic factors or the resource dilution hypothesis. While the total age at menarche was 12.22 years old, the age at menarche among one child family was 12.0 years old. On the other hand, age at menarche and birth order is related by a quadratic function. The decline for the last born as well as this quadratic trend was seen. The age at menarche for the only child and the last born child tended to lower the age at menarche. These trends explain the effects of birth order and family size on age at menarche. Family size and birth order are variables of the timing of puberty

Long-term declarative memory performance in 14-15 month infants predicts the strength of neural response during associative learning Nordqvist Emelie1, Heimann Mikael1, Rudner Mary2, Johansson Mikael3, Lindgren Magnus3
1 2

Linkping University (Sweden) Linnaeus Centre HEAD, Swedish Institute for Disability Research (Sweden) 3 Lund University (Sweden)

We still do not fully understand early individual differences in memory performance or how brain maturation is related to early memory development. A recent study showed that deferred imitation (DI; a robust measure of declarative memory in preverbal infants), using an observation-only design and a 30 minutes delay, was predicted by electrophysiological correlates (event-related potentials, ERP) of associative learning. The present study investigates whether this association persists after a delay of 2.5 weeks. The sample to date consist of 47 children (18 boys) aged 14 to 15 months, of whom 22 generated acceptable ERP data. The complete data set will include an additional 10 subjects. Observation-only DI was measured with a delay of 30 minutes for all participants and additionally with a delay of 2.5 weeks for a subgroup. ERPs were recorded during associative learning with a High Density Net with 128 electrodes. Associative learning was planned to be reflected by a middle latency component associated with attentional processes (Nc). Preliminary electrophysiological results based on a subsample (n=15) confirm an expected Nc component 300-600 ms post stimuli. The preliminary analysis further indicates that the magnitude of this component correlates with DI after 30 minutes as well as after 2.5 weeks. Children who remembered more on the DI task also had the stronger association learning as reflected by the electrophysiological measures. The poster will show the whole data set including participants with acceptable ERP data (N = ca 30) and we will further analyze the correlation between behavioral and ERP data.

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If upheld in further analysis, the findings propose that electrophysiological indices of associative learning can be related to behavioral observations of early memory processes in young infants both after a delay of 30 minutes and a delay of 2,5 weeks.

PE5.4 ATTACHMENT & IDENTITY 09:00-12:30 | H4 Hall Amphiple Attachment and Religiosity Stefanovic Stanojevic Tatjana, Hadzic Krnetic Aleksandra, Kostic Aleksandra, Nedeljkovic Jasmina

Faculty of Philosophy, Department of Psychology, University of Nis (Serbia)

This paper deals with the impact of attachment to significant human figures and attachment to God on the salience of religious orientations expressed in terms of dimensions of extrinsic and intrinsic religiosity. The sample consisted of 224 respondents, 113 of whom adolescents of average age of 16.9, who in the course of their elementary school education acquired systematic knowledge of religion through religious education lessons and 111 adult respondents of average age of 40.1, who did not have a systematic knowledge of religion. The results show that the characteristics referring to insecure attachment to humans were more frequently found in the subsample of adult respondents. Secure attachment to God was more frequent in adults, while more adolescents (in comparison to adult respondents) showed dismissing attachment to God. A higher incidence of insecure attachment to humans serves as a predictor of a higher extrinsic religiosity in adolescent subsample and a higher intrinsic religiosity in the adult subsample. Attachment to God has an impact on extrinsic religiosity, where those with insecure attachment patterns are prone to extremes, i.e. scoring very high (dismissing and preoccupied attachment to God) and very low (fearful attachment to God) on extrinsic religiosity. MotherChild Attachment and subtypes of social withdrawal in urban Chinese Children Chen Bin-Bin, Fan Xiufeng

Fudan University (China)

Attachment theory has provided a theoretical framework for understanding how parentchild relationships may support or undermine the childs development of social behaviors and relationships. The empirical evidence for the specific connections between attachment styles and social withdrawal subtypes, however, is slim. This current study examined the associations between motherchild attachment and social withdrawal in Chinese urban children. A sample of 142 children (74 boys, 68 girls), initially 8 years old, in Shanghai, China, participated in this 1.5-year longitudinal study. Data on motherchild attachment styles were collected from childrens self-reports at both Time 1 and Time 2. Information concerning two subtypes of social withdrawal (i.e., shyness and unsociability) was obtained from two sources (i.e., self-rating and peer nomination) at Time 2. Regression analyses revealed that attachment styles predicted different subtypes of social withdrawal. Earlier secure and ambivalent attachment, respectively, was associated negatively and positively with self-reported shyness. Concurrent avoidant attachment was positively associated with both self-report and peer-rated unsociability, whereas concurrent ambivalent attachment was negatively associated with self-reported unsociability. The findings underscore specific connections between attachment styles and social withdrawal subtypes.

Teacher-Child relationships in preschool in the framework of the professionalization curriculum of preschool teachers Wadepohl Heike, Mackowiak Katja

Leibniz University Hanover (Germany)

Teacher-child relationships form an important basis for learning processes and de-velopment in preschool which means that these relationships should be formed and built up in a professional way such that children benefit from their time in preschool as much as possible (Ahnert 2007; Tietze und Viernickel 2003). Building up profes-sional relationships with children is described via five dimensions in literature offering of positive attention, reduction of toddlers distress, provision of security, exploration support and assistance (see Ahnert 2007; Booth et al. 2003). The aim of this project is to investigate the quality of teacher-child relationships as one part of the quality of preschool institutions. Moreover, the influence of specific variables such as sex of interacting children, teachers education level (academic vs. non-academic) and group size as well as teachers attitudes towards professional relationships and pedagogical concepts are examined. The project is part of a big interdisciplinary study funded by the German federal Min-istry of Education and Research (BMBF) which is concerned with the professionalization of preschool teachers. The sample consists of N = 90 preschool teachers from Germany and Switzerland who are video-observed during free play situations. Additional questionnaires are distributed to the teachers receiving information about their attitudes to professional relationships and pedagogical concepts as well as some demographic data. First results of the questionnaire date (subsample of n = 35) show differences in the commitment to pedagogical background between the two groups such as Swiss teachers with academic education describe themselves as more co-constructivistic as German teachers with non-academic training (F = 7.64, p = .009). Further analyses will show how this result will coincide with the teachers observable pedagogical behavior and how this will covariate with the formation and quality of teacher-child relationships.

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Self-reported Attachment with the ECR-RC Grip Karin1, Nilsson Kent W.2, Broberg Anders1
1 2

Department of Psychology, Gothenburg University (Sweden) Center for clinical research County Council in Vastmanland and Uppsala University (Sweden)

We tested the newly developed short 9-item version of the Experiences in Close Relationships Scale-Revised Children (ECR-RC) in approximately 4000 Swedish children 15 and 17 years old. The instrument differentiates between two attachment related dimensions attachment anxiety and avoidance. Avoidance refers to an unwillingness to get close to (mother or father) for support, comfort and reassurance, while anxiety refers to fear of being abandoned or rejected. ECR-RC is one of few self-report measures of attachment in middle childhood and early adolescence and is an instrument that yields more information than a global measure of security. Boys and girls were evenly distributed in the sample and in the two age groups. The children rated both their attachment to their father and mother. The instrument scales (avoidance and anxiety) evinced good internal reliability (coefficient from .80 to .85). The avoidance and anxiety scales correlated moderately and the size of the correlation was similar to earlier studies with ECR-R. There were no significant age differences with regard to attachment anxiety and avoidance to mother or to father. The older age group, however, tended to have some higher attachment avoidance in relation to the mother than the younger age group (p = .053). Differences were found between boys and girls in their attachment ratings. Girls had higher attachment avoidance in relation to their father than boys, and boys showed higher ratings of attachment avoidance in relation to their mother than girls. Girls also reported higher anxiety in relation to their father than boys. When combining the attachment and avoidance scales and categorizing different attachment styles, 81 % of the sample was secure in relation to their mother and 73 % to their father. The poster will provide additional analyses regarding attachment anxiety and avoidance in relation to family composition and ethnicity. Forgotten bonds. Teenage girl with post-traumatic loss of autobiographical memory. Maryniak Agnieszka, Sedek Anna, Onrush Agnieszka

Children's Memorial Health Institute (Poland)

We describe the case of a teenage girl who showed a selective loss of autobiographical memory. As a result of the road accident, a fourteen-year-old girl suffered contusions in the right hemisphere of the gyri: rectus, orbital, inferior frontal, inferior, middle and superior temporal. The patient experienced complete loss of retrograde autobiographical memory in all its aspects (semantic - knowledge about the history of her life, family members, friends; episodic memories; emotional - loss of bond). Other cognitive functions, including the learned knowledge, remained intact. During four years of observation, the patient reconstructed semantic autobiographical memory - getting to know the story of her life, reconnecting with family and social contacts. However, she had major difficulties in establishing emotional relationships. At the cognitive level she knows what emotions accompany relationships between people and different events in their lives, but does not experience them fully. The presented case raises questions about the relationship between declarative autobiographical memory, memories, and the bond with other people. What is happening to the attachment created from the first moments of a childs life, if it has forgotten its parents and other close persons? Does forgetting past life also mean losing emotional experiences gained in it? Is it possible to rebuild them? Resilience and Well-Being in Institutionalized Adolescents: The role of relationships with teachers, School and institution staff Pinheiro Mota Catarina, Mena Matos Paula

Porto University (Portugal)

The purpose of this study is to analyse the relationship between significant figures (teachers, school and institution staff), well-being and resilience in a sample of 246 Portuguese adolescents, 12 to 18 aged, from both genders and living in institutions. The mediational role of resilience in the association between relationship with significant figures and well-being was tested through SEM. Moderation effects of adaptation to institution and how long they were living in institution were also tested in this association. Participants self-reports were collected using different questionnaires that presented adequate internal consistencies. Results will be discussed according to attachment theory, and the development of safe haven and secure base provided by significant figures from within and outside the institutions, that promote resilience processes. Adolescence to Adulthood longitudinal study of 17 years Yamagashi Akiko1, Imori Sumie2
1 2

Juntendo University (Japan) Tokyo Kasei University (Japan)

The relationship between internal working models (IWM) and a persons attitude towards ones occupation was investigated by using longitudinal data obtained from late adolescence to adulthood. Participants were 19 females in the late thirties that had been nursing students. In the first wave, they responded to a questionnaire that included the Hazan and Shaver's IWM items. In the second wave, they responded to a nearly identical questionnaire that also included scales assessing adaptation - time perspective, resilience, and satisfaction about life. They were also interviewed about their life situation and how their life has changed. We analyzed the interview protocols and classified the participants attitudes regarding their occupation into two groups: those that considered their occupation to be worthwhile, and those that considered it not worthwhile (high motivation, or low motivation). Using the total IWM scores in the two waves, changes in IWM patterns were classified into five groups: high , increasing, declining, low, and no change. The main results were as follows. 1) In attitudes regarding the occupation, the highly motivated group got higher IWM scores than the low motivated group in both waves, and

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moreover they had higher time perspective, and satisfaction about their life. 2)Relationship between IWM patterns and attitude regarding occupation indicated a tendency for the highly motivated group to be in the high, and the rising group, as well as the low motivated group to be in the low, or declining score groups. Conversely, some participants were highly motivated, regardless of their low IWM score and had found fitting occupations, whereas others had low motivation despite a high IWM score and had experienced bad working conditions. These findings suggest that the attitude towards ones occupation in adulthood is affected by adolescent and adult IWM, as well as by other variables. Attachment, Mother-Child Interaction and the Childs Adaptation to the Kindergarten Avdeeva Natalia

Moscow State University of Psychology and Education (Russia)

The present study is targeted on examination of the correlation between the quality of the childs attachment, the type of interaction in a dyad and the course of adaptation to the kindergarten among the children of the second and third years of life. The hypothesis was set up for experimental investigation: peculiarities of the attachment and mother-child affective interaction influence the childs adaptation to the kindergarten. The research involved 52 mother-child pairs. The following research techniques were used: adaptation list analysis, interviews with kindergarten teachers intended to reveal peculiarities in the childs period of adaptation as well as in mother attachment manifestation; observation of childrens behavior in situations of interactions with mother, at meeting and separation from the mother; questionnaries to study child-mother interaction.The research findings have proved that in the majority of cases, easy form of adaptation is inherent to children with secure attachment (type B) and upon a high level of mothers emotional interaction with the child. Moderately difficult adaptation is typical for children with insecure attachment (type A or C), difficult adaptation correlates with insecure anxious-resistant attachment (C). In case of moderatly difficult childs adaptation to the kindergarten practically all dyads revealed deficiency in characteristics of emotional side of child-parent interaction. Childs difficult adaptation correlates with deficiency characteristics of affective attitude to the child: mothers ability for empathy to the child, unconditional acceptance, aspiration for body contact, positive feelings arising with mother when communicating with the child, taking into account the childs emotional state when initiating interaction. Quality of Attachment in Psychosis, and Spiritual Figures Rieben Isabelle1, Huguelet Philippe2, Mohr Sylvia2, Lopes Francisco3, Brandt Pierre-Yves1
1 2

University of Lausanne (Switzerland) University Hospital of Geneva (Switzerland) 3 CHUV Lausanne (Switzerland)

This study had mainly two goals: First of all, adult attachement was investigated in 28 patients with chronic psychosis and 18 controls, using theAdult Attachment Interiew. This, as no previous research had ever done so with a scientific validated instrument. Diagnostic evaluations were performed with the SCID and symptomtic evaluation with the BPRS. Results showed that patients were more likely to have experienced traumatic experiences with their primary caregivers during their childhood then have controls. We were able to identify as well a high prevalence of insecure avoidant attachement in patients, which highlights the functional dimension of psychosis in the maintenance of the relation to primary attachement figures. This study shows that insecure avoidant attachement is related to an early outset as well as to an unfavourable prognosis. Second, quite a few researches on spirituality in psychosis have shown that patients were more likely to have spiritual believes or practices then indiviuals of a non-clinical population. Coping strategies related to spirituality and religion were identified as efficient for the majority. They can help dealing with all types of difficulties, specific symptoms and may enhance life quality (Mohr et al., 2006). Therefore we have investigated some of the underlying psychological processes in this type of coping strategies, using the conceptual framework of Bowlbys attachement theory. For most participants, both patients and controls, spiritual figures are functionning as attachement figures. Most of them are transposing the internal working model, achieved in relation to their primary caregivers, towards their spiritual figure even in case of an insecure attachement.

PE5.5 PSYCHOPATHOLOGY & INTERVENTION 09:00-12:30 | H2 Hall Amphiple A model of itinerant consultation for inclusive preschool education in Japan Ashizawa Kiyone1, Hamani Naoto, Miyama Gaku, Iino Takehiro, Igarashi Motoko, Tanaka Koji
1 2 3

Teikyo University (Japan) Tokyo Metropolitan University (Japan) Tachibana University (Japan)

In order to support preschool children and teachers in the inclusive educational setting, the itinerant consultation for nursery schools and kindergartens by developmental-psychology profession has become common for decades in Japan. We contributed a lot to launch a consultation system for the kindergartens in a municipality of Tokyo, and have held the consultation. The procedure is as follows: first we receive a request form with detailed information about the target child from a kindergarten. Upon the request, we visit the kindergarten to observe him or her all morning, and take a developmental test of the child in the afternoon. Based on a provisional assessment, we coordinate consultation between parents and teachers, and then attend the staff conference in the facility to exchange opinions to make comprehensive

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assessment of the child and a supportive childcare plan. At a later date, we make a report of the final assessment of the child. The purpose of this study is to clarify what significance our itinerant consultation has for the parents of children with special educational needs. We interviewed 20 mothers who attended the conference. The interview questions were; What influence did you receive by attending the consultation? and Were there any change after it The interviews were conducted individually, and were recorded, then transcribed. The analysis of the transcription revealed: mothers were encouraged to understand their children more deeply, and changed their rearing positively, which improved the childrens behavior. mothers had more confidence in the teachers by knowing their efforts. and helped mothers state of mind to be stable, which led to further improvement of childrens behavior. These results were obtained by observing the interaction between consultants and teachers. Based on these results, we set up a hypothetical support model for parents and teachers. A Study of School Volunteer Programs by Non-specialists (University Students) (1): The Outline of the Life Partner Program (LPP) Ohnishi Masafumi, Hirosawa Aiko, Sasahara Miku, Matsuki Kenichi

University of Fukui (Japan)

Purpose: Resent years, children who requires special support in ordinary classroom in Japan exists about 6.3% (Ministry of education Japan, 2008). Although concern about these children is increasing, supporting them is not easy because the number of teachers is limited and teachers have multiplex allotment of school management duties. Therefore in Japan, school volunteers by non-specialist such as university students have been spread as one of the support to these children. We also have tried to coordinate Fukui University life-partner program (LPP) where undergraduates support children that feel difficulties in attending school and have examined how such support activities should be developed. In this study, we report the outline of the LPP. Methods: The participants were 128 university students working in elementary or junior high school as a LP. Information of LP activity (childrens grade, gender, chief complaint, presence and type of developmental disorder, and place of activity) was collected using questionnaire. Results: Cross tabulation with chi-square analysis of grade (1-3rd, 4-6th and 7-9th)place of activity (classroom, school infirmary/counseling room and childrens home) in each gender showed statistically significant relationship between the variables (male: 2(4) = 31.83, p >.001, female: 2(4) = 17.08, p >.01). Whereas there were many children to receive supports in the classroom in the 1-3rd grade, children received supports in the school infirmary/counseling room and home was larger in the 7-9th grade. Thus, as children get older children are not more likely to enter the classroom. About the contents of the activity, teaching and learning support was main activity in the classroom, but play and talk was main activity in the school infirmary/counseling room and childrens home. Conclusion: This study clarified overall feature of LP activity in Japan. A Study of School Volunteer Programs by Non-specialists (University Students) (2): Features of cases where programs functioned effectively Hirosawa Aiko, Ohnishi Masafumi, Sasahara Miku, Matsuki Kenichi

University of Fukui (Japan)

Purpose In Japan, recently, school volunteer programs for children with special needs have been widely conducted by non-specialists (university students). We also have tried to coordinate Fukui University life-partner program (LPP) and have examined how such support activities should be developed. This research focused on those cases where such support programs functioned effectively. In this research, we captured the features observed in the attitudes of supporters and children according to changes in the relationships between both of them. Methods Targeting the activity reports of 17 cases functioned effectively, we analyzed them by referring to the technique of Qualitative Encoding (Coffey & Atkinson, 1996). Based on this, we considered the features observed in the attitudes of supporters and children according to changes in the relationships between both of them. Results The relationships between supporters and children were divided into the following three different phases: [The phase of searching for the relationship of trust: Supporters try to show receptive, empathetic, and protective attitudes, while children express dependence and attacks to test their supporters], [The phase of establishing the relationship of trust: Children begin to trust their supporters and become willing to participate in their activities, and supporters employ modulation in activities while placing restrictions], and [The phase of deepening the relationship of trust: Both supporters and children exchange honest opinions and develop positive activities together]. Conclusion This shows that unlike support activities provided by specialists, non-specialists do not handle deep struggles and conflicts of children in their nature. However, we can say that there is no difference in their support from that provided by specialist when it comes to the restoration of childrens sense of confidence and desire. Normal and remediated Child development Glozman Janna

Psychology Department, Moscow State University (Russia)

The problem of cerebral morphogenesis - anatomic brain development in psycho neurologically healthy children without disturbances of intelligence, speech or sensor functions has been studied relatively recently. The greatest increase in the brain occurs in the first year of life and it is slower after 7 years. Any conclusions derived from neuroimaging studies should be considered in the context of behavioral data, of the ontogenic dynamics in mastering new skills. These new formations have a cultural origin, a dynamic psychological structure, and a dynamic brain (body) organization as well. Neuropsychological method of research is a good indicator of functional state of the brain both in adults

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and in children. It approaches us to understanding the mechanisms underlying its different manifestations at different levels of ontogenic development and identifies also changes in mental development of children caused by early brain lesion. Assuming these theoretical foundations let me pass to the problems of remediation for learning disable children. L.S Vygotsky proved that the education leads development. A remediating education determines development. The remediating education differs from the general one in their aims. The aim of general education is to acquire knowledge, the remediation is aimed to form new functional organs or a new functional system that make possible to perform a mental process. For a learning disable child a remediation must precede the general school education and create a base for future education. New basic functional systems formed during remediation make possible an independent learning by the child in the future. The main task of remediation is to create together with a child the means of compensation and overcoming an underdevelopment of some mental functions, using the "strong" components of mentality to compensate the weak ones. Main principles of neuropsychological remediation will be analyzed in the presentation. The Impact of Quality of Mother - Child Interaction on the Child's Aggressive Behaviour during the Marte Meo Therapy Birzina Estere, Martinsone Baiba

University of Latvia (Latvia)

It is important to notice and prevent externalizing behaviour problems in early childhood. The hypothesis that the modification of mother child interaction would reduce the aggression of a preschool child was tested in an experimental single - case study. The research data were collected through a mother's report of her 5-year old son's behaviour and videotape recordings during natural interactions between the mother and her child. The intervention - Marte Meo therapy - focused on strengthening the mother's capacity for supportive parental behaviour. Aspects for consideration were: teaching the mother emotional communication skills and positive parent - child interaction skills, and asking her to practice them with her child at home each day. The mother was also encouraged and empowered in positive parenting practices. Video recordings were used to show her what the child's needs are and what child's and mother's potentials are. Also, she could to check the areas in which new parent's conduct was having a positive effect on her son's behaviour. Thus, it was possible for the mother to learn through her own success. The study examined changes in the child's aggressive behaviour and mother - child interaction quality before and after participation in an intervention, and after the waiting period. Observations of this parent - child dyad indicated that there was a growth of mother's supportive behaviour and it appears to be related to important changes in the child's aggressive behaviour. After the therapy, the child showed a positive outcome in structured situations, as well as in free play. In reference to the aim of the study, it is found that Marte Meo therapy is effective in changing mother - child interaction patterns and leads to a reduction of the child's aggressive behaviour. A Meta-Analysis of Cognitive-Behavior Therapy in the Treatment of Pediatric Obsessive-Compulsive Disorder Molari Irene, Ogliari Anna, Scaini Simona

Universit Vita Salute San Raffaele (Italy)

Background: In the past years several studies on the effectiveness of pharmacotherapy, mostly SSRI, and psychotherapy, especially CognitiveBehavioral, have been conducted; Cognitive-Behavior Therapy has been found to be largely efficient in the treatment of OCD in pediatric patients. The present study arose from the necessity to quantify the effectiveness of cognitive behavioral therapy, according to growing number of studies published in literature. Methods: Standard meta-analytic procedures were employed to summarize the effects of CBT on obsessive-compulsive symptoms and global functioning/impairment across studies that employed two different designs: pre-post and between-group evaluations. The role of specific moderators such as age, number of sessions was also considered. Results: The Effect Sizes indicated the effectiveness of CBT treatments both in pre-post design (Cohens d = 1.31), and between-group design (Cohens d = 0.87). Conclusions: The meta-analytic results support CBT as effective intervention in reducing OCD symptomatology in pediatric patients. These results suggest the utility of considering CBT in clinical practice as an adequate choice of treatment of pediatric obsessive-compulsive disorder. Evaluating the Effects of Mass Media-Based Materials in Alcohol Prevention: An Experimental Study in Adolescents Mertes Marc, Schiller Eva-Maria

University of Muenster (Germany)

Representative studies have shown that irresponsible alcohol drinking behaviour (especially binge drinking) is wide-spread among German adolescents, resulting in several negative health and social outcomes (BZGA, 2012). As a consequence, many prevention programs have been implemented, but only few of them are evaluated according to scientific standards (e.g. Spaeth, Weichold, Silbereisen & Wiesner, 2010). This study investigated the effectiveness of alcohol-preventive materials (e.g. postcards, posters, billboards) used in a community-based prevention program with regard to adolescents drinking self-efficacy, risk competencies and attitudes towards drinking alcohol. It was hypothesized that being confronted with these materials could improve adolescents drinking self efficacy and foster risk competencies as well as a more critical attitude towards drinking alcohol in general. In a pre-post-test-design alcohol drinking behaviour, drinking self-efficacy, alcohol-related risk competencies, and attitudes towards drinking were measured with a questionnaire in 84 students (52% females; Mage= 15.43). Drinking self-efficacy included situations characterized by social pressure, need for emotional relief and opportunistic drinking (Young, Oei, & Crook, 1991). Students were assigned to a control (n=43) and an intervention group (n=41). The intervention group was confronted with the alcoholpreventive materials, while the control group received materials on environmental issues. Exposure time was five minutes in both groups,

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followed by a 45-minute distraction task before post-test-measures. Post-test-results revealed higher self-efficacy in situations characterized by need for emotional relief and opportunistic drinking only in the intervention group. After the treatment, the intervention group also showed a more critical attitude towards drinking alcohol. Enhancements in risk competencies were only found in males, who reported former binge drinking experiences. Positive short-time effects of alcohol-preventive materials for community-based prevention were found. Implications of these findings for community-based prevention programs will be discussed. Individual Differences in Childrens Interrogative Suggestibility: the effects of Intelligence and Executive Functions Caprin Claudia, Benedan Laura, Floria Daniela

University of Milano-Bicocca (Italy)

In the last decades, there has been increasing interest in the question of childrens ability to testify in legal proceedings. Therefore issues concerning the reliability of testimonials in childhood and factors that may distort them become more important. Among these, interrogative suggestibility plays a key role and the factors that could impact on it have great implications in forensic contexts. The age is the main variable that affects interrogative suggestibility, but also at the same age there are considerable individual differences in childrens vulnerability to suggestive questions. This study investigated the relationship between interrogative suggestibility and cognitive functioning assessed in terms of intelligence and executive functions, in 343 children aged 6-11 years. The form B of the Bicocca Suggestibility Scales was employed. It is a new Italian test for the assessment of interrogative suggestibility with school-age children, which is currently being validated. This test provides measures of Yield, Shift and Total Suggestibility. Furthermore Free and Cued Recall of a story were examined as measures of the amount of the true information recalled by children. To test the cognitive functioning children were administered the Ravens Coloured Progressive Matrices (CPM, Raven, 1996), the Test of Auditory Attention and the Go-No-Go Test of the Italian Battery for ADHD (Marzocchi, Re & Cornoldi, 2010), and the Digit Span Test of the WISC-III (Wechsler, 1991). The results showed that gender was not related with suggestibility while there was an effect of the age, that is younger children were more suggestible than the older ones. Intelligence was negatively associated with Shift and Total Suggestibility and working memory correlated negatively with Shift, instead attention skills were rather independent by suggestibility. Regarding memory performance, both Free and Cued Recall correlated negatively with Shift, while surprisingly Cued Recall was positively associated with Yield. Implications for child testimony are discussed. Preventing delinquent behaviour in adolescents with a peer tutoring program Stupish Svetlana

Belarusian Institute of Law, Minsk (Belarus)

Juvenile criminal offending decreased in Belarus within last years, but adolescent's delinquency is still a very important problem. Often delinquent adolescents show poor academic achievement, have low grades and report various behavior problems. Consequently, they are at risk of failing in vocational training. Academic disadvantage is frequently correlated with low SES and family problems. The main goal of pc4youth project is to reduce negative outcomes of social disadvantage and to enlarge the adolescent's probability for successful transition into professional life. For this purpose the already established and efficiently working program pc4youth - A Peer-Based Program to Improve Learning and Professional Perspectives (A.Grob, 2000) was adapted for and transferred to the Belarusian context. The purpose of present study was to investigate whether future perspectives of delinquent adolescents can be improved by a peer-tutoring program and what practical importance it has for delinquency minimization. Method: The participants acquired basic computer skills in extracurricular voluntary program. The program is based on peer tutoring (each participant instructed by his/her own tutor, who attended the program in a former course as a tutee). At the end of the courses, the tutees passed a criteria-based test that assessed the computer skills. The individual changes on psychosocial variables were assessed prospectively and compared with control group who attended no extracurricular training. Results and Conclusions: The results shows, that advancement in the program hierarchy from tutee to tutor and consultant is accompanied by positive individual changes on ability and psycho-social level. Comparative analysis indicates that adolescents from the intervention group improved their computer skills, future perspectives, self-esteem, achievement motivation and their positive affect. Index of delinquency in the intervention group is decreased essentially compared to control group. Consequently, the results shows, that pc4youth is efficiently for intervention of delinquent behavior in adolescence and improving the adolescents' future perspectives. Therapeutic effects of psychotherapy on 3-6 years old Children living in a residential Childcare facility Martinez Cdric1, Garau Emanuela1,2, Blanchard Caroline2, Lambotte Isabelle1, Caby Jean-Marie2, de Coster Lotta1
1 2

SASPE Reine Astrid, Brussels (Belgium) Universit libre de Bruxelles (Belgium)

Introduction: Research indicates that children with early out-of-home group care experiences show low levels of pretend play, interactive role play, and references to others mental states and suggests that institutional rearing may cause a delay in the development of early representational skills (e.g. theory of mind). Objectives: Given the importance of storytelling in the psychological development of young children and the fact that language and imaginative skills are often poorly developed in children living in an institutional context, the authors have implemented a research-action providing therapeutic group workshops to children with early painful family experiences. Each group is composed of 4 children, aged between 3-6 years old, placed in a residential child care facility. Method: The psychotherapy takes place once a week over a period of time comprised between 1 and 2 years and is given by 2 co-therapists using narrative and imagination related tools such as storytelling, psychodrama and projective techniques. These methods enable young children with relatively undeveloped selfexpression skills to communicate important aspects of their inner experience. In order to assess the outcome of the psychotherapy on the children, the authors propose to study the shifts in the childrens narratives and depictions over the course of the therapeutic workshops.

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Video recording was used as a data collection tool in order to gather verbal and non-verbal data and childrens drawings were also collected (self-portrait drawings, drawings of a house and a person). Results: Data were analyzed in order to highlight the evolution of the narrative processes and discourse characteristics and also to point out the array of defensive and adaptive mechanisms, of childrens self-conceptions and representations of attachment relationships. In the discussion, the authors will also stress the role of the spatial and temporal organization as well as the transitional objects as part of the psychotherapeutic process. Relationship between personality and depression, anxiety in employees with sick leave due to psychiatric disorders Tani Masako

Seishinkai Okehazama Hospital, Kiyosu City (Japan)

Recently, employees with sick leave due to psychiatric disorders have increased in Japan. But the scientific knowledge base about traits for such absences is not enough. The aim of this study was to reveal the personality of sickness absence due to psychiatric disorders, and to reveal relation between personality and depression, anxiety. The subjects were 211 employees with sick leave due to a psychiatric disorder. Personality and depression, anxiety, were assessed with self-report questionnaires ( TCIBDI-IISTAI). The mean ratings of Harm Avoidance, Depression and Anxiety in employees with sick leave were significantly higher than that used in a previous normative study. And the mean rating of Self-Directedness in employees was lower. Harm avoidance scores were significantly positive correlated with Depression and Anxiety scores. Self-Directedness were significantly negative correlated with Depression and Anxiety scores. Self-Transcendence scores were significantly positive correlated with Depression score. Early intervention program after discharge for preterm infants improves parents-infant relationship and infants behavioural and cognitive development Castel Sophie1,2, Beunard Anne1, Blaizot Xavier1, Creveuil Christian, Proia-Lelouey Nadine, Guillois Bernard
1 2

Chu Caen (France) CERREV, Universit Caen (France)

Aims : To investigate the effects of an psychological intervention 18 months post hospital discharge parenting stress and behavioral,cognitive outcomes for premature infants Methods: Randomized, controlled trial; Infants born between 28 and 35 weeks of gestation. 33 infants were randomly assigned to the intervention group (INT) and 32 to the control group (C). Intervention : INT group received bimonthly home visits until 4 months, visits that were followed by monthly psychological sessions in care center until 18 months. Outcomes: parent-infant relationship (PSI-SF), parental mental health (EPDS, perinatal PTSD), behavioral (SCL), cognitive (BLR: Brunet Lzine Rvis) development in infant. Results: The mothers reported PSI-SF scores were significantly lower at 18 months in INT group than in C group (76.97.1 versus 93.414.1) whereas there was no difference at 3 months. PSI-SF scores were similar in fathers. If there were no significant differences in mothers EPDS scores at discharge, at 18 months, however, scores between mothers in the INT group compared with mothers in the C group[(3.72.6 versus 6.25.6 )(p=0.258)] decrease significantly. There was a significant difference at 18 month for EPDS scores in favor of INT group fathers(p=0.005), whereas there was no difference at discharge between the 2 group. There was a significant difference at 18 month for perinatal PTSD scores in favor of INT group mothers(p=0.007). SCL scores were significantly lower at 18 months(p=0.001)and BLR scores were significantly higher at 18 months(p=0.026)of age corrected in the INT group in comparison with C group scores. Conclusions: Our early post discharge intervention program is effective at improving parenting stress, parents-infant relationship, parental health mental, and behavioral, cognitive development in preterm infants.

PE5.6 CULTURE AND LEARNING 09:00-12:30 | H2 Hall Amphiple Self Esteem, Optimisim, Anxiety and Academic Success in High School Gifted Students Beretta Angela, Zanetti Maria Assunta

University of Pavia - Dept. of Humanistic Studies, Section of Psychology, University of Pavia (Italy)
The purpose of this research is to examine the relationship between self esteem, optimism, anxiety and academic success in high school gifted high and low achievers and typical students. While describing some of the specificities of the functioning of the gifted people, some authors (Smith & Carlsson, 1990; Barron, 1963) emphasized that they show lower levels of anxiety. Although most studies have found that anxiety impairs school achievement (Sarason, 1960), the research of Hansen (1977) and Alpert and Haber (1960) has suggested that anxious students may perform better at times than nonanxious students. There is also evidence that, under some circumstances, anxiety may aid performance (Ball, 1995; Hodge et al., 1997). In the perspective of positive psychology (Seligman & Csikszentmihalyi, 2000; Vaillant, 2000; Anolli, 2005; Rumi, 2005) which considers optimism, self-esteem and tolerance with regard to high anxiety basic premises of subjective well-being, the present study wants to investigate if high achievement gifted students should enjoy special protection factors than their non-gifted peers or equally endowed but low achievers. A sample of 401 high school students (mean age= 17.28; SD= 0.9), 189 male (47.1%) and 212 female (52.9%) completed the APM- Set II (Raven, 1962), the Lot-R (Scheier, Carver & Bridges, 1994), the RSES (Rosenberg, 1965) and the STAI Form Y (Spielberg et al., 1983. Their marks

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in school were collected and through the intersection of all data we selected a final sample of 79 high school students (43 male and 36 female) was divided into four groups: 19 gifted high achievers (8 male and 11 female),12 typical students high achievers (4 male and 8 female), 12 gifted low achievers (7 male and 5 female) and 36 typical low achievers (24 male and 12 female). The results indicated that typical students high achievers show higher levels of anxiety than gifted high achievers, gifted low achievers and typical low achievers. No other differences were found. Early Childhood outdoor environments: Risk-taking and physical activity in Play Little Helen

Institute of Early Childhood, Sydney (Australia)

Children need the space for active, spontaneous movement as they consolidate and gain mastery over a range of fundamental movement skills, and it cannot be assumed that this space is available in their home environment. With increasing numbers of children attending early childhood education and care services, these settings provide an important context for supporting motor development and promoting physical activity. Outdoor play provides a context for childrens acquisition and refinement of basic locomotor, stability and manipulative skills. Previous studies have found children who engage in challenging play in natural environments show improved motor and spatial skills. Additionally, through exploratory and risky play children become familiar with their environment, its possibilities and boundaries. Risk-taking in play provides a context for children to learn to assess and master risk situations which is important in the transition from adult-regulated to self-regulated risk-taking. This paper presents data from a survey of 70 Early Childhood Education and Care (ECEC) services in NSW, Australia. The study investigated outdoor play provision in terms of space, resources and planning for physical play. Overall, the results indicate that the participating centres are well resourced to promote physical play and provide a diverse range of experiences that support physical activity and motor development, although vary in terms of opportunities for risk-taking in play. Regulatory restrictions relating to heights, arrangement of gross motor equipment and having insufficient space were identified as factors limiting opportunities for challenging and physically active play. The relationship between EC centres physical play provision and local community level data from the Australian Early Development Index for childrens physical health and wellbeing is also considered in relation to the role ECEC services have in supporting childrens optimal physical wellbeing prior to school entry. Japanese trainee teachers' opinions on the needs and the style of language learning Kuroda Mayumi1, Toda Yuichi2, Yamada Yoko3
1 2

Kyoto University (Japan) Osaka University of Education (Japan) 3 Ritsumeikan University (Japan)

The focus of foreign language activities (FLA) at elementary school level rests mainly in improving childrens communicative competencies. The purpose of lessons lays not only improving communication skills but also in enhancing international understandingMEXT, 2010). Multilingual education may promote international understanding (Fukuda, 2007), and a multilingual project in the U.K. actually promoted better outcomes for teachers and students (Barton, Bragg, & Serratrice, 2007). Therefore, it may be necessary to consider the introduction of multilingual education in FLA in Japan. The purpose of this study is to see how the attitude of trainee teachers toward languages determines their opinions on the style of FLA provided in elementary schools. The participants were 264 student teachers in four universities. The questionnaire was specifically designed to examine; 1) their experience of encountering different cultures (EEC) and learning languages other than English (ELL), 2) the attitude toward necessity of studying foreign languages (N-SFL), and 3) the opinion about FLA (O-FLA) at elementary schools. Factor analysis on N-SFL revealed 2 factors; (a) the necessity of learning English (NLE) and (b) curiosity to various languages (CVL). Factor analysis on O-FLA also yielded 2 factors; (a) the acquisition of English words (AEW) and (b) the experiences of multilingual education (EME). Among these subscales, NLE-AEW and CVL-EME were correlated (r=.34, r=.36, respectively). Two-way ANOVA (EEC*ELL on each of above 4 factors), revealed that EEC had a significant main effect on CVL (F=9.8, p<.01, 2=.04). These results suggest that when English is thought to be necessary, the acquisition of more English words was considered to be desirable in lessons, and the interest in a variety of cultures might lead to multilingual experiences at elementary schools. The difference of these two policies should be recognised when we are trying to improve FLA at elementary schools. Wellness of Children with Specific Learning Disorders : A Pilot Study with the Questionnaire on the School Wellness Parents Version Marzocchi Gian Marco, Tobia Valentina

Dipartimento di Psicologia - University of Milano-Bicocca (Italy)

Some studies reported emotional, behavioural and relational difficulties in children with Specific Learning Difficulties (SLD), associated with a decline in school wellness (e.g. Chitiyo & Wheeler, 2006; Hall, Spruill, & Webster, 2002; Tabassam & Grainger, 2002). Furthermore, childrens difficulties also afflict parents wellness (e.g. Ginieri-Coccossis et al., 2012; Karande, Kumbhare, Kulkarni, & Shah, 2009). In this study the results from the first administration of the Questionnaire on the School Wellness-parents version (QSW-P), are described. The questionnaires internal structure is analyzed using a confirmatory factor analysis, that showed acceptable fit indices. Moreover, the validity analysis showed good psychometric properties of the instrument. The scores from the QSW-P administered to parents whose children have a diagnosis of SLD (n = 164) were compared to questionnaires of parents of children with typical development (n = 59): the two groups showed significant difference in some sub-scales of the questionnaire: parent's emotional experience, evaluation of childs emotional experience, evaluation of childs learning processes and parents-teachers relationship. Analyses run on the SLD group, showed differences in the QSW-P scores based on comorbidity (subscale Evaluation of learning processes) and on taking part in an intervention (subscale Relationship with teachers and school). The results of the QSW-P in relationship with assessment and treatment of children with SLD are discussed.

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Characteristics of gifted vs high achievers in teachers nomination Girdzijauskien Sigita, Gintilien Graina, Butkien Dovil, ukauskait Irena

Vilnius University (Lithuania)

Teachers nomination of children is one of most widespread methods for identifying the academically gifted children, but it is also is one of the most troublesome. This method is considered to be basic element in the process of identifying exceptional pupils. However, teachers are likely to place major emphasis on actual achievement rather than aptitude, which may be masked by underachievement. The aim of this research is to compare the characteristics of children with different level of school achievement and intellectual abilities based on teachers nominations. 95 gifted children were screened from sample 2045 children aged from 13 to 16 years at 95 percentile or higher using Ravens Standard Progressive Matrices Plus. 63 of them were high achievers (high marks in Lithuanian language and/ or Mathematics) and 34 underachievers in the same subjects. The third group consisted of 373 high achievers with average intellectual ability. The children were nominated according the characteristics of gifted children by three main subject teachers. Teachers indicate the characteristics of gifted high achievers as follows: excellent reasoning skills, learns very quickly and easily, intense interests, advanced vocabulary, provides ingenious answers to questions and has large fund of information. Typical characteristics of non gifted high achievers as well as gifted high achievers were: curiosity, setting own goals, unusual and vivid imagination, intense involvement in preferred area and high energy level. However gifted underachievers received very few nominations. Teachers perception towards gifted children depends on their school performance. The understanding of Socioeconomic and Financial concepts in primary, secondary and high School Mexican students: possible application to School curricula Diez-Martinez Evelyn, Ochoa Azucena, Cervantes Gabriela

Faculty of Psychology, Universidad Autonoma de Queretaro (Mexico)

The development of ideas about the functioning of socioeconomic institutions, has received less attention compared with research on moral ideas, or social conventions and interpersonal relations. Depending on the theoretical or practical interest of researchers the development of socioeconomic thought has been considered as, economic knowledge, economic socialization, or in education, what is undertaken as economic literacy. What is special about economic understanding is that it forms the basis of the understanding of power in society, and the concepts a child develops are therefore of concern to educationalists and politicians. These initial categorizations that children establish become an evident aspect of their understanding of specific social practices and social relations. Mexican primary, secondary and high school curricula do not include any systematic socioeconomic or financial education. Hence it does become difficult for adolescents to understand these types of concepts that are important in the comprehension of socioeconomic organization of actual societies, and which they are supposed to grasp in every day life situations. In order to provide research data about levels of comprehension of adolescents of these topics, so that it can eventually be considered by authorities that produce school curricula, it was decided to develop a study with a sample of 240 adolescents between 12 and 16 years of age from middle and low class socioeconomic contexts, who were presented with a questionnaire that included themes related to knowledge about saving, some banking functions, public and private services and goods occupations and earnings, supply and demand, and economic sectors. Results show that the majority of subjects have a poor understanding of the socioeconomic concepts involved in the questionnaire, though a certain development trend is present and differences appear related to socioeconomic contexts. Data are discussed in terms of levels of comprehension and possible application to school curricula.

Individual factors mediating weather-related knowledge development Malleus Elina, Kikas Eve

Tallinn University (Estonia)

The development of ideas about the functioning of socioeconomic institutions, has received less attention compared with research on moral ideas, or social conventions and interpersonal relations. Depending on the theoretical or practical interest of researchers the development of socioeconomic thought has been considered as, economic knowledge, economic socialization, or in education, what is undertaken as economic literacy. What is special about economic understanding is that it forms the basis of the understanding of power in society, and the concepts a child develops are therefore of concern to educationalists and politicians. These initial categorizations that children establish become an evident aspect of their understanding of specific social practices and social relations. Mexican primary, secondary and high school curricula do not include any systematic socioeconomic or financial education. Hence it does become difficult for adolescents to understand these types of concepts that are important in the comprehension of socioeconomic organization of actual societies, and which they are supposed to grasp in every day life situations. In order to provide research data about levels of comprehension of adolescents of these topics, so that it can eventually be considered by authorities that produce school curricula, it was decided to develop a study with a sample of 240 adolescents between 12 and 16 years of age from middle and low class socioeconomic contexts, who were presented with a questionnaire that included themes related to knowledge about saving, some banking functions, public and private services and goods occupations and earnings, supply and demand, and economic sectors. Results show that the majority of subjects have a poor understanding of the socioeconomic concepts involved in the questionnaire, though a certain development trend is present and differences appear related to socioeconomic contexts. Data are discussed in terms of levels of comprehension and possible application to school curricula.

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Dynamic Stability of Psychosocial Adaptation During Early Childhood Arnouil Edith, Vincent Chlo, Strayer Francis

Universit Bordeaux Segalen (France)

From a co-constructionist perspective, adults and peers in the preschool setting assume active roles as "significant others" in shaping children's social adaptation. As social partners acquire increasing knowledge about particular children, they constrain their modes of adaptation in the immediate setting (Bonnet & Strayer, 2000). We hypothesized that such psychosocial adjustment is best understood as a punctual adaptation rather than an enduring behavioral style. This study examined participant observation of psychosocial adaptation on five occasions during a three-year period. Analysis of early social adjustment of 72 children (mean age = 48 mo.) entailed a multivariate approach to classifying profiles of social adaptation based upon fifteen behavioral measures. Hierarchical classification techniques (comparing academic skills, social competence, self-assertion, aggression, anxiety and social withdrawal) revealed five distinct social styles in each assessment. Dominant, Friendly, and Timid, children appeared adjusted in the preschool setting. In contrast, Turbulent and Withdrawn children seemed at risk for internalized or externalized problems. Longitudinal comparisons of patterns of adjustment revealed stability in modes of adaptation for well-adjusted children, but dynamic change for those at risk. Analyses of seasonal transitions indicated differing constraints on individual adjustment that depended upon the preceding mode of adaptation. In all session, the large majority of children were classified as well adjusted. Instability among these children was due exclusively to children classified as Friendly or Timid. In contrast, both Withdrawn and Turbulent children changed modes of adaptation, especially when moving from one classroom to the next. Findings indicate that teacher descriptions of social adjustment provide information about punctual adaptation in the preschool setting. Results suggest that the social ecology of early playgroups provides both opportunities and constraints that differentially shape individual trajectories of social development. Theoretically, such information offers insights about developmental processes that complement family and cultural constraints on early social adaptation.

Cognitive Correlates of Childrens Spelling Proficiency Berg Derek

Queen's University, Kingston (Canada)

Writing proficiency is facilitated through sub-processes related to translating, planning, and reviewing (e.g., Berninger et al., 1995). Embedded within the translating subprocess is spelling. Spelling proficiency is supported through phonologically-associated processes such as naming letters (Savage et al., 2008) and through detection and recall of orthographic pattern utilizing functions associated with working memory (Service & Turpeinen, 2001). With a group of 96 children (mean age 10 years, 1 month), the present study sought to expand upon these relationships with specific attention upon three purposes. First, do articulation rate and short-term memory contribute to spelling in the presence of naming speed. Second, do naming speed, articulation rate, and short-term memory negate the contribution of working memory to spelling. Third, with a bifurcation of working memory into verbal and visual-spatial functions, does visual-spatial working memory emerge as a significant contributor to spelling. With respect to the first purpose, articulation rate failed to contribute additional variance in spelling after accounting for naming speed (R2=.34); however, short-memory emerged as a significant contributor (R2=12). Findings for the second purpose indicated that, while visual-spatial working memory contributed significant individual variance to spelling (R2=.18), this contribution was eliminated after controlling for naming speed. Successive regression models that included individual and cumulative contributions of naming speed, short-term memory, and verbal working memory revealed that verbal working memory (R2=.05) remained a significant contributor to spelling proficiency in the presence of the other two cognitive functions. The full model accounted for 53% of the variance in childrens spelling. Results suggest that while both lower order and higher order cognitive function are activated when children engage spelling activities, a full explanation of the cognitive correlates of spelling awaits clarification. In light of studies in reading comprehension (Cutting et al., 2009), executive functioning provides a fruitful avenue for future research. Perceived Classroom and Parental Support as Predictors of Achievement in Middle School: The Moderating Effect of Grade Level Gherasim Loredana Ruxandra, Butnaru Simona

Alexandru Ioan Cuza University (Romania)

This study explored the changes in perceived parental, teacher and peer support during early adolescence, and their impact on student achievement across middle school years. In the first semester, 402 students from fifth to eighth grade (M=11.91, SD=1.27; 210 girls, 192 boys; 97 fifth graders, 101 sixth graders, 99 seventh graders and 105 eighth graders) reported their perception of parental, teacher and peer support. The achievement was measured at the end of the second semester, as average grades in Maths, Romanian and English. Results indicated a significant effect of grade level on adolescents perception of parents, teacher and peer support. Regression analyses indicated that parental, teacher and peer support interacted in predicting the achievement, and that these interactions were moderated by the grade level. Educational implications of these resultparental support, classroom support, grade differencess are discussed.

Motivational factors and Successful Completion of Vocational School Mtt Sami

Niilo Mki Institute, University of Jyvskyl (Finland)

Lack of motivation is one of the main reasons given when secondary school students have difficulties staying in school. Most of drop-outs during secondary schooling in Finland occur in vocational schools. This study investigates the role of motivational factors at the beginning of schooling, such as achievement strategies and self-determination, on influencing the completion of Vocational school. We are also interested

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in the role of learning difficulties and well-being factors, such as school burnout and depression, as covariates of motivational factors. The participants are approximately 2000 students from Jyvskyl Educational Consortium in Finland. The students motivation, learning difficulties, well-being, background and peer affiliations were measured at the beginning of the first school year, and school completin and drop-out data is provided by the school. This study is a part of Motivoimaa-project, funded by European Social Fund and Finnish National Board of Education. The analyses are in progress. Results: 80 neonates were assessed with the NBAS (51 control offspring, 29 case offspring). Non-parametric tests were performed for the analyses. Compared with control offspring, case offspring were less alert (z=2.14, p=.03) less responsive to animate Effects of classroom goal structures and personal Achievement goals on academic Achievement in Japanese students. Motoyuki Nakaya1, Takafumi Wakita2, Takatoyo Umemoto1
1 2

Nagoya University (Japan) Kansai University (Japan)

This study examined the effects of classroom goal structures, and student personal achievement goals on academic achievement in Japanese junior high school students. Student learning activities and performance are affected by academic and social contexts in the classroom (e.g. Brophy, 2004; Ryan & Ladd, 2012). Therefore, classroom achievement goals structures have important role for students academic achievement. Also, student personal achievement goal have meaningful effect on student learning(Elliot & Dweck, 2008). However, only few studies have examined about the interactive effect of classroom goals structures and personal achievement goals on learning performance, so it is needed to examine the interactive effects of classrooms and student personal goals on academic achievement. This study is aim to reveal that the interactive effect of classroom structures and student goals on learning strategies and academic motivation. METHOD Participants: One hundred and forty two junior high school student in Japan. This survey was administered in October to November at 2012. Questionnaires: Three questionnaires were constructed from MSLQ( A manual of the use of Motivated Strategies for Learning Questionnaire; Pintrich, P, Smith, D., Garcia, T, & McKeachie, 1991).(1) Classroom goal structures; Classroom mastery goal(9 items) and Classroom performance approach goal(9 items). (2) Personal achievement goals: personal mastery goal(5 items), personal performance approach goal(5 items), and personal performance avoidance goal(5 items). (3) Learning strategies Cognitive learning strategies(3 items) and Metacognitive learning strategies(3 items). (4) Academic motivation; Intrinsic interest(3 items) and self efficacy(3 items). RESULTS Correlational analysis revealed that classroom mastery goal structure and personal goal influenced positively on student cognitive and metacognitive learning strategies. Futhermore, both learning strategies were significant effect on interest for learn and self efficacy. A safer way to participate ? Online and real-world civic engagement among ethnic minority youth Serek Jan

Masaryk University, Brno (Czech Republic)

Recently, the impact of the Internet on youth civic development has been a subject of academic research and debate (e.g., Bennett, 2008; Loader, 2007). In this context, the attention has been paid also to young people from ethnic minorities who face negative attitudes from the majority society (e.g., Seif, 2011). We build on the assumption that civically engaged minority youth is at a higher risk of being affected by prejudice and discrimination (compared to non-engaged minority youth) and, consequently, that these young people can adopt less favorable views of the society. In this paper, we argue that although these outcomes might be associated with civic engagement in the real world, they are not necessarily associated with civic engagement on the Internet. In order to support this argument, a cross-sectional questionnaire-based data from 1,195 participants (aged 15-28; 31 % from ethnic minorities) and a focus group data from 89 participants (aged 16-26; 67 % from ethnic minorities), collected in the Czech Republic in 2010-2011, were examined. First, two clustering methods (cluster analysis, latent class analysis) revealed that young people can be classified into three categories, based on their civic engagement: generally low engagement, only online engagement, and both online and real-world engagement. Second, it was found that only online engagement was associated with different outcomes than both online and real-world engagement. Specifically, young people from ethnic minorities who were engaged only online held more favorable and optimistic views of the society than those who were engaged also in the real world. Based on these results, we discuss whether new media can provide disadvantaged youth a safer environment for their civic participation, compared to realworld, in which they can face prejudice and discrimination more often.

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PE5.8 LANGUAGE & COMMUNICATION 09:00-12:30 | H1 Hall Amphiple Theory of mind and production of insincere communicative acts in 2.5 to 8.5 year-olds Angeleri Romina, Airenti Gabriella

Center for Cognitive Science, Dept. of Psychology, University of Torino (Italy)

This study aimed to investigate the extent to which theory of mind (ToM) is linked to the use of insincere communicative acts in children aged from 2.5 to 8.5 years. The experimental protocol consisted of 16 short stories; the experimenter told each story to the children, showing at the same time a sequence of three vignettes illustrating the main elements in the story. In each story two characters were engaged in a communicative interaction; at the ending, one character asked something to her/his partner: the children were requested to answer in assuming the partners perspective. There were 4 different types of stories: 1. Standard, representing simple situations where sincerity was expected 2. Fantasy, in which children were expected to adhere to the fantasy/pretend communicative context 3. Deceit, in which children were expected to produce insincere communicative acts 3. Politeness, in which sincerity suspension was expected for politeness purposes. Additionally, children were presented with first and second order ToM tasks, and with the Peabody Test (PPVT-R). The tasks were administered to 120 children. Results. The use of insincerity in standard stories was similar to that in fantasy stories (t = 3.2; p = .1). The results showed a trend of increasing difficulty in the stories, from standard and fantasy stories, to deceit and politeness (Anova: F = 18.32; p < .0001). ToM scores were significantly correlated with childrens scores on pragmatic tasks (r = .32; p = .03), even if its role was not predictive, as shown by different regression models (p > .05). Conclusions. The ToM abilities are related to the use of insincerity, but they have not independent effect on childrens performance, i.e., the correlation between ToM and pragmatic scores was spurious, mediated by shared effects of chronological age and language on ToM and pragmatic skills. Multifaceted analysis of deaf Childrens language development in their School years in Japan: Orthographic knowledge, vocabulary, grammar, and pragmatics Takahashi Noboru

Osaka Kyoiku University, Kashiwara (Japan)

A total of 189 deaf children between the ages of 6 and 18 were tested in their language abilities, using ATLAN (adaptive tests for language abilities), which was developed by the authors (Takahashi & Nakamura, 2009; Takahashi, Otomo, & Nakamura, 2012). ATLAN, which is based on the item response theory, are presently composed of four subscales: orthographic knowledge, vocabulary, grammar, and pragmatics. The results revealed extremely characteristic profiles in their language development. First, they were at an average level about orthographic knowledge, which was assessed by reading kanji, one of Japanese orthographic systems. While there are more than 2,000 kanji characters in everyday use in Japanese, which are taught in school, deaf children adequately learn them. Second, their vocabulary was left behind one or more years from the average; language input from environment, aurally or visually, seems not enough for them. Third, their grammatical knowledge, which was assessed by the adequate use of functional words and closed class words (e.g., anaphora, deixis, and so on), was severely impaired. Even high school students were at the lower grades level of elementary school. There may be several reasons for the results: the acquisition of grammatical knowledge needs to the processing of audio-temporal information, which is very difficult for deaf children. And forth, as for pragmatics, they revealed the weakness of flexible use of contextual information in verbal communication, whereas they could understand idiomatic phrases not literally. The influences of insufficient language input would be different in different aspects of their language abilities. Children under three years olds looking behaviours in their peer interactions in terms of their social and cognitive development Ohtake Noubko1, Hoshi-Watanabe Miwako2
1 2

Tamagawa University (Japan) Nagoya University of Arts (Japan)

This study investigated when children under three years old look at others and the objects in peer interactions in day care centers in terms of their social and cognitive development. The children of 0-1 and 1-2 year old classes in 5 day care centers were observed and video recorded for 1-3 hours a day, once a week or biweekly during 4 to 12 months in naturalistic settings. The participants were from 2 to 35 months old. The episodes of two children which included at least one of the following conducts were extracted; behavior directed to the other, response to the others behavior, behavior that was not directed to the other but affected him/her immediately and behavior that was affected by the other. In these episodes looking behaviors, including gazing, watching and staring, which were directed to the others faces and behaviors as well as to others toys were analyzed. The results showed that: (1) Gazing the others face emerged in the first few months of their life. It suggested childs early interest in the other. (2) But during the first several months when two children have conflicts over the toys they did not look at the rival who held the toys. Their gazing was directed solely to the toys. They did not seem to be aware of the other child as an agent. (3) In the second year children tended to look at the other childs face when they gave him/her a toy or took his/her toy or imitated the other childs behavior. They became aware of the other child as an agent and his/her intention or shared their interest. (4)In the third year children became more adaptive to the others behavior in cooperative or competitive play with paying visual attention to the others and inferring the others intention.

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Pragmatic development of Japanese School-age Children: Requests depend on awareness of interpersonal relationship Imai Tomoko, Hatano Etsuko

Shirayuri College, Graduate School (Japan)

The purpose of this study is to investigate how children express their request speech act in an eraser borrowing/returning task to a classmate depending on their classmates relationship (positive, neutral, or negative). Direct-indirect expressions were collected through 162 one-to-one interviews with elementary schoolchildren (grades 1, 2, 4, and 6 [aged 6-12]) in Tokyo. The results were categorized according to gender and grade, and scored based on the following three perspectives: (1) relationship, (2) situation, and (3) interpersonal consideration for harmony. The higher the grade was, the more the total score average was. The higher grade children expressed more complex and indirect requests. For positive classmates, in 6th grade they used the expressions significantly considering their interpersonal relationship for harmony. For negative classmates, in the 4th and 6th grades, the girls got higher scores than the boys significantly, which means they used more polite words to show consideration for their feelings, while the boys tended to use such words not for negative but for positive classmates. This suggests that the expressions they use (politeness, verbs used, giving reasons, etc.) and why they choose them may depend on gender. For neutral classmates, the girls got higher scores on their relationship perspective and used more indirect expressions compared to the boys, which suggest they are more sensitive to neutral classmates because of unfamiliarity, and then express it as indirectness. Language usage changed depending on interpersonal awareness, grade, and gender. It suggests that pragmatic development changes communication method with their pragmatic knowledge, especially peer relationship, cognitive situation, and interpersonal consideration. These findings may be expected to be useful for any social support for children with pragmatic problems at school, or any social understanding within different languages and cultures. Pragmatic differences in female autism and the BAP; Are there gender differences in pragmatic language features in autism? Dillon Emily

Trinity College Dublin (Ireland)

Autism is a developmental disorder affecting social, language and behavior domains with strong evidence for an underlying genetic cause or causes. As such, traits associated with autism have been found to be more likely in family members of people with autism. A trait of particular interest is that of pragmatic language, which requires an individual to use language to communicate effectively, combining both social and language skills affected by autism. Family members of people with autism have also shown impairments when compared to the general population on the Pragmatic Rating Scale (PRS) (Landa, 1991). The subtle nature of pragmatics provides a sensitive measure for the sub clinical traits of autism as they may be expressed in family members. There is a strong gender bias in autism, with one female diagnosed for every 4 males. However, this gender pattern has not been observed in the expression of autism related features in the family members of individuals with autism, with many studies finding both male and female relations to be equally likely to display the Broad Autism Phenotype (BAP). Previous studies into family pragmatic traits have looked at samples with all, or primarily all, boys with autism. Girls with autism may show a different pattern of association with parental features, and may therefore be able to provide the missing information as to the inheritance and family patterns. Rates of diagnosis of girls with autism may be low, or cases may be overlooked due to a unique phenotype from the more recognizable male ASD. For these reasons, this study aims to explore the gender differences of language pragmatics in female autism and the relationship between these features and family member traits. We expect strong gender differences to emerge and to find support for previously undocumented associations between mothers and their daughters with autism. Language Performance in Children and Postpartum Depression : A Comparison between Measurements Taken during the Puerperium and at 36 Months Brocchi Beatriz, Bussab Vera

University of So Paulo (Brazil)

The objective of this research is to analyze the influence of postpartum depression, as assessed during the puerperium and at 36 months, on the language development of children. Method: Analysis of ninety five mothers and 3-year-old children from the project that follows dyads served by the public healthcare system since gestation, in So Paulo. 32,3% of participating mothers presented indications of PPD at the puerperium and 28,7% at 36 months, as assessed by the Edinburgh Postnatal Depression Scale, (Cox, Holden and Sagovsky,1987; validated by Santos, Martins and Pasquali, 1999). An analysis of the pragmatic aspects of child language development was conducted (Fernandes, 2000) through 15-minute videos of free play with the mother, based on information gathered since birth. The results were evaluated based on the total number of communicative acts performed during the interaction; communicative acts performed by the children; and the most frequently utilized communicative means (vocal, verbal, and gestural). A similarity was observed between the two measurements of depression, with most children from both groups presenting below-average performance for their age group. However, depressed-mother dyads interacted more and their children utilized more communicative means to express themselves than the children in the other group. In regards to the socioaffective upbringing variables, children performed better when their mothers did not work outside the home and, in the groups with PPD, when they had social support. A difference was noted, however, in regards to daycare. In both measurements, children with no PPD performed better when they were not enrolled in daycare, which is the same result observed in the group with PPD during the puerperium. Children of the PPD at 36 months group, in turn, performed better when they were enrolled in daycare. The data suggest a complex interaction of factors influencing child language development, and confirm the maternal influence on this process, even when presenting depressive symptoms.

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Eye-Gaze Responses of Hearing-Impaired Children to Picture Cards and the Face of the Speaker Nishioka Michiko, Imai-Matsumura Kyoko

Hyogo University of Teacher Education (Japan)

As hearing-impaired children have difficulties listening to language, their development of language is delayed. Studies about eye gaze responses in hearing-impaired people are sparse, although there have been studies of gazes to faces in deaf people (McCullough & Emmorey, 1997; Watanabe et al., 2011). When hearing-impaired children learn words, visually supported picture cards are often used; a teacher would show a picture card beside her/his face and say the word about the picture. In this study, we investigated how hearing-impaired children gaze at a picture card and a speakers eyes and mouth by using an eye-tracker. The sample comprised 20 hearing-impaired children (35-year-olds) whose parents consented to their participation. The childrens average hearing ability was 88 dB (range: 54126 dB). Eleven of the children speak vocally while the other 9 children communicate via sign language in addition to voice. We created 5 types of video clips, each lasting 5 s. In each video clip, a teacher turned to the front, showed a picture card to the left of her face, and spoke the word about the picture twice. All the children were familiar with 3 of the cards but did not know the other 2 cards. The 5 video clips were displayed on the monitor of an eye tracker system (Tobii T60). The children were instructed to watch the monitor and their gazes were individually measured with the eye tracker system. The children tended to gaze longer at the mouth with familiar picture cards. These results suggest that children try to learn language from mouth movements. On the other hand, children gazed more at unfamiliar pictures, suggesting that they might be trying to understand the picture.

INVITED SYMPOSIUM

IS8 MENTALIZING IN LIFE TRANSITIONS

Chair: Ayala Borghini University of Lausanne (Switzerland) Disscussant: Martin Debban University of Geneva (Switzerland)

13:30-15:00 | Room A Amphiple

Mentalizing refers to a form of imaginative mental activity that enables us to perceive and interpret human behaviour in terms of intentional mental states. Disruptions of this multifaceted process have been argued to underlie core features of psychopathologies such as borderline personality disorder (BPD) and to be linked with dissociative and/or posttraumatic symptoms after a highly stressful event. Affective and cognitive Mentalizing facets are developmental Achievements that continue to improve between adolescence and young adulthood. Transition to parenthood may be also considered as one of the most important developmental stage meaning that the adults go through a major life adjustment that can affect Mentalizing processes. The main purpose of this symposium is to present a variety of mentalization assessments during transition stages of life such as adolescence or parenthood, particularly when adverse events occurred. The influence of psychopathology as well as environmental features on the Mentalizing processes and difficulties will be discussed. Shifts of mentalization in clinical sample during an Attachment interview Kapp-Joel Carole

University of Lausanne (Switzerland)

Mentalization processes are known to be associated with attachment quality. Particularly, secure children and adults display more mentalized interview than insecure. But, little is known about mentalization processes in insecure children, above all when disorganization of the attachment system is observed. In clinical samples, where disorganization is overrepresented, mentalization is clearly affected but the processes are partially described. Works on borderline adults as well as on adolescents have highlighted the lack of reflective function, which is the operational way to detect mentalization. For instance, they may display varying levels of the capacity to refer to mental states (namely all internal mental experience such as feelings, thoughts, beliefs, desires, intentions); however, it is the linking of mental states to behavior or mental states to mental states that is cruelly lacking. Moreover, clear and compelling statements about what and why another person will think or feel about something, someone or about the self, are quasi inexistent. The present study is interested in that point: how are the mentalization processes in children presenting psychopathological difficulties. Twenty clinical participants (aged 8-12) are compared to 23 controls according to their mentalization capacities during an attachment interview. First results show that shifts between mentalized and nonmentalized moments of the interview are characteristic of clinical children interviews.

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Cognitive and affective Mentalizing capacities from early adolescence to young adulthood in relation to borderline traits Badoud Deborah

University of Geneva (Switzerland)

The purposes of this study are to examine how cognitive and affective facets of mentalizing evolve from early adolescence to adulthood and how they differ with regard to level of borderline traits. 284 community participants (178 females), aged between 12 and 25 years were divided in six age groups - Adolescent I (12-13.9), Adolescent II (15 16.9), Adolescent III (17 18.9), Young adults I (19 20.9), Young adults II (21 22.9), Young adults III (23 24.9). They underwent a protocol encompassing a computerized task of theory of mind (TOM) and the Basic Empathy Scale (BES; cognitive/affective subscales) as proxy measures of mentalizing together with the Borderline Personality Inventory, evaluating the affectivity/identity disturbance, interpersonal instability, dissociation/psychotic, impulsivity and narcissism dimensions of BPD. Our results first reveal that theory of mind and cognitive as well as affective empathy improve between adolescence and young adulthood. Second, with regard to effect of borderline dimensions on mentalizing capacities, participants with high scores of dissociation/psychotic or instable relationships tend to have poorer TOM (p<.05) while those with high level of affectivity/identity disturbances exhibited lower affective empathy (p<.05). Finally, an interaction between age and narcissism as well as impulsivity borderline traits were observed on the level of TOM (p<.01) and empathy capacities (p<.05) respectively. On the one hand, this research supports and extends previous results showing that affective and cognitive mentalizing facets are developmental achievements that continue to improve between adolescence and young adulthood. On the other hand, it also emphasizes that cognitive and affective mentalizing capacities are influenced by borderline proneness, in a way that may change according to the developmental stage. Mentalizing and antisocial behaviors in a sample of youth offenders Debban Martin

University of Geneva (Switzerland)

Holding mind in mind represents a development achievement that sustains our propensity to act in a prosocial way and restrain impulsive behaviours. Indeed, converging lines of developmental research suggest that antisocial manifestations may stem from disruptions mentalizing processes. The main purpose of this study is to investigate in particular self/other and cognitive/affective facets of mentalizing capacities in a sample of youth delinquent, together with level of psychopathic traits as well as cognitive (verbal and visuo-spatial) and interpersonal (attachment, history of trauma and degree of affect expression) functioning. Thirty-three male youth offenders matched for age with 33 community adolescents participated in this study. Youth offenders have been arrested for aggression, robbery or dealing drugs. The onset age of difficulties range from 7 to 15. At the time of the evaluation, most of them suffer from axis I disorders, most often conduct disorder and alcohol/drug addiction. Group comparisons revealed that youth offenders have higher degree of psychopathic traits and report more history of trauma and anxious attachment. Moreover, they exhibit a lower level of cognitive functioning; affective empathy and other mentalizing together with a lower degree of affect expression in their family. This study supports previous researches showing that, compared to community adolescents, youth delinquents display unspecific characteristics (higher history of trauma, insecure attachment and cognitive impairments) and more distinctive features (lower others mentalizing and affective empathy). Further researches may favour an extensive investigation of the role played by self/other mentalizing in delinquency, which considers the heterogeneity of antisocial acts, including their object (people vs property) and their nature (reactive vs proactive). Parents posttraumatic symptoms after a premature birth and mentalizing processes in their Children 11 years after the event Borghini Ayala

University of Lausanne (Switzerland)

Mentalizing difficulties have been linked to early adverse events as well as traumatic situations. A premature birth may combine these two characteristics. The present study aimed to investigate the influence of a premature birth, and particularly the posttraumatic symptoms presented by the parent few months after the birth, on the mentalizing processes of their children. The sample consisted of 36 mothers of preterm infants born <33 weeks gestational age, and 23 mothers of full term infants (control). Posttraumatic symptoms have been measured 18 months after the birth trough the PPQ (Perinatal Posttraumatic Stress Questionnaire). Attachment representations, narratives competencies and mentalizing processes have been measured by the Children Attachment Interview (CAI) and the CAME (Cartes pour lvaluation de lAttachement et de la Mentalisation chez lEnfant) 11 years after the birth. Preliminary results show that mentalizing difficulties as well as attachment insecurity are linked to the maternal characteristics such as early attachment representations and posttraumatic stress symptoms related to prematurity.

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SYMPOSIA
SY8.1 Attachment in Children at risk - the impact of family contexts, parents' Attachment representations, and Child problems 13:30-15:00 | Room B Amphiple Chair : Gabriele Gloger-Tippelt

University Hospital of Ulm, Dept. of Child and Adolescent Psychiatry and Psychotherapy (Germany) Co-Chair : Ute Ziegenhain Universittsklinikum Ulm (Germany) Disscussant: Karine Verschueren University of Leuven, Faculty of Psychology and Educational Sciences (Belgium)

Risk factors in the family either on the childs or the parents side have an impact on family dynamics and are associated with characteristics of the parent-child-relationship. The quality of the parent-child relationship can be described best by secure, insecure (avoidant; ambivalent) or highly insecure (disorganized) attachments, as assessed in younger childrens attachment behavior, in middle childhood by attachment narratives, and by parents attachment representations. This symposium will present new results to mainly three research questions: What is the status of attachment in children with former experiences of neglect and maltreatment who currently live in a new foster or adoptive family? How does the attachment relationship change over time, either in foster children or in community samples? Do attachment representations of parents matter for the attachment qualities in children at risk? The symposium brings together four research groups, two from Germany, one from Italy and one from Belgium. The first two studies focus on maltreated and neglected children. The first German study (Nowacki et al.) analyses both attachment behavior and attachment representations in a sample of foster children during the first year of placement and explores the role of parents attachment representations. The Italian study (Ongari & Tomasi) assesses the attachment representations in three samples of children at risk: in institutionalized, in fostered children, and in adoptees. The second German study (Gloger-Tippelt et al.) compares attachment representations in boys with two forms of clinical diagnoses of ADHD with boys from a control group and their mothers attachment representations. The Belgium study (Stivenart & Roskam) explores the development of attachment representations in a community sample and the role of different moderating factors on attachment security and disorganization. The discussant (Verschueren) reflects on methodological and conceptual issues related to the studies and elaborate conclusions for interventions. Attachment Narratives in Foster Children: The influence of foster parents' state of mind and behavior Nowacki Katja

University of applied sciences and arts Dortmund, Faculty of applied social science (Germany)

Children who have experienced maltreatment and neglect in their biological families are often placed into new homes. In the German child welfare system, long-term foster family placements are quite common, especially since adoption rates are rather low (Federal Statistical Office Germany, 2010). Due to early adversity and disruptions in caregiving, foster children are at risk for developing a variety of emotional and behavioral problems, especially attachment problems (van den Dries et al., 2009). However, there is emerging evidence indicating that quality of caregiving conditions in foster homes may positively influence childrens development (Dozier et al., 2001 & 2006; Oosterman & Schuengel, 2008). However, scant attention has been paid to foster children entering foster care beyond the first year of life. In a current German longitudinal study, 55 children placed between 12 and 72 months of age have been assessed three times during their first year of placement. Childrens attachment behavior was measured using a home observation (Attachment Q-Set, Waters & Deane, 1985). The attachment representation of the children, being older than 36 months of age was examined using the Story Stem Completion Task (Page & Bretherton, 1995). Foster parents internal working model regarding attachment and caregiver sensitivity and stimulation of cognitive development were coded on the basis of the Adult Attachment Interview (George, Kaplan, & Main, 1984, 1985, 1996) and a standardized home observation (free play and semistructured interaction, see NICHD Early Child Care Research Network, 1999, 2003). Preliminary findings are going to be presented. First results indicate that attachment security increased both on behavioral and representational level during the first months of placement. Still running analyses will reveal how the foster parents attachment representation and behavior contribute to changes in childrens attachment security. This may facilitate the development of interventions designed to improve attachment development among foster children. Attachment Narratives in adopted, fostered and institutionalized children Ongari Barbara

University of Trento, Dipartimento di Scienze e Sociali (Italy)

Play narratives are a useful tool for assessing the inner world of children during middle childhood, in particular for children with psycho-social risks. Research results have shown that the formal aspects and the contents of the attachment narratives of maltreated, abused or severely deprived children are characterized by negative portrays of themselves and of their parents. They are often unable to present a resolution, remaining often conflictual, maximizing the anxiety connected to the topics and interacting with the examiner in an unresponsive or controlling way. In institutionalized children attachment representations have been demonstrated as more insecure and disorganized, often associated with social withdrawal or externalizing and aggressive behaviors. An exploratory study analyzed the quality of the attachment representations of the relationships with the caregivers in three groups of emotionally neglected and maltreated children, aged 3-9 years, actually placed outside their primary dysfunctional families. 23 have been late internationally adopted, 10 were placed in foster families, while other 10 are temporary hosted in a residential community, waiting for further placements from a decision of the court. The Attachment Story Completion Task, ASCT, has been used as a standardized diagnostic tool for

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evaluating their present prevalent attachment patterns and their narrative competence. Our aim was to understand their modalities for processing their previous experiences of violence and deprivation, as they are now living inside more protective relational contexts. According to attachment literature, we hypothesized that the institutionalized children show more disorganized attachment patterns, while adoption as well as foster placement could have acted as protective interventions. Furthermore, we expect that the narratives of institutionalized children and the ones of the fostered children will depict more incoherent and confused family relations than the adoptees, because for these children maintaining contact with the biological parents represents a continuous source of negative emotions. Attachment representations in mothers and sons with clinical diagnoses of ADHD Gloger-Tippelt Gabriele

University Hospital of Ulm, Department of Child and Adolescent Psychiatry and Psychotherapy (Germany)
ADHD is the most frequent disorder in boys during childhood, with the less severe group of Disturbance of activity and attention (F90.0) and the group of Hyperkinetic conduct disorder (F90.1), when children in addition show oppositional disobedient behavior. The behavior problems associated with this diagnoses stress family life and mother-child relationship and are supposed to be related to concurrent attachment of the child. Also the more stable attachment representations of the mother may influence the childs attachment. This study examines the role of attachment representations of both mothers and sons as related to psychopathological aspects. A sample of 50 boys treated in a child and adolescent psychiatry unit for either diagnoses of F 90.0 or F 90.1 were compared to a control group of 38 boys from a community sample with respect to their attachment narratives using the German Attachment Story Completion task (ASCT, GlogerTippelt & Koenig, 2009). This method provides a classification of the four attachment groups as well as a dimensional security score. The mothers of the clinical sample participated in the Adult Attachment Interview (AAI). Classifications for mothers and children were done by independent and reliable coders blind for the group membership. Results show no differences between the attachment classifications (fourfold and twofold) of the two clinical groups of boys, but both clinical groups differ from the control group with a statistical trend showing more D classifications. The association between mothers AAIclassification and their sons classification of attachment narratives will be explored as well as further questions of transgenerational links between psychopathology (attention deficit of sons and affective disorders of mothers). Results will contribute to the understanding of family dynamics and attachment representations in this particular clinical group and offer perspectives for more specific attachment based interventions. Are young childrens attachment representations stable? What are moderators impacting this stability Stievenart Marie

Catholic University of Louvain, Psychological Science Research Institute (Belgium)

The present study focuses on the stability of attachment representations, assessed by the Attachment Story Completion Task, in young childhood and broadens the scope of previous research in three important ways. First, the design of our study is quite specific. Childrens attachment representations were assessed in a three-wave longitudinal design whereas most previous studies have only assessed childrens attachment behavior or representations twice. Second, in the current literature, most studies employed categorical scores when analyzing stability. Studies using continuous scores are rare, although such scores might reveal different aspects of stability. Third, the impact of moderators on attachment stability has not often been examined in previous studies. In our study, we considered various hypotheses about the moderating effects of parenting (assessed with the Evaluation des pratiques ducatives parentales), IQ (assessed with the WPPSI-III), externalizing behavior (assessed with Profil Socio-Affectif) and gender on the developmental course of attachment. Also, the effect of language abilities was controlled for in a subsample of children. These analyses allowed us to interpret the effects of childrens and caregivers characteristics on the stability of attachment, over and above the childs language abilities. Data were collected from 358 French-speaking Belgian children. The mean age of the children was 54.69 months at the time of recruitment, 64.26 at T2 and 77.28 at T3. Results show that children became more secure and less disorganized as they got older. When language abilities were controlled for in a subsample of children, the growth in security was found to be moderated by reasoning IQ but the effects for disorganization were unchanged. The effect of parenting was observed on the developmental trajectory of both security and disorganization. The implications of the results for both research and clinical purposes are discussed.

SY8.2 CYBER BULLYING DEFINITION AND MEASUREMENT: STATE OF THE ART AND NEW CHALLENGES 13:30-15:00 | Room 410 Amphimax Chair: Ersilia Menesini

University of Florence (Italy)

Disscussant: Peter K. Smith Goldsmiths College (United Kingdom)

With the increase and diffusion of modern technologies, cyber bullying is becoming a relevant problem among children and adolescents. It is usually reported as voluntary and repeated assaults against a person through electronic means. These attacks can be: offensive written messages, insults through chat rooms or instant messaging, photos or videos spreading on mobile or web, exclusion from social networks or appropriation of others credentials and identity information. Studies on this problem started from the year 2000 with a rapid increase in the last years (Menesini and Spiel, 2012). Despite this recent attention, we are still far from reaching a common definition or reliable and valid measures of the problem. The aim of the symposium is to update the scientific discussion and to present original papers on the topic. All the participants were part of a European Cost action on Cyber bullying: coping with negative and enhancing positive uses of new technologies, in

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relationships in educational settings (2008-2012) and the papers are relevant outcomes of this cooperation. In the first paper, Frisn and collaborators will present a systematic review of measures used in literature, underlying the need of common definition and of measures developed with more psychometric properties. The second paper by Palladino and collaborators aims to analyse the psychometric properties of a recent scale developed by the Florence unit. The third paper by Steffengen and co-workers enlarges the definition of the problem including an approach on participant roles in the cyber-attack. Finally, the paper by Pieschl and collaborators focuses on the adolescents' perception of the most distressing cyber bullying aspects. The contribution of the discussant, Prof. Peter Smith, will enlarge and integrate the findings of the participants. Cyber bullying A measurement review Frisn Ann

Department of Psychology, Gothenburg University (Sweden)

Although several instruments to assess cyberbullying have been developed there is nevertheless a lack of knowledge about how they compare to each other. The aim of the present systematic review is to provide a representative overview of the current instruments designed to assess cyberbullying. Further, emphasis will be placed on the frequencies of cyberbullies and cybervictims found with the different instruments. The frequencies will be put into context by describing definitions used, cut-offs used, time-frame studied and the age of the sample. A systematic literature review generated 636 citations. A total of 61 publications fulfilled the delineated selection criteria and were included in the review, resulting in 44 instruments. Following a rater training, relevant information was coded using a structured coding manual. The raters were the nine authors of this review. Almost half of the instruments included in this review do not use the concept cyberbullying. The constructs measured by the instruments range from internet harassment behaviour to electronic bullying behaviour to cyberbullying. The majority of the definitions stress the fact that cyberbullying behavior occurs through electronic devices/media (42 of the 44). Furthermore, 40 of the 44 definitions used comprised the criterion that the perpetrator must have the intention to harm. The repeated nature of the behavior was substantially less prevalent in definitions (25 of the 44). Surprisingly, only 13 of the 44 definitions contained the criterion imbalance of power, which can be summarized as when someone in some way more powerful targets a person with less power. In summary, the present systematic review shows that the developers of the included instrument operationalize the concept and definition for cyberbullying in different ways.

Florence Cyberbullying-Cybervictimization Scales (FCBVS): Factor structure and reliability in a sample of Italian adolescents Palladino Benedetta Emanuela Department of Educational Science and Psychology - University of Florence (Italy) A recent systematic review (Berne et al. 2013) on the instruments to assess cyberbullying, highlights the need to investigate the validity and reliability of the instruments, to confirm the psychometric properties of the subscale used and to resolve the conceptual and definitional fluctuations related to the construct. Studies have shown that different types of cyberbullying can be differentiated with regard to specific aspects, such as the covert or overt nature of the acts, the electronic devices/media used to bully others, or the specific behaviours. Starting from a revised version of the Cyberbullying and Cybervictimization Scales (Menesini, Nocentini, & Calussi, 2011), the aim of the present study is to analyze the psychometrical properties of the FCBV Scales. FCBVS consist of two scales (18 items each one), one for perpetration and one for victimization. We used a classification based on the nature of the attack (Menesini et al., 2012; Nocentini et al. 2011) in order to define 4 types of behaviours for both cyberbullying and cybervictimization: written-verbal, visual, impersonation and exclusion. Participants were 778 adolescents (56.6 % males), enrolled in grades 9th to 11th of high schools in Tuscany, Italy (mean age=14.93; SD=1.15). We tested different dimensional models using CFA: 5-factor models (four type of behaviours plus another specific factor that could be defined spreading false rumours); 4-factor models (four types of behaviours); unidimensional model. Results showed that for cyberbullying and cybervictimization, the best final model is a 4-factor model. The factors are: written-verbal (4 items), visual (3 items), impersonation (4 items) and exclusion (3 items). The second order CFA using these 4 factors confirmed that a global measure of cyberbullying and cybervictimization fits well with the data. Measuring bystander behavior in bullying and cyber bullying incidents Steffgen Georges

University of Luxembourg (Luxembourg)

Until today, a few instruments to assess bullying and cyber bullying have been developed (Berne et al., 2013). These instruments mostly focus on behaviors of cyber-bullies and cyber-victims. In addition and in line with the participant role approach (Salmivalli, 2010), different bystanders (e. g. assistants, reinforcers, defenders and outsiders) are involved and can be identified in bullying incidents. The aim of the study is to present a new instrument designed to assess the behavior of different participants in bullying and cyber bullying incidents. 240 students of Luxembourg secondary schools filled in a German version of the new developed questionnaire, which consisted of 15 items for bullying and of 15 items for cyber bullying incidents. Participants indicated how often they behave as assistant/reinforcers (3 items), defenders (3 items), outsiders (3 items), victims (3 items) and bullies (3 items) in bullying as well as in cyber bullying incidents on a five-point Likert response scale from never to sometimes a day. The current study focuses on the conceptual and definitional basis as well as the structural and psychometric properties (e. g. validity and reliability) of the new bullying and cyber bullying instrument. Among others, five highly reliable scales could be distinguished with the help of principal component and confirmatory factor analysis for bullying as well as for cyber bullying incidents. The implications of the findings are discussed in terms of their relevance for measuring different behavior of participants in bullying and cyber bullying incidents.

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Which Aspects of Negative Cyber Incidents are Perceived Most Distressing? Implications for the Definition and Measurement of Cyber bullying Pieschl Stephanie

Westflische Wilhelms-Universitt Mnster (Germany)

Research on cyberbullying is still in its infancy, many open issues remain. A transfer of the defining characteristics of bullying to cyberspace has been proposed (intent to harm, repetition, and power imbalance) but additional aspects might also be relevant to the experience of cyberbullying (type, publicity, and medium of incidents). In a series of studies we investigated which of these attributes and corresponding levels are experienced most distressing. In study I these attributes, each with multiple corresponding levels, were analyzed in an adaptive conjoint design administered via an online questionnaire. Participants of two independent samples (adolescents: n = 131, age M = 17.40; young adults: n = 82, age M = 20.29) judged the respective distress from a target perspective. Attributes differed significantly in perceived values / importance (F (4.49, 948.06) = 29.59, p < .001). Publicity, repetition, and type were the most important attributes (respective utility values: 0.198; 0.195; 0.195), medium the least important (utility value: 0.132). The levels within each attribute also varied significantly. For example, denigration was judged the most distressing type of cyberbullying and outing the least distressing. We found no systematic differences between the samples, pointing to the validity of our findings. Results of two additional experimental studies are in line with these results: Even though medium and status of the perpetrator (cf. power imbalance) seem relatively unimportant attributes, the degree of distress varies according to levels, namely pictorial incidents were perceived more distressing than written ones, and incidents by popular cyber-bullies were more distressing than those by unpopular one. We argue that the level of distress might be a relevant variable for the definition and measurement of cyberbullying. Such a definition would be based on subjective experience instead of normative criteria. We will also discuss the educational implications of these findings.

SY8.4 CROSSING THE LINE BETWEEN INTERNET USE AND ABUSE IN ADOLESCENCE

Chair: Vasilis Stavropoulos Youth Justice Directorate, Department for Communities and Social Inclusion SA Government (Australia) Disscussant: Frosso Motti-Stefanidi University of Athens (Greece)

13:30-15:00 | Room 315 Amphiple

The symposium focuses the attention on Internets controversial effects in adolescents development. Given the importance of the Internet in contemporary life, those who are unfamiliar are often considered as digitally illiterate (Huerta & Sandoval-Almazn, 2007). However, significant numbers of individuals tend to oversee the medium (Block, 2008). The objective of this symposium is to carefully examine both negative and positive aspects of the internet in adolescence. To achieve this, four presentations of different methodological background, embracing crosssectional, longitudinal, online and offline measurements performed in four European Countries (Austria, Cyprus, Greece, Switzerland) are combined. The presentation of the University of Cyprus underlines factors related to Internet use quality, such as flow and telepresence, which have been associated with Internet abuse. The presentation of the University of Athens aims a comprehensive understanding of the phenomenon using longitudinal data. The presentation of the University of Lausanne emphasizes the positive role of social networking sites in the development of social skills and the presentation of the University of Vienna examines the effectiveness of online interventions in treatment of psychopathology. The role of the Internet as a causal and protective factor of developmental difficulties will be discussed in the light of emergent developmental literature

Flow Online and Telepresence as Predictors of Internet Abuse: Testing a Moderation Model Papapetrou Petros

Cyprus Youth Board (Cyprus)

Factors related to internet use quality, such as flow and telepresence, have been associated with internet abuse. Flow describes immersive tendencies to internet activities, and telepresence defines the level one is absorbed in his virtual environment. The aims of this study were to examine these two factors as predictors of internet abuse and to study whether telepresence is a flow moderator. The sample consisted of 1373 adolescents, with a mean age of 16 years old. Internet abuse was assessed with the Internet Addiction Test (Young, 1998), flow with the Flow Questionnaire (Chen et al, 1999) and telepresence with the Presence II questionnaire (Witmer and Singer, 1998). Findings revealed that flow and telepresence associated significantly with internet abuse with telepresence moderating the effect of flow. Factors Contributing to Internet Use- Abuse In Adolescence: A Longitudinal Study Stavropoulos Vasilis

University of Athens (Greece)

Internet abuse is a rising problem affecting to a large extend adolescents. The purpose of the present study was to test a model (Douglas, 2008) integrating push and pull factors accounting for the phenomenon during late adolescence. Data of this longitudinal study were collected on 2090 1rst and 1527 3rd graders across a 2-yr period. Internet use and abuse was assessed with the Internet Addiction Test of Young (1998),

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Psychopathology with the Symptom Check List 90 (Derogatis,1994), personality with the Five Factor Questionnaire (Asendorpf & van Aken, 1999), self-esteem with the Rosenberg Scale (1979) and the quality of family functioning with the Family Adherence and Cohesion Evaluation Scale IV (Olson, 2000). The flow of internet activity was assessed with the Internet Flow Questionnaire (Chen et al, 1999) and absorption by the virtual environment with the Presence Questionnaire II (Witmer & Singer, 1992). Finally, the grades in five major lessons were retrieved from school records. The SEM analysis applied showed satisfactory incremental fit (RMSEA<0.06) for the model tested. Findings will be discussed in light of the emerging literature on internet addiction, examined from a developmental psychopathology perspective. Social Networking Sites: Providing Not Only More Friends, But Also Better Skills Mantzouranis Gregory

University of Lausanne (Switzerland)

Social Networking Sites (SNS) are widely used by adolescents for socialization purposes, such as keeping in touch with offline acquaintances, making social plans, or making new friends. Besides, some studies showed that SNS users tended to be more socially involved and to have more face-to-face friends than non-users. Thus, it is plausible that SNS use might affect other individual variables, such as competences or skills. In this study we examined the possible mediating effect that social skills might have in the relationship between SNS use and social network size: more precisely, we hypothesized that SNS use would first affect online social skills, which would then affect offline social skills, which would finally have a beneficial effect on offline network size. In this longitudinal study, we followed a sample of 329 French-speaking adolescents (mean age = 12.92 years; sd = 0.88 years) during one year, with three measurement points. Four dimensions of online and offline social skills (sociability, disclosure, emotion decoding, and assertiveness) were measured using the Real and Electronic Communication Skills questionnaire (RECS). We used a structural equation modeling approach to test two mediation models involving social skills as a mediator. In our first partially latent structural regression model, only offline social skills were used as a mediator (SNS -> offline social skills -> number of friends). As this first model showed a significant mediation effect, we added online social skills to form a second model (SNS -> online social skills -> offline social skills -> number of friends). Overall, results showed that the use of SNS had a significant indirect effect on social network size. More precisely, time spent using SNS first increased online social skills. This increase in online social skills was then transferred to offline social skills, which in turn increased the average number of friends. Is Human Contact Necessary? Social Fears and Online- Versus Offline Intervention Lehenbauer Mario

University of Vienna (Austria)

Young sufferers of shyness and Social Anxiety Disorder (SAD) hesitate to contact psychologists stressing the need for low-threshold intervention methods. Based on extensive internet use of adolescents and young adults, we created an offline and online training for the prevention of social fears. We followed a two-stepped evidence-based approach: as a first step (study I) we developed an offline training and evaluated the outcomes, as a second step we developed an online training (study II) congruent to the contents of the offline training. The training included evidence-based cognitive-behavioural therapy elements. 14 lessons provided psychoeducation, cognitive restructuring, social skills training and body relaxation methods. In study I, 330 (intervention group n = 153; waiting list control group n = 177) students attended our offline training, provided by psychologists in schools. Study II (a self-administered online training) was conducted with 108 students(intervention group n = 61; waiting list control group n = 47) from the faculty of psychology at the university of Vienna. All participants in both studies were surveyed by questionnaires concerning social fears (SPIN: Social Phobia Inventory) as well as social and emotional skills with a pre-post design.The offline study (study I), showed a highly significant (p< .001 und d=.84) decrease of SAD in the intervention group (30% before, 14.4% after the training; measured by SPIN) as well as significant improvements in social and emotional regulation skills. In the online study (study II) participants reported highly significant decreases of social and emotion regulation skills and a highly significant (p< .001; d=1.07) decrease of SAD. We found similar significant effects in both intervention forms offline and online; our findings indicate a striking evidence of the efficacy of CBT intervention methods.

SY8.5 RESILIENCE IN CHILDREN AND YOUTH EXPOSED TO ORGANIZED VIOLENCE

Chair: Edith Montgomery DIGNITY - Danish Institute Against Torture (Denmark) Disscussant: Brit Oppedal Norwegian Institute of Public Health (Norway)

13:30 15:00 | Room 315.1 Amphiple

Children and youth who grow up in the context of organized violence have mainly been studied from a traumatological perspective. Although a high prevalence of mental health problems has been found in many studies, this perspective do not seem to be sufficient when seeking to understand the impact of organized violence on childrens long term reactions and development. Some children do not show symptoms of mental health problems even after severe exposure, or the symptoms are of a transient nature. Resilience refers to a dynamic process, characterised by a positive development despite significant adversity. Resilience is culturally shaped and depends on individual, relational, community, cultural and contextual factors. Resilience is both an outcome of interactions between the individual and its surroundings and the process that contributes to this outcome. Resilience is, first and foremost, based on relationships, and a stressful family situation can disrupt parenting and in this way increase problematic behaviour among children. Maladjusted behaviour and reactions occur when the adversity is extensive and when the protective resources are scarce. Thus, it is the lack of protective resources within the various ecological systems of which the individual is a part, rather than the adversity in itself, that results in psychological problems. Various factors have been identified that

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facilitate resilience in children and youth exposed to organized violence, such as family cohesion and support and parental psychological health; individual dispositional factors such as adaptability, temperament and positive self-esteem; and environmental factors such as peer and community support. In this symposium we have gathered researchers engaged in studies of children and youth exposed to different types of organized violence: refugee children, war-affected children and former child soldiers. In the presentations the researchers will primarily focus on how the results can be understood from a resilience perspective.

Social Support from Friends, Everyday Problems, and Posttraumatic Stress Symptoms Oppedal Brit

Norwegian Institute of Public Health (Norway)

The international research on the mental health of unaccompanied minor asylum seekers has mainly focused on the detrimental effects that pre-migration traumas have on depression and Posttraumatic stress among them. One puzzling finding in these studies is the lack of an ameliorating effect of the length of stay in the resettlement countries on their mental health. However, these studies rarely include information about the effects of present social support and everyday problems they are exposed to, on their mental health. The first aim of the present study is to get information about the combined effects of depression, everyday hassles and acculturative stressors on symptoms of Posttraumatic stress among children who arrived in Norway as unaccompanied minor asylum seekers. The second aim is to investigate the potential of social support from friends as a moderator of effects of length of residence on Posttraumatic stress. Questionnaire data were collected from 895 young unaccompanied refugees who had received residence in Norway between 2000 and 2011. Preliminary findings showed that everyday hassles in terms of worries about friends and family, conflicts in relationships, and problems at school or work predicted symptoms of Posttraumatic stress over and above depression. The effects from acculturative stressors such as discrimination, identity crisis, in- and outgroup hassles were not significant. Moreover, among participants who perceived high levels of support from their friends, there was a reduction in Posttraumatic stress over the years, while in the low support group the passage of time was not associated with amelioration in the level of symptoms. The findings add to our knowledge about the psychological adjustment of young unaccompanied refugees, and are discussed in relation to interventions to promote their mental health. Trauma and resilience in young refugees from the Middle East Montgomery Edith

DIGNITY - Danish Institute Against Torture (Denmark)

Studies of refugee children and youth often identify a high level of mental health problems such as anxiety, depression, sleep-disturbance and symptoms of post-traumatic stress disorder. However, a considerable number of the children do not show signs of such problems and, furthermore, longitudinal studies show that a high initial symptom level is often considerably reduced over time in exile. Many children and youth thus show remarkable signs of resilience in spite of their traumatic past. In a follow-up study of Middle Eastern refugee children in Denmark, traumatic experience before arrival was found to be most important for the short-term reaction of the children, while the influence of early traumatic experience on long-term mental health was more limited. The study showed that refugee childrens psychological problems, following traumatic experience and flight as well as their adaptation to life in exile, must be understood in relation to the possibilities and constraints embedded in both their immediate (family and friends) and their more distant social life contexts (school, work, community). The study emphasizes the importance of environmental factors in recovery from the impact of traumatic experiences related to war and other organized violence. This has several implications for both clinical practice and community policy. Psychological responses of Syrian refugee children in Turkey zer Serap

Bahcesehir University (Turkey)

Childrens exposure to severe trauma and war has been related to psychological consequences. It was the purpose of the present study to investigate the effects of the trauma of exposure to fighting and relocation in refugee camps for Syrian children who are living in Turkey. 288 children (185 girls and 103 boys) between the ages of 10 and 16 were given scales measuring PTSD (CRIES), Depression (CDI), Stresfull Life Events (SLE) and social support (Social Provisions Scale). The children were also evaluated qualitatively; they were asked to do Draw A Person and draw pictures of war and peace. 38% of the children obtained scores above 18 on the CDI, 45% of the children scored above 17 on CRIES. According to SLE the children had been exposed to 5.6 severly stresfull events. There were clear gender differences, girls reported a higher level of depression than boys. For girls level of depression was significantly negatively correlated with social support and positively correlated with number of stresfull events they were exposed to. Whereas for boys the only significant relationship was a positive correlation between Post Traumatic stress response and the level of social support reported by the children. These findings are better understood when we look at the qualitative data. Boys showed more indicators of emotional disturbance on their drawings (p < .10 ). However, the type of emotional responding was different for the genders. Boys Draw A persons had significantly larger number of aggression indicators, their pictures of war had more political ideology, more activity. It appears that boys transformed their emotional reactivity to anger while girls internalized. It appears that the social support felt by the boys in their current situation is related to keeping these angry themes alive, thus the elevated PTSD scores.

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How to enhance resilience among war-affected children: intervention effectiveness on socio-emotional development among Palestinian Children Punamki Raija-Leena

School of Social Sciences and Humanities/Psychology, University of Tampere (Finland)

War and violence can seriously interfere with childrens socio-emotional and cognitive development and mental health. Yet, research has revealed a range of socio-cultural and psychological protective factors and resilience-enhancing processes. They include family and community support, adequate emotion sharing and expression, repertoires of coping responses, and symbolic meaning of hardships. Psychosocial interventions are provided for war-affected children in order to encourage their resilience and resources. Our presentation reports results on intervention effectiveness among Palestinian children. We analyse the intervention effectiveness to reduce mental health problems, and the underlying cognitive, social and emotional processes that enhance the resilience. First, an intervention based on the Teaching Recovery Techniques (TRT) was employed to Palestinian children after the War on Gaza 2009. Second, its effectiveness was examined among 480 children of 10-13-years in a randomized control setting. Children reported their mental health (posttraumatic symptoms, PTSD, peritraumatic dissociation and depression), cognitive processes (memory, thinking and making sense), social relations (peer, parent and sibling relations), and emotion regulation at baseline (T1), post-intervention (T2) and six-month follow-up T3). Four counsellors, trained and supervised in TRT techniques, conducted the interventions as extra-curriculum activities in schools. Findings prove some evidence for the intervention effectiveness concerning good mental health, social resources and beneficial trauma processing. However, results were often gender-specific and did not completely accord the theoretical hypotheses of putative intervention mediations. For instance, the intervention reduced PTSD among boys, and among girls, provided they had low peritraumatic dissociation. The intervention reduced dysfunctional cognitions, but the expected changes in thinking and memory did not mediate the intervention effect or between the acute and chronic PTSD. Results serve for tailoring high quality evidence- and theory-based treatments among war-affected children.

DIGNITY - Danish Institute Against Torture (Denmark)

Strategies of Survival and Becoming: Resilience among Former Child Soldiers in Northern Uganda Harnisch Helle

In Northern Uganda generations have grown up with civil war and due to the brutal and complex armed conflict in the region thousands of children have been abducted to serve as child soldiers. As a result children and adolescents have grown up as both perpetrators and victims of organised violence and the mental health problems and social stigma among former child soldiers from Northern Uganda is well documented (Betancourt and Kahn 2008). The examples of effective coping and remarkable resilient processes and outcomes however are not. This study thus explores the coping mechanisms during and following the years of serving as child soldiers through the perspective of resilience. Drawing on various contributions in resilience research (Masten 2011, Montgomery 2010, Luthar and Cichetti 2000, Liebenberg and Ungar 2009, Klasen et al 2010, Betancourt & Kahn 2008) the study further explores conceptualizations of resilience by using a mixed methods approach: Through interviews, video, participant observation, and questionnaires the former child soldiers narrate their stories and describe what enabled them to overcome and navigate through the ongoing atrocities. The extremity of the conflict has to be mentioned in order to understand the coping mechanisms and resilient responses to a violent past: Some former child soldiers has been forced to carry arms, participate in ambushes, abduct other children and youth and, in the most extreme cases, kill own family members. In this symposium the author will present what the former child soldiers point out to be crucial factors in their resilient coping with a traumatising past and an ongoing challenge of their social becoming after returning home.

SY8.6. The Corrrelates of the Family Alliance

Chair: Sarah Galdiolo Universit Catholique de Louvain (Belgium) Co-Chair : Marie Deschnes Universit du Qubec, Montral (Canada) Disscussant: France Frascarolo Universit de Lausanne (Switzerland)

13:30-15:00 | Room 319 Amphiple

The family alliance (FA) reflects the degree of family cooperation and engagement. It is enacted in every daily activity involving both parents and the child. The FA is assessed with the Family Alliance Assessment Scales (FAAS; Favez, Lavanchy Scaiola, Tissot, Darwiche, & Frascarolo, 2010) in an observational situation, the Lausanne Trilogue Play (LTP; Fivaz-Depeursinge & Corboz-Warnery, 1999). The FA is then classified as Cooperative, Conflictual or Disordered. Five criteria (participation, organization, focalization, affect sharing and synchronization) allow getting a family score. From a systemic point of view, different correlates of the FA can be highlighted. In this way, the first presentation will be held on the influence of the low to moderate maternal depressiveness on the FA (Tissot, H.). In a second phase, the association between the parental insightfulness, reflecting the capacity to see things from the childs point of view of both mother and father and the FA will be studied (Oppenheim, D.). Third, the parental relation, especially the marital satisfaction and the co-parenting, in association with the FA will be taken

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into account (Deschnes, M.). Fourth, an exploration of the different predictors of the FA within a model including parental (e.g. personality), co parental (e.g. co-parenting) and the childs variables (e.g. temperament) will be held (Galdiolo, S.). The last presentation will offer us an extension of the LTP in order to assess the triadic interactions during the childs feeding (Feeding-LTP) and will also define the FA in a family whose the child has a diagnosis of Infantile Anorexia (Simonelli, A.). Low to Moderate Maternal Depressiveness: Impacts on Mother-Child and Mother-Father-Child Interactions Tissot Herv

Universit de Genve (Switzerland)

Many studies documented the detrimental impact of severe maternal postpartum depression on the family members and more particularly on the newborn child. However, very little is still known about the consequences of less severe, but still clinically significant forms of the disorder on the family in the very first months of a childs life. Moreover, whereas the mother-child relationship has been identified as the context in which the maternal difficulties are transmitted to the child, the family relationships at a broader level, including the father, have been rarely studied. We examined and compared the influence of low to moderate maternal depressiveness on dyadic mother-child and triadic motherfather-child interactions in a community sample of families (N = 69) with 3-month-old infants. Maternal depressiveness was assessed with the Montgomery-sberg Depression Rating Scale (MADRS) based on a clinical interview; maternal sensitivity with the CARE-Index in a motherchild free play situation, and family alliance with the Family Alliance Assessment Scales (FAAS) in the Lausanne Trilogue Play (LTP). Factor analyses revealed three latent factors of depression: Mood Disturbances, Low Emotional Availability and Somatic Disturbances. We tested these factors, as well as the total scores of depression, as predictors of maternal sensitivity and family alliance scores. Regression analyses revealed that maternal depression, and more specifically Mood Disturbances, had significant negative impacts on family alliance, but not on maternal sensitivity. Methodological and clinical implications of these results are discussed.

Marital and co parental variables: Links to family alliance in early childhood Deschnes Marie

Universit du Qubec, Montral (Canada)

Family alliance (FA) is defined as the quality of the coordination between family members, and is related to indices of child development such as theory of mind and socio-emotional functioning (Favez et al., 2011). However, less is known about its origins, notably the combined contributions of maternal and paternal marital satisfaction, their perceptions of their coparenting, and spouses child rearing disagreements. In a systemic point of view, it is important to study which family variables may relate to FA. This was the aim of this study. 37 families were assessed during a home visit when children were 6 years of age. FA was assessed in a standardized play game situation (Lausanne Trilogue Play; Fivaz-Depeursinge et al., 1999) and coded according to Favez et al.s (2011) Family Alliance Assessment Scale. Marital satisfaction, coparenting and child rearing disagreements were rated by both parents using the Dyadic Adjustment Scale (Sabourin et al., 2005), Coparenting Questionnaire (Margolin, 1992) and Child Rearing Disagreement (Jouriles et al., 1991) questionnaires. Marital satisfaction was significantly related to FA for fathers (r = .34) and marginally for mothers (r = .28). Fathers coparenting scores were related to FA (r = .40), but this was not the case for mothers. Mothers perception of child rearing disagreements was related to FA (r = -.37), but not those reported by fathers. After controlling for child sex, age, and family SES, a regression analysis indicated that parental variables significantly explained 36% of variance in FA (F(3, 28) = 2.84), in which fathers marital satisfaction was the best predictor (B = .35, p < .05) and mothers child rearing disagreements contributed to a marginal degree (B = -.33, p < .10). This study reiterates the importance of studying family variables in the development of FA. Within the parental, co parental and the childs spheres: Which are the most important predictors of the family alliance ? Galdiolo Sarah

Universit Catholique de Louvain (Belgium)

The family alliance (FA) shows a relatively stable developmental trajectory during the first two years of the childs life. The aim of this study was to determine the most important predictors of the FA assessed with the Lausanne Trilogue Play (LTP) within a model including parents, childs and coparenting characteristics. This study was based on a 2-waves program research. At 6 months postpartum, a questionnaire assessing the parents personality (NEO-60), emotional competencies (TEIQue), attachment orientations (ECR-R), coparenting (CPS) and marital satisfaction (KMS) has been completed by each parent separately. At 1 year postpartum, the childs temperament (IBQ-R) was assessed by the parents and the families were observed in the LTP in order to measure their alliance. The sample was made up of 62 non-referred primiparous and multiparous families. Parents characteristics consisted of personality, emotional competencies and attachment style. These constructs are related to the parenting and the quality of family and social interactions (e.g. Bornstein et al., 2011). Childs characteristics were apprehended by gender, age and temperament. These ones hence account for variations in parenting and family interactions (e.g. van Bakel & Riksen-Walraven, 2002). Coparenting and marital satisfaction stood for the coparental sphere. On the basis of these constructs, linear regressions were run. Because of the weak correlations between the coparental constructs of the fathers and the mothers, two gender-related models were computed. In the mother-model, linear regressions had revealed three important predictors: Conscientiousness (personality), Effortful control (childs temperament) and coparenting. In the father-model, only one predictor has been displayed, i.e. the emotional competencies. The discussion focused on the methodological and clinical implications of these results.

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The LTP procedure for the assessment of play and feeding interactions and the role of infant eating disorders Simonelli Alessandra

University of Padova (Italy)

Several studies observed the quality of family interactions considered as risk or protective factors related to child functioning. This research present a longitudinal study on the quality of family interactions observed with the Lausanne Trilogue Play (LTP) in its original form assessing the family play and in a modified one assessing the triadic interactions during the parents-child feeding (Feeding-LTP; Simonelli, Bighin, Sudati, 2012), in two samples: the one composed by non clinical families and the second composed by families with a child with a diagnosis of Infantile anorexia (IA). The study aims to investigate: (a) the developmental trajectories of triadic interactions in play and in the feeding, in the first three years of child life; (b) motherchild-father interactions with children having a diagnosis of IA, exploring their possible role in maintaining the child symptom. The study observed triadic interactions at 9th, 18th, 24th and 36th months of child in a group of 20 families, during play and feeding with the LTP procedure, coding with the FAAS 6.3 (Favez et al., 2010) and SIFA system (Simonelli et al., 2012). Selfreport were administered to mothers and fathers: Father Involvement questionnaire (Frascarolo, 1994), Dyadic Adjustment Scale (DAS, Spanier, 1976), and EAT40 (Carner, Garfinkel, 1979). A second sample were constitute by 6 families with a 40 months child with a diagnosis of IA as included in the last version of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and early Childhood Revised DC:0-3R (Zero to Three, 2005). Results evidence the low quality of mother-child-father interactions in families with the presence of IA, compared to matched non-referred families. The difficult in cooperation and sharing of positive affect observed during feeding persists in a playful context and at the family level.

Family alliances, parental depressive and stress symptoms in a middle low income Chilean population Francisca Perez

Medicine Faculty, Universidad de Chile (Chile)

Family is our primary socialization agent and interactions within it are predictive of several outcomes in children. For many decades interaction and its relation to developmental psychology has been studied, but mostly in dyadic mother-child contexts (Flykt, Kanninen, Sinkkone, & Punamaki, 2010; Teti, Gelfand, Messinger, & Isabella, 1995; Weinberg, & Tronick, 1998). Its well known that maternal depressive symptoms interferes family functioning (Seifer et al., 2001), increases negative emotional expression in the various family subsystems (Rogosch, Cicchetti, & Toth, 2004), compromises the mother-infant relationship (Weinberg, & Tronick, 1998) and negatively affects childrens cognitive, socialemotional, and self-regulatory skills (Goodman, & Gottlib, 1999). Less is known about patterns of interaction within the entire family and their contribution to understand the mental health of each member individually. The present study, following a systemic and developmental line of research, takes part of a doctoral thesis entitled Triadic family interactions and preschooler attachment: A cross cultural study with Chilean and German families and it aim is to show some preliminary results of the assessment of triadic family interactions through the Lausanne Trilogue Play on 50 Chilean middle-low income families. Descriptive and correlational analyses of the family alliances, parental depressive symptoms and parental stress will be presented, as also some videos to exemplify some family interactional patterns.

WORKSHOP
WK8: HOW DEVELOPMENTAL YOUTH SELF-REPORTS CAN INFORM PRACTICE TO PROMOTE WELL-BEING IN SCHOOLS AND COMMUNITIES 13:30-15:00 | Room 210 Amphiple Chair & Disscussant : Martin Guhn

University of British Columbia (Canada)

This Symposium Presents Studies From Switzerland, Canada, and The Us That Use Child and Youth Self-Reports to Inform School and Community Programs That Aim to Enhance Resiliencies, Well-Being, and Health. The Studies Share A Strength-Based Approach to Education, and Focus On The Importance of Social Relationships For Positive Development. Paper 1 Presents a New Survey, The Middle Years Development Instrument (Mdi) Which Assesses Childrens Well-Being, Social and Emotional Development, Health, Nutrition, Sleep, Social Relationships, Assets, and Time Use. The Paper Presents the Mdis Reliability and Validity, Drawing from Cross-Sectional and Longitudinal Studies; Shows How Mdi Data Are Disseminated to Schools and Communities; and Discusses How Schools and Communities Use the Mdi Data for Planning Child and Youth Programs. Paper 2 Presents An Innovative Teacher Education Initiative In Switzerland. The Initiative Is Using The Mdi to Teach Teachers About Child Development, and about Possibilities For Promoting Resiliencies Through Strength-Based Pedagogical Practices. The Teachers Use the Mdi to Assess Students Resiliencies, and Then Implement Activities That Address the Strengths and Needs of the Students. Paper 3 Presents_A_School-Based Initiative That Uses the Holistic Student Assessment (Hsa) A Youth Self-Report Measure on Childrens Resiliencies to Connect Students with After-School Activities That Match Their Strengths and Needs, and to Evaluate Whether the Activities Are Associated with Increases in Their Resiliencies. Paper 4 Explores the Association between Grade 4 Childrens Well-Being and Their Involvement in Structured and Unstructured after School Activities. Drawing From A Population-Level Administration of The Mdi to A Cohort of Over 3,000 Grade 4 Students, The Study Examined Which (Combinations of) After-School Activities (E.G., Sports, Music, Arts) Are Related to Different Aspects of Childrens Well-Being and Social and Emotional Development.

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Validity Evidence for Measuring Childrens Social and Emotional Development via Teacher Reports and Child Self-Reports Guhn Martin

University of British Columbia (Canada)

Recently, there has been an increasing interest in measuring childrens social and emotional development via teacher and child report. This interest is spurred by initiatives that seek to foster childrens social and emotional development and well-being via school- and communitybased programs. In fact, jurisdictions in North America have implemented policies that explicate that schools have the mission to promote childrens social and emotional development in addition to academic achievement in traditional school subjects (e.g., numeracy, literacy). Also, these jurisdictions aim to implement measurement practices that will allow them to evaluate the effectiveness of their social and emotional development initiatives (cf. Elbertson, Brackett, & Weissberg, 2010). In response to this need, the Middle Years Development Instrument (MDI) has been developed. The MDI is a survey on which students report on their social and emotional competencies (e.g., optimism, empathy, prosocial behaviour), and on contextual assets (e.g., connectedness to adults and peers, after-school activities in music and sports) that are known to be related to social and emotional development and wellbeing. This paper presents findings from longitudinal studies that link teacher report on childrens social, emotional, and pre-academic developmental outcomes at kindergarten to social and emotional development as reported on the MDI (N = 913), and academic achievement as measured via standardized numeracy and literacy tests at grade 4 (N = 945). The results indicate that the convergent and discriminant validity correlations between teacher ratings at kindergarten and child self-report at grade 4 are as high as they are in in-depth longitudinal studies (cf. Duncan et al., 2007), suggesting that the MDI provides data with similar validity evidence as some state-of-the art in-depth longitudinal studies. The MDI as an Instrument for Future Teachers Education: A Case Study Crescentini Alberto

University of Applied Sciences of Southern Switzerland (Switzerland)

At the Department for Education and Learning of the University of Applied Sciences of Southern Switzerland, future teachers receive training for their upcoming profession. Among others, socio-emotional competencies (Bar-On, Maare & Elias, 2007; Cohen, 1999) and reflexive thinking (Perrenoud, 2001; Le Boterf, 2007) are considered relevant competencies for a person who is going to become part of the education system. In fact, it has been stated that in addition to producing [young people] who are culturally literate, intellectually reflective, and committed to lifelong learning, high-quality education should teach [adolescents] to interact in socially skilled and respectful ways [] [thus] enhancing [their] social-emotional competence, character, health, and civic engagement (Greenberg, Weissberg, OBrien, Zins, Fredericks, Resnik, Elias, 2003, pp. 446-467). In the teacher education program, student teachers are asked to reflect on the topic of adolescents well-being for their graduation final work, using the MDI as a research tool and, also, as a training instrument, in order to improve their reflexive thinking and emotional skills in classes in which they are completing their practicum training. The MDI questionnaire was administered in classes of middle school/secondary school (i.e., CITE 2) and class-level MDI data were then compared to the overall means of the whole sample (N = 641 subjects; these children represent 20% of the overall CITE 2 student population in the jurisdiction). In addition, individual activities (e.g., personal diary) were implemented to improve teachers capability to reflect on their professional role in relation to class room events that may affect childrens emotional development. The paper discusses how the application of specific educational intervention may lead to better understanding of the complex and delicate mechanisms of interpersonal relationships, and to a higher disposition and mutual sensitivity. The Holistic Student Assessment (HSA): Identifying Students who show above or below average Socio-Emotional Risks and Resiliencies Noam Gil

Harvard University (United States of America)

The assessment of socio-emotional risks and resiliencies is crucial for improving strategies promoting positive outcomes for youth in school and during out-of-school time. This study uses the Holistic Student Assessment (HSA) to measure processes important to academic achievement and students social-emotional well-being. The HSA assesses students social and emotional development within three broad domains: Resiliencies, Relationships and Learning, and School Engagement. The HSA was examined in relation to the Strengths and Difficulties Questionnaire (SDQ), an internationally known screening questionnaire. In this study, we validate the HSA, identify students who show above or below average social and emotional struggles and strengths, and examine subgroup differences (e.g., gender, school, age). Participants were 1056 students (grades 6 to 8) from two metropolitan cities. Students were surveyed one month from the start of the school year. The majority of participants were considered economically at-risk. HSA subscales were standardized by gender and grade-level and converted to z-scores (i.e., standard deviation scores). Students who scored 1 or more standard deviations (SD) in either direction from the mean (i.e., 0) were assigned a strength or a struggle score of 1, based on the direction of the attribute for each of 14 HSA subscales. Students were categorized based on the number of strengths and struggles they exhibited: low = 0 to 1, moderate = 2 to 5 and high = 6. Findings suggest that the HSA subscales and our classification schemas were related to the SDQ in theoretically expected ways. This study further strengthens the validity of the HSA and provides empirical support that the assessment tool can discriminate students socialemotional strengths and struggles. Identifying children that are more seriously affected by social and emotional challenges is warranted given that these children may need more intensive interventions.

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The Relationship between Childrens Well-being and Participation in After School Activities Schonert - Reichl Kimberly

University of British Columbia (Canada)

The empirical investigation of positive youth adaptation represents a paradigm shift away from the investigation of pathology towards a study of adolescent well-being and positive youth development (PYD; Damon, 2004; Damon & Gregory, 2003; Larson, 2000). Research has begun to delineate the specific elements of social contexts important for cultivating child and adolescent well-being (Linver, Roth, & Brooks-Gunn, 2009; Theokas & Lerner, 2006). The issue of the relation between positive human traits, such as optimism and happiness and school-aged childrens participation in after-school activities, is approached from a developmental perspective that presupposes that the lives of children are supported by a network of influences and that the developing child is significantly influenced by his or her environmental context. This study explored linkages between grade 4 childrens well-being and structured and unstructured after school activities. Using population-level data (N = 3,026; 48% girls) obtained via the Middle Years Development Instrument (MDI), we examined relations between indices of child wellbeing (e.g., happiness, optimism, empathy, self-esteem, prosocial behaviours) and dimensions of after-school activity participation (e.g., educational lessons, music, sports) in a large urban city in Canada. Results showed that different dimensions of after school activity participation were associated with different dimensions of child well-being. For instance, those children who participated in team sports reported higher levels of happiness, self esteem, empathy, and prosocial behaviours than those children who did not participate in team sports. Further analyses using a cluster analytic technique to examine relations between activity clusters (i.e., participation in structured activities, participation in free-time activities such as watching TV and playing computer games) and well-being revealed that children reporting a combination of participation in a variety of structured and free-time activities had the most positive outcomes.

THEMATIC SESSIONS
TS8.1 Parents and childs academic performance 13:30-15:00 | Room 340 Amphiple

Chair: Carla E. Frster Marn. Pontificia Universidad Catlica de Chile, Facultad de Educacin, Santiago de Chile (Chile)

Parental affect and behavior in homework context and childrens skills Silinskas Gintas, Kiuru Noona, Lerkkanen Marja-Kristiina, Nurmi Jari-Erik

University of Jyvskyl (Finland)

It has been suggested that parentchild interaction during homework is an emotionally charged event. Thus, this study investigated how parental affect (i.e., positive affect and negative affect) concerning their childrens homework situations was related to the behaviors parents employ with their children (i.e., monitoring, help, and autonomy granting). Also, we examined the longitudinal associations between parental affect and behavior in homework situations and childrens reading and math skills. Data of 2,000 children, their mother and fathers were collected in Grade 2, Grade 3, and Grade 4. Parents filled in questionnaires about their affect and behavior concerning their childrens homework. Childrens reading and math skills were tested in their classrooms. The results of the study showed, first, that the more positive affect parents reported concerning homework situations, the more autonomy in homework situations they provided within each time-point. Also, the more negative affect parents experienced in homework situations, the more help they provided to their children within each timepoint. Second, the better childrens reading and math skills were, the more positive affect and the more autonomy granting parents reported. Also, the worse childrens reading skills were, the more negative affect parents experienced in homework situations, and the more help and monitoring they reported. Finally, the more autonomy granting parents reported, the better childrens reading and math skills were later on. Also, the more positive affect parents reported in homework situations, the better childrens math skills were. In contrast, parental negative affect and help were negatively related to childrens reading and math skills. In sum, these results suggest that parental affect plays a role in the relation between childrens skills and parental homework-related behavior. Effects of Attending an Early Formal Education and Home Practices on Childrens Cognitive Development from Vulnerable Urban/Rural Areas Frster Marn Carla E., Rojas-Barahona Cristian A.

Pontificia Universidad Catlica de Chile, Facultad de Educacin, Santiago de Chile (Chile)

It has been proved that early formal education (before 4 years old) has a positive effect on the learning of children, especially in vulnerable rural areas (MINEDUC, 2000; Ruhm, Magnuson & Waldfogel, 2007), but it has also been observed that these effects are mediated by variables such as (Gilliam & Zigler, 2001) length of the school day, quality and the emphasis of learning experiences, and complementary stimulation at home. Objective: to assess the effects of early formal education and home practices on the development of early literacy and numeracy in prekindergarten children from vulnerable urban and rural areas. Methodology: The design is ex post facto and considers two groups of prekindergarten children (67 rural and 58 urban) whose average age was 54.09 months (SD=4.15). The sample was random at the school level (over 75% of vulnerable children) and considered intact classes. The variables measured were: attendance of a formal education before prekindergarten, home practices, activities conducted at school, early literacy and numeracy competence. Results: Those who had not

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previously attended a formal education display better literacy (t=3.482; p>.05) and numeracy competence (t=3.050; p>.05) in rural than urban areas. Those who had previously attended a formal education show better literacy competence (t=2.447; p>.05) in urban areas. Results were associated with home practices, as the frequency of activities was higher in the rural group: word games (X2=6.545; p<.05); writing letters, words, and numbers (X2=6.431; p<.05), and reading comic books (X2=7.549; p<.05). Classroom practices are more frequent for the urban group in the following activities: use of the classroom and the school library, visits to community spaces, and use of abacuses. The rest of the activities display no differences. The importance of the family and early formal education for the development of learning in children in rural and urban areas are discussed.

Parenting and academic adjustment in adolescence Peixoto Francisco

ISPA Instituto Universitrio/UIPCDE, Lisboa (Portugal)

Research shows that factors related to parenting (e. g. parental practices, attitudes or school involvement) are usually associated to academic adjustment (considered as academic achievement, academic self-concept or academic motivation). In this presentation we will be presenting the results of three studies aiming to to explore the relationships between perception of family dynamics (quality of family relationships, attitudes towards academic achievement and parental criticism/perfectionism) and features of adolescents academic adjustment (self-concept, academic achievement, motivation, autonomy and self-handicapping). Participants in the first study were 840 adolescents from 7th, 9th and 11th grades. In the second study participated 270 adolescents from 7th and 9th grades; and 159 students from 3rd Cycle (7th, 8th and 9th grades) participated in the third study. Measures in the first study were, perception of the quality of family relationships, attitudes towards school, academic self-concept and GPA. In the second study a questionnaire of attitudes towards academic achievement, a self-concept scale and the Portuguese adaptation of Skaalviks Motivational Orientation Scale were used to collect data. In the third study measures were: perception of parental criticism (Randolph & Dykmans Scale), perception of ascribed perfectionism, Skaalviks Motivational Orientation Scale and academic self-handicapping scale (Martin, 1988; Borralho, 2003). All the measures showed adequate reliability with Cronbachs Alphas higher than .70. Results of the three studies, using SEM, showed that the relationship between family related variables and academic achievement is mediated by variables inherent to students as self-concept or motivation. Results also support the notion that family dynamics characterized by acceptance, support and attitudes focused in the learning process are positively related with academic self-concept, task orientation, motivational autonomy and less use of self-handicapping strategies. Time Dependent Effects of Parenting and Self-Control on Trajectories of Math Achievement Vazsonyi Alexander1, Selig James2
1 2

University of Kentucky (United States of America) University of New Mexico (United States of America)

We examine changes in math achievement for children ages 4.5 to 15 years, measured at five occasions. Biesanz et al. (2004) demonstrated that parameters in growth curve models are conditional on the metric of time used. We show that the effects of maternal closeness and child self-control on aspects of math achievement depend upon the scale of the time variable used. To model change in achievement, we used a 2nd order polynomial (quadratic) growth model. We selected this model because it closely approximated the observed patterns of change in the data. Separate analyses were conducted by sex given the potential that math achievement, and predictors of math achievement, may develop differently for these groups. Data were used from N = 814 (n = 396 boys and n = 418 girls) mother and child dyads part of the NICHD Study of Early Childcare. Measures. We focused on Math Achievement (Applied Problems scale; Woodcock & Johnson, 1989) assessed at 5, 7, 9, 11, and 15 years of age and used the W scores (divided by 10 for analyses). Parenting was assessed by the Maternal Sensitivity Composite (54 months; Campbell et al., 2010) based on observational coding of lab interactions at 54 months. Self-Control was assessed by the mother rated Self-Control Subscale (54 months) of the Social Skills Rating System (Gresham & Elliott, 1990). Findings show that the effects of parent reported maternal closeness and child self-control vary as a function of changing the location of zero for the time variable. Thus, the effects of the parenting and self-control predictors depend upon which occasion we use to define the intercept and rate of linear change in math achievement. Results also provided evidence that time dependent effects varied for boys versus girls. Stability of Parents Causal Attributions Concerning Their Childrens Academic Performance : A Nine-year Follow-up Enlund Emmi, Aunola Kaisa, Nurmi Jari-Erik

University of Jyvskyl (Finland)

The aim of this study was to investigate the stability of parents causal attributions concerning their childrens academic performance during comprehensive school (elementary and secondary school), that is, a nine-year period. It has been previously found that at the mean level parental causal attributions change during childrens transition from preschool to primary school, but individual differences in these attributions are relatively stable over this transition. However, as far as we know, no previous studies have examined the change in the mean level or the inter-individual stability of parents causal attributions concerning their childrens academic success and failure over longer time periods. In this study, 171 mothers and 151 fathers of 212 children completed a questionnaire concerning their causal attributions about their offsprings performance when children were first- and ninth-graders. Childrens performance in reading and mathematics was tested at the beginning of grade 1 and they reported their grades at the end of grade 9. The results showed that after controlling for childrens level of academic performance, parents causal attributions showed substantial interpersonal stability over the nine-year period. Also the mean level of causal attributions did not change. Mothers causal attributions concerning childrens success situations were more stable than those of fathers, and fathers causal attributions concerning childrens failure situations were more stable than those of mothers. The differences in the

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stability of parents causal attributions between girls and boys were minor. The results suggest that parents causal attributions concerning their offspring school performance might be more related to parents characteristics than to childrens level of academic performance.

TS8.2 Decision making

Chair: Johannes. O. Ritter University of Erfurt (Germany)

13:30-15:00 | Room 321 Amphiple

Children under 9 Years use Verbal Cues to Orient their Attention in an Emotional Dichotic Listening Task Donnot Julien1, Phelip Marion2, Vauclair Jacques2
1 2

French Air Force Research Center, Gardanne (France) University of Provence (France)

According to the literature, only children above 9 years of age are able to orient efficiently their attention with verbal cues. Under this age, they have more accurate detection rates with a lateralized tone cue. Hiscock and Beckie (1993) showed that 7 year-olds efficiently orient their attention when alerted by a tone cue. The current study aimed to demonstrate that children under 9 years of age can efficiently orient their auditory attention with verbal cues in specific conditions. The use of emotional stimuli with verbal cues is an optimal condition according to the assumption that a multi-component task calling on different resources from the two cerebral hemispheres is easier than a multicomponent task requiring resources from the same hemisphere. A sample of 103 right-handed children was required to identify emotional speech made up of pseudowords. Attention was oriented either by a binaural verbal cue or by a lateralized tone cue. As expected, we observed better performance for the skilled ear (i.e., the left ear for emotional processing) and an improving effect of verbal cues. According to our success criterion (mean correct report rates significantly different from chance), an efficient control of orienting attention was observed in all groups of children. This means that children from 7-8 years of age were able to efficiently orient their attention to identify emotional stimuli. Moreover, the type of emotions (happy, neutral and angry) interacted with others variables. Results are discussed in relation to the hemispheric lateralization of emotions. The valence of the emotional stimuli seems to have an effect on the childrens performance in the dichotic listening task. Adaptive decision making and the influence of information search costs: A developmental perspective Lindow Stefanie, Betsch Tilmann

University of Erfurt (Germany)

How does adaptive pre-decisional information search develop? Previous research suggests that age differences in adaption to the decision task can be eliminated by highlighting the costs of information search to children (Gregan-Paxton & Roedder, 1997). The importance-structure of the decision environment is a task characteristic that is of particular interest because in this case adaption requires the consideration of the relative importance of information for the decision. We conducted an experiment to assess if age differences in adaption to the importancestructure of the decision environment can be reduced by highlighting the costs of information search. Information search and choices of children (third-grade, sixth-grade) were compared to adult decision performance (IV1: age) using a child-friendly version of the MouseLabparadigm. Participants made multi-attribute preference decisions in a 4 (attributes) x 3 (options) choice task. We directly manipulated the importance of attributes to create a non-compensatory (high dispersion of attribute-importance) and compensatory (low dispersion) importance-structure of the decision environment (IV2). Participants either played the decision game with or without search costs (IV3). Results show that search costs dont enhance childrens adaption to the importance-structure of the decision environment. Regardless of search costs we found a developmental trend in adaption towards this task characteristic. Specifically, third-graders had difficulty to consider the importance of information in their search whereas sixth-graders showed quite similar, adaptive search behaviour compared to adults. Our results suggest that when the importance of information has to be considered to behave adaptive, age differences are not due to the insensitivity towards search costs. The competence to consider information importance for an adaptive search develops during school age. Decision making competence: Age trends in the ability to make increasingly complex decision in young school children Ritter Johannes O.

University of Erfurt (Germany)

When and how children develop competence in decision making is an important question both from the practical and the theoretical perspective. The ability to integrate multiple pieces of information in order to reach a decision is a central sub-skill of decision making competence. A newly developed power test to assess this ability is presented. The test is based on a probabilistic inference task in which children have to decide which way they want to take in an unfamiliar city. In order to make their decision they receive advice from local guides. These guides differ in their local knowledge, i. e., exhibit different cue validities. The complexity of the task increases in the course of the test due to the addition of options (directions) and cues (guides) until the child is now longer able to select the right option. A total number of N=150 children (first, third and sixth graders) participated in a first study. A minority of children in each age group failed to demonstrate the necessary understanding of the task (15%, 20% and 5%) and had to be excluded. The results showed strong age trends for the total number of solved tasks (R2 = .21), for the maximum number of options (R2 = .15), and for the maximum number of cues (R2 = .17) with older children reaching higher scores, respectively. However, post-hoc tests revealed that first and third graders reach a common level on these dependent variables, and the developmental increase happens only between third and sixth grade. On average, first and third graders were able to

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integrate the information from two cues and decide between three options whereas the sixth graders were able to integrate the information from three cues and decide between four options. Implications for the development of decision making competence are discussed. Exploring Responses to Art in Adolescence: A Behavioral and Eye-Tracking Study Savazzi Federica1, Massaro Davide1, di Dio Cinzia2, Gallese Vittorio2,3, Gilli Gabriella1, Marchetti Antonella1
1 2

Department of Psychology, Universit Cattolica del Sacro Cuore, Milano (Italy) Department of Neuroscience, University of Parma (Italy) 3 IIT (Italian Institute of Technology) Brain Center for Social and Motor Cognition, Parma (Italy)

During adolescence, several and important corporeal, emotional and cognitive changes affect the way the external world is experienced. We hypothesize that these transformations may lead to a new sensitivity also in adolescents aesthetic experience and judgment, especially of paintings representing human figures. We investigated, by means of the eye-tracking technique, the visual explorative behavior of twenty Italian adolescents while looking at sixteen color paintings. Half of the images represented natural environments and half human subjects (Content); paintings were categorized as dynamic or static (Dynamism); all stimuli were displayed under aesthetic and movement judgment tasks (Task). The results showed that Content significantly modulated aesthetic experience: when a human subject is represented in a painting, then attention is drawn on those elements that most probably evoke a bodily simulation in the beholder (limbs and face). As for the influence of elements calling forth Dynamism, when attractive low-level visual features lack, then embodied mechanisms seem to guide attention on content-relevant areas. More specifically, considering human images, when elements expressing overt action lack (i.e., in static human bodies), then adolescents focus on the face (e.g. Massaro et al., 2012). Finally, when the participants were called to give an aesthetic or movement judgment (Task), nature paintings were judged aesthetically more appreciable and expressing more movement than human images. These findings are novel in showing that the visual behavior of adolescents during aesthetic experience is guided by a peculiar perception of paintings, possibly because of the maturation of embodied mechanisms.

TS8.3 Adolescence wellbeing

Chair: Stephen Houghton The University of Western Australia, Perth (Australia)

Conceptualizing Adolescent Loneliness and Being Alone Houghton Stephen1, Hattie John2, Wood Lisa1, Carroll Annemaree, Martin Karen1
1 2

13:30-15:00 | Room 412 Amphimax

The University of Western Australia, Perth (Australia) University of Melbourne (Australia)

Loneliness can be a debilitating psychological condition characterized by a deep sense of social isolation, emptiness, worthlessness, lack of control and personal threat. During adolescence, loneliness is normative and to some extent expected because at this time significant changes occur in social expectations, roles, and relationships. It comes as no surprise then that adolescence has been identified as the peak period of high risk for loneliness, with 66-79% of young people reporting feelings of loneliness at some time; of these, 15-30% describe these feelings as persistent and painful. Failure to resolve loneliness prior to moving out of adolescence can have adverse physical, psychological, social and mental health outcomes. Although there have been advances in understanding loneliness in adolescence, significant conceptual and assessment issues remain. Specifically, the most common theoretical model presumes two dimensions of social and emotional loneliness, yet most research uses a measure that presumes loneliness varies along one dimension. Furthermore, some scales include correlates or consequences of loneliness or aloneness, or mix items from other distinct constructs. This paper reports the development and psychometric evaluations of a multidimensional model distinguishing between attachment and detachment, and between positive aloneness and negative aloneness. In total 1,074 adolescents completed The Perth A-Loneness scale (PALs). An exploratory factor analysis from data supplied by 267 primary school early adolescents and 427 high school adolescents yielded a 4-factor structure consisting of Attachment, Detachment, Positive Aloneness, and Negative Aloneness. Model fit indices from a confirmatory factor analysis with a separate sample of 380 adolescents showed strong support for the conceptual model. Each of the factors obtained satisfactory Cronbach alpha coefficients. The results provide evidence that loneliness can be considered a multidimensional construct comprising two major axes: social and emotional loneliness (lonely attachment and lonely detachment) and positive and negative aloneness. Trajectories of Prosocial Behavior From Middle Childhood Through Early Adolescence: Results From a Longitudinal Study on Chinese Children Zhang Wenxin, Wu Zhongling, Ji Linqin, Wei Xing

Department of Psychology, Shandong Normal University, Jinan (China)

Prosocial behaviors are social behaviors aiming at benefiting others, including sharing, helping, conforming, and cooperating. Prosocial behavior has been proven to be hallmarks of social competence in ones life-long time and is associated with various positive developmental outcomes, including peer acceptance, and lower levels of externalizing and internalizing problems. Although theoretical perspectives suggested that prosocial behaviors increase with age (Eisenberg, Fabes, & Spinrad, 2006), the empirical investigations have mainly employed cross-sectional design and reported mixed results. Longitudinal research is needed to reveal its general age pattern during childhood and

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adolescence. As childs prosocial impulses become regulated since early childhood and increasingly differentiated and individualized during childhood and adolescent years (Hay, 1994), it is important to explore the differential trajectories different children follow in their development of prosocial behavior except for the general age pattern. Employing a sample of 2199 Chinese children who were followed from age 10 to 15 and whose prosocial behaviors were reported by peer rating, the current study examined both the general age pattern and multiple developmental trajectories of prosocial behavior from middle childhood to early adolescence. Data analyses indicated that prosocial behaviors increase slightly with age. Latent class growth analysis identified three developmental trajectories of prosocial behavior, and these were low-increasing, moderate-increasing, and high-increasing trajectories. Compared to boys, girls were more likely to belong in the high-increasing trajectory. Children following different trajectories exhibited differential development at age 15, with children in high-increasing trajectory showing the lowest levels of externalizing and internalizing problems and peer rejection, and highest levels of academic performance and peer acceptance. Family socio-economic status, peer acceptance, academic performance, effortful control, and affiliativeness positively and maternal behavioral control, and peer rejection negatively predict childrens memberships in moderate-increasing and high increasing trajectories. Coping strategies of children and adolescents with short stature Quitmann Julia Hannah, Specht Anja, Rohenkohl Anja Christine, Bullinger Monika

University Medical Center Hamburg-Eppendorf (Germany)

Objective: This paper focuses on coping strategies employed by children and adolescents with Growth Hormone Deficiency (GHD) or Idiopathic Short Stature (ISS), assesses the impact of gender, age, diagnosis, treatment status and degree of short stature on coping, and examines the relationship between coping and health related quality of life (QoL). Methods: Coping was cross-sectionally assessed with the Coping with a Disease Questionnaire (CODI) in 137 children and adolescents between 8 and 18 years, who participated in the European QoLISSY (Quality of Life In Short Stature Youth) study. Quality of life was measured with the QoLISSY questionnaire. Clinical and sociodemographic data were included in the statistical analysis. Results: Most frequently used coping strategies in the CODI were Acceptance and Wishful Thinking, with Emotional Reaction used least. According to t-test and regression analyses, significant age-, gender- and height related differences were detected in the coping strategies. CODI scales were significantly correlated with QoLISSY-QoL, with Acceptance and Distance being associated with increased quality of life, and Emotional Reaction and Wishful Thinking with reduced quality of life. The relationship between the degree of short stature and QoLISSY-QoL was mediated by the coping strategies of Wishful Thinking and Distance. Conclusion: Findings suggest that socio-demographic and clinical characteristics are associated with the use of coping strategies, that protective coping strategies in terms of quality of life can be identified and that coping mediates the relationship between short stature and QoL. Future longitudinal research should focus on adaptive function of coping for QoL over time. Depression, Loneliness and Internet Addiction: Mediating Role of Low Self-control Kuzucu Yaar, zdemir Yaln, Ak erife

Adnan Menderes University (Turkey)

The rate of internet use for the 16-74 age groups has reached 50% in Turkey (TU K, 2012). This rapid increase in the use of the internet brings with its problems for young people (Kim & Davis, 2009). One of these problems is Internet addiction (Young, 2004). Previous research has documented positive relationship between loneliness, depression and problematic internet use (Caplan, 2007). When the internet use provide relief for the problems of stress, loneliness, depression, or anxiety it is possible to become addicted (Larose, Lin, & Eastin, 2003). Socialcognitive learning theory (Bandura, 1989) suggests a more comprehensive understanding of human behavior and cognition than of classical learning theory. According to Bandura (1991) the self-regulatory mechanism that describes ones self-control on his/her behavior might also explain internet addiction. For instance, Montag, Jurkiewicz, and Reuter (2010) found that self-control negatively associated with internet addiction. In addition, low self-control can mediate the relationships between psychological problem (depression and loneliness) and internet addiction because bad moods and negative feelings weaken the persons self-control (Sinha, 2009). Thus, the main purpose of the present study was to examine the relations between psychosocial problems (loneliness, depression) and internet addiction, as well as the mediating role of low self-control in the links between psychosocial problems and internet addiction among Turkish youth. Data for the present study were collected from 687 undergraduate students with a mean of 22.46 years (SD=2.45). Findings provided evidence of direct effects of loneliness on internet addiction and indirect effects of loneliness and depression on internet addiction through low self-control. Specifically, results showed loneliness and depression were positively and directly related to low self-control, and indirectly related to internet addiction through low self-control. Changes in adolescents subjective well-being: On the role of individual-level, family-level and ecological-level resources Grmer Sebastian, Gnther Esser

University of Potsdam / Cognitive Sciences Area of Excellence (Germany)

This presentation addresses changes in childrens and adolescents subjective well-being (SWB) and investigates the role of individual-level, family-level and ecological-level resources. Building on theoretical considerations on the development of SWB, this paper investigates, first, changes in SWB during childhood and adolescence. Second, we tested the influence of individual-level and family-level resources on changes in SWB. Third, we were interested in the relationship between ecological contexts and changes in SWB and analyzed, whether the size of the proposed association between resources and SWBs development varies across the ecological contexts. We investigated these topics in a longitudinal sample of 1,900 adolescents, aged between 7 and 12 years. Latent difference score modeling was used to model the relationship between resources and changes in SWB, hierarchical linear modeling was applied to test the cross-level interactions between resources,

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changes in SWB and ecological contexts. Results showed, first, that participants experienced a significant drop in SWB during adolescence. Second, individual- and family-level resources predicted changes in SWB, the level of change in SWB varied as a function of adolescents individual-level and family-level resources. However, we did not find cross-level interactions between the ecological contexts and the individual-level associations: Changes in SWB and the associations between resources and SWBs changes were not related to variations in the broader ecological context.

TS8.4 Family intervention

Chair: Jennifer Allen Institute of Education, University of London (United Kingdom)

Added value of a new family centered approach in Dutch Preventive Healthcare Pannebakker Fieke, de Wolff Marianne S. , ry Ferko

13:30-15:00 | Room 413 Amphimax

TNO Child Health, Leiden (The Netherlands)

In Dutch Preventive Healthcare (DPH) a new family-centered approach (Starting Together) has been implemented to identify psychosocial problems in early childhood and to refer a family to support if needed. Main features of Starting Together, based on the British Sure Start, are consideration of the childs developmental context and empowerment of parents. During each well-child visit from birth to 18 months of age, 15 visits in total, five domains are discussed with the parents that concern the broad developmental context: 1) Parental competence, 2) Role of the partner, 3) Social support, 4) Perceived barriers, and 5) the Childs wellbeing. Aim of this study was to assess the added value of the family-centered approach in terms of how well it identifies and supports psychosocial problems in infants of 0-18 months. More than 1700 children in the Netherlands were followed using Starting Together. The identification of psychosocial problems that results from Starting Together was compared to the outcome of a single questionnaire to assess psychosocial risks. Using the family-centered approach, more families with psychosocial problems were identified (5,4% more) compared to the questionnaire. The majority of the families were identified in the first 6 months of the first year. Families were most often referred to extra help because of feelings of incompetence. If families reported difficulties in the childs well-being, or perceived barriers (i.e. psychological problems in the parent, or relationship problems) they were referred to external services outside DPH. Our outcomes indicate that adopting the family-centered approach has added value compared to routine care in the DPH. In our presentation we illustrate the added value of Starting Together as an approach to timely observe early risks and problems in families and refer them to extra support. Theory of mentalizing therapy and future applications for families with children with autism spectrum disorders Pavlopoulou Georgia

University of London, Messini Messinias (Greece)

Parents often express their worries about the other child, the sibling of the child with autism. Most of the times they say that their typically developing child often is acting out, acts like their sibling with autism, cannot play with the sibling with autism and is often worried, moody, sad, or angry for extended periods. Moreover, they mention that themselves the parents pay reduced parental attention to the child with typical development. Most of the times parents ask to engage the typically developed child in counseling sessions or role playing in order to teach to the child elements of behavioural intervention in order to cope with the child with autism. Sometimes they even ask for clinical assessment in case something goes with their typically developing child. In order to address these worries in a sufficient way we propsoe a mode lof engagement of siblings of children with autism in a proactive, non pathological way such as 1:1 and group dialogue focused intervention based on the principles of mentalizing (Fonagy&Bateman 20006 guidelines adopted) as they do not (in most cases) present clinical needs and to give to the siblings to express their feelings, needs, thoughts and worries. Incredible Years Parent Training for Low Socioeconomic Status Migrant Families: How we Reach Them and if it Works Leijten Patty1, Raaijmakers Maartje1, Orobio de Castro Bram1, Matthys Walter1,2
1 2

Utrecht University (The Netherlands) University Medical Center Utrecht (The Netherlands)

We tested the effectiveness of the Incredible Years parent training program in low socioeconomic status and migrant families in the Netherlands. Migrant families in the Netherlands represent 11% of the national population (CBS, 2010). The majority of the children from these families are second or third generation children of labor migrants from Morocco and Turkey who came to the Netherlands in the 1960s. These typically low socioeconomic status immigrant families have higher risks for the development of severe behavior disorders and are hard to reach for prevention and early intervention. Children of migrant families represent only 9% of the children in voluntary mental health services in childhood, but over 60% in youth prisons in adolescence (Bellaart & Chrifi, 2008; Rouvoet & Vogelaar, 2008). In Europe, hardly any parent training program is yet empirically supported for the reduction of disruptive behavior problems in minority families (NJi, 2010). In the present study, we suggest that the Incredible Years parent training program may be promising for filling this gap. We present how we were able to reach a multi-ethnic sample by using strategies based on the barriers-to-treatment literature including contacting families and providing the training in non-stigmatizing locations, extensive use of translators, and providing child care. A total of 152 families (70% migrant families) were randomized into either the Incredible Years training or a wait list control condition. Preliminary analyses show improved parent-reported positive parenting practices (rather than reduced parenting practices) and reduced disruptive

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behavior problems as reported by both parents and teachers immediately after treatment and at three-months follow-up. Influences of families ethnicity on program effectiveness and implications for dissemination of the Incredible Years program are discussed. Assessing development of children with Behavioural, Emotional and Social Difficulties: Gaining deeper insight through child-centred research methods Winstone Naomi, Kelly Fiona

University of Surrey, Guildford (United Kingdom)

Behavioural, Emotional and Social Difficulties (BESD) are an area of special educational needs with implications for educational practice across European countries (Cooper, 2011). With high exclusion rates in the UK for children with BESD, interventions to support the developmental and educational progress of these children are crucial. Nurture group interventions (NGIs) are short-term interventions provided within mainstream schools, providing a safe environment in which children can experience the type of care they may have missed at an early age. The standard measure of children's progress within a NGI is a quantitative measure completed by teachers, called the Boxall Profile (Boxall, 2004). However, more recent studies have noted that it is important to measure children's progress beyond teacher ratings (e.g. Garner & Thomas, 2011). To this end, the present study aimed to explore children's development through the perspectives of the children themselves, using a childcentred research method involving activity-oriented questioning (Colucci, 2007). Over a three month period, nine children between the ages of 5 and 7 attending a NGI made gains in their social, emotional and behavioural functioning as measured by the Boxall Profile, and their academic abilities as measured by reading assessments. Furthermore, the activity-oriented questioning revealed developments that were not measureable through the quantitative measures; children developed in terms of self-esteem, self-perception, perseverance and perceptions of friendship during their time in the NGI. Furthermore, children showed insight into their own development during this time. These results illustrate that alongside standard quantitative measures, giving children the opportunity to voice their own abilities and perspectives provides a deeper level of insight into their developments as a result of attending a NGI. The importance of the findings for adopting ability-focused rather t han deficit-oriented perceptions of special educational needs will be discussed. Enhancing parent training for antisocial children with callous-unemotional traits: Promoting eye gaze during parent-child emotional interactions Allen Jennifer1, Woolgar Matt2, Viding Essi3, Scott Stephen2, Dadds Mark2
1 2

Institute of Education, University of London (United Kingdom) Institute of Psychiatry, Kings College London (United Kingdom) 3 University College London (United Kingdom)

Callous-unemotional (CU) traits in children are characterised by low empathy, guilt and emotionality. High levels of CU traits are predictive of severe and persistent antisocial behaviour and poor outcomes to parent training (PT). Children with CU traits show deficits in attending and responding to emotional cues, particularly for the emotion of fear. Fear recognition deficits are associated with reduced gaze to the eye region of the face; evidenced by eye-tracking during computer-based facial emotion recognition tasks as well as during parent-child interaction, including parental displays of affection. This paper will describe the development and evaluation of an innovative new adjunct to parent training targeting child eye contact during parent-child emotional interactions. Children aged 3-8 years diagnosed with Oppositional Defiant Disorder (ODD) and their parents were randomized to receive either PT+ emotional engagement (EE) adjunct or to PT + a control adjunct. All families complete an 8-session individual family PT intervention, conducted by a clinical psychologist and a social worker. Both the parent training and EE/control adjuncts were manualized. Families completed a structured diagnostic interview, questionnaires and parent-child interaction tasks prior to and following treatment. Parent-child interaction tasks were coded by independent raters blind to CU status and treatment stage. To date, 31 families have been recruited into the trial and 17 have completed the post-treatment assessment. Recruitment is ongoing, with another 30 families expect to complete treatment prior to study conclusion; the trial will be completed well in advance of the conference. Findings will evaluate the potential of the EE adjunct to overcome deficits in eye gaze and emotion processing, and enhance our knowledge about parenting and treatment for this high-risk subgroup of antisocial children.

TS8.5 Peer relationships in school

Chair: Olivier Halfon University of Lausanne, SUPEA, Lausanne (Switzerland)

Examination of classroom teacher variables on peer harassment in primary school Lucas-Molina Beatriz1, Perez-Albniz Alicia1, Pulido Rosa2, Martn Seoane Gema3
1 2

13:30-15:00 | Room 414 Amphimax

La Rioja University (Spain) Uned University (Spain) 3 Complutense University of Madrid (Spain)

Peer harassment is a major social problem affecting children and adolescents in all parts of the world. Much of the recent research on peer harassment has primarily focused on student-to-student relationships in the school setting, from either an individual or multilevel perspective. Unfortunately, there is a dearth of research on another important component of school-based behavior: students relationships with the

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classroom teacher. The purpose of this study was to use a socio-ecological perspective to examine the relationships between student-level individual variables (gender, age, student perception of teacher support, school climate, and student-teacher problematic relationships as student-level predictors of peer harassment), classroom-level teacher variables (teacher gender, teacher perception of school climate, teacherstudent problematic relationships, and teacher intervention in peer harassment and conflict situations), and peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 (M=9.82, SD=1.24), nested in 27 public (58.2%) and private schools in Spain participated in the study. Ninety-four homeroom teachers reported on teacher-student relationships and interventions on peer harassment situations. Students completed self-report measures related to peer harassment and student-teacher relationships. Multilevel models demonstrated that relationships between students and teachers exert a varying degree of influence on classroom levels of peer harassment and victimization. Results are discussed in the context of future research on student-teacher relationships, and hightlights the importance to provide assistance and guidance to teachers. Do cross-ethnic friendships relate to ethnic diversity and positive developmental outcomes? Evidence from Secondary Schools in London Bagci Sabahat C., Kumashiro Madoka, Smith Peter K., Blumberg Herbert, Rutland Adam

Goldsmiths, University of London (United Kingdom)

As European societies become more ethnically diverse, there is a need to investigate both antecedents and consequences of childrens crossethnic friendships in ethnically diverse environments, such as London in the 21st century. We aimed to investigate the effects of ethnic group and classroom ethnic diversity on cross-ethnic friendship formation, and whether cross-ethnic friendships have positive effects on psychological well-being, resilience and academic outcomes. Additionally, we examined whether cross-ethnic friendships buffer the potential negative effects of perceived ethnic discrimination. We report findings from a longitudinal study in 9 multi-ethnic secondary schools in London. A sample of 684 Year 7 (aged 11) British students (256 White European, 63 Middle Eastern, 118 Black, 247 South Asian) completed measures of cross-ethnic friendship frequency (ratio of cross-ethnic friendship numbers to total friendship numbers) and quality (frequency of interaction and closeness of 3 best cross-ethnic friends), perceived ethnic discrimination, psychological well-being, academic outcomes and resilience. Contrary to past research suggesting the rarity of cross-ethnic friendships, such friendships were frequent and of high quality, even outnumbering same-ethnic friendships for some groups. Multilevel analyses showed that ethnic diversity had substantial positive effects on cross-ethnic friendship frequency, as hypothesized, but not on quality. Closer examination of the 3 major ethnic groups (White, Black, South Asian British) revealed that cross-ethnic friendship quality, but not frequency, had main positive effects on psychological well-being and resilience for Whites and South Asians. Furthermore, both cross-ethnic friendship frequency and quality buffered the negative effects of perceived ethnic discrimination. Overall, these findings suggest that the prevalence and quality of cross-ethnic friendships in such multi-ethnic settings has positive effects on various outcomes for both ethnic majority and minority children, indicating the importance of further research. Aggression in primary schools the predictive power of selected school and home environment variables Kozina Ana, Roman Mojca, Vidmar Maa

Educational Research Institute, Ljubljana (Slovenia)

In this paper we analyze the predictive power of home and school environment-related factors for pupils' aggression. The multiple regression analyses will be performed for 4th and 8th grade pupils on TIMSS 2007 (N=8394) and TIMSS 2011 data base (N=9415) for Slovenia. On the national level aggression scale (Kozina, 2011) was administered in both TIMSS cycles. As far as home variables are concerned, the variables related to the family socioeconomic status, pupils' educational aspirations, parental activities with their children and pupils' free time activities will be included. As for school environment variables, variables related to the school climate, pupils' attitudes towards school and school subjects and pupils' achievement in mathematics and science will be included. The predictive power of models (including only home and only school variables) will be compared (based on the % of explained variance) and on the basis of included variables the relative predictive power of home environment variables in comparison to school environment variables will therewith be established. According to the research literature reviewed, higher levels of aggression is expected for pupils with low SES (Guerrero et al., 2006), passive free-time activities (Baron & Richardson, 1994), lower achievements (Green et al., 1980; McEvoy & Welker, 2000), lower educational aspirations (Finn & Frone, 2003), negative school climate (Brookmayer et al., 2006) and negative attitudes towards school and school subjects (Krall, 2003). If the results will show that school related factors such as school climate are significant predictor of pupils aggression we will additionally perform a hierarchical linear model of data from 2007 and 2011 to evaluate if there are any significant differences in aggression between schools. In view of the anticipated significant predictive factors among school-related variables, significant changes in the level of aggression among schools are likewise expected. Inclusion of two data cycles collected in two time periods will offer observation of changes in aggression predictors in time. Social cognition and early peer rejection in children with SLI. Andres-Roqueta Clara, Adrin Juan Emilio, Clemente Rosa Ana

Universitat Jaume I, Castellon de la Plana (Spain)

Recent research has demonstrated that children with Specific Language Impairment (SLI) are at risk of suffering a variety of social problems when they attend to high school (i.e. victimization or bullying). These peer-rejection episodes in the adolescence are related to language level of subjects, but also to social cognition. Although it has been also shown that it is possible to find peer-rejection episodes in younger children with SLI, it is still not clear because those studies were based on parents and teachers ratings who do not always were coincident about the existence of childrens rejection. Furthermore, none of those studies have established whether there is a relationship between peer-rejection and social cognition at those ages, even though both are processes that co-occur in child development. The aim of the present work was to examine the relationship between social cognition and peer rejection in young children with SLI. To

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achieve this goal 36 children with SLI (3:5 to 7:5 years-old) and 36 age-matched typically developing children were assessed with language measures, false belief tasks and a direct peer rejection measure (like most and like least nominations of peers). Between-group comparisons showed that SLI group had significant more like-least nominations than the age-matched group, and also less social preference scores. However, no differences were found on like-most nominations and social impact scores. Also, it was found both like-less and social preference variables were significant related to social cognition level of those children. These findings highlight that children with SLI are at risk to face peer-rejection episodes at primary school, especially if they have a social cognition delay. Therefore, there is a need to design intervention programs not only based in language, but also in social cognition, in order to help them to understand their socio-emotional context.

TS8.6 Methodological approaches 13:30-15:00 | Room 201 Amphiple

Chair: Mehdi Gholamrezaee Mohamad

The Emergence of Social Referencing in Non-ambulatory Infants: New Insights from a New Paradigm Mireault Gina1, Sparrow John2, Crockenberg Susan3, Woodard Kelly1, Pettinato Christine1, Sienna Sarah1
1 2 3

Johnson State College (United States of America) University of New Hampshire-Manchester (United States of America) University of Vermont (United States of America)

Social referencing refers to infants use of caregivers as emotional guides in ambiguous situations, and is one of the earliest emotion regulation mechanisms to emerge. Most studies have been conducted with ambulatory infants, a criterion of the classic visual cliff paradigm, limiting our knowledge of when and how social referencing develops. In addition, these studies place infants under conditions of threat (i.e., confronted with a cliff). Despite being nonambulatory, infants as young as 5-months-old have the motor pre-requisites to engage in social referencing (e.g., can support and turn their heads). The current study employed a new research paradigm to track the emergence of social referencing in younger infants under conditions of humor. Using a within-subjects experimental design, fifty 5-month-olds watched a parent presented with ordinary and ambiguous-absurd (i.e., humorous) events to which parents responded with joy or neutrality. The procedure was repeated when infants were 6- and 7-months old. We predicted that 5-, 6-, and 7-month-olds would exhibit social referencing, particularly during ambiguous-absurd vs. ordinary events. We also predicted that infants would show more positive affect and behavioral approach following social references to parental displays of positive affect, an indication that young infants affect is regulated via social referencing. These effects were expected to increase with infants age, as assessed by a 2 x 2 x 3 (condition x affective cues x age) MANOVA on dependent measures of social referencing, behavioral, and affective responses. Sequential analysis was used to investigate if infant affect and behavior were contingent upon social referencing and parent affect. The emergence and developmental implications of social referencing in young infants social and emotional development will be discussed, as well as considering humor as a methodological innovation. International Collaboration in the Study of Parenting and Child Adjustment Gurdal Sevtap1, Skinner Ann T.2, Sorbring Emma1
1 2

University West (Sweden) Duke University (United States of America)

To advance our understanding of parenting and child rearing in diverse countries around the world, we developed the Parenting Across Cultures (PAC) project as an international collaboration among nine countries, many of them under-researched: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. This sample of countries was diverse on several socio-demographic dimensions, including predominant race/ethnicity, predominant religion, economic indicators, and indices of child well-being. International collaboration is not a novel idea. Researchers and experts across many and varied disciplines have undertaken cross-cultural partnerships in order to solve problems and advance science. The study of parenting and child adjustment seeks to answer difficult and complex questions that require large-scale international collaboration. Using the collaborative model of the Parenting Across Cultures project, this paper will highlight 6 important practices that may create more effective cross-cultural collaboration in the study of parenting and child adjustment. Challenges and opportunities that are connected with cross-cultural research and collaboration are discussed within each suggestion. In sum, we propose that international collaboration is of a gain for the field and for research in general but also for organizations and society. Measurement of Infant Competencies in Large-scale Assessments: Chances, Challenges and First Results of the ViVA-Project Freund Jan-David

University of Bamberg (Germany)

Even though it is agreed upon the existence of predictive indicators of the later development of competencies in infancy it lacks for representative panel studies which deal with causalities and development of interindividual differences. The measurement of infant competencies in existing birth cohort studies are usually only based on information provided by the parents. Stage 1 (From Birth to Early Child Care) of the German National Educational Panel Study (NEPS) additionally gathers data from laptop-driven direct measurement in the

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home environment of 3.000 children. The ViVA-Project (part of the DFG-founded Priority Programme 1646 Education as a Lifelong Process) enhances and deepens the analysis of NEPS-Stage 1. Subsequent data about the home learning environment, development of competencies, and the validity of the used instruments will be provided via scientific use file (SUF). As speed of habituation and preference for new stimuli are considered as good indicator of the infants information processing and learning ability, a categorization-task is used for all children in the first panel wave and repeated and complemented with an additional task for measuring domain-specific indicators for a subsample in the second panel wave. Beside information about the design of the study the talk will cover a current status of the analysis based on data of the pilot study and a preview of the coming SUF-data. Multiple health behaviours: growth trajectories and covariates Wiium Nora, Breivik Kyrre

University of Bergen (Norway)

Multiple health behaviours research suggests that health behaviours tend to co-occur. The co-occurrence of unhealthy behaviours is particularly evident during adolescence, possibly reflecting the personal and social freedom associated with this period. Healthy and unhealthy behaviours such as fruit consumption and physical inactivity tend to co-occur during the transition into adulthood because of the associated expectations, roles and responsibilities. Using longitudinal data spanning over 17 years, the present study explored different growth trajectories concerning the development of the unhealthy behaviours: smoking, little physical activity, low fruit intake and drunkenness. The associations with covariates such as parents educational background, parenthood and civil status were also examined. The baseline sample of 924 13-year-old pupils were from 22 randomly selected schools in Hordaland County in western Norway. Latent class growth analysis revealed seven growth trajectories: a trajectory, comprising 14.5% of participants, with particularly high and increasing levels of drunkenness; a second trajectory, comprising 15.7% of participants, with increasing levels of little physical activity, low fruit intake and drunkenness; a third trajectory, comprising 20.8% of participants, with increasing levels of smoking, low fruit intake and drunkenness; a fourth trajectory, comprising 9.8% of participants, with increasing but relatively lower levels of smoking and drunkenness compared to those for the third trajectory; a fifth trajectory, comprising 11.2% of participants, with lower levels of all unhealthy behaviours; a sixth trajectory, comprising 18.1% of participants, with lower levels of unhealthy behaviours excluding low fruit intake; and a seventh trajectory, comprising 9.9% of participants, with increasing levels of all unhealthy behaviours. Although several covariates appeared to be associated with the different trajectories, clear significant relations were only observable in traditional growth modelling. The identification of different growth trajectories together with associated covariates in large sample sizes may assist in designing intervention programmes that will meet the needs of specific sub-groups. Development and Validity of the Math Anxiety Interview (MAI) Richtmann Verena1, Kohn Juliane1, Kucian Karin2, Grond Ursina2, Kser Tanja3, von Aster Michael1,2
1 2

Department of Clinical Psychology/Psychotherapy, University of Potsdam (Germany) Center for MR-Research, University Chlidrens Hospital, Zurich (Switzerland) 3 Department of Computer Science, Computer Graphics Laboratory, Zurich (Switzerland)

Math anxiety can be defined as a negative emotional reaction to number related cognitive demands in academic as well as in everyday life situations. Especially in children with arithmetic difficulties it seems important to assess negative emotions like math anxiety that could influence their performance as well as their training results. Because of a lack of valid and reliable methods for German-speaking primary school children, this study aimed to develop an instrument to assess math anxiety and to examine first psychometric data. The Math Anxiety Interview was designed for children in early primary school years. The children were asked to estimate the intensity of their math anxiety in four different situations, that were illustrated by pictures, using a visual anxiety thermometer. Similar to other specific phobias, it is assumed that math anxiety affects different levels (affective, cognitive, behavioural, and physiological). Children were asked to assess these levels of anxiety in each situation. In this study 162 7- to 10-year-old children with and without arithmetic difficulties were examined. All children were asked to estimate their trait and school anxiety, their attitudes towards math and their cognitive competencies. Additionally, several instruments assessing arithmetic achievement were used. Results show high positive correlations between math anxiety and trait anxiety as well as school anxiety. As expected, children with arithmetic difficulties report higher scores of math anxiety compared to children with an average arithmetic performance. Additional results concerning reliability (internal consistency and testretest stability) as well as further aspects of validity like gender differences will be presented. Finally, we report first results that indicate that MAI can contribute substantially in evaluating the effects of arithmetic training programs.

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KEYNOTE
K8 Examining cognitive development from a conceptual change point of view: the framework theory approach 15:15-16:00 | Room 350-351 Amphimax Stella Vosniadou

National and Kapodistrian University of Athens (Greece) Chair:Willem Koops Utrecht, University (The Netherlands)

In recent years domain specific approaches to cognitive development have appeared under the general category of theory-theory claiming that there are systems of core cognition that bootstrap development and that cognitive development consists of episodes of conceptual change. The emphasis is usually in the early years, in an effort to better understand these systems of core cognition, how cognitive development builds on them, and the nature of the conceptual changes that take place. The research I will present deals with older children and adults and investigates the conceptual changes that happen later on in childhood, when they are exposed to systematic instruction particularly in the physical sciences and mathematics. The framework-theory approach to conceptual change claims that by the time systematic instruction starts, children have already acquired several domain specific framework theories based on every day experience in the context of lay culture (i.e., nave psychology, nave physics, natural number) which are characterized by a distinct ontology and causality and which can give rise to prediction and explanation. Science and math instruction presents children with counter-intuitive information that requires fundamental conceptual changes ontological, representational and epistemological in their framework theories. These conceptual changes are not sudden and stage-like happen slowly, through the gradual assimilation of the new information that comes though instruction into the initial, framework theory, creating fragmentation and misconceptions. Finally, we argue that initial systems of thought are not replaced by more advanced, scientific or mathematical concepts but continue to co-exist with them.

INVITED SYMPOSIUM
IS9 Development, Culture and Materiality : Psychological and Philosophical Perspectives

Chair & Co Chair: Christiane Moro & Nathalie Muller Mirza University of Lausanne (Switzerland)

16:30-18:00 | Room A Amphiple

In contrast with the traditionally mentalist and individualist assumptions of contemporary psychology, the contributors of this invited symposium will discuss the epistemological and methodological issues of keeping culture in mind in developmental research: If the role of language is a traditional object of study in cultural approaches, what role and place might be devoted to artifacts, and materiality in general, in order to understand development all along ontogenesis? How meaning-making processes might be investigated to apprehend the dynamics of change? How emotions might be analysed through interaction and social practices? The contributors are invited to discuss these issues by raising the questions drawing from their objects of research and by expliciting their epistemological backgrounds. Felice Carugati

University of Bologna, (Italy)

Antonio Iannaccone Christiane Moro

University of Neuchtel, (Switzerland) University of Lausanne, (Switzerland)

Nathalie Muller Mirza Frdric Nicod

University of Lausanne, (Switzerland) University of Lausanne(Switzerland)

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SYMPOSIA
SY9.1 CIVIC ENGAGEMENT IN ADOLESCENCE AND BEYOND

Chair: Maria K. Pavlova University of Jena (Germany) Co-chair: Rainer K. Silbereisen University of Jena (Germany) Disscussant: Martyn Barrett University of Surrey (United Kingdom)

16:30-18:00 | Room B Amphiple

Civic engagement (a variety of voluntarily undertaken, mostly unpaid activities directed at the community benefit and/or at the policy change at the local, regional, national, or international level) is a cornerstone of a civil society and has long been acknowledged as part of positive and productive development. While early prerequisites to civic engagement, such as prosocial personality qualities, emerge already during childhood, the developmental course of civic engagement per se begins only in adolescence, when young individuals develop cognitive and behavioural capacities to partake in such activities, and proceeds into adulthood. The voluntary nature of civic engagement makes it possible for adults to become involved at virtually any age; however, strong continuities in civic engagement across the adult years have been reported. Against this background, the present symposium addresses civic engagement in adolescence and adulthood, making a particular emphasis on the identification of age-specific and general factors fostering civic engagement. All contributions are based on short- or long-term longitudinal studies and come from different research groups drawing on diverse theoretical frameworks but sharing an interest in lifespan perspectives on civic engagement. Examining Diverse Developmental Trajectories of Civic Values in American Adolescents Wray-Lake Laura1 Christine Victorino2, Celina M. Benavides1
1 2

Claremont Graduate University (United States of America) Pitzer College (United States of America)

Civic values are linked to identity and guide civic actions. Although civic values are thought to crystallize in early adulthood, little is known about growth and change in values during adolescence. For some youth, civic value increases result from contextual supports or gains in socio-cognitive maturity. However, civic values may show different patterns of developmental change, in terms of level (i.e., intercept) and shape (i.e., slope). Using a novel methodological approach, we examined heterogeneity in civic value trajectories in American youth. We employed Growth Mixture Modeling to identify developmental trajectories in adolescents civic values. Data come from the Longitudinal Study of American Youth, and our analysis examined youth civic values at five consecutive waves across middle and late adolescence (n =3,030). Using the Bayesian Information Criteria (BIC) and substantive interpretation of the classes, a three-class solution was identified. Group 1 (64.3%) started with very high civic values, with a dip during middle adolescence (i.e., grades 8 to 10) and a sharp increase in later adolescence (i.e., grades 10 to 12). This finding suggests a vulnerable period during middle adolescence, which is consistent with findings on social trust and moral development (e.g., Flanagan & Stout, 2010). Group 2 (15.4%) started at lower levels and showed little change during middle adolescence, followed by a steady increase during late adolescence. Additional analysis will explore correlates for growth in civic values, e.g., contextual support. Group 3 (20.3%) started at lower levels and remained stable, as indicated by no significant linear or quadratic slope. Gender findings indicated that males showed less steep increases in late adolescence; this pattern was consistent across groups. Further analyses will test theoretical explanations for group differences in developmental change. What Motivates Young People to Become Active Citizens? Political Participation in Adolescence and Young Adulthood Peter Noack2, Katharina Eckstein2, Jugert Philipp 1
1 2

University of Leipzig (Germany) University of Jena (Germany)

For the development of active citizenship, adolescence and young adulthood are important periods in life. According to the civic voluntarism model there are three main predictors explaining young peoples political participation: (1) resources (e.g., SES, educational level), (2) access to social networks (e.g., clubs, politicized family & friends), and (3) individual motives (e.g., attitudes toward political participation, political efficacy). Based on these assumptions, it was the goal of the present research to select meaningful predictors of political participation in adolescence (Study 1) and young adulthood (Study 2). Study 1 was based on a sample of adolescent high school students from Germany (N = 495) who were examined twice with a one year timelag between the measurement points. In Study 2 (young adult sample) students from Jena University (N = 430) were surveyed over a period of three measurement points. The analyses were conducted by means of latent structural equation modeling using Mplus 6. Despite the differences in age, the analyses revealed a strikingly similar pattern of results for both samples. That is, resources (i.e., SES, educational level) as well as access to social networks (membership in club, being involved in political discussions with others, important others attitudes toward political behaviors) predicted changes in young peoples willingness to participate in politics. These effects, however, were largely mediated by the examined individual motives (i.e., attitudes toward political behaviors, internal political efficacy). While the effect of political discussions was mediated by the young peoples sense of internal political efficacy, the effect of important others attitudes was mediated by their own attitudes toward political behaviors.

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Thus, both studies identified similar patterns concerning the prediction of young peoples willingness to participate in politics. The implications and the limitations of the results will be discussed. Personality and Civic Engagement in Young Adulthood: Openness as a General Predictor of Active Citizenship Leikas Sointu1 , Katariina Salmela-Aro2
1 2

University of Helsinky (Finland) Universities of Helsinki and Jyvskyl (Finland)

Civic engagement refers to a broad class of behaviors that are related to societal participation, such as voting, participating in political organizations, and volunteering for non-profit organizations. Such behaviors are highly relevant both to individuals and to the society as a whole. Thus, civic engagement behaviors have also been of key interest in social sciences. Social, contextual, and situational factors affect individuals participation in civic engagement. However, individuals may also differ in their general inclination towards civic engagement some individuals may be more likely to participate than others. However, previous research on broad personality traits and civic engagement has been relatively sparse for instance, the role of Openness, a trait relevant for ideological and political activity, has rarely been considered. The present study utilized a longitudinal dataset of young Finns (N = 493). The Big Five personality traits, several civic engagement behaviors (e.g. voting, donating money, participating in organizational activities), and life satisfaction were measured at the ages of 20 and 23. The findings showed that a) personality is a stronger predictor of civic engagement at the age 23 than at the age 20, most likely because of the increased prevalence of civic engagement with increasing age; b) Openness predicts a broad range of civic engagement behaviors; c) civic engagement behavior mediates the relation between Openness and life satisfaction. Furthermore, Extraversion was related to participation in student activities, while Conscientiousness was related to voting behavior and following political issues. The results established for the first time the important role of Openness as a general predictor of social activity while also showing that other traits have more specific relations with certain types of civic activities. Perhaps most importantly, the results suggested that the link between Openness and well-being may be partly due to more active citizenship. Life Course Antecedents of Civic Engagement in Early Adulthood Schoon Ingrid

University of London (United Kingdom)

This paper examines associations between early personal, social and economic resources and civic engagement in young adulthood. Civic engagement is operationalised as political participation involving behaviour (voting and membership in organisations) as well as attitudes (political trust). Using a longitudinal approach we examine the associations between family background, general cognitive ability (g) and school engagement measured during adolescence, and adult educational and occupational attainment as well as family status with civic engagement measured in two large representative samples of the British population born in 1958 (N = 8,804) and in 1970 (N = 7,194). A lifetime learning model of civic participation is tested, using Structural Equation Modelling to map the pathways linking early experiences in the family and school context to adult outcomes. Results show that there has been a decline in civic participation in the later born cohort. In both cohorts civic engagement is shaped by both early and later experiences with institutions in society, pointing to important opportunity windows for interventions aiming to increase participation during the school years. Individuals who have accumulated more socio-economic, educational, and motivational resources throughout their life course are more engaged and express higher levels of political trust than those with fewer resources. Furthermore, women are more likely than men to participate in society, especially by making use of their right to vote, and they express higher levels of political trust than men. Findings are discussed in terms of a life course theory of human adaptation and social change. Coping with Occupational Uncertainty and Civic Participation in Younger, Middle-Aged, and Older Adults Pavlova Maria, Rainer K. Silbereisen

University of Jena (Germany)

Growing occupational uncertainty (e.g., a greater risk of losing ones job) has been regarded as one of the factors impeding civic participation. However, individuals differ in their reactions to occupational uncertainty. Drawing on the lifespan theory of control, we argue that younger individuals increase their civic participation when coping with occupational uncertainty in an engaged manner (as civic participation may help promote their careers), whereas middle-aged and especially older individuals increase their civic participation when they disengage from career-related goals (here, civic participation may serve as a compensation). We used longitudinal data on three groups of German adults surveyed twice with a one-year interval: younger (age 1629, n = 224), middle-aged (age 3043, n = 371), and older (age 5674, n = 215). At both measurements, the participants reported on perceived growth in occupational uncertainty, strategies of coping with it (i.e., engagement and disengagement), and volunteer work in the past 12 months (yes/no). For each coping strategy, two latent scores representing its initial level and residual change from T1 to T2 served as predictors in multinomial logistic regression, along with a number of control variables. The four possible constellations of volunteer work at T1 and T2 served as a dependent variable. We found that the effects of engagement strategies did not significantly differ across age groups, whereas the effects of disengagement strategies differed markedly and in the expected direction. For instance, among younger participants, an increase in disengagement was negatively associated with starting volunteer work (vs. remaining uninvolved), whereas among middle-aged and older participants, the opposite was true. Thus, using age-appropriate strategies of coping with occupational uncertainty may be related to higher civic participation, which contradicts the belief that occupational uncertainty necessarily undermines civic participation.

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SY9.2 EMOTIONAL AND COGNITIVE CONDITION OF SUCESSFUL DEVELOPMENT

Chair: Andreas Eickhorst University Clinic Heidelberg (Germany) Co-Chair : Silke Hertel Ruprecht-Karls-Universitt Heidelberg (Germany) Disscussant: Nicolas Favez Universit de Genve- Genve (Switzerland)

16:30-18:00 | Room 410 Amphimax

In this symposium current research with different emphases from five countries will be presented. Based on multifaceted designs, different aspects and variables out of the area of emotional and cognitive development - which probably lead to successful development - will be analyzed. Age ranges from three month up to grade 4.Udry-Jrgensen et al. analyzed the influence of fathers presence on the quality of mother-infant interactions as predictive factor for infant development (three months old). Videotaped dyadic mother-infant and dyadic-plusfather interactions were compared with respect to family-functioning-quality. The study of Berthelsen et al. on early home learning environments presents an intervention on enhancing parenting skills with the aim of supporting young childrens learning and language skills as well as infants and parents well-being (intervention groups with infants from 6-12 and 12-36 months). Likewise the presentation of Eickhorst et al. deals with learning environments in family homes. Here the combination of these arrangements with the quality of the motherchild interaction is seen as a predictor for the childrens socio-emotional and cognitive development (children aged two to three).In her presentation Cruz tries to support the differential susceptibility hypothesis. Variables are again the quality of home environments and the quality of mothers interactions. Hypothesis is that positive parenting can be particularly valuable for children with difficult temperament (age: 1 to 3 and 4 to 6 years; longitudinal).The presentation of Kiuru et al. deals with the interplay between risk and protective factors concerning reading skills and difficulties by grade 4 - children. Data on environmental protective factors, peer acceptance, teacher reports of affection for the child, and mothers, fathers and teachers reports of home-school were collected. Finally, Nicolas Favez as discussant takes a critical stand to the presented results.

The influence of the fathers presence on the quality of mother-infant interactions Udry-Jrgensen Laura

Centre Hospitalier Universitaire Vaudois- CHUV Lausanne (Switzerland)

Parental behavior was observed in a community sample, of 67 two-parent families with their 3 month old infant, in a laboratory setting. The aim of the study was to evaluate the influence of the fathers presence on the quality of mother-infant interactions. Maternal sensitivity was first assessed in a classic mother-infant dyadic play situation (Dyadic context or D). Then, maternal sensitivity was assessed in a mother-infant play situation, while the father was observing them (Dyad within the Triad context or DT). Subsequently we compared maternal sensitivity in the D and DT context, according to the quality of the family functioning. Family functioning was defined in terms of family alliance, i.e. the quality of the coordination between mother, father and infant in a play task (High Coordination versus Low Coordination alliances). Results show that maternal sensitivity in the D and the DT contexts are strongly correlated. Moreover, maternal sensitivity tends to be higher in the DT context. We then analyzed maternal sensitivity according to the quality of family functioning; results show that the difference between D and DT stays at a tendency level for Low Coordination alliances; on the other hand, maternal sensitivity was significantly higher in the DT context in High Coordination alliances (p = 0.005). This brings light upon the role of the father as a protective factor for the early infant-mother dyad, in particular in families with more positive family relationships. The Early Home Learning Study: An intervention to enhance parenting skills and support young childrens learning and emotional well-being Berthelsen Donna

Queensland University of Technology (Australia)

The Early Home Learning Study (EHLS) is a large-scale randomized controlled trial involving 2,000 families in vulnerable circumstances. This parenting intervention was designed to improve quality of the home learning environment; childrens learning and language outcomes; and parenting well-being. The intervention is delivered within two existing community services Supported Playgroups (for families with children aged 12-36 months) and Maternal and Child Health Services (families with infants 6-12 months). Delivery of the intervention across, and within, different research design conditions involved participation in playgroups and parent groups; and an enhanced condition that involves home coaching. The intervention focused on two domains: quality everyday interactions and a stimulating family environment. The intervention also addressed parents well-being with a focus on two domains: self-care and personal agency. Intervention components included: video modeling of key interactional skills for parenting; practice of the skills with feedback; didactic materials. Parenting and child outcomes were assessed at three time points (pre, post, 5 month follow up) using parent self-report via telephone interviews and video-taped observations at home of parent-child interactions and childrens communication skills. The interviews included measures of the home learning environment, parent responsiveness, parenting efficacy, and parent psychological distress; as well as parent reports of childrens development on behavioral and language measures. Pre to post findings for this early intervention study will be presented. Full sample data showed excellent reach (>80% of participants reported one or more vulnerabilities); attendance (mean attendance >70% of group sessions; >90% home coaching sessions); and retention (>75% participated in 5 month follow-ups). Preliminary pre/post data indicated changes on key measures: home learning environment and parent responsiveness. Full trial data will test the differential effectiveness of the intervention formats in relation to child and parenting outcomes.

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Sensitive interactional behavior and arrangement of learning environments in family homes Eickhorst Andreas, Silke Hertel, Nadine Zeidler, Katarina Wolf, Manfred Cierpka

University Clinic Heidelberg (Germany)

In early childhood, socio-emotional and cognitive development is likely influenced by the quality of home learning environments and by the quality of parent-child interactions. Therefore, there is a huge potential in parent training, but a lack of empirical evidence. Our study takes this aspect into account and addresses sensitive interactional behavior and the arrangement of learning environments for children at home. Our intervention study is based on an experimental design with randomized allocation of 200 parent-child-dyads (children aged two to three) to 3 treatment groups and 1 control group. Parents are trained in cognitive stimulation (EG1), emotional sensitivity (EG2), and a combination of both (EG3). The effects are investigated on parent and child level applying questionnaires, and (development) tests as well as collecting videodata. For the experimental group (EG1, cognitive stimulation), it can be assumed that parent training in scaffolding strategies has an influence on childrens cognitive development and abilities. After the training we expect to find more aspects of stimulation and scaffolding in parent-childinteractions. For the parents children, we expect better test results in cognitive abilities than in the control group. For parents in experimental group 2 (training in sensitivity), we expect more sensitive behavior towards their children after the training, but no increase in cognitive stimulation strategies. For experimental group 3 (combined training, learning environment and sensitive interaction) we expect to find both more aspects of stimulation and scaffolding and of sensitive interactional behavior. For the control group (CG) we expect no differences between childrens development (test results) and parents interactional behavior. Initial results will be presented at the symposium. Parenting and child persistence: the moderating effect of child temperament and the differential susceptibility hypothesis Cruz Orlanda

Faculdade de Psicologia e de Cincias da Educao da Universidade do Porto (Portugal)

In the last decade several studies come up supporting the differential susceptibility hypothesis (Belsky, 2004), the main idea being that the adaptive functioning of children with difficult temperament dependents greatly from rearing influence. This study intends to present data from a longitudinal study supporting this hypothesis. The main and interactive effects of family and child variables are examined in the prediction of child persistence. Participants were 76 children and their mothers that were observed twice - the first time when children were 1 to 3 years old and the second one when children were 4 to 6 years old using the same instruments. The quality of home environment was assessed using the InfantToddler and the Early Childhood versions of the HOME Inventory (Caldwell & Bradley, 2003). Mothers interaction behaviours with child were videotaped during three 15-minute sessions, on three different days, and rated using the Teaching Styles Rating Scale (McWilliam, Scarborough, Bagby, & Sweeney, 1998), two dimensions being identified Responsiveness and Teaching. Child temperament was assessed with the Child Personality Scale that was filled by the preschool teachers, and child persistence was assessed with the School Age Temperament Inventory USING parents and teachers as informants. Results indicated stronger relations between mothers interaction behaviours and child persistence for children with difficult temperament, bringing some support to the the differential susceptibility hypothesis and suggesting that positive parenting can be particularly valuable for children with difficult temperament. The Role of Reading Difficulty Risk and Environmental Protective Factors in Childrens Reading Skills in Grade 4 Lerkkanen Marja-Kristiina

University of Jyvskyl (Finland)

Individuals with reading difficulties not only have academic difficulties during their school years but also typically manifest lower educational attainment and professional status in adulthood. The transactional theory of risk and adaptation suggests that it is the interplay between risk and protective factors rather than risk factors alone that determine child outcomes. This study examined the predictive effects of reading difficulty (RD) risk and environmental protective factors on childrens reading skills in grade 4. The sample consisted of 538 Finnish-speaking children. Childrens risk for RD was identified at the end of kindergarten year. Nonverbal ability, level of parental education, and childs gender were used as control variables. Data on environmental protective factors, childrens peer acceptance, teacher reports of affection for the child, and mothers, fathers and teachers reports of home-school partnership were collected during Grades 1-3. Children were tested on their reading skills in Grade 4. The results of path models showed, first, that kindergarten-age RD risk predicted childrens poor subsequent reading skills. Second, high levels of peer acceptance and teacher affection predicted higher reading skills. Third, a high number of environmental protective factors promoted childrens reading skills both individually and cumulatively. Finally, RD risk predicted lower peer acceptance, teacher affection, and parent-teacher partnership in the early primary grades. The results suggest that childen at risk for RD may often face accumulative risks in the form of experiencing lower extent of supportive relationships in their classroom and school contexts. As the relationship with the teacher proved to be significant the teacher-student and teacher-parent relationships may be key targets position in efforts to promote childrens reading skill development and motivation.

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SY9.3. INTERNALIZING SYMPTOMS FROM EARLY CHILDHOOD TO ADULTHOOD FINDINGS ABOUT RISK FACTORS FROM TWO PROSPECTIVE STUDIES AND A SYSTEMATIC REVIEW 16:30-18:00 | Room 415 Amphimax Chair: Anni Skipstein

Div.Mental Health/Norwegian Institute of Public Health (Norway)

Disscussant: Lucy Bowes

The current symposium aims to highlight different aspects of internalizing (i.e., anxious and depressive) symptoms in a family-perspective using two longitudinal studies: the National Longitudinal Study of Children and Youth (NLSCY) from Canada and the Tracking Opportunities and Problems (TOPP)-study from Norway, and a systematic review of longitudinal studies. The first presentation by Ian Colman from the NLSCY-study presents the identification of distinct trajectories of internalizing symptoms from childhood to adolescence, and risk factors for membership in these trajectory groups. The second presentation by Wendy Nilsen examines the possible interactive associations between early childhood life stress, adolescent life stress, and the development of depressive symptoms during adolescence with data from the TOPPstudy. Then Anne Kjeldsen, also from TOPP, presents findings about the prediction of internalizing symptoms in late adolescence from trajectories of externalizing problems measured from childhood to adolescence. The fourth presentation, by Ole Melkevik, presents findings from a systematic review of longitudinal studies examining the prospective association between internalizing symptoms/disorders and early school leaving. Finally, Anni Skipstein will present findings about the potential reciprocal effects between maternal temperament and internalizing symptoms over 13 years of the child rearing phase in the TOPP-study. The findings from these two longitudinal studies and a systematic review highlight different risk factors such as early life stressors, temperament, concurrent life stressors, and externalising problems for the development of internalising symptoms. In addition, these findings draw attention to the importance of using different methods, spanning from person-oriented as well as variable-oriented methods to systematic reviews to highlight different perspectives of internalising symptoms. The association between childhood life stress, adolescent life stress, and the development of depressive symptoms during adolescence: A longitudinal study of Norwegian children from ages 1.5 to 16.5 Nilsen Wendy

Div.Mental Health/Norwegian Institute of Public Health (Norway)

Background: Early life stress has been suggested to create a vulnerability to stress later in life. The overall aim of the study was thus to examine the longitudinal association between maternal-rated life stress in early childhood (ages 1.5, 2.5, and 4.5) on adolescent-reported depressive symptoms during adolescence (ages 12.5, 14.5, and 16.5). Furthermore, a second goal was to see if life stress in early childhood moderated the relationship between life stressors during adolescence and depressive symptoms. Methods: Data from families of 921 Norwegian children participating the 15-year prospective longitudinal study: Tracking Opportunities and Problems (TOPP)-study was used. The families have responded to a quantitative survey on seven occasions from their child was age 1.5 months to age 16.5 (1993-2009). Life stress was assessed with maternal reports and adolescent reports of life stress. Depressive symptoms were assessed with adolescent reports of The Short Moods and Feelings Questionnaire (SMFQ). Using structural equation modeling, the interplay between childhood life stress, adolescent life stress, and adolescent depressive symptoms was explored. Results: The findings revealed a significantly higher risk of adolescent depressive symptoms a) those whose mothers had reported more early life stress during early childhood and b) those adolescents reporting more life stress during early adolescence. The findings also revealed an interaction pattern for childhood * adolescent life stress, in which those having experienced both high early and high late life stress had the worst outcomes. Conclusion: The findings support theories of early life vulnerability and also highlight the developmental importance of early life stressors on the development of depressive symptoms during adolescence. Trajectories of externalizing problems from infancy to mid-adolescence: Predicting internalizing symptoms and well-being in late adolescence Kjeldsen Anne

Div.Mental Health/Norwegian Institute of Public Health (Norway)

This prospective study aims to examine the long-term prediction of internalising symptoms and subjective well-being from trajectories of externalising problems in 921 children from a population based sample. We found that a high stable pattern of externalising behaviours from infancy (age 1.5) to mid-adolescence (age 14.5) predicted depressive symptoms in boys and anxiety symptoms in girls in late adolescence (age 18.5). A high stable pattern of externalising behaviours throughout childhood was also related to lower well-being scores for both boys and girls. These findings underline the importance of early preventive and identification efforts to be aimed towards children with high levels of externalising problem already from the second year of life onwards, as it may reduce externalising behaviours and possibly prevent internalising symptoms and promote well-being later in life.

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Early onset common mental disorders problems as risk factors for early school leaving: A systematic review of longitudinal, general population studies Melkevik Ole, Wendy Nilsen

Div.Mental Health/Norwegian Institute of Public Health (Norway)

Free compulsory upper secondary education is a common privilege in most western countries. Yet, as many as 14.4% of Europeans between 18-24 years old can be categorized as early school leavers as they have not completed their upper secondary credentials. Mental illness among children and adolescents has been established as an important risk factor for early school leavers as psychiatric disorders have been reported to account for a substantial proportion of high school dropouts in the US. However, studies investigating whether common mental disorders (such as anxiety and depression) indeed constitute relevant risk factors for early school leavers have provided little consistent evidence. The overall aim of this review will be to provide an overview of the literature on longitudinal studies investigating common mental disorders as a risk factor for early school leaving. Further, we will investigate the status of the evidence in regard to, specific type of diagnose, and gender influence risk level. The current study searched ISI web of knowledge, Embase, Medline, PsychInfo, and Scopus to include a broad range of scientific journals for relevant literature. The review is currently in process and findings will be presented at the conference. The relationship between internalizing symptoms and temperament. A longitudinal study of mothers Skipstein Anni

Div.Mental Health/Norwegian Institute of Public Health (Norway)

Background: Depression and anxiety are the most common mental health problems among women, with various negative impacts both for the women concerned and their families. As such, the public health significance of understanding and treating maternal depression and anxiety is high. Earlier studies have showed that temperament might be an important factor in predicting symptoms of anxiety and depression among mothers. However, the longitudinal development, and association between temperament and symptoms of depression and anxiety among adults is less known. The aim of the current study was to examine the reciprocal effects between maternal temperament and symptoms of depression and anxiety over 13 years of the child rearing phase. Methods: The data were from a prospective, longitudinal study of 913 mothers in Norway followed from when their children were 18 months old (time 1) until they were 14.5 years (time 6) (the TOPP study). Using structural equation modelling, cross-lagged analyses were conducted to test the reciprocal effects between temperament and symptoms of depression and anxiety. Results: The study found that there is a reciprocal relationship between emotionality and symptoms of depression and anxiety. Emotionality was found to be a stronger predictor of symptoms of depression and anxiety, than vice versa. Conclusion: The current study found reciprocal relationship between temperament and symptoms of depression and anxiety. The findings indicate the value of considering the temperamental style of individuals when undertaking preventive or treatment interventions.

SY9.4 DEVELOPMENT OF INTERVENTIONS TO TREAT POSTTRAUMATIC STRESS IN PARENTS AND CHILDREN 16:30-18:00 | Room 315 Amphiple Chair : Fernando Lacasa

Hospital Sant Joan e Deu. Universidad de Barcelona. (Spain) Co-Chair : Antje Horsch University of Lausanne (Switzerland) Disscussant: Ayala Borghini University of Lausanne (Switzerland)

Parents and children may be exposed to traumatic events, such as witnessing or experiencing domestic violence or having a very premature baby in the neonatal intensive care unit. These may trigger the development of posttraumatic stress disorder as well as other mental health problems. In this symposium, different research groups will present the latest advances in the development of interventions to target posttraumatic stress symptoms in children and parents, ranging from individual to group treatments.

Posttraumatic stress symptomatology in child and adolescent witnesses of domestic violence: results from a group intervention based on emotional regulation and reflective function Ortiz Eva

Hospital Sant Joan e Deu. Universidad de Barcelona. (Spain)

Exposure to domestic violence is a powerful risk factor for mental health, especially for Posttraumatic Stress Disorder, lack of social adaptation (1) and intergenerational transmission of violence (2). A recent report indicates that 19% of children who attend mental health outpatient clinics in Catalunyas public system are witnesses of domestic violence (3), however this risk often goes undetected. Specialized therapeutic tools for these patients are very limited in our context. Emotional Regulation and Interpersonal Treatment, TREI is a 12-session program for

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children and adolescents with history of trauma (4). It is based on the increase of reflexive function in interpersonal interactions and emotion regulation as mediator of posttraumatic symptomatology improvement. The aim of the study was to evaluate changes in posttraumatic symptomatology and in re-experimentation, avoidance and hyperarousal subscales 3 and 6 months after baseline assessment. 20 patients who had witnessed domestic violence were evaluated at baseline (pre-intervention) and three and six months later, using the PTS-Reaction IndexChild Form (5). Three months after initial assessment, we found a significant reduction in re-experimentation scores, but no significant change in global posttraumatic symptomatology. However, at 6 month follow-up, we found significant differences in the global posttraumatic symptomatology, and in all the subscales. A significant decrease in the number of patients with PTSD diagnosis also was found between the pre-intervention assessment and 6 months follow-up. Preliminary results show promise in the efficacy of the TREI program at reducing posttraumatic symptomatology six months later. Future research with a larger sample, a control group is needed to corroborate these preliminary findings. Therapeutic group for mothers with a history of abuse and difficulties in the mother-child relationship Forcadell Sandra Parc Sanitari Sant Joan de Du Universidad de Barcelona. (Spain) Most of women victims of gender violence may suffer posttraumatic stress reactions such as dissociation, hiperarousal and avoidance. Furthermore, their children often display stress symptoms and psychological distress that may cause psychopathology such as anxiety, depression, behavioral disorders and/or somatization. This may lead them to an outpatient mental health services. We present a group treatment experience for separated or divorced women victims of domestic violence whose children are also patients in a mental health service. The main goal of this group is to improve the insight and the emotional regulation of the mothers with the purpose of improving posttraumatic stress symptoms, relationship and parenting skills. This is a closed group, from 6 to 8 women, driven by an adult clinical psychologist and a child clinical psychologist plus an observer. The group itself, as the setting for the several interpersonal interactions that occur in it, constitutes a unique therapeutic factor of this modality, being the main tool of change. The presence of the child psychologist allows focusing more effectively on the quality of the mother-child attachment relationships, on the parental sensitivity, on the appropriateness of care according to the age of the children, on the limits, etc. In this group, emotional regulation, care of herself, difference between conjugal and parental relationships and the development of adaptive personal resources are also worked. The analysis of this experience may help us to assess the clinical implication this group of mothers victims of gender violence may have in the prevention of the intergenerational transmission of violence, the regulation of the attachment and the improvement of the psychopathology both in women and their children.

Traumatised mothers after the birth of their premature baby does writing help ? Horsch Antje

University of Lausanne (Switzerland)

The birth of a preterm infant is in most cases unexpected and can be a distressing experience for parents. Mothers may experience posttraumatic stress reactions, anxiety and depression following the premature birth of their baby, which subsequently may impact on their attachment relationship and the cognitive, social and behavioural development of the baby. In this pilot study, we offered an expressive writing intervention to women who recently had a premature baby to alleviate their psychological distress and to improve their physical health. During the expressive writing intervention, women were asked to write down their deepest thoughts and feelings about the most traumatic aspect of their experience of having a premature baby for 15 minutes over three consecutive days. Participants were randomly allocated to either the expressive writing intervention group or a wait list control group. Pre- and post questionnaires to evaluate the effectiveness of the expressive writing intervention, as well as their acceptability and feasibility were completed. The intervention took place when the baby was three months of corrected age. Post-measures were completed at one and three months following the intervention. Results and their clinical implications will be discussed with regards to the implementation of this safe and cost-effective method as a preventative measure in the routine care of women who recently gave birth to a premature baby. Prematurity, parental post-traumatic symptoms, and early mother-infant relationship: how to consider early intervention ? Mller-Nix Carole

University of Lausanne (Switzerland)

Few studies have looked at the impact of early intervention on parental subjective experience and parent-infant interactions. Taking in account quality of mother-infant interactional characteristic will permit to target at risk dyads and to adjust early intervention. Parental post traumatic stress was evaluated with the Perinatal Posttraumatic Stress Disorder Questionnaire. Mother-infant interaction were coded with the Care Index. Maternal attachment representations of their infants were assessed with the Working Model of the Child Interview, and the quality of the infants attachment with the Strange Situation coding system. The intervention program included: a joint-observation at 33 weeks, the Neonatal Behavior Assessment Scale at 42 weeks, and an Interaction Guidance at 4 months. Study 1: Full-term dyads presented more often a Cooperative pattern of interaction with maternal Balanced representations of their infant, preterm mothers with high post-traumatic stress symptoms presented more often a Controlling dyadic pattern with Distorted representations of their infant. Study 2: Early intervention induced a lowering of maternal post-traumatic stress symptoms between 40 weeks and 4 months as well as an increase of maternal sensitivity and infant cooperation, and a lowering of maternal control and infant difficulty. Premature birth is a major stressor for infants, their mothers, and their relationship. Studies presented show improvement in maternal and dyadic functioning with focused intervention.

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CAVEAT: A brief psychotherapy intervention for traumatized mothers Rusconi-Serpa Sandra

University of Geneva (Switzerland)

This presentation will focus on Schechter, Rusconi and colleagues specific intervention for violence-exposed mothers with PTSD and their young children: the Clinician-Assisted Videofeedback Exposure Approach Therapy (CAVEAT). Empirical research has identified difficulties in parenting and mutual regulation of violence- exposed mothers with PTSD. In particular, mothers with PTSD often experience their childs routine distress as a trigger of their own pre-existing post-traumatic distress. Schechter and colleagues have previously demonstrated that after a single experimental session a significant change in the way mothers understand their childs state of mind when stressful interactions occur, which has a positive effect on the mother's perception of her own child and their attachment relationship. This paradigm was designed to test whether mothers could "change their mind" about their young children if supported in their viewing of video-excerpts of play, separation and reunion in the presence of a clinician who asks the mother to think about what she (and her child) might be thinking and feeling at the time of the excerpt and at the moment of videofeedback. This technique also involves elements of prolonged exposure treatment/trauma-focused cognitive behavior therapyin other words confronting avoidance of trauma-related negative emotions, the videobased parent-child treatment interaction guidance, mentalization-based parent-child intervention, and psychodynamically oriented childparent psychotherapy. Based on the previous demonstrated effectiveness of this experimental single-session intervention, an amplified specific intervention involving a total of 16 sessions (4 evaluation sessions and 12 treatment sessions) was developed. Some case examples will be shown to illustrate this model.

SY9.5 CHILD DEVELOPMENT AND CHILD REARING IN DIFFERENT SOCIAL CONTEXTS

Chair: Henny Bos University of Amsterdam (The Netherlands) Disscussant: Michael Merry University of Amsterdam (The Netherlands)

16:30-18:00 | Room 315.1 Amphiple

This symposium is about child development and child rearing in different social contexts. The five presentations in this symposium have in common that they are all imbedded in social ecological and transactional models of child development and child rearing (Lerner & Overton, 2008). In these models the development of children and child rearing are not seen as separate entities, but as interlocking components that mutually influence and reinforce each other in a dynamic system that continuously contributes to the adaptation or maladaptation of the individual to a given context. The dynamic systems theory of child development assumes adaptation of the child to a specific environment, and in interactions with others. All the studies in this symposium are framed by the dynamic systems theory (Lewis, 2000), and by transactional (Sameroff, 1995, 2009) and bio-socio-ecological (Bronfenbrenner & Ceci, 1994) models. As a consequence in all the five presentations the child and his/hers development is seen as a complex composite system consisting of biological (genetic) and psychological elements that develop in transaction with both immediate (proximal) as well as more removed (distal) environments. These theoretical perspectives on child development will be illustrated with studies conducted in different social contexts (e.g., childcare center, same-sex parents, foster families), with various forms of parenting and childcare support (including a community- based programs aimed at family support and improving childrearing practices in families), with children in different age range (from young children to adolescents), and with data collected with different methods (from interviews to observations of interactions). The strengths and difficulties of long-term foster parent children aged 4-12 Maaskant Anne

University of Amsterdam (The Netherlands)

In 2011 20.498 children in the Netherlands were living in foster family care. A substantial part of these children lives in long term foster family arrangements, where foster families aim to provide a stable rearing environment for the children till they reach adulthood. Although there are indications that problem behaviour is one of the important reasons of unplanned termination of foster placements, little is known about the problem behaviour of Dutch foster children in general. This study focuses on the problem and prosocial behaviour of 237 foster children (aged 4-12) living in long-term placement in two regions of the Netherlands. Their behaviour is measured with the Strength and Difficulty Questionnaire as reported by single or both foster parents. Descriptive analyses as well as correlations and independent t-tests were conducted to gain insight in their behaviour and in the relationship between their behaviour and child- and placement characteristics (e.g. age of foster child, ethnicity, age at entering foster family, experience foster family, other children in foster family). The analyses showed that there was a wide range of problem behaviour (ranging from none to very serious problem behaviour), with a third of the children having elevated Total Difficulty Scores (TDS). Higher TDS appeared to be positively related with: age of the foster child, age at entering the foster family, number of prior foster placements, and experience of foster family. Also differences were found between foster children in kinship arrangements (more TDS) than foster children in non-kinship families. Relationships with prosocial behaviour will also be discussed during the presentation as well as the implications of all findings for supporting foster families.

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The relationship between pedagogical quality in early childcare centres and childrens Helmerhorst Katrien University of Amsterdam (The Netherlands) Research has shown that there are evident although modest effects of early and extensive childcare are on childrens socio-emotional development. This study is the first to examine the relations between the quality of childcare and childrens well-being, problem behavior, and social competence at 12 and 24 months in the Netherlands (N = 145 at Time 1 and N = 108 at Time 2). In an ecological approach, we investigated the development of children, measuring both home and childcare characteristics. And in addition, which children are more susceptible to the effects of quality. Our results show that higher quality of care is related to higher scores for wellbeing and competence, and less problem behavior as reported by professional caregivers. We found no relation between quality of care at 12 months and childrens socio-emotional development at 24 months. This relation was found for both overall process quality of the childcare center, and for caregivers interaction quality with children. These results remained evident also with control for several family background characteristics (such as acceptation from the child by the parent, experienced competence in caregiving, daily hassles, ego resilience, and support from partner). A difficult temperament, an early entry, and more time spend in care combined with lower pedagogical quality of care are risk factors for childrens development. Quality of care was related to childrens socio-emotional development and is of particular importance for children with a difficult temperament, children starting with non-maternal care at an early age, and children spending more time in care. Contribution of the home visiting program Home-Start to parental perception of child behaviour in the Netherlands Smallegange Eva University of Amsterdam (The Netherlands) Various parenting support programs have been developed in order to support families in handling the perceived behavioral problems of their children. One of these programs is the volunteer home visiting program Home-Start. Home visiting programs focus on improving the (social) development of young children through parental support. They aim to increase parental wellbeing and parental competency by empowering parents and offering them social support resulting in altered perception on childrearing, actual parenting behavior and child behavior. Consequently, perceived conduct problems may steadily decline over time. The current study focuses on the relative contribution of Home-Start on changed parental perception of child behavioral problems in early childhood. We report on a cluster-randomized trial in which parents either enrolled in the home visiting program Home-Start (intervention group) (n=87) or in care as usual support (comparison group) (n=104). Changes in parental perception on child problem behavior were studied at pre, post- and 6- month follow-up. Data were collected by means of the Child Behavior Checklist (CBCL; 1-5 years). First exploratory analyses show no significant differences in scores on the CBCL-DSM-IV problem behavior scales between the intervention and control group. These results are in line with earlier Home-Start evaluation studies in which changes in parental competence were found but changes in perception of child behavior were delayed and only found in an additional follow-up study. These exploratory results indicate that perception of child behavior is not immediately altered at the end of receiving support. In order to induce faster change in parental perception on this subject Home-Start support could be combined with a parent management training, in which child behavior is a topic on which parents focus explicitly. Interviews with young children about their well-being Stapel-van der Hoek Elly University of Amsterdam (The Netherlands) The acquisition of information regarding (health related) quality of life (HRQOL) of children from proxy informants has been proven useful, valuable and necessary. However to get the full picture about how young children experience their life it is also important to get subjective information reported by children themselves. Research has shown a discrepancy between results of child report and parent-proxy report on HRQOL for children between 8-12 years old. Although it is generally agreed that using carefully adapted questionnaires survey research for children from around seven years and up is executable, only very few valid and reliable self -report instruments measuring the well-being of younger children have been developed. For the present study 53 children in the age between 4-6 years old were asked at what circumstances they feel happy and what they need to feel good in order to find out what aspects concerning well-being would be mentioned. The interviews were recorded, transcribed and after that coded and analyzed with MAXQDA. The spontaneously mentioned and positive labeled experiences were rudimentary categorized in Who, What, Where and When. Subcategories of, What are Activity, Physical, Material matters and Wish/Desire. Telling about what made them feel good (like playing outside or biking) seemed more important to these young children than telling where they were at their moments of happiness. When the children told who made them happy or with whom activities toke place family members were mentioned most frequently, followed by friends. Indications of time were rarely given. The pilot study produced various leads for further research. Adolescents offspring in lesbian mother families Van Gelderen Loes University of Amsterdam (The Netherlands) Various international studies have shown that children growing up in same-sex-parent families are comparable to children in heterosexualheaded families in terms of problem behavior and well-being. Most of these studies focused on young children; only a few concentrated on the psychological adjustment of adolescents raised in families in which the lesbian mothers came out before their children were born

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(=planned lesbian families). Adolescence is a period in which the offspring of lesbian and gay parents develop a keener awareness of their minority status, which makes them more vulnerable to homophobic stigmatization. None of the few studies on the psychological adjustment of adolescent offspring have been conducted in countries other than the U.S. and the U.K. In this study we first compared the psychological adjustment (measured by means of parental report the Child Behavior Checklist and adolescents reports by means of the Youth Self Reports) of 71 Dutch adolescents in planned lesbian families with those of 71 matched teenagers in heterosexual families (M age= 15.97 years). Secondly, for the adolescents in planned lesbian families it was also examined whether experiences with homophobic stigmatization was associated with psychological adjustment. Results of the mother and adolescent reports revealed that adolescents with lesbian mothers did not differ in problem behavior when compared to adolescents from heterosexual-parented families. For the adolescents with lesbian mothers, correlations were found between self-reports of stigmatization and psychological adjustment (measured with the CBCL and YSR). In conclusion, our results indicate that even though homophobic stigmatization is associated with more problem behavior, as a group, Dutch adolescents with lesbian parents demonstrate similar competencies and behavioral problems on mother- and self-reported measures of psychological adjustment than their counterparts in heterosexual-parent families.

SY9.6 (formerly SY8.3) ATTACHEMENT AND PSYCHOPATHOLOGY IN CHILDREN AT RISK

Chair: Ute Ziegenhain Klinik fr Kinder- und Jugendpsychiatrie/Psychotherapie, Universittsklinikum Ulm (Germany) Co-Chair : Ina Bovenschen University of Erlangen-Nuremberg (Germany) Disscussant: Klaus Schmeck Universitre Psychiatrische Kliniken Basel (Switzerland)

16:30-18:00 | Room 319 Amphiple

A considerable body of research confirms the influence of early attachment-related experiences on later socio-emotional functioning of young children. Whereas secure attachment relations are linked to positive social competencies or effective emotion regulation, attachment problems are linked to behavioral problems or even to psychiatric disorders. According to attachment theory, positive changes in the care giving quality may be one factor by which children sustain or return to adaptive trajectories so that early attachment-based preventive intervention programs mainly aim at enhancing parental sensitive behavior or shaping distorted parental mental representations. The present symposium brings together research on caregiver-child dyads at risk from infancy to the preschool years. The core question of the papers is if and how different preventive interventions influence parental behavior as well childrens development in families at risk. The first three papers investigate the effectiveness of three different intervention projects whereas the last paper analyzes if and how placement in foster care positively influences childrens development. The first paper focuses on the interplay of factors that disrupt and facilitate mutual emotion regulation in a sample of mothers with PTSD. Specifically, research towards the development of a relationship-based intervention involving video-feedback in this sample will be presented. The second paper presents first longitudinal data of the Zeppelin intervention project investigating the effectiveness of a long-term intervention combining regular home visits and group meetings in families at risk. The third paper investigates the effects of an early and preventive attachment-based and video-based intervention on maternal sensitive behavior and infant's cooperativeness in a high risk sample. Finally, the fourth paper presents data of a longitudinal study investigating foster childrens attachment formation over the first year of placement depending on early adversity and care giving conditions in the new homes. Understanding how traumatized mothers process their toddlers' affective communication under stress: towards preventive intervention for families at high risk for intergenerational violence Schechter Daniel S.

University of Geneva Hospitals and Faculty of Medicine (Switzerland)

This presentation will review the authors' original research on the interplay of factors that disrupt and facilitate mutual emotion regulation during formative social-emotional development from 12 to 42 months of age. Central to our program of research is the hypothesis that mothers with interpersonal violence-related (IPV) post-traumatic stress disorder (PTSD) may experience their very young child's routine distress as a trigger of pre-existing post-traumatic stress. These mothers are thus unable to engage effectively in mutual emotion regulation at various levels when needed (i.e. reading child emotional communication, marking their reading of child affect, and sensitive response to the child). We describe a series of studies that test this hypothesis via psychological, behavioral, and physiologic measures, as well as functional neuro-imaging. The hypothesis in large part supported by converging findings, the authors will then discuss ongoing research towards the development of a relationship-based intervention involving video-feedback exposure of mothers to mother-child interactions that trigger maternal anxiety, avoidance, and dissociation. This intervention the "Clinician Assisted Videofeedback Exposure Sessions or CAVES" targets typical errors traumatized mothers make in reading their young child's affective communication.

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Maternal sensitivity in disadvantaged families: Primary results from the ZEPPELIN study Neuhauser Alex & Lanfranchi Andrea

Interkantonale Hochschule fr Heilpdagogik, Zrich (Switzerland)

The prevention project ZEPPELIN has two objectives: The interdisciplinary early recognition of children jeopardised in their development for psychosocial reasons and the intensive and case-related early support of these children in order to increase their long-term educational opportunities. Within the framework of a home-based approach, qualified female specialists for child care and counselling visit families from the target group at home, two times a month and during three years, and invite them to the monthly group meetings in the family centre. They apply the German version of Parents as Teachers (PAT) for children from 0 to 3, to raise the parents awareness for the age-specific needs of their children and prepare them for a close collaboration with the educational institutions. The longitudinal intervention study is running from autumn 2011 with 252 families (RCT) in the agglomeration of Zurich. A very important element of our theoretical model based on Bronfenbrenner & Morris (2006) consists in the proximal processes of development as shown in the parent-child interactions. A valid but also demanding instrument for evaluating the quality of early mother- (or father)-child interaction and assessing the maternal (or paternal) sensitivity in a dyadic context is the CARE-Index (Crittenden, 2005). Preliminary results of the feasibility study (Lanfranchi & Neuhauser, 2012) and still running analyses of the mean study indicate that all recruited mothers present relevant psychosocial risk factors and rank according the Dyadic Synchrony Scale between the high-risk and intervention range. Moreover, families participating in PAT showed increasing responsiveness of the mothers and the cooperativeness of the children.

The Ulm Model for Attachment Based Intervention in mother-infant dyads at risk Ziegenhain Ute

Universittsklinikum Ulm (Germany)

Numerous international meta-analyses and reviews gave evidence that early intervention may enhance parenting competencies in general and reduce longitudinally the probability of dysfunctional parental behavior. In early infancy, attachment based interventions focusing on enhancing maternal sensitivity have been proven particularly effective. This study investigates the effects of an early preventive attachmentbased intervention using video-feedback to improve maternal sensitive behavior and infant's cooperativeness in a high risk sample (Ulm Model). Mothers-child-dyads at risk (N=96) were recruited during the first 3 months of infants life by practitioners of the collaborating regular health care or child welfare institutions. Each mother-infant dyad was assigned to an intervention group (n=63) with the Ulm Model or a control group (n=33) receiving treatment as usual. Each Ulm Model practitioner had completed a manualized 16-day-training for the intervention procedure. The intervention consisted of 7 sessions with feedback of synchronous or not yet synchronous video sequences of mother-infantinteractions. It lasted 3 months during the first 6 months of the infants life. Data assessments took place before and after intervention as well as at 2 follow-up sessions (6 and 12 months), with equivalent time points in the control group. The CARE-Index (behavioral observation of videotaped mother-infant interaction), the Brief Symptom Inventory, the General Depression Scale and the German version of the Child Abuse Potential Inventory were used for assessments. The Adult Attachment Interview and the Ainsworth-Strange-Situation were conducted with a subsample. First results of a subsample (N=40) indicated that mothers of the IG improved their sensitivity immediately after the intervention. Ongoing analysis will continue to answer more detailed questions and distangle the influence of the different risk factors on the success of the Ulm Model. Attachment in foster children throughout the first year of placement: the role of early adversity and foster parents behavior Bovenschen Ina

University of Erlangen-Nuremberg (Germany)

Based on adverse experiences before being placed into new homes, foster children have been found to be at increased risk for a variety of social and behavioral problems (e.g., Lawrence et al., 2006), especially attachment problems (van den Dries et al., 2009). However, only two longitudinal studies investigated the process through which foster children form new attachment bonds. Moreover, none of these studies investigated which factors contribute to individual differences in attachment formation. Therefore, the current study was designed to investigate foster childrens attachment formation throughout the first year of placement depending on early adversity in their biological families and caregiving quality in foster care. The sample consisted of 55 foster children being placed with their current caregivers between 12 and 72 months of age and their main caregiver. The foster families were contacted three times throughout the first year of placement (as close as possible to the childs arrival, 6 months and 12 months after placement). At each assessment, attachment behavior was measured using a home observation (Attachment Qset; Waters & Deane, 1985) as well as the Strange Situation Procedure (Ainsworth et al, 1978). Additionally, foster parents sensitivity and parenting were assessed based on a standardized home observation Finally, case workers of foster care agencies rated the severity of early adversity according to the Maltreatment Classification System developed by Barnett et al. (1993). First results indicate that attachment security significantly increased during the first year of placement. The severity of adverse experiences was solely related to childrens attachment behavior immediately after placement. Moreover, both foster parents sensitivity and parenting predicted positive changes in attachment behavior. The results highlight the important role of foster parents behavior and how important it is to implement interventions focusing on both foster parents behavior and foster childrens attachment development.

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WORKSHOP
WK9 THE EARLY DEVELOPMENT OF METACOGNITION: NOVEL PERSPECTIVES

Chair: Markus Paulus Ludwig Maximilian University Munich (Germany) Disscussant: Beate Sodian Ludwig Maximilian University, Munich (Germany)

16:30-18:00 | Room 210 Amphiple

Since Flavell (1979), developmental research aims at examining the factors, which promote metacognitive development, and the correlates of metacognitive competencies in greater detail. The symposium presents five contributions, which take novel perspectives on the early development of metacognitive control and knowledge.Gavoille and colleagues explore the development of declarative metamory between 4 and 6 years of age by means of a longitudinal study. The results show an increase in declarative knowledge and reveal an impact of early theory-of-mind competencies on metacognitive development. The authors conclude that metamemory is not a unitary construct. Destan and Roebers take a closer look at social factors that promote the development of metacognitive skills in 6-year-old children. Their study suggests that the quantity and quality of mother-child interactions, in particular joint reminiscing and scaffolding, play an important role in the development of self-regulatory abilities. Paulus and colleagues present a longitudinal study on the development of 6-year-old childrens ability to assess their own lack of knowledge. They show that this metacognitive competency is predicted by early perspective-taking, general cognitive abilities (IQ), and early Theory-of-Mind development, indicating that TOM and Metacognition share a common conceptual basis. Spiess and colleagues investigate the interrelations between metacognitive abilities and prospective memory as well as executive functions in 7-year-old children. The analyses reveal relations between executive functions and prospective memory as well as between metacognitive abilities and executive functions. Tsalas and colleagues examine the relation between Metacognition and mindreading, particularly whether 6to 10-year-old children and adults rely on the memorizing-effort heuristic to evaluate others learning. The results show that adults, but not elementary-school children transfer insight gained from monitoring their own learning to others. Studies about declarative metamemory development have reported substantial improvements during preschool period. They showed that preschoolers possessed an elementary knowledge about the influence of variables on memorization (e.g., Wellman, 1977). Yet, little is known about the prerequisites for the emergence of such knowledge. Recently, a connection has been drawn in the literature between metacognition and theory-of-mind (ToM) (Flavell, 2000; Kuhn, 1999). Moreover, the results of Lockl and Schneiders study (2007) indicated that both language and theory-of-mind abilities between 3-5 years were significant predictors of metamemory knowledge at 5 years of age. The aims of our study were (1) to longitudinally investigate the development of declarative metamemory in French preschoolers through three variables of interest: number of items to be remembered, study time available and organizational strategy during encoding strategy and (2) to explore the roles played by language and ToM especially the source of-knowledge and false-belief understanding on the emergence of metamemory knowledge. In our study, thirty-one children initially aged of 4 years were observed every 4 months during 2 years of school (Preschool 2 and Kindergarten). Results indicated that (1) children started to grasp the influence of number of items on memorization at the early age of 4, while the influence of study time and organization strategy came at the age of 5 (Time 4); and (2) age in months, language and theory-of-mind at Time 1 explained almost 34% of the variance in the number-of-items condition at Time 6, 17% of the variance in the study-time condition and 30% of the variance in the organization condition. The ToM factor was only a significant predictor in the number-of-item condition. Metamemory needs a complex development and seems not to be a unitary construct.

The impact of home environment on self-regulatory abilities Destan Nesrin , Roebers Claudia M.

University of Bern (Switzerland)

Self-regulatory skills play an important role for school achievement. Cognitive mechanisms like monitoring and control of ongoing activities (metacognitions), attention-shifting, strategy knowledge and use seem to be of relevance. The home environment is one possible contributor to self-regulatory abilities in the domain of executive functioning (EF) and metacognitive development. Recently, LeFevre and colleagues (2009) showed that home numeracy experiences are linked to childrens vocabulary and acquisition of mathematics. Also, SES was shown to be linked to childs EF, with home environment mediating this link (Sarsour et al., 2005). Although many studies highlight the importance of home environment in relation to cognitive abilities, the relevance of mother-child interactions as part of the home environment has rarely been addressed for both, executive functioning and metacognitive abilities at the same time. Therefore, the goal of this ongoing study is to look more closely at the mother-child interaction, focusing on reminiscing and scaffolding in joint activities. The 6-year-old participants completed a set of computerized and paper-pencil tasks to measure procedural metacognition, inhibition, cognitive flexibility and working memory, nonverbal Intelligence and vocabulary. Parents are asked to rate the quantity of different joint activities (e.g., puzzle solving, reminiscing events, planning events) and their quality (e.g., inquiry, strategy instruction/guidance) in the past 6 months. Hypotheses are that children with more sophisticated interactions with their mothers would display higher scores of self-regulatory abilities measured by the administered tasks. Preliminary analyses reveal a significant impact of the quantity and the quality of the mother-child interaction in joint activities on selfregulatory abilities, even after controlling for the familys SES, nonverbal intelligence and language skills of the child. Further analyses are planned to study differences in self-regulation skills and their interplay.

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Theory-of-mind, IQ, and perspective taking predict childrens assessment of their own ignorance: A longitudinal study Paulus Markus , Sodian Beate, Kristen Susanne, Licata Maria

Ludwig Maximilian University, Munich (Germany)

An important developmental achievement is the acquisition of the metacognitive ability to correctly assess ones own lack of knowledge. This assessment seems to be difficult for children when they have partial knowledge. In partial-exposure-tasks (PETs) children are presented with objects one of which is subsequently hidden. Children are asked whether they know, which object is hidden. Studies have shown that children correctly note their lack of knowledge in PETs not before 6 years of age (e.g., Rohwer, Kloo, & Perner, 2012). To examine the developmental pathway of this ability, we longitudinally followed n=72 children from 2 to 6 years of age. We hypothesized relations between metacognitive abilities and childrens theory-of-mind (TOM) competencies and IQ (e.g., Lockl & Schneider, 2006). At 2.5 years, we assessed childrens perspective-taking abilities, executive control, and temperament. At 4, 5, and 6 years, theory-of-mind (TOM) competencies were assessed. Additionally, at 5 years, children participated in an IQ assessment. At 6 years, we administered a PET to assess childrens acknowledgement of their own ignorance. Correlational analyses revealed relations between the PET at 6 years and the following predictors: perspective taking at 2.5 years, TOM at 4 and 5 years, as well as IQ at 5 years. A subsequent hierarchical regression analysis showed that perspective-taking at 2.5 years as well as TOM and IQ at 5 years made independent contributions to explained variance. The study corroborates findings of relations between general cognitive abilities and metacognitive development (Lockl & Schneider, 2006). It suggests that TOM and metacognition share a common conceptual basis, possibly an explicit concept of mental representations and of the inferential nature of knowledge. Findings will be discussed with respect to recent theoretical debates on the relation between TOM and metacognition. Prospective memory, executive functions and Metacognition: Relations and individual differences in 2nd graders Spiess Manuela Roebers Claudia M., Meier Beat

University of Bern (Switzerland)

Introduction. Prospective Memory (PM), defined as the ability to remember to perform intended activities at some point in the future (Kliegel & Jger, 2007), is crucial to succeed in everyday life. PM seems to increase over the childhood years (Zimmermann & Meier, 2006), but yet little is known about PM competences in children in general, but also about factors that influence its development. Currently, a number of studies has focused on factors that might influence PM performance, with EF being potentially influencing mechanisms (Ford, Driscoll, Shum & Macaulay, 2012; Mahy & Moses, 2011). Also metacognitive processes (MC: monitoring and control) are assumed to be involved while learning or optimizing ones performance (Krebs & Roebers, 2010; 2012; Roebers, Schmid, & Roderer, 2009). Yet, the empirical relation between PM, EF and MC remains rather unclear. We intend to examine relations and explain individual differences in PM performance. Method. An empirical cross-sectional study on 120 2nd graders will be presented. Participants completed six EF tasks (a Stroop, two Updating Tasks, two Shifting Tasks, a Flanker Task), a computerised event-based PM Task and a MC spelling task. Children were tested individually in two sessions of 30 minutes each. Each of the three EF components defined by Miyake, Friedman, Emerson, Witzki & Howerter (2002) was represented by two variables. PM performance was represented by PM accuracy. Metacognitive processes (control, monitoring) were represented separately. Results. Preliminary analyses (SEM) indicate a substantial association between EF (updating, inhibition) and PM. Further, MC seems to be significantly related only to EF. We will explore whether metacognitive monitoring is related to PM monitoring (Roebers, 2002; Mantyl, 2007). As to EF and MC, we expect the two domains to be empirically well distinguishable and nevertheless substantially interrelated. Discussion. The results are discussed on a broader and interindividual level. Metacognition and Mindreading: A Developmental Study Nike Tsalas1, Paulus Markus1 , Proust Jolle2, Sodian Beate1
1 2

Ludwig Maximilian University, Munich (Germany) Ecole Normale Suprieure, Paris (France)

Koriat and Ackerman (2010) recently showed that adults relied on the memorizing-effort heuristic (judging faster learned items to be more likely remembered) when evaluating another persons learning. Importantly, this was only the case when they performed this task themselves before evaluating the Other, indicating that they transfered the insight gained from their own learning to others. Examining the developmental roots of this interplay between mindreading and metacognition, we investigated 6- to 7-year-olds, 8- to 10year-olds and adults (each n=24) in a task following Koriat and Ackerman (2010). Participants were administered with a Self- and an Othertask. In the Self-task participants were required to study 20 paired associates (10 easy, 10 difficult). In the Other-task participants observed 10 short (5sec) and 10 longer (10sec) video clips showing a female person performing a learning task. For each item (in both tasks), participants estimated the likelihood of recalling the target at a later point (judgments-of-learning; JoL) on a 5-point scale. Order of presentation of the Self- and Other-task was counterbalanced across participants. An analysis of the Other-task revealed an interaction of the factors Order, Age Group, and Item Length. Post-hoc t-tests showed no effect of Item Length when the Other-task preceded the Self-task, indicating that without first-hand experience, participants did not apply the memorizing-effort heuristic to the Other. When the Self-Task preceded the Other-task, there was a significant difference between JoLs for short and long items for adults, however not for children of both age groups. This study shows that adults can transfer insight gained from their own learning to Others. Yet, this was not the case for elementary school children, suggesting that this ability is a later developmental achievement.

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THEMATIC SESSIONS
TS9.1 PEER RELATIONSHIPS 16:30-18:00 | Room 340 Amphiple

Chair: Stphanie de Diesbach Dolder University of Lausanne (Switzerland)

Investigating the Conflicts between the Children in School Vinha Telma, Licciardi Livia, Tognetta Luciene, Marques Carolina

Universidade Estadual de Campinas (Brazil)

Characterizing a qualitative and quantitative study that aimed to: identify the causes, the strategies employed by the subjects and the results of conflicts between the children of 3 to 4 years old and 5 to 6 years old and compare if there are differences between the two age groups, as well as to compare if there are differences in the ways in which the children solve the conflicts and how they believe solves them. The sample was composed of four classes, two of them being of children from 3 to 4 years old and two from 5 to 6 years, from two public schools in Brazil. The data were collected by means of 44 sessions of observation of the social interactions from children at various times in the school routine. To assess how the children think they resolve conflicts, were employed individual interviews featuring stories containing conflict hypothetical compiled from the most frequent causes of conflict on children 3 to 6 years old that were disputes per object, action provocative and exclusion, and there is an increase of the latter with the advance of age. The resolution strategies employed in situations of conflict were predominantly physical and impulsive. Meanwhile, the older used more of imposed and. With respect to the results of the employment of these strategies, we found that most of the conflicts were simply abandoned or solved unilaterally. Just like in action, the verbalized strategies in interviews with the children, were also predominantly physical and impulsive, and the older more strategies imposed and which the minors. To compare the strategies employed by children in the conflicts experienced by them and those presented in the interviews, we found that the more sophisticated appear in higher quantity in action. Towards a distinction in kind between Affiliative and Instrumental Imitations Deschenaux Amlie1, Cordonier Laurent2
1 2

University of Neuchtel (Switzerland) University of Lausanne (Switzerland)

A wide range of behaviours are classified as imitation. Behaviours as diverse as diligently reproducing the manipulations of a partner in order to achieve a determined goal (e.g., Gergely et al., 2002), conspicuously reproducing arbitrary actions of a peer (e.g., Nadel, 2002), or subtly aligning attitudes on those of another person (e.g., Chartrand & van Baaren, 2009) are all regarded as imitation. Over & Carpenter postulate two distinct heuristics in order to explain certain differences in imitative behaviours (2012). Consequently we suggest that goal-oriented imitations ("instrumental imitations") and non-goal oriented imitations ("affiliative imitations") merit being classified as different social behaviours. We conducted regular observations over a two-month period of children (2-4 years old) in a natural environment (day-care centre). These observations indicate important differences between affiliative and instrumental imitations. For example, affiliative imitations in peers occur frequently, are aimed at interaction with a social partner (as evidenced by exchanged glances, smiles and laughter) and are characterised by the protagonists continually aligning their actions with each other. Conversely, instrumental imitations occur infrequently, are aimed at reproducing behaviour (the imitators direct their gaze to the actions of the model and to their own), and the imitators reproduce the global behaviour of the model. In sum, whereas instrumental imitation is a mechanism of social learning, affiliative imitation proves to be social play. The nature of the social relationship differs between the partners: in the first case, the model is a play partner (symmetrical relationship) in the second, he is an informant for the imitator (asymmetrical relationship). Finally, according to studies showing that synchrony strengthens the social bonds between the partners, we argue that the affiliative function is due to the fact that protagonists tend to continuously align their actions with each other. Behavioral Associations with Prioritizing Popularity Schoneveld Elke A.1, Deutz Marike H. F.2, Burk William J.1, Cillessen Antonius H. N.1
1 2

Behavioural Science Institute, Radboud University, Nijmegen (The Netherlands) Department of Child and Adolescent Studies, Utrecht University (The Netherlands)

It is well documented that popularity is linked with antisocial and prosocial behaviors during adolescence. However, most research has not taken into account the fact that some adolescents are more motivated to be popular than others. It might be that the association between popularity and behavior is stronger for adolescents who are motivated to be popular than for adolescent who do not. This study tested this hypothesis in a sample of 253 Dutch adolescents (47.8% female; M = 17.4 years; SD = .84). Participants nominated classmates on popularity, likeability, antisocial and prosocial behaviors. Participants also completed items on engagement in substance use and sexual behavior. The Priority of Popularity measure (LaFontana & Cillessen, 2010) was used to measure the degree to which adolescents prioritize popularity. A

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series of multiple regression analyses indicated that priority for popularity moderated the association between popularity and aggression and between popularity and sexual behaviors, and these effects were further qualified by gender. Specifically, popular boys who prioritized popularity were nominated more often as bullies than boys who did not prioritize popularity; popular girls who prioritized popularity were nominated less often as bullies than popular girls who did not prioritize popularity. Regarding sexual behavior, boys who did not prioritize popularity and girls who did prioritize popularity reported the highest rates of oral sex. In addition, popular adolescents who prioritized popularity reported more tobacco use than popular adolescents who do not prioritize popularity. Finally, prioritizing popularity predicted less prosocial behaviors, but did not moderate links between popularity and prosocial behaviors. These findings indicate that the links between popularity and negative behaviors are more robust for adolescents who prioritize popularity than for those who do not. The Role of Empathy and Group Norms in the Expression of Explicit and Implicit Mental Health Stigma in Adolescents Silke Charlotte1, Heary Caroline1, Swords Lorraine2
1 2

National University of Ireland, Galway (Ireland) Trinity College Dublin (Ireland)

INTRODUCTION: Research has indicated that adolescents with mental health problems are often stigmatised by their peers and that stigmatisation negatively impacts on the psychological well-being of these young people. The term stigma is a multi-faceted concept which can be conceptualised as involving cognitive, emotional and behavioural aspects. Recent research has suggested that stigma can operate at different levels in that it may be explicit, or overt, or it may be implicit and operate outside of the individuals conscious awareness. Stigma may also be influenced by an array of dispositional and situational factors. Evidence from the social psychology literature suggests that empathy and group norms can influence the type of attitudes and behavioural reactions that individuals exhibit toward various out-groups. Thus, the current research explores the role that empathy and group norms play in the expression of explicit and implicit stigma among adolescents toward peers with depression. METHOD: Approximately 260 adolescents aged between 15-17 years were recruited to this study. Participants were asked to read two vignettes and to respond to a series of questions that assessed their beliefs, attitudes and behavioural intentions toward each vignette character. One vignette depicted a peer with depression while the other vignette described a typical adolescent. Participants were also asked to respond to questions that assessed their dispositional trait of empathy, as well as their perception of how their friends would respond to each character. Additionally, participants completed a computer based Implicit Association Test that assessed their implicit attitudes toward the characters. RESULTS: Results will be analysed using Moderated Structural Equation Modelling (SEM). CONCLUSION: It is anticipated that the results of this study will indicate whether empathy and group norms play a role in the expression of mental health stigma in adolescents. The results of this study will be used to inform an intervention study. Does Emotional Competence mediate relation between Maternal Meta-emotion Philosophy and Childrens Peer Acceptance ? Alves Diana, Cruz Orlanda

Faculty of Psychology and Educational Sciences of Porto University (Portugal)

A growing body of research suggests that maternal meta-emotion philosophy is associated with child emotion competence and peer relations (Katz, Maliken & Steller, 2012). Parents reactions to childrens expressions of negative emotion provide an important context in which the effects of meta-emotion philosophy can be examined. Emotional competence is often conceptualized as involving three core skills: 1) awareness of emotion in self and others; 2) ability to regulate emotion, and 3) ability to appropriately express emotions to others (Halbstadt, Dunsmore & Denhan, 2001; Sarni, 1999). This study intends to analyze the mediation effect of child emotional competence on the relation between maternal meta-emotion and childrens peer acceptance. Participants were 200 school-age children (106 boys, 94 girls) and their mothers. Maternal meta-emotion was assessed with the Coping with Children`s Negative Emotions Scale (CCNES, Fabes, Eisenberg & Bernzweig, 1990). The Assessment of Childrens Emotion Skills (ACES, Schultz, Izard & Bear, 2004), Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997), and the Differential Emotions Scale-Form VIII (DES-VIII; Schultz, Bear & Izard, 2004; adapted by Izard, 1979) are used to assess knowledge, regulation and expression of emotions, respectively. To determine if maternal meta-emotion philosophy would predict childrens peer acceptance and considering the potential meditation effect of emotion competence, a structural equation modeling (SEM) was used. The model contained two latent constructs - mothers meta-emotion (MMEP) and childrens peer acceptance (CPA) - and three child constructs of emotion competence (knowledge, regulation and expression).The hypothesized model was tested using AMOS. Further modifications were made to improve fit and parsimony by dropping non-significant pathways. The reduced model including MMEP, Emotion Knowledge and CPA provided a strong fit to the data X2(12)=23.08; p=.027; X2/df=1.925; RMSEA=.068, CFI=.918, GFI=.969. This study provided evidence that emotional knowledge mediated the relationship between maternal meta-emotion philosophy and peer acceptance.

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TS9.2 EXECUTIVE FUNCTIONS AND MOTOR DEVELOPMENT

Chair: Aro Tuija12 1 Niilo Mki Institute (Finland) 2 University of Jyvskyl (Finland)

16:30-18:00 | Room 321 Amphiple

An oriented motor activity could help to counteract forgetting in short-term memory Bertrand Raphalle1, Camos Valrie2
1 2

Laboratory for Research on Learning and Development, Dijon (France) Fribourg Center for Cognition (Switzerland)

In Andersons (1996, 2004) ACT-R model, the chunks of declarative knowledge encode the position of items in a list while the production rules use this positional information to organize their serial recall (Anderson & Matessa, 1997). In this model, the goal module helps participants to keep their behavior goal-oriented by selecting the appropriate production rule. This function seems to be particularly important in young children, because of the slow maturation of the cerebral cortex during childhood, which induces a weak capacity of attentional control. It was recently showed that such control of attention is involved in the maintenance of information in short-term and working memory. Indeed, to counteract the decay of information over time, information could be refreshed through an attentional focusing or refreshing (Barrouillet, 2008). The aim of the present study was to test if specific movements related to the goal of the task would help maintaining this goal, improving the control of attention and, as a consequence recall performance in young children. In the grocery shopping span task, 4-, 5- and 6-year-old children replicated ordered series of plastic fruits by introducing them in a tube-shape transparent bag. The recall occurred either immediately after the presentation of the fruits or after a 4-second delay. During this delay, children had either to wait, to walk straight to the grocery shop or to walk without seeing the shop. As expected, recall performance increased with age, but it also decreased over time, similarly across age group, but only when children waited or when their motor activity was no goal-oriented. Finally, when children had an orientedgoal motor activity, recall performance did not differ from the immediate recall performance. This finding suggests that oriented motor activity could help to counteract forgetting in short-term memory. Improving executive functions in preschoolers: Evaluation of a low cost intervention for kindergarten Children Traverso Laura, Viterbori Paola , Usai Maria Carmen

Department of Educational Sciences, University of Genoa (Italy)

Executive function (EF) refers to a set of higher order cognitive processes controlling and modulating cognition under continuously changing and multiple task demands. The rapid growth in executive control occurring between ages 3 and 5 enables children to organize their thinking and behaviour with increasing flexibility, decrease their reactive responding to contextual cues, and engage in self-regulated and rulegoverned behaviour. Given the central role of self-regulatory skills in early childhood, these abilities have been recognized to be a significant aspect of school readiness. Nevertheless, school readiness interventions specifically developed to foster EF skills in preschool children are still limited and not very common in the preschool settings. This study examines the efficacy of an intervention implemented in kindergarten settings and focused on basic components of EF, i.e., working memory, inhibitory control and cognitive flexibility. The intervention program included 12 sessions, lasted approximately one month and used low-cost and easily available materials in order to be suitable for low-resource context. A total of 94 children aged between five to six years took part in the study. The results indicate that children attending the intervention performed better than controls in simple as well as more complex EF tasks. In particular, they showed more ability to delay a gratification, to control an ongoing response, to control impulsivity and process information at the same time, to process and update information in mind, to manage high cognitive conflict. Although the experimental group did not outperform the control group in all the tasks, these preliminary results suggest the possibility to promote EF with a low cost intervention that can be easily implemented in the school setting. Associations between toddler-age language and kindergarten-age attention, memory and executive functions skills Aro Tuija1,2, Mtt Sira1,2, Laakso Marja-Leena2, Poikkeus Anna-Maija2
1 2

Niilo Mki Institute (Finland) University of Jyvskyl (Finland)

Research literature suggests an association between development of language, executive functions, and attention. We examined longitudinally associations between toddler-age communication and language development and kindergarten-age symptoms of inattention and hyperactivity/impulsivity, and test-performance of memory, attention, and executive functions. Development in three early communication and language domains, expressive skills, social communication, and symbolic behavior, was assessed with parent-reports (CSBS-DP) when the children (n = 95) were between 18 and 24 months. Working memory, short-term verbal memory (STVM), divided attention, flexibility, inhibition, and executive functions were assessed with neuropsychological tests, and inattention and hyperactivity/impulsivity with parental questionnaires at 5 years of age. The children were grouped into two subgroups in each early communication and language domain. The subgroup belonging to the lowest 15 percentile of the sample in the specific domain was compared with the rest of the sample with regard to the neuropsychological test- scores and behavioral ratings. Additionally, associations between early measures and later skills were analyzed with regression analysis. Children demonstrating difficulties in toddler-age expressive language development had poorer performance in kindergarten-age STVM, children demonstrating difficulties in social communication had low performance in flexibility and inhibition tests, and children demonstrating difficulties in symbolic behavior had low performance in STVM, flexibility, and executive functions, and had symptoms of inattention.

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Regression analysis indicated that, after controlling for gender and other language domains, expressive skills and symbolic behavior still explained significantly the variance of STVM, and symbolic behavior explained the variance of flexibility. In sum, associations emerged between early language and later executive functions and behavior. The findings suggest that different aspects of toddler-age language abilities exert different types of influences on later development of short-term memory, executive functions, and attention. Several aspects of communication should be assessed in child-care. Executive Function Development : A Comparative Study among Toddlers and Pre-School Infants Sastre-Riba Sylvia, Lucas-Molina Beatriz, Fonseca-Pedrero Eduardo, Santarn-Rosell Marta, Pascual-Sufrate Teresa, Prez-Albniz Alicia

University of La Rioja (Spain)

One of the aims of the actual neuropsychology is the ontogeny of executive functions and their capacity to explain differential and normative developmental trends. Executive function are defined as a macroconstruct including cognitive subfunctions in order to get a goal with flexibility depending on developmental trends. Their study must be done from early ages because of its consequences on mental flexibility, monitoring, planning and cognitive control; they are also essential for good performance at school. We propose a comparative study of the early executive functionnig among babies from 1;3 to 2;0 years old, and the same ones from 3 to 5 years old with alternative developmental courses: typical babies and babies with risk-factors at birth (hypothiroidism and low-birth weight). Applying Systematic Observational Methodology, spontaneous babiesactivity is registered. Double intra and inter-group analysis compare the data from the resolution of a non-verbal task at the toddler age and the data from the individual resolutions of: Stroop (day-night), London Tower and ABC de Kauffman, at 3;6, 4;6 and 5;6 years old. Results show: 1. Differential executive functionning among typical and riskdevelopment groups; 2. The crystalization of the executive disfunctions observed. Results show that: 1.There are differences on executive functionning among the groups studied and ages: better performance among the typical ones, followed by the hypothyroidism babies/lower performance: low weight at birth- babies 2. There are difficulties on executive functionning crystallization at the todler ages, 3. There are more flexibility and better executive functionning among typical babies, more perseveration and lesser efficiency among the low weight at birth- babies; 4. There are differences between planning and holding 2 rules in mind at 3;6, 4;6 and 5;6 years old between typical and at risk babies.

TS9.3 ROLES OF PERSONALITY

Chair: Ana Butkovic University of Zagreb (Croatia)

Personhood development with adult years of life Niemczynski Adam

16:30-18:00 | Room 412 Amphimax

Katowice School of Economics (Poland)

A conceptual model of personhood development has been elaborated (Niemczynski, 1980, 1988, 1993) and several sets of both cross-sectional and longitudinal data were published in support of it (Niemczynski, 1993, 2007, 2012). It refers to adolescence and adulthood with a sequence of age-developmental changes with years of adult life. The sequence begins with personalization of socially determined human live-long tasks, which is followed by completion of personality construction in a suitable design of tools to do the personalized tasks, and concludes with personality externalization in the contributions to society. These last ones represent the individual in the social processes even if he is no loger active in them. A final integration of personhood comes at the end of the process as acceptance of the achieved contributions to be the adequate enough completion of the juvenile projects. The changing interpretations of the human life worth of living idealization operates as an inner regulatory device for these personhood transformations with years. The additional aim of the paper is to briefly refer to cultural psychologies of Wundt and Vygotsky to find out how they are continued by the presented model of personhood development. Personality and basic psychological needs influence our life satisfaction Butkovic Ana, Vukasovic Tena, Bratko Denis

University of Zagreb (Croatia)

Previous study on 1166 participants aged between 21 and 35 years showed that when comparing big five personality dimensions with selfdetermination theory in explaining life satisfaction, the satisfaction of basic psychological needs predicts life satisfaction over and beyond personality dimensions. From developmental perspective it is an interesting question if that relationship persists in the following life stages. The goal of this study was to test if satisfaction of basic psychological needs will predict life satisfaction over and beyond personality dimensions in a sample aged between 35 and 45 years. Data on Basic Psychological Needs Scale, Big Five Inventory and Satisfaction with Life Scale was collected from 187 (56% female) participants aged between 31 and 47 years (M = 39.97, SD = 3.62). Both personality dimensions and basic psychological needs correlated significantly with life satisfaction, with personality dimensions explaining 20% of life satisfaction variance and basic psychological needs 49%. However, basic psychological needs contributed to explaining life satisfaction variance with additional 29% over personality dimensions, while personality dimensions have not contributed significantly to explaining life satisfaction variance over and beyond basic psychological needs. Also, when comparing the amount of explained life satisfaction variance in previous study to this one, it seems that satisfaction of basic psychological needs becomes more important for our life satisfaction as we age.

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Validation in Chilean population of the Early Adolescent Temperament Questionnaire - Revised (EATQ-R) Hoffmann Marianela, Prez J. Carola, Garca Catalina

Universidad del Desarrollo (Chile)

Temperament is conceptualized as individual constitutional differences in reactivity and self-regulation of affects, activity and attention-related processes (Rothbart & Bates, 2006). Temperamental characteristics have great relevance in adaptive behaviors, self-regulatory capacity, and understanding some adjustment difficulties, all issues of importance to the personal development process. So that there is a needing for a instrument validated for the Chilean population in order to evaluate them. Validation in Chilean population of the Early Adolescent Temperament Questionnaire - Revised EATQ-R, (Ellis & Rothbart, 2001) will be presented, applied in students 12 to 18 years in two large cities: Concepcin and Santiago. A translation and re-translation of the instrument was developed, verifying the items content adaptation. Subsequently a pre-pilot was conducted to 16 adolescentes corresponding to different types of educational institutions, making an instrument application accompanied by an individual interview schedule that allowed us to evaluate the clarity and appropriateness of the items and the instrument in general. The final sample for validation process consisted for more than 600 adolescents 12 to 18 years attending to public, subsidized and private schools in the cities of Santiago and Concepcion, in Chile. We evaluated the construct validity of the EATQ-R, determined the psychometric properties of the questionnaire, the invariance of the factor structure of the instrument by gender, and examined the internal consistency of the instrument. From this study we have obtained a temperament assessment tool for adolescents between 12 and 18 years, validated for the Chilean context that allows us to contribute to the understanding of the processes of adaptation and social performance of the students, in order to offer different ways to promote their healthy development.

Coping Behaviour in an Interpersonal Conflict and Its Role in a Personalitys Development Hachaturova Milana

National Research University Higher School of Economics (Russia)

Coping behaviour plays a great role in solving an interpersonal conflict. Time perspective, hardiness, self-efficacy, achievement motivation, affiliation motivation, and locus of control can be considered personality coping-resources. The combination of them and the degree of their intensity can be connected with the choice of specific coping strategies. Therefore, the goal of the research was investigating personality types of coping behaviour in an interpersonal conflict. The results of the empirical research (331 respondents) are given in this article. Classification of personality types showing various features of coping behaviour in a situation of an interpersonal conflict was the result of the research. Specific combinations of resources and coping behaviours, examined in the research, allow us to establish the classification of personality types, which demonstrate different coping behaviour in conflicts. The research identified four personality types: depended, steady, unsteady, and diffuse. The research allows us to suggest that time perspective and hardiness play an important role in coping behaviour choice. Futureoriented time perspective is connected with the choice of adaptive coping strategies. Strongly pronounced hardiness is connected with the choice of adaptive coping strategies, and feebly pronounced hardiness is a predictor of the choice of non-adaptive emotional strategies. The connections ascertained in this research between personality resources and coping strategies in conflict situations can help to prevent similar conflicts in the future. Indeed, the research material can be used in psychological training and consultation and can be a good prognostic and diagnostic tool.

Children's national identification, intergroup attitudes, competitiveness and sport participation through the London Olympics Lam Virginia

University of East London (United Kingdom)

Changes in East London childrens national (British) and ethnic identification, national intergroup attitudes, competitiveness and sport participation, over the London Olympics, were investigated longitudinally. Pupils (N=201; aged 5-10 at the beginning) from schools within close proximity to the Olympic site, completed strength of identification scales, measures of liking and trait attributions for the national ingroup and five out-groups and a competitive attitude scale, and reported on generic and recent sport activities and frequencies, several months before (pre-Olympics) and shortly after the 2012 Games (post-Olympics). National identification increased substantially after the Olympics while ethnic identification remained stable. Stereotypes (trait attributions) of the in-group (British) and most out-groups showed little change (except for improvements for French and Chinese), and liking for in-group and out-groups increased or showed no change, except that for Germans which showed a notable decline. Girls competitive attitude increased post-Olympics. However, sporting frequencies showed no change, except that children reported doing a greater variety of activities post-Olympics. The findings will be discussed in relation to previous research and the claim (Barrett, 2007) that significant national events can serve as salient emblems that can lead to a greater sense of group cohesion and belonging by members to a nation state.

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TS9.4 PSYCHOPATHOLOGICAL PROBLEMS II

Chair : Bond Rebecca University of Potsdam (Germany)

Interpersonal and Affective Dimensions of Psychopathic Traits in Adolescents Tan Carol1, Houghton Stephen2, Hunter Simon3
1 2 3

16:30-18:00 | Room 413 Amphimax

National Institute of Education (Singapore) The University of Western Australia (Australia) University of Strathclyde (United Kingdom)

Although psychopathic traits are visible in children and adolescents and studies show a relationship between psychopathic traits and antisocial behaviour in delinquent and non-delinquent youth, comparatively little is known about the construct in non-incarcerated populations. While the findings to date are important in understanding psychopathy in children and adolescents its extension as a construct from adulthood has not been without controversy. A major concern was that that too many youth would meet the symptomatic definition even though they were not truly psychopathic. There are also significant assessment issues that remain unresolved, including that little psychometric data on psychopathy measures exist, and the data that do exist suggest significant limitations to almost all psychopathy measures. This paper evaluates the psychometrics of a new self-report instrument designed to screen for psychopathic traits in community samples. A review of eight established instruments and interviews conducted with 28 juvenile detention centre education officers and 13 behaviour centre teachers resulted in 117 items being generated. Initial tests of item functioning (affectivity and discrimination indexes) reduced the item pool. In a second phase with 150 high school adolescents, 73 of who had school records of suspension for antisocial behaviour, an Exploratory Factor Analysis yielded a 4-factor structure (Impulsivity = .73, Self-Centredness = .70, Callous-Unemotional = .69, and Manipulativeness = .83). In a third phase involving 328 high school adolescents, 130 with records of suspension for antisocial behaviour, competing measurement models were evaluated using confirmatory factor analysis. The superiority of a first-order model represented by four correlated factors that was invariant across gender and age was confirmed. The findings provide researchers and clinicians with a psychometrically strong, self-report instrument and a greater understanding of psychopathic traits in mainstream adolescents. Social gradients in Child and adolescent antisocial behaviour. What have income inequalities got to do with it? Piotrowska Patrycja J.1, Stride Christopher B.1, Maughan Barbara2, Goodman Robert2, Rowe Richard1
1 2

Department of Psychology, University of Sheffield (United Kingdom) Kings College London, Institute of Psychiatry (United Kingdom)

Background: Some evidence demonstrates a social gradient in behavioural problems, with children from low-socioeconomic background experiencing more behavioural difficulties than children from high-socioeconomic families. Recently reported widening social inequalities in most country members of the Organisation for Economic Co-operation and Development have been paralleled by increases in antisocial behaviour. Antisocial behaviour is a heterogeneous concept - including diverse behaviours such as physical fighting, vandalism, stealing and lying which are included in the psychiatric symptom area of conduct disorder (CD). Antisocial behaviour also includes disobedience, irritability and hurtfulness which are part of oppositional-defiant disorder (ODD). It remains unclear whether income inequalities are similar across different forms of antisocial behaviour in terms of their gradient and underlying mechanisms. Research questions: This study aimed to investigate whether heterogeneous forms of antisocial behaviour show differing income gradients and examined the mechanisms underlying these gradients. Methodology: Data were drawn from the Mental Health of Children and Young People in Great Britain - 2004 dataset. Measures included a wide range of socioeconomic and psychopathological assessments. Income quintiles as well as diagnoses of CD and ODD, subscales of symptom counts measuring irritability, headstrongness, hurtfulness, aggressiveness, rule-breaking and callous-unemotional traits were used. A range of measures of potential mediators such as the family functioning, parental mental health or number of children in a household were also included in the analyses. Findings: Clear income gradients were demonstrated across the range of antisocial behaviours. Children from low income families had significantly higher odds of ODD or CD diagnoses than those in the top 40% of the sample. The prevalence of these disorders gradually decreased across income quintiles. Further findings concerning income gradients in heterogeneous forms of antisocial behaviour and models delineating potential mechanisms and mediators (e.g., family functioning), will be presented and their implications discussed. The Relation of Justice Sensitivity and ADHD in Childhood and Adolescence Bond Rebecca

University of Potsdam (Germany)

Justice sensitivity is considered a trait that describes the frequency with which injustice is perceived from different perspectives and the pattern of emotional, cognitive, and behavioral responses towards it. Persons with ADHD are frequently reported to show high sensitivity towards injustice. A recent study established this link empirically. Adult participants with ADHD displayed significant higher levels of observer and beneficiary justice sensitivity than controls in an experimental game and on all four justice sensitivity scales in a subsequent questionnaire. The present study in a sample of 1493 German 9- to 19-year-olds investigated whether these findings can be transferred to children and adolescents. In contrast to previous findings but in line with the hypotheses participants with ADHD symptoms displayed significantly higher levels of victim sensitivity and significantly lower levels of perpetrator sensitivity than controls. There were no differences in observer sensitivity. As expected, results closely resembled those regarding conduct problems. Participants with ADHD symptoms also reported more frequent perceptions of injustice and higher rates of rejection sensitivity. The findings indicate, that justice and rejection sensitivity might add to explain the link between ADHD and conduct problems in children and adolescents. They also point to potential differences between ADHD

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in childhood and adolescence as opposed to adulthood. Future longitudinal studies are required to investigate whether sensitivity towards negative social cues and their more frequent perception are causes or consequences of ADHD and conduct problems. Early precursors of toddlers sleep problems Jusiene Roma, Breidokiene Rima

Department of General Psychology, Faculty of Philosophy, Vilnius University (Lithuania)

Sleep problems are one of the most common parents concerns in toddlerhood. Numerous studies also reveal that childrens sleep problems are interrelated with behavior problems. In this longitudinal study we aim to find out the possible antecedents of sleep problems in early childhood. The birth cohort of two hundred full term infants was followed from the birth to age two years old. The mothers reports on infants and childs sleep duration at age 3, 6, 12, 18, 24 months, infants problem behaviors (Bornstein et al., 2006) at age 3 and 6 months, and childs behavioral problems and sleep problems (CBCL/1-5, Achenbach, Rescorla, 2000) at age 18 and 24 months, maternal postnatal depression (Cox et al., 1987) 3 and 6 months postpartum, neonatal functioning and delivery mode reported by medical staff at birth time are analyzed in the study. Results show that the sleep problems at age two years old are well predicted by sleep problems at age 12 and 18 months. Sleep problems at age two years are also related to the shorter diurnal sleep duration both in infancy and toddlerhood, and to infants problem behaviors and childrens internalizing and externalizing problems. Toddlers sleep problems are related to the emergent caesarian section but not to Apgar scores after birth. In turn, the emergent caesarian section is related to shorter diurnal sleep duration in infancy. The detailed path analysis reveals that toddlers sleep problems can be predicted by diurnal sleep duration in infancy and emotional and behavioral problems in early childhood. The latter are strongly predicted by the problem behaviors in infancy. The influence of maternal depression on sleep problems is indirect, through the enhancement of infants problem behaviors and childrens internalizing problems. The short sleep duration and excessive crying in infancy could be very important precursors of later sleep problems.

He is just my punishment to food: Maternal obesity and Child feeding, a case study Bordet Julie1, Sanchez Sylvie2, Pierrehumbert Blaise3, Benony-Viode Christelle, Benony Herv ()
1 2

SPPEA-IPVR (Switzerland) and University of Burgundy (France) Nestl Research Center (Switzerland) 3 SUPEA-CHUV (Switzerland)

Objective: Our study aimed at observing 60 french mother-toddler feeding interactions. Our objective is to illustrate obesity and eating interactions as part of a family life in one mother-and-son relationship. Method: Data from interview (about mothers representation of food, believes around child feeding education), feeding and play sessions videos and psychometric assessments (mothers general health and anxiety scores, and toddlers temperament) will support our presentation. In this setting, we observed and described different profiles of mothers through study cases. One of these we would like to present. Results: Ms C, a mother of five children, is obese since 8 years and quite conscious of her uncommon relationship to food. She has succeeded with her first four children to have a relationship with food she describes as healthy and satisfying, but not with her last child, Simon. Despite a great maturity about obesity and her own problematic relationship to food, and even though both mother and child enjoy playing together, Ms. C is facing a child who refuses to eat the food she proposes to him. This leads to feeding interactions of poor quality and quite frustrating for the mother: from a peaceful, adapted and joyful play interaction to a fight while eating/feeding where everyone expresses his/her displeasure. Conclusion: Case studies are focusing on the uniqueness and history of a subject. Commonly in the investigation of mother-child feeding interactions we consider and relate the maternal and childs experiences in pregnancy, childbirth, breastfeeding, and the experience with other children. In this case study we want to raise awareness to also consider mothers relations to food and personal history.

TS9.5 IMMIGRATION AND STRESS

Chair: Brenda K. Todd City University London (United Kingdom)

16:30-18:00 | Room 414 Amphimax

Identity and Acculturation: On being bi- and multicultural Murdock Elke, Ferring Dieter

Universit du Luxembourg (Luxembourg)

Even within a globalizing world, Luxembourg takes an exceptional position with a foreign population of 43%. The country is trilingual and all three official languages are spoken throughout the country. At the turn of the century, Luxembourgs steel industry attracted several waves of guest workers from neighboring countries, Italy and Portugal. Many descendants live now in the second and third generation in Luxembourg. As host to many European Institutions and as a global financial services center, Luxembourg attracts an international workforce. The result is a multicultural composition of society and residents who have experienced different forms and degrees of culture contact. These groups can be differentiated by their length of stay in Luxembourg, ranging from several generations (resident Luxembourgers), some generations (migrants), length of a contract/study (sojourners) or working day (commuters). In a series of quantitative studies, we examined the endorsement of

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multiculturalism that is the attitude towards the plural composition of the society, by these groups. In a first study, we tested the relationship between different forms of culture contact, individual values as measured by the Schwartz Values Structure, and the endorsement of multiculturalism. In particular, we could show that high Self-Transcendence, low Conservation, and the conviction that it is possible to have more than one nationality (efficacy), as well as a mixed composition of the circle of friends, were significant predictors for high levels of selfreported multiculturalism. In a second study, we investigated the relationship between language competence, bilingualism, and biculturalism that is the internalization of more than one culture. We could demonstrate that high language competence (bilingualism) is a necessary, but not sufficient condition for self-reported biculturalism. In a third study, we investigate adolescents, raised in bi-national families regarding their experience of biculturalism. All findings are discussed within an acculturation framework. The Relative Contribution of Acculturative and General Stressors to Depression among Unaccompanied Minor Refugees Keles Serap1, Oppedal Brit1, Friborg Oddgeir2, Idsoe Thormod3, Sirin Selcuk
1 2

Norwegian Institute of Public Health (Norway) University of Tromso (Norway) 3 University of Stavanger (Norway)

Within the extant research on risk factors of mental health among ethnic minority children and youth, acculturative stress is often defined as a response by people to life events that are rooted in intercultural contact (Berry, 2006). This perspective implies that individuals respond differently to adversities associated with acculturation than to other types of adversities, and that there is a unique dimension of mental health problems resulting from acculturation. From a mental health standpoint, these assumptions appear rather unlikely. The first aim of the present study is to contribute to a clarification of a conceptual framework for the study of risk factors of mental health among ethnic minority children and youth. The second aim is to test a model based on this framework in which we hypothesize two latent risk factors: one involving general stressors (risk factors) that all children may experience irrespective of their ethnic status, and another involving acculturative stressors (risk factors) unique to ethnic minority children. Furthermore, we hypothesize that both factors contribute individually to increase in symptoms of depression, and consequently to reduced psychosocial functioning. The study is based on first wave self-report questionnaire data collected from 845 unaccompanied minor refugees who have been granted residence in Norway in the years 2000 to 2010. The general stressors include economic strain and everyday hassles related to family, friends and school/work. Acculturative stressors include ethnic identity crisis, discrimination, and ingroup and outgroup hassles. We test the proposed model and latent factor structure of the study variables using structural equation modeling. The confirmatory factor analyses demonstrated 2-higher-order risk factors. The findings also indicated a strong positive relationship between both general and acculturative risk factors and depression, which in turn leads to lower level of functioning. The limitations and implications of this study will be discussed. Adapting Kellys personal construct methodology for evaluating interventions with young traumatized refugees Todd Brenda K., Thommessen Sara A. O.

City University London (United Kingdom)

Political conflict and persecution result in traumatised individuals seeking refuge in Europe and particular concerns apply to unaccompanied young people and children. Experience in host-societies can pose additional risks to mental health (Carswell et al., 2011) suggesting an urgent need for effective evaluation of the specific psychological interventions provided by host countries to facilitate integration and adaption. Interventions, typically evaluated across wider therapeutic programmes, tend to focus primarily on clinical symptoms, rather than being targeted to their specific components or aims. Therefore, systematic evidence-based assessment of different intervention types is required. With this aim, we propose an innovative application of the classical methodology devised from Kellys personal construct theory (PCT) to assessing change in the way that traumatised refugees construe their experiences before and after a therapeutic intervention. We thus hope to access a more holistic view of an individuals meaning-making than is afforded by most psychological assessments, including the comprehension and interpretation of social relations. The novel application of PCT is particularly apt for individuals experiencing transition between cultures and in that there is no requirement for the articulation of complex ideas and is especially pertinent to children and young people anticipating a future in new host countries. It has been successfully piloted with children from a refugee rehabilitation centre in Denmark and with young refugees who entered the UK as unaccompanied minors as well as second generation refugees. Assessments were supplemented by quantitative measures, an integration recently called for by representatives of the Jacobs Foundation for Child and Youth Development. It is proposed that the application of this methodology has the potential to inform practice and be extended to policy formation. There is both a humanitarian and an economic need for accurate evaluation of intervention procedures. Evaluating an intervention for traumatized refugees entering the (United Kingdom) as unaccompanied minors and second generation refugee youth in the (United Kingdom) Thommessen Sara A. O., Todd Brenda K.

City University London (United Kingdom)

The study had two main aims: Firstly, to examine the effect of a short therapeutic programme on social functioning in two groups of people refugee youth who had entered the UK as directly traumatised unaccompanied minors and second generation refugees. Secondly, to examine how these participants perceived taking part in this work. Both groups included men and women, aged 18-28 years, who were currently living in England. Four group sessions comprised of storytelling, art and group psychodrama, were presented during the course of a week. Difficult themes such as loss, forced migration, and hope for the future were explored indirectly through traditional stories, artwork and drama. Pre- and post-assessments involved quantitative measures; The General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), Meaning in Life Questionnaire (Steger, Frazier, Oishi, & Kaler, 2006), as well as a

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novel and innovative qualitative assessment based on George Kellys Personal Construct Theory, which was adapted specifically to apply to the aims and target group of this study. In addition to the central themes, qualitative findings from pre- and post assessment interviews included challenges in the host society, dreams, plans and hope for the future, dealing with difficult situations in life, and the subjective experience of taking part in an intervention of this nature. Despite extreme hardship experienced at very early stages of life by the directly traumatised young people in particular, the findings of this work illustrate remarkable resilience and hope for the future. Despite the brevity of the intervention, participants judged the experience to be important, reporting a range of benefits. Finally, suggestions for future work, including how this intervention could be extended, will be presented. When are children of migrants happy, healthy and smart ? Untangling processes influenced by mothers migration experience, education and language proficiency Robinson Julie

School of Psychology, Flinders University, Adelaide (Australia)

The recent influx of migrants experienced by many European countries has seen the development and wellbeing of their children become an important social issue and a field of research in European developmental psychology. However, identifying the processes that contribute to outcomes for children of migrants has been hampered by the widespread confounding of migrant status with low levels of education and limited fluency in the language of the host country. In contrast, many recent migrants to Australia are highly educated and fluent in the language of the host country, regardless of their region of origin. As a result, Australian research on children of migrants provides a context in which the processes influenced by parents migration experience, level of education and fluency in the host countrys language can be more easily untangled. Using data from the Longitudinal Study of Australian Children, this presentation compares children of migrant and Australian-born mothers at 4 and 6 years of age as they make the developmental transition to formal schooling. Most mothers were born in Australia (n=7,196), other English-speaking countries (n=788), Asia (n=576), or Europe (n=137). At 4 years and 6 years, childrens understanding of English (Adapted Peabody Picture Vocabulary Test), their psychological wellbeing (Strengths and Difficulties Questionnaire), and their global health were assessed. At 4 and 6 years respectively, their pre-literacy and pre-numeracy skills (Who am I?) and non-verbal intelligence (matrix reasoning subscale, WISC-IV) were also assessed. Mothers migration status showed little influence on their childrens outcomes at either age. For example, at 6 years, there was no main effect for maternal migration status for any outcome measure. In contrast, mothers proficiency in English, symptoms of depression and dimensions of parenting were associated with almost all outcomes. Exploratory analyses also examined the influence of migrant mothers region of origin.

TS9.6 QUALITY & MEANING OF LIFE couleur 7

Chair: Danielle Nadeau Centre Jeunesse de Qubec - IU / Universit Laval (Canada)

16:30-18:00 | Room 201 Amphiple

Development, Chronic stress and perceived Quality of Life among Maltreated Pre-adolescents: Keeping an Adaptive perspective in mind Nadeau Danielle1, Guay Marie-Claude2, Nolin Pierre3, Marin Marie-France3, Morin Lysa-Marie3, Lupien Sonia3
1 2 3

Centre Jeunesse de Qubec - IU / Universit Laval (Canada) Universit du Qubec Montral (Canada) Universit du Qubec Trois-Rivires (Canada)

Maltreated children are exposed to a great deal of stress related to their general living conditions and the chronicity of abuse (De Bellis 2005). This could hamper their cognitive and emotional development and the regulation of stress response (DeBellis, 2001; Lupien et al., 2009). However, the effect of this on their development and their sense of well-being is still poorly known but should be studied more to guide innovative clinical interventions. Despite cognitive deficits, these children analyze social information in a much more competent way than nonabused children when recognizing and anticipating environmental cues associated with a potential threat (Carrick, et al, 2010 ; Masten et al., 2008; Pollak et al., 2001, 2003). Could it be appropriate to ensure their survival in a very adverse environment that some of them develop different cognitive and emotional skills (ex: hypervigilance) to maintain efficient an adaptive response? With regards to developmental psychopathology and traumatology frameworks, but keeping in mind a positive and very adaptive perspective, we explored with a cohort of 30 pre-adolescents victims of severe maltreatment (age M = 9,85, sd=1,2 / 10 Girls and 20 Boys), the links between disregulated patterns of diurnal Cortisol Secretion Response (CSR often altered with victims of abuse ; Ford et al, 2010 ; Alink et als, 2012 ; Linares et al., 2008), cognitive skills (attention, working memory, inhibition, planning and decision making in a gambling task), symptoms of psychopathology associated to trauma (hyper vigilance, anger, dissociation, anxiety, depression) and the perceived quality of life. Patterns of CSR and some data collected in a first time of measurment with standardized psychometric (WISC, CPT-II, TSCC) and research (Hungrey Donkey task and ISVQ) tools, will be discussed. Issues related to the feasibility of gathering repeated measures with this extreme clinical population will be addressed.

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Person-Work Environment Fit Over the Life Span Schmaeh Nicolas1,2, Schellenberg Claudia1, Hfeli Kurt1, Httich Achim1, Grob Alexander2
1 2

University of Applied Sciences of Special Needs Education Zurich (Switzerland) University of Basel (Switzerland)

Personality is an important factor in the choice and continuity of career development. As postulated by John L. Holland, career choice is a way to express ones personality. The present study examines the relationship between personality and occupation based on Hollands hexagonal model. As the thesis of graviation claims, the relationship between personality and occupation should get stronger over the years. Furthermore, a good fit between personality and work environment is said to have positive consequences on vocational outcomes (e.g., job satisfaction). The data base for the analyses is the Zurich Longitudinal Study From School to Middle Adulthood (ZLSE), a study that encompasses ten surveys and covers the 15th to the 48th year of life. Analyses are based on a representative sample of 486 participants, who participated in the study for over 30 years. Personality was measured with the Adjective-Check-List when participants were 15 and 19 years old and with a 10item version of the Big Five Inventory when participants were aged 48. Information about career and career development were assessed at several measurement points. Statistical procedures include regression analyses and SEM. So far definite analyses have been calculated for the person-environment-fit at the age of 36: These results show that the fit, based on Hollands RIASEC-Code, gets stronger from age 15 to 36. According to our hypothesis we expect that this relationship becomes even stronger at the age of 48. Furthermore, this stronger fit should lead to higher job satisfaction. Perceptions of Happiness-Inducing Events among Malaysian Adolescents Hashim Intan, Mohd-Zaharim Norzarina

School of Social Sciences, Pulau Pinang (Malaysia)

One thousand seven hundred and eighty one adolescents from all over Malaysia took part in this study. In one part of the study, they were requested to identify events that made them happy in the last six months. This presentation focuses on the qualitative analysis of these reported events. Preliminary analysis suggested that happiness-inducing events were related to domains considered salient in an adolescents life such as family, friends and school. Spending time with family and friends was one of the most frequently reported events. For school, the events were mostly achievement-oriented in which happiness was more likely to be associated with getting good grades or success in a sporting event. They were also related to self-concept in that events identified as making the participants happy were those leading to positive self-perceptions such as recognition and acceptance. This study highlights a richer and deeper picture of how Malaysian adolescents view their lives and happiness. Quality of life in treated and untreated short statured Children and adolescents in Germany Rohenkohl Anja Christine1, Quitmann Julia Hannah1, Drr Helmut2, Wolman Hartman3, Bullinger Monika1
1 2

University Medical Center Hamburg-Eppendorf (Germany) University Medical Center Erlangen (Germany) 3 Pfizer Ltd. (United States of America)

Objectives: With the availability of the internationally developed QoLISSY quality of life questionnaire for children and adolescents with short stature in German language changes in quality of life can be examined over the course of treatment with growth hormone. Method: In the proposed prospective observational multicenter study, quality of life as well as clinical and psychosocial data will be collected prior to the start of treatment and one year into treatment. Clinical centers will invite newly diagnosed children and adolescents as well as their parents to participate in the study. Included will be patients with diagnosed growth hormone deficiency (GHD, n=40) and Small for Gestational Age patients lacking catch up growth (SGA, n=40). Untreated patients with Idiopathic Short Stature (ISS, n=80) will be included as comparison group. The proposed study focuses on identifying changes in quality of life in treated GHD and SGA children from the start of the treatment until one year of treatment with the hypothesis that improvement of health related quality of life will occur. It is also assumed that untreated children with ISS will not show substantial changes in health related quality of life over time. Furthermore predictors of changes in quality of life will be identified making it possible to examine the contribution of clinical, psychosocial and sociodemographic data on changes in quality of life. Results: First results of the measuring point before treatment with growth hormone will be presented and discussed. Patient-oriented counselling in Chronic disease - quality of life in Children, adolescents and young adults with Achroplasia Rohenkohl Anja Christine1, Quitmann Julia Hannah1, Bestges Stephanie1, Kahrs Sabine2, Klingebiel Karl-Heinz2, Bullinger Monika1
1 2

University Medical Center Hamburg-Eppendorf (Germany) Bundesverband Kleinwchsige Menschen und ihre Familien e.V. (Germany)

Objective: Since rare diseases such as Achondroplasia (prevalence: 4,5/100.000) might affect subjective wellbeing and functioning this study aims at improving the health related quality of life of affected patients using a self-help supported counseling concept. Methods: Patients with Achondroplasia between 8 and 28 years and parents from children between 8 and 18 years were recruited via the Bundesverband Kleinwchsige Menschen und ihre Familien e.V (federal association of people with short stature and their families). Health related quality of life of the participating families was measured using validated questionnaires the DISABKIDS Index and the QoLISSY Questionnaire - at two measuring points. Sociodemographic aspects and use of the self-help supported counseling during 6 months of intervention and between the two measuring points is raised as well. Results: about 70 children, adolescents & young adults and 50 parents of children with Achondroplasia participated at the two measuring

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points and filled out the questionnaires. First results from the data at measuring time one indicate that younger children are more impaired in their self-reported quality of life than older children and boys rated their quality of life lower than girls. Further results concerning the comparison of quality of life at time one and two and its association with the use of intervention will be presented at the conference in September 2013. The results of this study aimed at developing a specialized concept to give patients with Achondroplasia psychosocial support and to adapt the existing program in the field of self- help supported counseling.

ROUND TABLE
RT3 ONLY THREE SUBJECTS, BUT 6000 OBSERVATIONS. THE INFANT OBSERVATION JOURNALS BY JEAN AND VALENTINE PIAGET, 1925-1932 18:15-19:00 | Room A Amphiple Marc J. Ratcliff

Archives Jean Piaget FPSE University of Geneva (Switzerland)

Between 1925 and 1932 Jean Piaget and his wife Valentine used notebooks to systematically record, in writing, observations made on their three children about their cognitive and affective development. This huge set of observations and experiments served as the main source of information for the writing of Piagets three books on infants and early childhood (1936, 1937, 1945). All the notebooks have been recovered thus allowing me to display their main features and what we can learn through them.First I will present these notebooks as a major source of data for infants research. They indeed contain more than six thousand observations and experiments dispatched throughout a huge variety of developmental domains, notions and early competencies. Some of the observations are followed up during four to five years in longitudinal studies.I will then raise several epistemological issues to which the writings bring some answers. Some of those issues are: Was Piaget's developmental model conceived in a top-down manner, or built from bottom to up? Up to what extent were the observations theory-laden? What was Valentines role, and how can we understand Piagets collaboration with his wife?.Eventually, I will put into context this undertaking to compare it with contemporary infant studies in order to try to understand whether there is agreement on several issues, namely: is Piagets notion of subject comparable to the contemporary one? Would such a collective undertaking be possible today? Are the qualitative and quantitative approaches complementary or are they unrelated?

POSTER EXHIBITION

PE6.1 FAMILY RELATIONS 18:15-19:00 | H3 Hall Amphiple A Longitudinal Study of Discipline Style and Picture-Book Reading In Japan Saito Yu1, Uchida Nobuko2
1 2

Ochanomizu University (Japan) University of Tsukuba (Japan)

This study investigated the association between discipline and reading style in a longitudinal study. Twelve mother-child pairs were divided into two groups according to the mothers discipline style by questionnaires. The interactions were videotaped when children were under the age of 3 (time1:m=1;7,r=1;1-2;3), and three years later (time2: m=4;7, r=4;1-5;3). The results are as follows. At first, the initiative of the interactions changed by age, not by discipline styles. Mothers had used more labeling and questions for extending conversations about pictures and stories more frequently than with younger children. Mothers got to engage in reading the text with their childrens increased language skills. At the same time, sharing mothers were more respectful of their childrens autonomy. They accepted emphatically to their children's verbal/nonverbal behavior. The characteristics became more marked 3 years later. Sharing mothers enjoyed childrens spontaneous search for the picture book or their unique ideas. Conversely, authoritarian mothers responded more negatively and gave clarifications or ignored their children's verbal/nonverbal behavior consistently. Therefore, this study could clarify the impact of discipline style on reading styles from developmental point of view.

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The Model of Mothers Influences On A Childs Health During His (Her) First Years of Life Nikolaeva Elena1, Merenkova Vera2
1 2

Herzen State Pedagogical University (Russia) Elez State University (Russia)

The purpose of the report was to understand how mothers behavior and her psychological and psychophysiological characteristics could influence on the possibility of childs recovery after the birth. about 95% of newborn infants in Russia now have received the diagnoses from birth. These disorders are caused by mothers pathology during pregnancy. By the end of their first year about 40% of children and by the end of the second year about 60% of children recover. We used emotional intelligence assessment test, mothers attachment assessment test and the assessment of mothers reactions on the questions about her childs health during cardio rhythm record. 100 mothers with 100 children of the first and second years were participants. The following two sets of procedures were used. The first set of procedures involved describing the distinct features concerning the health of the children in their first or second year of life. A comprehensive appraisal of the childrens health was conducted based on health criteria, information about which was received from the individual medical records of the children, aged up to two years. The second set of procedures was aimed at examining the psychological features of the mothers. The most common diagnoses given to children at birth were perinatal encephalopathy and motor disturbance syndrome. We have used SPSS program for the procedures of regression analysis and factor analysis. A positive prognosis in relation to the childrens health during the first year of life depends on the level of a mothers acceptance of her child; the higher the rating on the acceptance/non-acceptance scale, the healthier the child. The probability of a childs recovery during the first two years of life cannot be predicted based on the mothers ratings for emotional intelligence. A Survey of Actual Conditions about Young Childrens Use of Game Applications with Smart Phones Omiya Akiko, Ishida Yuri

Jumonji University (Japan)

Smartphones have become increasingly popular in Japan. It is easier to play games with smartphones than to play existing TV-games because the former can be played by merely touching the screen (i.e., without operating a game controller). Not surprisingly, young children tend to use their parents smartphones to play games. In our research, we found that there were very few studies concerning young childrens use of smartphones for playing games. Therefore, we conducted a survey to identify accurate statistics regarding the use of smartphone game applications by young Japanese children and the consciousness of their parents about their childrens use. A total of 118 Japanese parents completed our questionnaire. The results showed that 63% of the respondents had smartphones, and about half of them had downloaded kidfriendly game applications for their children to play. The downloaded applications included intellectual training games, letters (Hiragana), number-learning games, painting applications, and songs. Young children played willingly, while their parents indicated that they used the smartphone games as childcare tools when they were busy or when they had unscheduled free time with their children. These true indicators about young childrens use of smartphones reflect differences in parenting approaches than those recommended by child development experts, who advocate creative interaction with parents. Our findings showed that many parents who lived in a provincial city allowed their children to provisionally use game applications with smartphones. However, half of the parents who lived in the suburbs of Tokyo did not allow their children to play games with smartphones. Therefore, it is necessary to examine and discuss what young children learn by playing such games and investigate the possibility that the use of the smart phones as a childcare tool decreases parents childcare anxieties. What Is It Like to Parent A Baby You Can't Touch? The Parents Experience of Neonatal Intensive Care Turner Melanie , Chur Hansen Anna , Winefield Helen

University of Adelaide (Australia)

This paper examines the experience of 10 parents who had their baby or babies admitted to the neonatal intensive care unit (NICU) in a tertiary hospital in Adelaide, South Australia in 2009. Framework analysis is used to examine the themes in 10 parent interviews during the first days and weeks of the baby's admission and the follow up 10 interviews 2 months post discharge. The themes included the range of emotions experienced as well as the experience of sharing their parenting role with staff. Themes associated with the parent relationship post discharge are also discussed. These themes are further described by the PSS- NICU (parental stressor scale NICU; Miles) which was offered to all NICU parents. This identified the parental role and relationship with the baby as the most stressful parts of the NICU admission; more than environmental factors in the nursery including crowding and noise. Parents also commented on the role of professional support, in particular the NICU support group; while in the NICU.

Guilt As A Consequence of Duty: A Q-Methodology Study of Parental Understandings and Responses to Infant Pain during Immunization Harvey Hannah, Good James, Reissland Nadja

Durham University (United Kingdom)

Background: The protective benefits of immunisation for the individual and the wider community are recognised worldwide. In the UK, all infants are offered a course of primary injections at two, three and four-months-old to protect them from the most harmful diseases. Method: This study used Q-methodology to explore the diversity of parental understandings of routine infant immunisation and parental responses to infant pain expressed during the procedure. Individual views were assessed by means of a Q-sort which involved the organisation of 31 statements regarding infant immunisation into a quasi-normal fixed response grid in terms of the degree of agreement or disagreement.

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Through the use of factor analysis the configuration of each participants response was then used to group participants in terms of their shared and distinct viewpoints. Results: Q-factor analysis of 23 Q-sorts produced three statistically independent viewpoints about infant immunisation: 1) guilt as a consequence of parental duty, 2) confidence about immunisation owing to awareness, and 3) the acceptance of the necessity of infant pain. Most parents who felt guilty and accepted the necessity of infant pain during vaccination were first-time parents whereas those who were confident about the immunisation had previous experience of immunisation with older children. Discussion: The results are discussed in terms of the contribution of parity in the determination of parental views. The implications for the role of medical professionals when giving advice regarding infant immunisation before and after vaccination are also noted. Negative Experiences In Relation to the Father and the Criteria for Future Partner Selection Konopko-Powalka Marzena, Wojciechowska Ludwika

Warsaw University Faculty of Psychology (Poland)

The subject of the research was to discover the role of negative experiences of young women with their fathers in the choice of their future partner. The question was posed of whether a relationship exists between the negative experiences of young women in their relationship with their fathers and the selection criteria of their future partner. It was assumed that women, in selecting their partner, will be more inclined to be guided by the traits of their fathers that they assessed to be desirable than those, which they assessed to be undesirable. Variables such as the financial situation of the women and the family structure were controlled, assuming that they fulfil a modifying role in relation to the evaluated relationship. A sample of over 100 single women aged 20 to 30 were studied using two questionnaires constructed especially for the purpose of this study, namely, the My Father and My Partner questionnaires. The research results confirmed that a relationship exists between the negative experiences of young women in their relationship with their fathers and the selection criteria of their future partner. Women that had negative experiences in relation to their fathers were more inclined to prefer in their future partner the traits that are associated with the provision of basic needs: the need for security and support. They also place great emphasis on the future contacts of the father with the child. They expect a mature fatherhood where the partner is aware of how important in the development of a child is a supportive relationship between the parents and the active presence of the father in the life of the child from the moment of conception until adulthood. From Prematurity to Parenting Stress: The Mediating Role of Perinatal PTSD Spinelli Maria, Suttora Chiara, Monzani Dario

Department of Psychology - University of Milano-Bicocca (Italy)

Objective: Preterm delivery may represent a traumatic event for mothers that may lead to the emergence of post-traumatic stress disorder (PTSD). In turn, the persistence of PTSD symptoms may affect the quality of the mother-child relationship (Muller-Nix et al., 2004; Shah et al., 2011). The principal objective of this study is to shed light on the factors that determine the development of parenting stress in mothers of preterm and full-term children. Design: The present study aims to examine perinatal PTSD and the levels of parenting stress in mothers of preterm and full-term children. This study proposes a mediating role of PTSD symptoms between preterm/full-term birth and levels of parenting stress. The sample included 156 mothers of full-term children and 87 mothers of preterm children (Gestational Age Results: The findings showed that mothers of preterm children experienced more post-traumatic and parenting stress than did mothers of fullterm children. However, preterm birth itself had only an indirect influence on subsequent levels of parenting stress. This relationship was mediated by PTSD symptoms. Moreover, the childs age moderated the association between maternal PTSD and parenting stress. Levels of PTSD symptoms in preterm mothers were higher for infants born at lower gestational age. Conclusions: Our findings suggest that prematurity does not constitute the only risk factor for the emergence of parenting stress (Singer et al., 2010). A pivotal role seems to be played by the maternal perception of childbirth as a traumatic experience and by the subsequent development of PTSD. Implications for preventive interventions are addressed. Psychological Adaptation to Marital Breakup in Middle-Aged Persons: The Role of Gender and Time Knpfi Bina, Hutchison Sara, Perrig-Chiello Pasqualina

Institute of Psychology, Department of Developmental Psychology, University of Bern (Switzerland)

Marital breakup is among the most incisive stressors in adult life. While the negative effects of divorce on well-being are well documented in research literature, the large Interindividual differences in psychological adaptation to marital dissolution are still not well understood. One major controversially discussed question is, whether marital dissolution represents a temporary crisis or rather a chronic strain. But also with regard of the role of gender results are mixed. The aim of the present study is to investigate the psychological adaptation (depression, perceived stress and life satisfaction) to marital breakup in a sample of 980 middle-aged persons (M = 51.8 years) who were partnered on average 19.4 years. We compared four time groups: one with a separation within the last 12 months (84 women, 36 men), another within the last 13-24 months (75 women, 19 men), a third within 25-60 months (121 women, 49 men), and one with a separation more than 60 months ago (189 women, 144 men). A group of 348 age-matched married people served as control group (189 women, 159 men). Findings from ANOVA with the outcome depression as well as with the outcome perceived stress yielded a significant main effect for both factors (gender and time since separation). The group who had experienced a separation within the last 12 months differed significantly from all other groups (higher depression score and higher perceived stress). No significant main effect for the factor time was found for the outcome life satisfaction. Regarding gender differences, females from all time groups displayed higher depression scores and higher perceived stress but lower life satisfaction than males. These results give important insights into the process of adaptation to marital breakup, which can be used for counselling.

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Bonding with Parents Until Adolescence Predicts Psychological Well-Being in Adulthood Vleioras Georgios1, Mantziou Aspasia2, Stathoulia Panagiota1
1 2

General Hospital of Volos (Greece) Vocational Lyceum of Samos (Greece)

Bonding with ones parents largely affects ones development throughout ones lifespan. Parker (1979) introduced an operationalization of bonding that received extensive attention in clinical research. He devised the Parental Bonding Inventory (PBI) which measures two dimensions of the participants recollections of each parent separately, from birth up until the age of 16, namely care and overprotection. The PBI has been correlated to several indices of psychopathology. In our study, we correlated it to the positive pole of mental health, namely to psychological well-being. Ryff (1989) devised the Scales of Psychological Well-Being (SPWB) that measure six dimensions: autonomy, environmental mastery, positive relationships with others, life purpose, self-acceptance and personal growth. Alternatively, some researchers have suggested that an overall index of well-being should be calculated. We administered the Hellenic versions of the PBI and the SPWB to 515 individuals (365 women) aged 20 to 40. We instructed the participants to describe their perception of bonding with their mothers only. The scales have exhibited acceptable to high internal reliabilities. We conducted hierarchical regression analyses using the SPWB as dependent variables. In step 1, we included age, gender and educational level and; in step 2, we added the care and overprotection scores as predictors. We found that individuals who recollect their mothers as more caring perceive themselves as more capable of mastering their environment, having positive relations with others and having a purpose in their lives. Furthermore, individuals who recollect their mothers as less overprotective perceive themselves as more autonomous, mastering their environment, acknowledging their continuous personal growth, having a purpose in life and self-acceptance. Finally, older and higher educated individuals reported a greater degree of positive well-being. In conclusion, parental bonding appears to be correlated with the positive pole of mental health.

Stress Parenting and Chronic Illness: A Comparison of Clinical Groups Genna Vitalba, Epifanio Maria Stella

Dipartimento di Psicologia, Universit degli Studi di Palermo (Italy)

Pediatric chronic illness has a strong impact on family functioning (McClellan et al., 2008; Herzer et al., 2010): caregivers of children with special health care needs refer more distress than parents of typically developing children (Gupta, 2007). This study aims to examine the relationship between stress parenting and chronic illness comparing two chronic illness conditions, Cystic Fibrosis (CF) and Celiac Disease (Cd) children, with a typically developing children that represents a control group (cg). Method: Parents (age M=36,17, SD=5,8) of 90 children (4-8 years old, M=5,6 SD=1,7) with CF (N=30), Cd (N=30) and typically development (N=30) compiled the Parenting Stress Index-Short Form (PSI- SF) (Abidin 1995, Guarino et al., 2008) which supplies scores regarding global distress, Parenting Distress (PD), Dysfunctional Interaction parent-child (P-CDI) and Difficult Child (DC). Descriptive statistics and analysis of variance (ANOVA) were conducted. Results/discussion: According to the literature, clinical groups reported an higher global distress (MCF= 66,3; MCd=62,1) than control group (Mcg=49,6). Although, One-way ANOVA on PSI-SF total scores suggests low significant differences between groups (F=2,3; p<.09). The highest scores have reported in DC scale (MCF=70,37, MCd=75, Mcg=58,53) and clinical groups overtake cut-off score (>85 percentile) more than control one. Duncan Post Hoc Test relieving a great difference between groups on DC domain confirms that features of illness children were perceived more critical by parents of control group. The results show that the birth of a child with chronic illness brings additional challenges for parents requiring special family adaptation. Although, the type of illness is only one of the numerous factors involved in family functioning and in parenting which must be deeply explored. Child-to-Parent Aggression in Adolescents: Prevalence and Risk Factors Sampedro Rafael, Calvete Esther, Gmez-Guadix Manuel, Orue Izaskun

University of Deusto, Bilbao (Spain)

Objective of the study: The Child-to-Parent Aggression (CPA) has long been neglected in the scientific literature. However, in recent years it has become an area of growing interest. The objective of this study was to assess the prevalence of aggressions of adolescents toward their parents and identify some family risk factors. Methods: A total of 2719 adolescents (51.4% girls, 46.9% boys), aged between 12 and 17 years, answered CPA measures, exposure to violence, emotional deprivation, parental abandonment, and permissive parenting style. Results: Aggressions were more frequently directed toward the mother than the father. However, there were no differences with regard to severe forms of aggression. The girls scored higher on all indicators of psychological aggression. Except for the prevalence of physical aggression directed toward mothers, which was higher in girls, there were no significant differences in physical aggression toward parents between girls and boys. Results of logistic regression analysis showed that low levels of affection and communication were associated with all forms of severe CPA. Witnessing family violence was associated with the physical AHP against fathers whereas direct victimization in family was associated with physical CPA against mothers, and psychological CPA against both parents. The permissive style was associated with the severe psychological CPA but not with the physical CPA. Conclusions: The findings of this study show that CPA is a common problem that requires greater attention at the social and research levels. Overall, the results contribute to clarify the understanding of the characteristics family profiles associated with CPA and show that variables such as exposure to family violence and neglect are relevant risk factors for this phenomenon.

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Parental Attitudes and Parenting Styles in a Group of Mother at Risk of Child Abuse Costa Sandra, Cruz Orlanda

Universidade do Porto, Faculdade de Psicologia e Cincias da Educao (Portugal)

This study intends to analyze the relationship between parental attitudes and parenting styles in a group of mothers referred by the Child Protection Services. The participants were 44 mothers of children aged between 3 and 10 years, referred to one of the agencies of the Child Protection Services in a city of the north of Portugal. Parental attitudes were assessed with the Portuguese version of Adult Adolescent Parenting Inventory (AAPI, Bavolek & Keene, 2001). Parenting styles were assessed with the Portuguese version of Parenting Styles and Dimensions Questionnaire (PSDQ, Robinson, Mandleco, Olson & Hart, 2001a, 2001b). The results evidenced a higher incidence of inadequate parental attitudes and, unexpectedly, of the authoritative style. Mother's education was negatively correlated with inappropriate expectations of children and with lack of empathy towards childrens needs. Mothers education was also correlated positively with authoritative style, and negatively with authoritarian style. An unexpected positive correlation between authoritarian and permissive styles was observed, evidencing the concurrent use of coercive and non-coercive child rearing practices. The authoritarian style revealed an association with parental inappropriate attitudes, even after controlling for the effect of mothers education. Psychosocial Risk Profiles In the Context of Family Preservation: Its Relationship with Mothers' Social Support. Lorence Brbara, Menndez Susana, Prez Javier

Huelva University (Spain)

Objectives: The aim of this study was (1) to establish different risk profiles of the families who received a psychosocial intervention for family preservation reasons and (2) to examine its relation with social support. Methods: The sample consisted of 305 at-risk families referred for an intervention from the Family Preservation Services (FPS) of Spain. An individual interview was conducted with each caregiver to consider several risk factors related to recent or past economic, family and individual issues. Moreover, each female caregiver of these families completed a version of the Arizona Social Support Interview Schedule (Barrera, 1980, 1981; Barrera, Sandler and Ransay, 1981, 1985) specifically adapted for this kind of population. Concretely, the need for support in different domains (emotional, informative and material) has been evaluated. Results: Cluster analysis offered four different groups of families: low risk profile, economic risk profile, family risk profile and high risk profile. A MANOVA was performed including the need for social support; the results showed a significant difference between the four psychosocial risk profiles concerning social support. Post-hoc comparisons (ANOVA) were run on separate variables to investigate which variables contributed to the overall difference. In general, the results showed the highest need for social support in high risk and family risk clusters and the lowest scores in the low risk and economic risk profiles. These results were shown in emotional, informative and material domains. Conclusions: These results shed light on the diverse risk profiles of the families that have received intervention by the FPS. The importance of social support showed in this abstract provides valuable information for intervention policies, remarking the need for providing social support to families with complicated risk trajectories, especially with family problems.

PE6.2 COGNITIVE SCIENCE 18:15-19:00 | H3 Hall Amphiple Being Optimally Aroused Matters: Effects of a Stress Manipulation on Childrens Executive Functions Neuenschander Regula1, Kolly Alexandera2, Roebers Claudia M.2, Blair Clancy1
1 2

New York University (United States of America) University of Bern (Switzerland)

A central question in the development of self-regulation is how emotional and cognitive processes interact with and influence each other to promote goal-directed behavior. At a biological-behavioral level, the functional relation between emotion and cognition can be described as an inverted U-shape, with very high or low levels of emotional arousal disrupting self-regulatory processes, whereas moderate arousal facilitates performance on a given cognitive task (cf. Yerkes-Dodson law, Blair & Ursache, 2011). In the present study, self-regulatory processes (hot and cool executive functions [EF]) were explored as a function of a stress manipulation aiming to raise childrens emotional arousal. Hot (Hungry Donkey task) and cool EF (Stroop, Flanker, Go/NoGo, Complex Span) were assessed in N = 107 4- and 7-year-old children. Stress was induced in half of the children by imposing a social-evaluative threat. Furthermore, childrens temperament (CBQ, Rothbart, et al., 2001) and approach-withdrawal motivation (BIS/BAS, Carver & White, 1994) were assessed as potential moderator variables. ANOVAs were conducted for each outcome measure separately: 2 (experimental vs. control group) x 2 (younger vs. older cohort) x 2 (high vs. low Inhibitory Control) for hot and cool EF. Stress manipulation had an effect on cool EF, but only in the younger cohort and only in children with high Inhibitory Control (3-way interaction p < .05 level, np2 = .04). Although effects did not reach statistical significance in hot EF (3-way interaction p = .15), interestingly, patterns of result were similar to those found in cool EF. No other temperamental or motivational factor was found to have a significant effect. As effects of the stress manipulation were moderated by childrens age and temperament, being optimally aroused, thus, matters for performing well in self-regulatory tasks.

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Cognitive Underpinnings of Childrens Mathematical Reasoning Berg Derek, Matheson Ian, Bouchard Mary, OShea Leah, Fortune Sarah, Hutchinson Nancy

Queens University, Kingston (Canada)

Within the field of mathematics examination of the cognitive processes that underlay children's proficiency has been primarily focused upon word problem solving (Swanson, 2011) and arithmetic calculation (Berg, 2008). Less attention has directed at mathematical reasoning. The present study sought to address this imbalance through an investigation into the contributions of processing speed, executive functioning, and memory. Measures of rapid automatized naming, inhibition, switching attention, short-term memory, visual-spatial working memory, and verbal working memory were administered to 108 children, mean age 7 years, 8 months. A series of multiple regression models were created to examine which cognitive domains emerged as significant contributors of mathematics reasoning. Results indicated three important findings. First, while each cognitive domain contributed significant individual variance, short-term memory (r2 = .39) and visual-spatial working memory (r2 = .34) emerged as the strongest contributors. Second, in contrast to previous research in arithmetic calculation and word problem solving highlighting the importance of verbal working memory, the contribution of this domain was negated by the cumulative contributions of processing speed and short-term memory. Third, a summative regression equation, capturing 62% of the variance, indicated that processing speed, short-term memory, switching attention, inhibition, and visual-spatial working memory emerged as the strongest model for mathematical reasoning. These results underscore the notion that a multifaceted set of cognitive processes are involved in mathematical reasoning. Further, and in alignment with arithmetic calculation and word problem solving, a core group of cognitive processes appear to emerge as contributors to proficiency across these areas of mathematics.

Children's Evaluations of Lying and Truth-Telling Zheng Nian-Ci, Lo Wen-Fen, Lin Yi-Chun, Wang Pei-Ling

Taipei Municipal University of Education (Taiwan)

The study focused on examining if there are differences between children and teenagers for making moral judgments about white lie telling and truth telling when facing the social context of white lie and politeness. A sample of 7 to 13 years old children (N=85; 42 boys and 43 girls) were recruited to examine the hypotheses under different contexts of the white lie story edited by the researcher of the study. All of the children joined two studies for expressing their judgments. In Study 1, it was manipulated that participants rated truth telling more negatively and rated lie telling more positively in a public situation where telling a blunt truth is especially likely to have negative social consequences. In Study 2, participants were manipulated to rate truth telling more positively and rate lie telling more negatively in a situation where accurate information is likely to be helpful for the recipient to achieve future success. The results showed that in both studies younger childrens evaluations tended to be significantly influenced by the social context, but there is no significant difference for gender. It is suggested that children and teenagers have been influenced by the socialization and campus environment Children's Developing Conceptions of the Soul Misailidi Plousia1, Kornilaki Ekaterina2

University of Ioannina, Rethymno (Greece) 2 University of Crete (Greece)

In many cultures, children are exposed from a young age to the idea that people have souls. The aim of this study was to investigate childrens developing conceptions of the soul. Children aged 5-, 7 and 10 years (N = 120) were interviewed, following the presentation of a story describing the death of a person, about the properties of the soul. Interview questions assessed childrens conceptions of: the location of the soul, whether it is perceivable through the senses, and its psychological/mental properties, such as the ability to think, remember, have emotions and communicate with others. Children were also asked about the souls continuity/cessation after the bodys death. Preliminary analysis of the results suggested that children possess consistent ideas about the soul: the majority at all age groups located the soul in the body and specifically in the heart. Seven and 10-year olds children were more likely to attribute continuous existence and psychological properties to the soul compared to children in the 5-year old group. The findings are discussed in terms of their relation to research on the development of childrens afterlife beliefs. Effects of Anticipation on Children's Mental Imagery Sugimura Shinichiro, Kumihashi Miwa Hiroshima University (Japan) Piaget emphasized the importance of actions in cognitive development, and recent studies tested the effect of action on mental imagery in young children (e.g., Frick, Daum, Walser, & Mast, 2009; Funk, Brugger, & Wilkening, 2005). These studies showed that manual movement facilitates mental transformations. However, in the previous studies, because the action was accompanied by anticipation, little is known about the simple effect of anticipation. Thus, the purpose of this study was to investigate the effects of anticipation on childrens mental imagery. 52 children aged 5-6 years were asked to draw the trajectories of three small balls fixed on a rod rotated through 180 degree in the pre- and post-test. In the training session, children were randomly assigned to 1 of 3 conditions: (1) anticipate the trajectories while observing a circular table rotation conducted by experimenter, (2) rotating a table by their hand, and (3) anticipate the trajectories while rotating a table by their hand. Two-factor ANOVA showed a significant effect of training, but no interaction between training and condition. However, the effect size for anticipate condition was greater than that of rotating conditions. These results suggest that anticipation facilitates the mental image of the trajectories in the same way as action.

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The Role of Executive Functions in Academic Achievement in Primary School Children Rakickien Lauryna, Girdzijauskien Sigita

Vilnius University Fakulty of Philosophy (Lithuania)

The relationship between different executive abilities and academic outcomes in normally developing primary school pupils is poorly understood. This problem can be attributed to the fact that most of the research on the topic has either been carried out in clinical groups (Clarc et al., 2002; Fulton et al., 2012) or has used insufficient executive function measures to provide valid information on the relative contribution of various executive function components (Bull et al., 2008; Mazzocco, 2012). Therefore, the objective of this study was to examine the role of different executive function components on academic achievement in a community sample of primary school children, paying particular attention to validation of executive function tasks. 65 eight-year-olds were tested in primary schools using nine simple computer tasks intended to predominantly tap into one of the three executive abilities: response inhibition, mental set shifting and working memory updating. In addition, all participants completed Wechsler Abreviated Scale of Intelligence (Wechsler, 1999). Construct validity of the executive function tasks was established by confirmatory factor analysis. The three target executive abilities proved to be separable and moderately correlated with each other; this enabled the use of composite scores of inhibition, shifting, updating and general executive function in further data analysis. Correlation and regression analysis revealed that executive function is positively related with achievement in general as well as math and reading achievement. Updating and inhibition proved to be better predictors of achievement than shifting. The role of executive abilities in math achievement proved to be the most significant, while their role in writing or natural sciences achievement was minor or nonexistent. Childrens IQ did not account for the relationship between executive function and academic outcomes. Practical implications of the results such as possible benefits of training executive function in primary school are discussed in this presentation. Research Development of Cognition and Perception of Time in Preschool Children Melehin A. I.

Moscow State University of Psychology & Education (Russia)

Relevance of a subject of research in age psychology is defined by that ability to perceive time generalizes and will organize in consciousness of the child all his subjective experience (Perret-Clermont A.N., 2011). Ability of perception of time is the highest mental function. In the beginning the perceptual basis, and then a conceptual basis of perception of objective time is formed. Sensitive age for development pertseptualny and conceptual aspect of perception of time is preschool age (Droit-Volet S., 2003) Research objective: the analysis of development of understanding and perception of time at seniors preschool children in norm and at a delay of mental development of cerebral and organic genesis. Research revealed the following features of cognition and perception of time at the advanced preschool age: 1. Homomorphism time parameters, which are not reflected in the linearity of subjective time scale, due to the lack of development time concepts and time standards. 2. Temporary views are depleted, superficial and insufficiently effective. 3. The most difficult is the idea of the day, consecutive days, weeks and months. 4. Older preschoolers represent different time intervals, distinguish them, give them a qualitative assessment ("more", "less", "equal" or "short", "medium", "long"), rather than quantify the indirect time standards ("second" , "minute", etc.). 5. The qualitative assessment of the time intervals older preschoolers observed discrepancy, ie probability of correct answers is "short", "long" for short and long intervals are different. 6. Older preschoolers normally evaluate intervals, using a sufficiently wide range of categorical estimates. 7. In the senior school age the evaluation of short intervals (1 and 3 sec.) Have greater stability than long (15,20,30 sec.). Ratings 3, 5 and 7 seconds. timeslots are not statistically different from each other. Impact of Prematurity On Executive Control In Children: Evidence From Stop-Signal and Flanker Tasks Rveillon Morgane1, Borradori Tolsa Cristina2, Monnier Maryline3, Hppi Petra S.2, Barisnikov Koviljka1
1 2

Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva (Switzerland) Division of Child Development and Growth, UNiversity Hospital, Geneva (Switzerland) 3 Pediatrics, Childrens Hospital Lausanne (Switzerland)

Introduction: Preterm populations have been related to particular risk of neurodevelopmental, behavioral and cognitive difficulties. One possible explanatory factor of such developmental impairments is the presence of specific deficits in inhibition abilities as it is critical to executive control. Previous studies have shown difficulties in preterm children in inhibition of a dominant response and of distractor interference. However, no studies examined both types of inhibition abilities in the same group of children and it remains unclear whether the developmental delay persists later in childhood or not. The present study aimed to evaluate the impact of prematurity on two types of inhibition in children aged 9 to 11. Method: Fifty-four 9 to 11 year-old children born preterm (< 36 GW) were compared to 53 age-matched controls born at term. Inhibition of a dominant response was evaluated with a stop-signal task while inhibition of distractor interference was evaluated with a flanker task. MANCOVAS and ANOVAS were used to compare groups and conditions controlling for chronological age. Results and Discussion: Overall results showed a significant group effect on accuracy (control>preterm) and median reaction times (preterm>control) in both tasks. Except for reaction times in flanker task, this effect was independent of age. In flanker task, compared to controls, preterm's error rate was significantly higher when target stimulus was flanked by incongruent stimuli compared to congruent stimuli (interference effect), reflecting lower executive control abilities. However, but still consistent with developmental literature, in stop-signal task,

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most of the group effect was based on execution abilities (GO conditions) rather than inhibition per se (STOP conditions). In conclusion, performances of preterm children on both tasks demonstrated greater susceptibility to interference and lower executive function abilities which characterize immature cognition. These results are in favour of an immature developmental trend in executive control in preterm children. Metaphor Comprehension Barrera Garcia Kirareset

Facultad de psicologia, Unam (Mexico)

A correlation between metaphor comprehension and ToM abilities has been found in seminal studies on pragmatic abilities in autism, such as Happ (1993) Happs data suggest that metaphor interpretation requires at least a first-order ToM. However, Norbury (2005) was unable to replicate the correlation found by Happ. Norburys study focused on the role of lexical knowledge in metaphor comprehension, arguing that such knowledge enables subjects to access in a lexical entry the relevant features for a metaphoric reading and to suppress those that are irrelevant. With the intention to clarify the scenario and to establish whether ToM or lexical knowledge is a better predictor in metaphor comprehension, we conducted a transversal study with a group of 112 children. We tested them on their interpretation of 11 metaphors and 7 instances of irony. Their ToM abilities were assessed through a standard Sally-Anne task, and their receptive vocabulary with the Peabody test (Spanish version). We also evaluated their ability to identify 5 basic emotions represented in facial expressions. Most subjects in our sample were shown to understand metaphors; they didnt seem to have great difficulty dealing with irony. However, we found no correlation between responding adequately to false belief tasks and metaphorical comprehension. In contrast, a correlation between receptive vocabulary and metaphor comprehension in subjects was shown. It might well be that what is required to handle the conceptual adjustment involved in understanding metaphor is not a full bloom first order ToM together with general deep and broad semantic knowledge, but only a sound understanding of a specific semantic field (that concerned with mental states) and an ability to represent peoples mental states, which does not necessarily correlate with failure in theory of mind tasks. These capacities might be what underlie normal subjects abilities to construct ad hoc concepts in metaphor interpretation. The Development of Inhibitive Teaching Behavior and Relations to Theory of Mind In Preschool Children Ogawa Ayako

Nagoya College (Japan)

Teaching is an intentional activity to increase the knowledge (or understanding) of another, thereby reducing the knowledge difference between teacher and learner (Strauss et al, 2002). Childrens teaching behavior becomes progressively more sophisticated in early childhood. Recent studies on young childrens teaching skills have identified that the development of theory of mind as a factor that contributes to childrens teaching behavior (Davis-Unger & Carlson, 2008). It is important for young children to learn how to use teaching skills in everyday life. However, there are few studies to investigate young childrens understanding of how to use the teaching skills. The purpose of this research was to investigate the development of inhibitive teaching behavior in preschool children and to explore the relation between inhibitive teaching and theory of mind. 4- to 6-year old children participated in the experiment. Children were given two teaching tasks and a ToM task. In teaching tasks, experimenter presented children two stories that the protagonist doesnt know how to play puzzle game (make paper plane), but he is getting better at doing it. And experimenter asked children whether teach him or not. In addition, children were asked about protagonists emotional state when he received intrusive instruction. The results showed that 5- to 6-year-old children could select inhibitive teaching behavior only when the information that protagonist wants to do by oneself was presented in the story. Children who understood changeability of mind could select inhibitive teaching and inferred his negative emotion about meddlesome teaching, even when the protagonists mental state was not clear. These results suggested that preschoolers could infer another persons emotion and inhibit to teach when friends desire was presented clearly. Flexible Interpretation and Imitation of Goal-Oriented Actions in Preschoolers Wurmbrandt Eszter, Egyed Katalin

Etvs Lornd University, Institut of Psychology (Hungary)

According to several experiments preschoolers tend to imitate actions faithfully even if it is unnecessary and inefficient (e.g. Horner & White, 2005; Lyons et al, 2007). However, both infants and preschoolers show selective imitation too (e.g. Meltzoff, 1995; Carpenter et al., 1998; Bekkering et al., 2000; Nielsen & Blank, 2011). Our aim was to test 4-5-year-olds flexibility by applying a special step whose relevance changed depending on the test context. We hypothesized that children could adapt their behaviour to the context and imitate the model flexibly. In our study a model demonstrated an action sequence - including the special step - twice with a clear goal (building a toy house). We applied two conditions: the special step was relevant in Condition-1 and irrelevant in Condition-2. The children participated in three Tests in both Conditions. First the children in each condition participated in Test-1 when they were playing with the models original pieces of toy. In Test-2 one of the original pieces of the toy was changed. Accordingly, the original special step was interpretable as irrelevant in Condition-1 and relevant in Condition-2. Finally, in Test-3 one of the pieces of the elements changed again, which forced children either to copy the inefficient special step or fulfil the goal. Our data showed that the children overimitated the irrelevant special step if they were tested in the models original context. However, less children imitated faithfully the irrelevant special step than the relevant one in the changed context of Test-2. In Test-3 most of the children did not follow the model but modified the step in order to fulfil the goal. Together, childrens overimitation in the models context and their flexible behaviour in changing context confirms Whitens view on the imitation strategy of copy all, refine/correct later (Whiten et al., 2009).

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Visuospatial Reference System in Children Aged 4 to 12 Heiz Julie, Ballaz Ccile, Barisnikov Koviljka

Universit de Genve, FAPSE (Switzerland)

Introduction: The understanding of spatial relations is necessary for the development of spatial orientation abilities, and requires individuals to adopt a reference point. Two systems of frame of reference are mainly used:egocentric from ones own point of view) and allocentric (from anothers point of view, or in relation to an external point of reference(Galati and al., 2000). Aim : The objective of this study is to explore whether young children are able to use an allocentric frame of reference if they are instructed to do so. Population/Method : 120 typically developing children (between 4 to 12 years of age) were tested using a computerised spatial orientation task. The child had to choose a target image (1 object with 1 ball) corresponding to a model image (ball in a given spatial location) from among 4 distracting stimuli (balls located in various spatial positions). Three different instructions are given) free, (the child chooses the frame of reference himself) egocentric(with reference to himself) allocentric (with reference to an external object). Results: Initial results were obtained using ANOVA repeated measures. Regarding the free instruction the results suggest that children of all ages spontaneously use the egocentric frame of reference. With respect to the egocentric instruction most children complete the task successfully. Regarding the allocentric instruction young children between 4 to 6 years make numerous errors. From 6 years onwards the children demonstrate a greater level of flexibility as they were able to use the allocentric type of orientation accordingly to instruction given. Conclusions : Age is an important factor in the development of visuo-spatial abilities. The verbal instruction helped the children from age 6 to use allocentric point of reference: this may be of significance when developing intervention programmes for patients experiencing spatial orientation difficulties.

Haptic Perception of Everyday Texture in Children and Adults Cheam Caroline1, Gentaz Edouard2, Barisnikov Koviljka1
1 2

Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva (Switzerland) Developmental Psychology, Department of Psychology, University of Geneva (Switzerland)

Background: Many psychological studies investigated tactile texture perception in adults.Using the everyday textures, studies provided information about way that adults process perceptual dimensions of texture. to describe their touch experiences, adults mainly use dimensional qualities: texture (e.g.: soft/harsh, thin/thick, sticky/slippery,), temperature(e.g.: warm/cold), hedonic descriptor (e.g.: pleasant/unpleasant) and identifying characteristics of texture (silk, wool,) (Picard, 2003). However, to our knowledge, no studies examined these abilities in children population. Aim: Examine the development of haptic everyday texture rating abilities in children and young adults. Population/ method: 40 younger children (ages 5 and 8), 20 older children (age 12 years) and 27 adults (average age: 25 years) were asked to rate 20 fabrics according to the unipolar adjective on 5-points rating scales, corresponding to two basic perceptual dimensions of tactile texture harsh and thick ; and one hedonic dimension pleasant perception. A lateral unimanual exploratory procedure (Lederman & Klatsky, 1987), without visual exploration, was used. Results: The preliminary results showed lower accuracys performances in the group of younger children than in the group of older children and adults. The mean rating of every texture in bi-dimensional scaling graph showed extreme values (either 1, either 5) in the group of younger children while for older children and adults, this showed more graduated values. Conclusion: It is suggested that the difference with age may be related to the difficulty for younger children to graduate their textures rating. Moreover, the quality of haptic exploration improves with age. In younger children, haptic exploration is partial and not yet systematically organized resulting in an incomplete processing (Berger & Hatwell, 1995) and consequently in an incomplete representation of the fabric texture information contrary to the older children and adults. The importance of these abilities for development of object representation will be discussed. Implicit Explicit Self-Esteem and Test Anxiety in the Gifted and Normal Schools Students Mohammadi Mostafa1, SabzehAra Langroudi Milad2, Noori Moghaddam Sana3, Shalbaf Azra2, Movahhedi Mohammad Hassan Faculty of Social

and Political Sciences (Ssp) 1Faculty of Social and Political Sciences (SSP), Institute For Social Sciences, Geneva (Switzerland) University of Tehran (Iran) 3 Azad University (Iran)
2

Regarding to a wide range of society expectation of gifted, especially expectation in educational related performance, there would be some mental health outcomes of this expectation such as Test Anxiety as a defensive mechanism. Hence this study aimed to investigate the relationship between implicit and explicit self-esteem with test anxiety among gifted school student. 119 gifted were selected by available sampling and completed the package of instruments including Raven's progressive matrices (1938), test anxiety scale (carver and shyer, 1981), pope self-esteem scale (1989) and implicit association test (Greenwald, Banaji and Schwartz, 1998). Results showed a significant relationship between explicit self-esteem and test anxiety, but now significant relationship for implicit self-esteem and test anxiety. Among different aspect of explicit self-esteem, only family and general self-esteem could predict Test anxiety significant.

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PE6.3 EMOTIONAL & PSYCHOBIOLOGICAL DEVELOPMENT 18:15-19:00 | Room H4 Hall Amphiple Brooding Rumination as a Mediator between Schema Domains and Symptoms of Depression and Social Anxiety in Adolescents Orue Izaskun, Calvete Esther

University of Deusto, Bilbao (Spain)

The aim of this study was to demonstrate that brooding rumination mediated the effect of schema domains (Disconnection & Rejection and Other-Directedness) on depression and social anxiety symptoms among adolescents. A total of 1052 adolescents (499 girls and 553 boys; Mage=13.43; SDage=1.29) completed measures of schema domains (Young Schema Questionnaire-3), brooding rumination (Cognitive Response Style Scale for Children), depression (Center for Epidemiological Studies Depression Scale) and social anxiety symptoms (Social Anxiety Scale for Adolescents) at Time 1, 2 (6 months follow-up), and 3 (one year follow-up). Results revealed that the Disconnection & Rejection schema domain at T1 predicted directly prospective depression symptoms at T3 but not through brooding rumination. However, this schema domain did not predict social anxiety symptoms. The Other-Directedness domain at T1 predicted social anxiety symptoms at T3 both directly and through brooding at T2. Furthermore, this schema domain predicted also depression symptoms at T3 through brooding at T2. These results are consistent with previous knowledge about cognitions associated with depression and social anxiety. Disconnection & Rejection schema domain which involve the belief that the basic needs of security, nurturance, and respect will not be fulfilled predicted depressive symptoms whereas the Other-Directedness domain which consists of an extreme focus on the desires of others predicted social anxiety. Furthermore, the latter schema domain predicted depression and social anxiety through brooding which is characterized by excessively negative and anxious thoughts that are centered on some unachieved standard. Therefore, adolescents who have a high need of being accepted and not rejected by others think anxiously and gloomily about events and this way of thinking lead them to experience future depression and social anxiety symptoms. Identifying specific schema domains and the mechanisms through which these domains predict psychological symptoms has implications for interventions with adolescents. The Relationship Between Perceived Parental Attitude and Psychological Resilience and Self Esteem In Young Adulthood Celen Nermin, Akca Zeynep

Maltepe University, Istanbul (Turkey)

This study aims to show individuals raised in families displaying different interaction patterns such as reactional behavior and expectation, behavior direction, psychological control and autonomy support and the individuals self-esteem and psychological resilience. Individuals perception of parents, their reactional behavior, behavior expectation, behavior direction, psychological control and their autonomy are set according to My mother and I and My Father and I scales. Reactional Behavior measurement sets the sincerity and support displayed by the parents, behavior control, active controls such as rules put by the parents and giving directions, psychological control, forcible and manipulative control, autonomy support, encouraging childrens own self-autonomy and behavior direction and childrens expectations about their academic and social life. their seif esteem and pscyhological resilience is compared. Instruments: self-esteem has been evaluated with Rosenberg Scale of Self-esteem and their pscyhological resilience has been evaluated with scale of self-readiness Sample includes 200 people. 95 females and 105 males they have chosen randomly among young adults living in Istanbul in 2011,ages range from 20 to 40. Family interaction pattern has been confirmed by five sub categories of my mother and I scale with subscales. Study showed that;the individuals whose behaviors are directed by their mothers are found to have lower self-esteem. The individuals who face reactional behaviors from their parents and those who get autonomy support are found to have higher chance for self-readiness. This study pur forward that reactional behavior and autonomy support help psychological resilience. It has been found out that males experince more psychological control from their fathers than females . Emotional Availability In Parent-Child Relationships and Parents Understanding and Recognition of Emotions: Do They Predict Childrens Emotion Comprehension ? Bergmann Sarah1, Wendt Verena1, Von Klitzing Kai2, Klein Annette M.2
1 2

Leipzig University Medical Center, IFB Adipositydiseases (Germany) Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, University of Leip

As described in attachment theories, the development of childrens emotional competence is influenced by the quality of parent-child relationships (e.g. Cassidy & Shaver, 2008). Though many studies have focused on the association between attachment patterns and the development of emotional competence, no study has investigated the connection between Emotional Availability in parent-child relationships and childrens emotion comprehension so far. Also unexplored is the influence of parents ability to understand and recognize emotions on their childrens emotion comprehension. The present study aims at exploring these associations. We expect children who share highly emotionally available relationships with their parents to display a better emotion comprehension than those who share problematic relationships with their parents. Also, we expect children whose parents show high competencies in recognizing and understanding emotions to show a greater capability of emotion comprehension than those whose parents display deficits in these domains. The sample consists of N=70 children who visited our laboratory twice with their parents. During the first visit (T1; age of children 2;2-3;11

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years) we videotaped mother-child and father-child interactions which we coded with the Emotional Availability Scales (4th edition). In order to assess aspects of parents emotion recognition and understanding, we used the Toronto Alexithymia Scale, the subscales C and G of the Mayer-Salovey-Caruso Emotional Intelligence Test and an experimental task for decoding facial expressions of emotions. During the second visit (T2) about 10 months later (age of children 3;0-5;3 years), we tested childrens emotion understanding with the Test of Emotion Comprehension (TEC) by controlling for language comprehension. Video coding and data analyses are still in process. We will present detailed data on whether aspects of parents emotion understanding and comprehension and quality of parent-child relationship predict childrens TEC performance. Development of Fear from Middle Adolescence to Young Adulthood Michalkov Radka

IVDMR Faculty of Social Studies, Masaryk University, Brno (Czech Republic)

Fear is a natural and useful companion of human beings throughout the whole lifespan. During the lifespan the emotion of fear takes on different forms which are specific for periods of development. The present study investigates developmental patterns of the fear in adolescence. The study is based on longitudinal data collected within ELSPAC project (European Longitudinal Study of Pregnancy and Childhood). A total of 186 Czech adolescents (43% girls) were assessed repeatedly at the age of 15, 17 and 19 years. Subjective responses about the fear contents were collected using a "Cake of Fear" method. This method allows respondents freely express the fears that he/she perceives as significant in the context of their everyday lives. Fear occurrence and content in 19 general fear categories in the age groups studied were investigated. The findings reveal that the most common fears of 15 and 17-year-old adolescents were the fears of something happening to somebody or to something (57% at the age of 15; 70% at the age of 17). The category includes the fears of losing somebody/something that adolescents have a positive relationship with; fears for persons from their immediate social environment (family, friends) fears of losing them, separating from them, and/or fears for their safety. However, at the age of 19, the most common fear category was generalized fears (75%). The category includes fears reported in most general terms; it also includes fears of development and future (e.g., responsibility, nihility, occupation, adulthood, autonomy). Significant occurrence of abstract fears can be connected with the developmental trajectory of the forms of fears. This trajectory is characterized by shifting of fears from specific content in childhood to more general and abstract threats in adulthood. Psychological Well-Being after Spousal Loss in Old Age: The Role of Personality and Time since Loss Spahni Stefanie, Hutchison Sara, Perrig-Chiello Pasqualina University of Bern (Switzerland) Spousal loss is an inevitable critical life event for most individuals in old age, mostly associated with a negative impact on various well-being measures, ie. lower life satisfaction, higher rates of loneliness and depressive symptoms compared to married peers. While the negative effects on well-being are well documented in literature, the modifying factors accounting for the large variability in adaptation to loss are discussed controversially. The potential relevance of personality in the adaptation process has rarely been examined and findings regarding the role of time since loss are contradictory. Based on a vulnerability-stress-model this contribution aims a) to compare psychological well-being of bereaved individuals with married counterparts and b) to investigate the protective effects of different personality traits (Big Five, resilience), and the role of time since loss for adaptation in terms of life satisfaction, loneliness and depression. Data from a questionnaire study about the loss of a spouse in middle and old age in the German- and French-speaking parts of Switzerland are reported. The study is part of the Swiss National Centre of Competence in Research LIVES (Swiss National Science Foundation). The sample consists of 351 widowed persons (39% men, widowed since 0 - 5 years), and 605 married controls (50% men), aged 60 - 89 years. Group comparisons reveal the detrimental effect of spousal bereavement on all indicators of psychological adaptation. Results from hierarchical regression analyses show furthermore, that the effect of spousal loss on all psychological outcomes is moderated by personality traits. Separate analyses with the group of bereaved individuals suggest, that the protective effect of personality varies by the time passed since loss. Our results contribute to a better understanding of the variability in psychological adaptation to spousal loss in old age and give hints for counselling practice. A Person-Centered Analysis of Socio-Affective Profiles During Early Childhood Vincent Chlo1, Blicharska Teresa1, Strayer F. Francis2
1 2

Octogone EA 4156 CeRPP Universit de Toulouse 2 Le Mirail (France) Department of Psychology, University of Bordeaux Segalen (France)

Researchers often argue that teachers rather than child psychologists provide the most valid information about both skills and difficulties in early psychosocial adjustment. Given their extensive experience with childrens daily functioning, teachers appear as ideal informants in efforts to identify children at risk for specific behavioral problems. Following the empirical approach of Ackenbach (1981), LaFrenire, Dumas, Capuano & Dubeau, (1992) elaborated the Social Competence and Behavior Evaluation (SCBE) to assess individual differences in social competence, as well as externalizing and internalizing behaviors. The authors indicate that these three basic dimensions can be subdivided into specific subscales permitting a more nuanced description of individual profiles of socio-affective adjustment. This study examines socioaffective profiles for 225 children (3 to 6 yrs.) in the school setting. To assess developmental stability of obtained results 72 children participated in a second assessment the following year. Psychometric analyses confirmed the three-factor model of the 30-item SCBE (internal coherence > 0,84). However, posthoc analyses with the complete sample revealed only six descriptive subscales: Opposes Adult, Aggressive to peers, Friendly, Empathic, Withdrawn, Anxious. Person centered analyses using these six dimensions revealed five primary modes of socio-

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affective regulation. Two clusters high on Anxiety seemed the least adjusted; the first was Aggressive and most Oppositional, while the second was the most Withdrawn and least Friendly. All of the three adjusted profiles were low on Anxiety, but differed significantly on Aggression, Empathy and Withdrawal. Test-retest analyses for the smaller sample indicated that more adjusted children were more stable over time, while members of the less adjusted groups had a greater likelihood of changing their mode of socio-affective regulation during the 12 month period. Results illustrate the utility of person-centered analyses for specifying short-term development change. Theoretically, findings underscore the important of developmental plasticity for understanding childrens emerging socio-affective regulation. Attachment, Life Satisfaction and Time Perspective in Russian Elderly People Sabelnikova Natalia, Kashirsky Dmitry

Altai State Ledagogics Academy Russia) Altai Academy Economics and Law (Russia)

The aim of the present study was to reveal the relationship between attachment, life satisfaction and time perspective of Russian elderly people. 82 Russian men and women aged 55-85 were involved in the study. Among them there were 34 socially active and 48 socially passive ones. The Russian version of ECR (Brennan, Clark, Shaver), WHOTO version by W.Friedlmeier, BDI by Beck, ZTPI by Ph. Zimbardo, Life Satisfaction index by B. Newgarten and Loneliness Scale by D. Rassel were employed. The results show that securely attached old people are less lonely and depressed; more oriented for the Future and Present, more satisfied with their life than their insecurely attached peers. Socially active people are attached to peers (spouses and friends) more often than socially passive ones, they are oriented on the Present and on the Future more often than on the Past and the same time they have more positive Past compared with socially passive old people. The study has an important implication for organizing of special activities for Russian elderly people, which will help them to make their life more emotionally favorable. Self-Concept Immunization in Childhood and Adolescence: A Process Perspective Mle Regine, Pilatus Julia, Greve Werner

University of Hildesheim (Germany)

The present study investigates self-immunizing processes in a sample of children and early adolescents using a quasi-experimental, longitudinal design. Self-concept immunization can be understood as the adaptive up- and downgrading of the diagnostic value of particular skills for a general self-concept domain - according to the perceived degree of competence of these skills. Three preceding cross-sectional questionnaire studies indicate that adolescents (12-24 years) employ immunizing processes, that these are more pronounced in self-concept domains that are highly central to the individual and serve stress-buffering effects (Mle & Greve, 2010). In the present study, immunizing processes could first be shown using a quasi-experimental, longitudinal design. Participants filled in questionnaires in fourth class (M = 10.5, SD = .56, 50.2% girls) before transition from elementary to secondary school, and again sixth months after transition (M = 11.1, SD = .53, 49.2 % girls). Measurements included perceived abilities in two self-concept domains, academic achievement and peer acceptance, as well as the domains diagnosticities for overall self-esteem (being a valuable person). For a longitudinal subsample (for academic achievement N = 85, for peer acceptance N = 24), two groups were generated for each domain: participants whose subjective ability decreased from t1 to t2, and those who showed increasing or stable values. As expected, the change of the subjective ability in the domain predicted a change in the diagnosticity of the domain for overall self-esteem (repeated measurement ANOVA (diagnosticity school achievement): no main effect time (p=.083), no main effect group (p=.094), significant effect for time by group (F (1, 83) = 6.38; p = .013); repeated measurement ANOVA (diagnosticity peer acceptance): no main effect time (p=.671), no main effect group (p=.741), significant effect for time by group (F (1, 22) = 5.623; p = .027)).

PE6.4 ATTACHMENT & IDENTITY 18:15-19:00 | H4 Hall Amphiple Attachment representations in teenagers with Down syndrome: an application of an item response model. Piquet Emeline, Le Maner-Idrissi Gad, Nol Yvonnick

University of Rennes 2 (France)

Some studies on attachment representations in people with a Down syndrome (DS) have reported a secure attachment rate that was lower than in the general population. However, participants in those studies were usually children less than three years old or adults. We could not find but one study on teenagers (Michel, 2009), using the Attachment Story Completion Task (ASCT: Bretherton & al., 1990) in its French version (Histoires Complter) with a coding system for children attachment narratives (CCH, Miljkovitch, Pierrehumbert & al., 2003; Miljkovitch, R. & Pierrehumbert, B. 2008). For practical reasons, we decided to use the ASCT as well, as it is suitable for participants who may have a deficit in abstraction. Eight teenagers with DS, aged from 12 to 16 years old, completed stories that might resonate with their attachment representations. The main goal of the study was to develop a model-based assessment procedure. Three-category ratings from observers were analyzed using a Partial Credit Model (Wright & Masters, 1982), to scale both participants ans items (stories) on a simple continuum. Items were initially calibrated on a control sample (N=244), kindly made available to us by Pierrehumbert and colleagues (SUPEA, Lausanne). Responses from the clinical sample were then coded on the subset of items retained in the first analysis. Results are still being analyzed.

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State of Mind of Attachment and Reflective Function during Pregnancy: Preliminary Data from a Longitudinal Study Borgi Stefania, Zaccagnino Maria, Cussino Martina, Vianzone Silvia, Carassa Antonella

Universit della Svizzera Italiana, Facolt di scienze della comunicazione (ICP) (Switzerland)

Attachment research suggests that child early attachment and psychosocial outcomes are associated with the mothers internal working model of attachment or attachment classification. However, there are few studies that explore attachment distribution of European women, in particular during pregnancy. The present study aims to describe the distribution of maternal attachment representations and reflective functioning within a community sample of Swiss pregnant women. Method: For this work, data from the first point of measurement were included from a longitudinal research project still in progress. The 90 pregnant women (mean age: 32.60) who composed the sample were recruited in the ante-natal classes. In the last trimester of pregnancy there has been the first meeting of the research in which the Adult Attachment Interview (AAI) was administered. Results: The AAI distribution of our sample differs significantly from other non-clinical sample: women of our sample are more often insecure than secure, with respect their state of mind regarding past attachment experience, and the insecure attachments included mostly dismissing and unresolved classifications. The average score of RF Scale (applied on AAIs transcripts) is approximately of 4. Conclusion: The results of this study have important implications for theory, research and clinical practice, pointing out that even in non-clinical samples some potential risk factors can be traced for the future development of the mother-child attachment relationship and for the well-being of the child and mother themselves.

Attachment styles across different relationships. A study on a sample of Italian adolescents Dellagiulia Antonio, Mecenate Cecilia, Palummieri Antonio

Salesian University Rome (Italy)

Introduction: In the study of close relationship using the attachment theory two different theoretical models emerged. The first one, the trait model, conceptualizes attachment as a general personal trait-like characteristic whereas the second one considers attachment as relationshipspecific (Caron et al. 2012). The aim of the present research is to study individual differences in attachment styles across a variety of relational contests, considering the link with the perceived quality of the relationships. Method: Sample: 625 Italian adolescents aged 13-21 (49% male). Measures: (i) The Italian version of the Network of Relationships InventoryBehavioral Systems Version Questionnaire (NRI-BSV)(24-items). It assesses the behavioral systems of attachment, caregiving and affiliation of adolescents in the relationships with parents and close friends. It is based on 8 scales loading into two factors: Support and Negative Interaction. (ii) The Italian version of the Experiences in Close RelationshipsRelationship Structures (ECR-RS) (9-items) designed to assess attachment dimensions (Avoidance and Anxiety) in multiple relationships (parents and partner). Four attachment styles have been obtained: preoccupied, dismissing avoidant, fearful avoidant, and secure. Results and conclusions: Cluster analysis has been conducted to assess concordance of attachment style across relationships on 331 participants: 40.8% are secure with mother, father and partner; 13.6% are secure only with both parents; 8.7% are secure only with partner. To study the different perception of the relationships quality an ANOVA has been conducted. In the relationship with mother the preoccupied and secure adolescents are more supportive than the dismissing avoidant and fearful avoidant (F=41.375;p<.001). Similar results were found concerning relationship with father (F=31.474;p<.001). In the relationship with partner, preoccupied adolescents are more supportive than dismissing avoidant (F=12.578;p<.001). Maternal Depressive Symptomatology, Relationship Adjustment, and Maternal Attachment State of Mind during Pregnancy and Postpartum Period Zaccagnino Maria, Cussino Martina, Borgi Stefania, Vianzone Silvia, Carassa Antonella

Universit Della Svizzera Italiana, Facolt di scienze della comunicazione (ICP) (Switzerland)

The present work reports preliminary data from a longitudinal research project that aims to investigate, in a Swiss non-clinical sample, the development, stability and change of mother-child interaction dynamics in the first two years of life of the child. Maternal depression and maternal state of mind have been linked strongly to parentchild relationships and healthy child development, influencing mothers abilities to interpret accurately and respond sensitively to the needs of their children and their abilities to create an emotionally supportive environment. The goal of the present study is to identify the presence of depressive symptoms during the perinatal period, to examine associations between maternal depression and perceived support, marital adjustment, and maternal state of mind with regard attachment. Method: The sample consisted of 90 pregnant women from Canton Ticino, Switzerland, who were all white European and expecting their baby with their current partner. The mean age of the participants was 32 years, all of them cohabited with their partner. Results: The recruited sample is satisfied with the level of perceived support, and experienced a good adjustment relationship with the partner. Few women were identified as depressed in the perinatal period. As regard attachment state of mind, the percentage of secure mothers is lower in comparison with other non-clinical samples, and the insecure attachments included mostly dismissing classifications. Conclusion: Clinically, our results could increase the understanding of buffering and risk factors for mother well-being, and so for motherchild relationship. Recognizing and taking charge of the early hardships of motherhood can significantly improve the quality of life of the mother, the child and, more generally, of the whole family.

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Attachment representation in institutionalized Children: a study using the Child Attachment interview in an Italian sample Cussino Martina1,2, Zaccagnino Maria1,2, Preziosa Alessandra1, Veglia Fabio2, Carassa Antonella1
1 2

Universit della Svizzera Italiana, Facolt di scienze della comunicazione (ICP) (Switzerland) Universit degli Studi di Torino (Italy)

The removal from home experience and the transition to a residential care system pose enormous challenges for a child. Substantial evidence was found regarding severe developmental effects due to early exposition to extreme psychosocial and affective deprivation, and the research on Bowlbys theoretical proposals has highlighted the link between insecure, disorganized and atypical attachment patterns. The goal of the present pilot study is to investigate the attachment representation in an Italian sample of middle childhood (9 to 13 years old) children removed from home. Method: Two compared groups of children participated at this study. The first group was composed by 24 Italian children who were removed from home. The second group, considered as control group, was composed by 35 Italian children who had never been institutionalized. The quality of childrens attachment to their primary caregivers was assessed by the Child Attachment Interview, an innovative semi-structured interview, which seeks to bridge the measurement gap identified in middle childhood. Results: the institutionalized children show a higher percentage of insecure and disorganized attachment representations, and lower scores on Child Reflective Functioning Scale. Conclusions: The clinical implications are discussed and possible development of effective intervention for the foster childrens caretaking is described.

The Italian version of Child Attachment interview: a study of psychometric properties Callerame Chiara, Zaccagnino Maria, Cussino Martina, Civilotti Cristina, di Fini Giulia, Veglia Fabio

Department of Psychology, University of Turin (Italy)

The Italian version of Child Attachment Interview: a study of psychometric properties Chiara Callerame, Maria Zaccagnino, Martina Cussino, Cristina Civilotti, Giulia Di Fini, Fabio Veglia The importance that the attachment relationship plays in development of personality during life cycle has been well demonstrated in the literature (Bolwby, 1973; Green & Goldwyn, 2002; Stams, Juffer, van Ijzendoorn, 2002). The aim of this study was to evaluate the attachment representations in a sample of school-age children, using the semi-structured interview Child Attachment Interview (CAI, Shmueli-Goetz, Target, Fonagy, Datta, 2008). The CAI, an innovative measure, aims to fill the gap, observed in school age period, among the measures assessing attachment, and it is based on the analysis of childrens narratives about their current relationships with caregivers. Given the importance of this instrument, this project aimed to evaluate the psychometric properties of the Italian version, by the comparison with the results of the Separation Anxiety Test (Attili, 2001) and by the administration to the mothers of the Adult Attachment Interview (AAI, George, Kaplan & Main, 1984). An additional objective of this project, given the importance of peer relationships in this age group, was to assess the social skills of children and to identify factors that could influence the acquisition of these competences, through the use of Peer and Friendship Interview (Target, Buettner,Oandasan,2008). For what concerns clinical aspects, the CAI, which shows the narratives of current personal experiences of the child, could be a useful measure in psychotherapy for the assessment and evaluation of treatment outcome. Adult Attachment interview, life themes and linguistic profiles: a survey on an Italian sample di Fini Giulia, Zaccagnino Maria, Civilotti Cristina, Cussino Martina, Callerame Chiara, Veglia Fabio

Department of Psychology, University of Turin (Italy)

Attachment representations in the Adult Attachment Interview (AAI; George, Kalan, & Main, 1985) are assessed on the basis of coherence in narrative style. However, according to the narrative approach (Bruner, 1986, 1990) in cognitive paradigm, its important to consider also the autobiographical construction of thematic content mediated by attachment system. In particular, six Life-Themes (Love, Value, Power, Freedom, Truth and Death) seem to develop from early attachment relationships and work as meaning organizers around which individuals construct their personal experiences (Veglia, 1999, 2013). The aim of this study was to investigate the presence of six Life-Themes within AAI transcripts of a non-clinical sample and linguistic characteristics of attachment states of mind. Links between maternal states of mind regarding attachment experiences and Life-Themes were analyzed with a qualitative methodology, by using a content analysis approach. 19 AAI transcripts were imported into Atlas.ti software and coded in order to find what sub-themes arise from narratives. A codebook was developed using an iterative process and applied on new 40 transcripts. Semantic interpretation was conducted to specify and define the associations between Life-Themes and AAI groups with a view to providing explanations for findings. In the second phase we explored linguistic profiles of AAI groups by examining participants narratives through the psychological categories of the Linguistic Inquiry Word Count text analysis program (LIWC; Pennebaker, Booth, & Francis, 2007). Results were compared with those of the recent American study (Cassidy, Sherman, & Jones, 2012) and connections between LIWC variables, Life-Themes and reflective functioning (Fonagy, Steele, Steele, Moran, & Higgitt, 1991) were analyzed. Data have corroborate the existence of Life-Themes linked to personal attachment histories. Results showed linguistic and thematic patterns characterizing each AAI group and reciprocal links. Limitations of the study and clinical implications will be discussed. Attachment, classroom climate and behavior problems in adolescents Hatzinikolaou Stamatia, Kokkinos Constantinos

Democritus University of Thrace (Greece)

The study investigated the relationship between attachment relationships to significant others (parents, teachers, close friends), psychosocial classroom climate and emotional and behavioral problems in sample of 1518 Greek junior high school students (769 females, 50.7%), mean

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age 15 years, through a self-reported questionnaire. Male students reported more externalizing problems, greater perceived anger and alienation, as well as friction in terms of classroom climate compared to females. Students reported less quality of communication and mutual trust, and greater alienation and anger with their teachers compared to their parents and close friends. Higher achievers reported less behavior difficulties, better attachment scores and better perceptions of classroom climate compared to poor achievers. Perceived positive parental, teacher and close friends attachment relationships were negatively correlated with problem behavior, whereas anger and alienation positively. Perceived positive aspects of classroom climate were associated with positive affective/cognitive attachment relationships with the others, and negatively with the less favorable ones. Low achievement in older boys who perceived anger and alienation in their relationships with parents and close friends, less trust by parents but more communication with teachers and friends, high friction and low support in their classroom climate, reported more externalizing problem behavior. Female students from low SES, perceiving anger and alienation by parents and close friends, as well as a competitive classroom climate offering less satisfaction, and involvement and more friction were more likely to report internalizing problem behavior. Attachment categories or dimensions: evidences across security, avoidance and anxiety indicators Gogowska Karolina, Mickiewicz Kinga, Lubiewska Katarzyna

Department of Psychology, KazimierzWielki University (Poland)

Recently published studies indicate that attachment is dimensional rather than categorical. Although security is central for attachment theory, most of evidence comes from studies investigating avoidance and anxiety, which are insecure regions of attachment. As it is still not clear whether security is the opposite anchor of the last two dimensions, we set out to answer the question whether attachment is categorical or dimensional using security and both, avoidance and anxiety indicators. Avoidance and anxiety were measured using the Experience in Close Relationships Scale (ECR-R), whereas security by items drawn from multiple attachment scales. A sample of 300 students aged between 20 and 24 (180 females and 120 males) was analyzed. We implemented taxometric methods to test whether data are categorical or dimensional. Although the results of taxometric methods were to some extent inconclusive no evidence was found to support attachment categories. The results are discussed in terms of attachment theory and previous findings indicating dimensional nature of attachment.

Attachment patterns and the determinants of subjective quality of life in young adults: exploring the relationships Jeliska Magdalena, Zagrska Wanda Institute of Psychology, Cardinal Stefan Wyszyski University in Warsaw (Poland) Attachment patterns influence the development of various emotional, cognitive and social abilities that enhance functioning of a person during all life course. Thus one can expect that they determine some psychological aspects of subjective quality of life such as the general orientation to life, defined as sense of coherence and self-concept and self-esteem. In this study attachment theory was used to explore the mechanisms in the relationships between attachment patterns, sense of coherence and self-concept. It was examined whether and to what extent the attachment patterns are the predictors of these determinants of subjective life quality. The study participants consisted of students, aged from 18 to 26 years. They completed The Inventory of Attachment Patterns to Parents (Jeliska, 2009), that retrospectively assesses attachment patterns in relationship with parents separately to mother and to father. The determinants of subjective quality of life were measured by Sense of Coherence Scale (SOC-29) (Antonovsky, 1987) measuring a global orientation that reflects the degree to which an individual views the world as comprehensible, manageable and meaningful, and Multidimensional Self-Esteem Inventory (MSEI) (OBrien and Epstein, 1988; adapted by Fecenec, 2008) assessing global self-esteem, selfconcept and defensive self-enhancement. The results of these findings provide an important evidence concerning the influence of attachment patterns on the psychological determinants of subjective quality of life such as sense of coherence and self-esteem.

PE6.8 LANGUAGE & COMMUNICATION 18:15-19:00 | H1 Hall Amphiple Eye-Gaze Responses to Letters in an Illustrated Storybook in Children with Different Reading Abilities Imai-Matsumura Kyoko1, Tada Yukiha1, Fujimoto Mari1, Tanaka Hibiki1, Kadoe Shigemi2, Aki Masami3
1 2 3

Graduate School of Hyogo University of Teacher Education (Japan) Enami Elementary School (Japan) Kobe Kaisei Maria Kindergarten (Japan)

Introduction :In early childhood, children are exposed to letters despite their inability to read, as parents read to them illustrated storybooks. Previous studies showed that pre-readers rarely look at letters when being read storybooks (Evans & Saint-Aubin, 2005, Justice et al., 2005). We investigated eye-gaze responses to letters in a sample of children with 3 levels of reading ability and examined how the presence of a narrator influences these responses. Methods : The sample comprised 62 kindergarten children (35 years old) and 33 elementary school children (67 years old) whose parents consented to their participation in the research. The elementary school children could read and write letters fluently in the storybook we

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selected (fluent readers), 35 kindergarten children could only read the letters (developing readers), and 27 children could not read at all (nonreaders). Pages of an illustrated storybook were scanned two at a time (face pages) and displayed on the monitor of an eye tracker system (eight scenes in total). Children were instructed to watch the storybook pages, and their gaze was continuously measured using the eye tracker system (Tobii T60 & T120). One group of children simultaneously listened to the voice of a storyteller from an IC recorder. The other group watched the pages without the voice. Results : In the analysis of fixation length and count, there was a significant interaction between gaze target (letters or pictures) and reading ability in all scenes with many letters. Multiple comparisons showed that fixation length and count on letters were largest for fluent readers, followed by developing readers and then non-readers. All groups gazed at letters before at pictures in all scenes. Narrator presence did not significantly influence eye-gaze response. Infants Non-Verbal and Verbal Communicative Abilities Bialek Arkadiusz, Baran Maria, Filip Anna, Stepien-Nycz Malgorzata, Bialecka-Pikul Marta

Institute of Psychology, Jagiellonian University, Krakow (Poland)

Researches emphasize the contribution of joint attention and different types of gestures to the development of language (Tomasello, 2008). Joint attention is an ability to engage in a triadic interaction and to coordinate attention to an object of mutual interest (Bakeman & Adamson, 1984). Pointing and referential gestures support the acquisition of conventional words (Longobardi et al., 2011). The conducted research aims at identifying the relations between the ability to initiate and to respond to joint attention (measured by the Early Social Communication Scale, Mundy et al., 2003), protoinformative and protodeclarative pointing and parents reports of their childrens communicative skills (measured by the Questionnaire for Communication and Early Language, Camaioni et al., 2008). 354 Polish 12 months old infants (M= 52, SD = 1.36) were administered the ESCS and protoinformative and protodeclarative pointing tasks. Additionally, parents of 97 of these children completed the QCEL on 12 (M=52, SD=1.1) and 16 months (M=69, SD=1.17). The collected data revealed: (1) infants using protoinformative pointing displayed a higher level of high-level IJA (t=-3.5, p=0.001) and a higher level of high-level RJA (t=-2.4, p=0.01), (2) infants using protodeclarative pointing displayed a higher level of high-level IJA (t=-7.0, p0.05) nor at 16 months (r=0.144, p>0.05). The conducted research provides the data demonstrating the co-occurrence of the protoinformative and protodeclarative pointing abilities with a higher level of joint attention. Our results support the previous findings (Longobardi et al., 2011) and revealed that referential gestures, but not pointing, are related to the early word production. Phonological Awareness and Executive Functions in Monolingual and Bilingual Children of 6 Years Old Mayor Cinca Mara ngeles1, Peralbo Uzquiano Manuel2, Zubiauz De Pedro Begoa1, Garcia Fernndez Manuel2, Durn Bouza Montserrat2, Brenlla Blanco Juan Carlos2
1 2

University of Salamanca (Spain) University of A Corua (Spain)

The aim of this work was to analyze the relationship between executive functions (Miyake, Friedman, Emerson, Witzki, Howerter and Wager, 2000) and phonological awareness in monolingual and bilingual children of 6 years of age. The bilingual context seems to favour the awareness of subjects about the arbitrariness of language and the rules and conventions that govern its production at the phonological, lexical, syntactic and pragmatic levels (Pearson, Fernndez and Oller, 1993, 1995, Prez-Pereira, 2002, Sigun, 2001). In turn, phonological awareness, and metalinguistic processes in general, are under the control of the prefrontal lobe. The prefrontal lobe is responsible for the intentional activity, which requires the participation of some functions that are essential for both solving complex problems as for cognitive self-regulation, such as inhibitory control, working memory and cognitive flexibility (Bental and Tirosh, 2007, McCarthy, 1995). 113 students of first year of primary education (63 bilingual and 50 monolingual) participated in this study. Executive functioning (inhibitory control and working memory) was assessed from teachers version of CHEXI (Thorell y Nyberg, 2008). Phonological awareness was assessed through LolEva (informatized presentation of several tasks: rhyme, identification, addition and omission of syllables and phonemes, both at the beginning and at the end of words). Differences attributable to IQ were controlled. The Multiple Regression analysis show that (1) only working memory is needed to predict the level of phonological awareness in both groups, and (2) significant differences in the more complex levels of phonological awareness were found in favour of the bilingual context Maternal Mind-Mindedness and the Relation to Preverbal Language Development Sundqvist Anett, Koch Felix, Heimann Mikael, Nordqvist Emelie

Department of Behavioral Sciences and Learning, Linkping (Sweden)

The early interaction an infant encounters is of importance for the childs language development. The nature of the infants early interactional experiences has been shown to be of consequence for developing skills such as expressive language and theory of mind. One way of assessing how the caregiver interacts with the child is through the assessment mind-mindedness (Meins, Fernyhough, Fradley, & Tuckey, 2001). A caregiver that is using a language that is mind-minded is using word that reflects upon the childs presumed thoughts, desirers, beliefs, and emotions. In the present study 17 mother-child dyads were studied. Mind-mindedness comments (Meins et al, 2001) were coded in an ordinarily play interaction. This study focuses on the correlation between the developing preverbal language skills of the child and the mind-mindedness comments by the mother. In a longitudinal design the mothers mind-mindedness related comments to their child at 9 months of age was analyzed in relation to the childrens developing language skills at 15 months of age. Language development was measured by the parent questionnaire Swedish early communication development inventory and the childs communicative abilities were measures with the Early

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social communication scales. A positive correlation (rs =0.49, p < 0.05) was found between the amount of mind-mindedness related comments by the mother and the childs use of communicative gestures. The mothers use of mind-mindedness comments in the interaction is displaying the ability to reflect on the interaction from the childs point of view, which facilitates the childs communicative development. The relation between the mind-minded comments of the caregiver and the childs language development is evident, even before the childs expressive language development has set of, when the child mainly communicates with their body and sounds. Assessment of Phonological Awareness in Spanish Children with Hearing Impairment Durn Bouza Montserrat1, Tenorio Luna Maritza1, Peralbo Uzquiano Manuel1, Garcia Fernndez Manuel1, Brenlla Blanco Juan Carlos1, Pernas Cortias Lorena1
1 2

University of A Corua (Spain) Association for the Promotion of the Deaf person of A Corua (ACOPROS) (Spain)

Although research has shown in recent years the importance of assessing the development of phonological awareness in children with hearing impairment, currently there are no specific assessment tools in spanish for assess phonological awareness in this population. Therefore, the aim of this study was to assess phonological awareness in 17 children with hearing loss who used some technical support (cochlear implant and/or headset) through Lenguaje Oral a Lenguaje Escrito (LolEva) test. LolEva is an computerized tool that had never been tested before with children with these features and it allows the assessment of phonological awareness through tasks such as rhyme, identification, addition and omission of syllables and phonemes (both at the beginning as at the end of words). The results suggest that LolEva can be an useful tool in the assessment of phonological awareness in children with hearing impairment, showing the difficulty these children have in recognition of rhyme, as well as in solving tasks requiring the maintenance of the sounds in working memory when they simultaneously have to perform other cognitive tasks such as the addition and omission of syllables and phonemes.

Effects of bilingualism on the predictive value of executive functions in early reading abilities Peralbo Uzquiano Manuel1, Mayor Cinca Mara ngeles2, Garcia Fernndez Manuel1, Zubiauz De Pedro Begoa2, Brenlla Blanco Juan Carlos1, Durn Bouza Montserrat1
1 2

University of A Corua (Spain) University of Salamanca (Spain)

The aim of this study was to analyze the effect of bilingual context on the relationship between executive functions (Miyake, Friedman, Emerson, Witzki, Howerter and Wager, 2000) and the level of reading achievement in the first year of primary education (Peralbo, brenlla, Garcia, Barca, and Mayor, 2012). Swanson, Zheng y Jerman (2009) concluded that a model of verbal deficit, characterized by failures in the management of executive and phonological resources, may be on the basis of reading difficulties. Other studies (eg, Conners, 2009) also found a significant relationship between attentional control and reading comprehension, which suggests that inhibitory control joins to decoding and understanding skills in the explanation of the performance in reading comprehension. But given than bilingual contexts seem to improve the development of metalinguistic abilities (thinking about language), these relationships could be mediated by bilingual or monolingual context of language acquisition (Bialystok, Majumder y Martn, 2003). 63 bilingual and 50 monolingual students of first year of primary school (matched for IQ) participated in this study. Executive functioning (inhibitory control and working memory) was assessed from teachers version of CHEXI (Thorell y Nyberg, 2008) and early reading abilities were assessed through LolEva (a computerized presentation of several reading tasks: capital letters, lowercase letters, regular words, irregular words, pseudo-words, and segmentation of phrases). The Multiple Regression analyses show that WM and IC are needed to predict the level of reading ability. The differences between monolingual and bilingual students were limited to the more complex reading tasks (e.g., pseudowords and irregular words)

Early dialogue between mothers and their infants: turn-taking during peek-a-boo play with 2-month-olds Szufnarowska Joanna, Rohlfing Katharina J.

Bielefeld University (Switzerland)

The mechanism of turn-taking is the basic rule in dialogue and seems to be present even in the earliest interactions between mothers and their infants. An in-game situation can be a good opportunity to practise and develop communication skills in infants as it provides them with enjoyable context motivating to take a turn. Moreover, it involves repetition which gives a predictable frame for the infant during the interaction. In our study we want to contribute to the understanding of the nature of early dialogues. 20 mother-infant dyads were accompanied every two months during the first year of infants development. The dyads were visited at home, where the mother-infant peek-a-boo play was videotaped from the three video camera perspectives. In this work, we focus on the first visit, when the infants were at the age of 2 months and present the results of microanalysis of mother-infant interaction. Every interaction consisted of several units of play. The mothers modified the length and the course of a single unit depending on infants response. In each unit of play the mothers attempted to elicit infants positive response. While covering herself or her child, they tried to recruit and maintain infants interest in the play. After uncovering they presented multimodal practices addressing the infants sense of hearing, sight or touch to encourage the infant to take a turn. Once the infant started to look at the mother, she reacted contingently motivating them to smile. She rewarded infants positive reaction or moved on to the next unit of play if the infant did not give an expected

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response. Infants reaction varied, often depending on the stage of play and mothers behaviour. The infants were more willing to respond positively after the first unit of play, when the interaction patterns became more familiar to them.

Pragmatic competences in Children with high functioning autism/asperger syndrome: study of a training program Businaro Nicoletta, Farina Eleonora, Gitti Filippo, Polo Federica, Albanese Ottavia

University of Milan-Bicocca (Italy)

The autistic triad is characterized by impairments in social interaction, social communication and imaginative development and by restricted and repetitive behavior (Wing, 1989). Regarding language, in High Functioning Autism/Asperger Syndrome, syntax and phonology are relatively intact, otherwise semantic and pragmatic difficulties occur (Rapin e Allen, 1988; Bishop, 1997). Specifically, children with HFA/AS have difficulties in language content and use. These impairments affect their relationships with others. Based on these premises, the aim of this study is twofold: 1. to assess the pragmatic competences before and after training; 2. to investigate, through a protocol, pragmatic competences in conversations during structured activities. Three children (aged 7-8) are studied at a hospital in Brescia (Italy). The training sessions (5) with the group of children focus on structured activities aimed at improving: their ability to understand the context of a conversation, metaphors and inferences in a discourse and theory of mind tasks. The training sessions are videotaped. The children are pre and post tested using Batteria di valutazione Medea Abilit Pragmatiche nel Linguaggio (Pragmatic Abilities in Language Battery)(Lorusso et. al., 2009) to assess the ability to understand metaphors, inferences and specific meanings of a conversation, to follow the dialogical structure of a speech and to use capacities related to the theory of mind. The videotapes are analyzed by independent judges using a protocol, based on Prutting and Kirchners checklist (1987), to evaluate the pragmatic aspects as appropriate or inappropriate (verbal, nonverbal, paralinguistic). Pre-test results showed that the children have several difficulties in pragmatic competences. The training sessions and the analyses of the videotapes are still in progress. The results of the study will be discussed in terms of educational implications and clinical applications Reading and writing abilities of Japanese Children living in the U.S.A. and Japan Murata-Fukushima Miwa1,2, Kondo Takeo1, Nakamura Kenryu1
1 2

University of Tokyo (Japan) JSPS Research Felloy (Japan)

The number of children residing abroad is increasing. They live abroad for a certain period of time because of their parents work. These children have potentials for delayed in reading and writing abilities in Japanese by using few kinds of languages. In this study, we evaluated their Japanese language abilities by checking reading and writing and compared with children living in Japan. Fifty Japanese children living in the United States of America participated in this study. Four tasks were used in this study, Japanese handwriting speed task, English handwriting speed task, Japanese hearing task and Japanese silent reading speed task. As a result, reading and writing abilities were different according to the duration of stay, mother language of their parents, language environment in home. In addition, it was suggested that the difficulties caused by not only the environmental effects but also the cognitive function of individual. In few children, we could find similar errors as children with dyslexia. For example, they confused with two letters of same sounds like and . These types of errors were different from the types of poor learners and very similar to the types of children with dyslexia. These kinds of childrens difficulties were serious because they have double troubles, study abroad and dyslexia. We discussed about the care of these kinds of children. The links between biological factors at birth and language development in Children born very prematurely Schoenhals Lucie, Bortone Belice, Geistlich Sophie, Sancho Rossignol Ana, Borradori Tolsa Cristina, Hppi Petra

Development Unit - University Hospital of Geneva (Switzerland)

Children who are born very prematurely (<32 weeks gestational age) face increased risks of presenting a number of cognitive impairments during childhood. Language, which is a crucial dimension of development, is one of them and studies have shown that up to 28% of children aged 3 show significant delay in their expressive skills, and up to 34% of children aged 7 present difficulties in linguistic domains such as reading, phonological awareness and syntax. Although these results are compelling, little is known about how linguistic skills develop in premature children before the age of 3, a developmental period through which most of the abilities necessary to the framework of language development are integrated. A follow-up of 36 children born <30 weeks gestational age was conducted in order to see wether biological factors at birth could have an effect on language abilities at age 2, an age where a certain regularity in language development can start being observed and where language delay can be diagnosed. Head circumferance and cerebral measures were evaluated at birth (using paediactric measures and MRI). Linguistic expressive and receptive skills were evaluated at the age of 24 months (using the Bayley II developmental scales). A significant negative correlation was found between white matter volume at term and receptive skills at age 2. In fact, size of white matter explained a proportion of 30% of variance of receptive skills 2 years later. This result is particularly interesting as receptive skills are predictive of future expressive skills. Results of this study are discussed as to the links between white matter volume and normality, and early language abilities in typical and atypical development.

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Alienation among high-School adolescents in Russia: a two-cohort study Tartakovsky Eugene

Tel Aviv University (Israel)

This study investigates Russian high school adolescents sense of alienation, in light of the political and economic changes that took place in Russia during the last decade. Adolescents attending high schools in eight cities across Russia completed the questionnaires in 1999 (N=217) and 2007 (N=455). In 2007, the adolescents reported less powerlessness than they did in 1999; however, on all other components of alienation the differences between the two cohorts were not significant. Adolescents living in larger cities reported higher levels of meaninglessness and normlessness than their peers living in smaller cities. Higher education of the parents was associated with a lower level of powerlessness among Russian adolescents. More favorable economic conditions of the family were associated with lower levels of powerlessness, meaninglessness, and estrangement. Gender and ethnicity were not related to any component of the adolescents alienation. The results obtained are discussed in light of the theory of alienation.

Phonological awareness and executive functions in monolingual and bilingual children of 6 years old Mayor Cinca Mara ngeles1, Peralbo Uzquiano Manuel2, Zubiauz De Pedro Begoa1, Garcia Fernndez Manuel2, Durn Bouza Montserrat2, Brenlla Blanco Juan Carlos2
1 2

University of Salamanca (Spain) University of A Corua (Spain)

The aim of this work was to analyze the relationship between executive functions (Miyake, Friedman, Emerson, Witzki, Howerter and Wager, 2000) and phonological awareness in monolingual and bilingual children of 6 years of age. The bilingual context seems to favour the awareness of subjects about the arbitrariness of language and the rules and conventions that govern its production at the phonological, lexical, syntactic and pragmatic levels (Pearson, Fernndez and Oller, 1993, 1995, Prez-Pereira, 2002, Sigun, 2001). In turn, phonological awareness, and metalinguistic processes in general, are under the control of the prefrontal lobe. The prefrontal lobe is responsible for the intentional activity, which requires the participation of some functions that are essential for both solving complex problems as for cognitive self-regulation, such as inhibitory control, working memory and cognitive flexibility (Bental and Tirosh, 2007, McCarthy, 1995). 113 students of first year of primary education (63 bilingual and 50 monolingual) participated in this study. Executive functioning (inhibitory control and working memory) was assessed from teachers version of CHEXI (Thorell y Nyberg, 2008). Phonological awareness was assessed through LolEva (informatized presentation of several tasks: rhyme, identification, addition and omission of syllables and phonemes, both at the beginning and at the end of words). Differences attributable to IQ were controlled. The Multiple Regression analysis show that (1) only working memory is needed to predict the level of phonological awareness in both groups, and (2) significant differences in the more complex levels of phonological awareness were found in favour of the bilingual context.

PE6.9: METHODS 18:15-19:00 | H2 Hall Amphiple Assessing Early Childhood Development in East Asia and the Pacific: Item Equivalence across Countries Nirmala Rao1, Jin Sun2, Marie Ng1, Yvonne Becher
1 2

The University of Hong Kong (China) Hong Kong Institute of Education (China)

In collaboration with UNICEF, governments in the East Asia Pacific Region have developed Early Learning and Development Standards (ELDS). A database which included 1738 indicators for 3-, 4-, and 5-year- olds from the ELDS of seven of these countries was created. Following welldefined criteria, 99 indicators were selected to form the following 7 domains: Cognitive Development (25); Cultural Knowledge and Participation (10); Language and Emergent Literacy (15); Motor Development (10); Health, Hygiene and Safety (10); Socio-Emotional Development (19); and Approaches to Learning (10). These selected indicators were converted into items with clear instructions and scoring schemes and which relied on observations. Hence indicators from countries in the region were used to develop the East Asia Pacific Early Childhood Development Scales (EAP-ECDS). The EAP-ECDS was administered in the local language by well-trained assessors to 120 children in each of the following countries: China, Fiji and Mongolia. Stratification variables were age (3, 4, 5), gender (2), and location (urban/rural). Results indicated that (i) items within the same domain had satisfactory reliability with alpha above 0.8 for all sub-scales except for Approaches to Learning ( = 0.77); (ii) the EAP-ECDS is a developmental scale with older children scoring significantly higher than younger children in each domain, within each country. Item analysis and model fitting enabled identification of items with poor discriminating power and/or with too low or too high difficulty levels. Differential response functioning (DIF) analysis was used to identify potential item bias and the chi-square and generalized logistic regression methods were applied to examine DIF. Based on the results of the analyses, items have been amended or omitted and the EAP-ECDS now has 85 items and is being administered to nationally representative samples in 6 countries. This poster considers processes associated with achieving cultural appropriateness and item equivalence in cross-cultural measurement.

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Comparison of Internet Based versus Paper-and-Pencil Administered Assessment of Positive Development Indicators in Adolescents Sample Vosylis Rimantas, ukauskien Rita, Malinauskiene Oksana

Mykolas Romeris University (Lithuania)

Students and researchers have become increasingly comfortable with the internet, and many of them are interested in using the internet based questionnaires to collect data. The use of internet reduces many of the costs associated with collecting data on human behavior. However, with advantages of using internet for data collection, there are challenges that should be addressed. The aim of this study was to evaluate the use of an online data collection method to survey adolescents about their psychological characteristics in a follow up-longitudinal study on positive youth development in order to test psychometric equivalence of two assessment methods. 1030 participants (17-19 year old) completed paper-and pencil questionnaires in schools (505 boys and 525 girls), 132 (28 boys and 104 girls) that completed internet based questionnaire, and 47 (15 boys 32 girls) that completed both, measuring positive development indicators. The findings suggest that adolescents report less socially desirable behavior and active citizenship on internet-based questionnaires, but generally internet-based administration does not have any differences in means of positive development indicators compared to paper-and-pencil administration. Internet based questionnaires have higher or similar internal consistencies compared to paper-and-pencil questionnaires and are highly correlated to each other when administered using internet based and paper-and-pencil assessment. There is no interaction effect of internet versus paper-and-pencil assessment and sex of adolescent on positive development indicators. To sum up, findings of this study suggest that internet based assessment of positive development indicators can be used as an comparable alternative to paper-and-pencil assessment, although when using two forms to measure indicators like socially desirable behavior and active citizenship, some precautions should be taken into account, since adolescents report less socially desirable behavior and active citizenship on internet-based questionnaires. Development of the Career Compromise Scale Blume Kellie

Griffith university Mt Gravatt (Australia)

In Western society, emerging adults face the developmental task of transitioning from child and student roles into that of worker where they are required to make career directed decisions which may impact upon the rest of their adult working lives. For the majority, the developmental task of choosing a career occurs in late adolescence or early adulthood after possible career choices have been narrowed down in a process described by Gottfredson (1996) as circumscription. Unfortunately, emerging adults are not always able to pursue their ideal career choices and are often faced with challenging and painful career compromises along the way, resulting in settling on a less desired career path. While career compromise has been sparsely studied in terms of the factors individuals are willing to compromise on (interests, prestige level, traditional gender role), little research has been undertaken to examine the antecedents and consequences of career compromise and the studies that have focussed on this concept have relied on single item measures comparing ideal and expected career goals (Creed & Blume, 2012). The current research involves the development of the Career Compromise Scale based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) and focusses on the presence of career barriers that lead to career compromise. The development of this Scale and findings from pilot studies, including validity testing will be presented. Furthermore, the use of the Career Compromise Scale in the planned cross sectional and longitudinal studies will be discussed in terms of expected career and well-being outcomes for emerging adults who have faced career compromise. The development of the Career Compromise Scale will also be discussed in light of its use and application as a tool for assessing individual compromise and goal adjustment in the career counselling domain. Psychological Readiness towards Resolution of Developmental Conflicts in Youth Gorlova Natalie

Siberian Federal University, Krasnoyarsk (Russia)

Since the concept of developmental conflicts was postulated in different theories (S.Freud, E.Erickson, L.Vygotsky) the idea that contradiction is the major driving force in the process of development is not modern anymore. The developmental crisis ended by the resolution of contradiction between the environment and the childs attitude towards this environment (L.Vygotsky). That is the creation of new social situation of development. Successors of cultural-historical approach studied the structure of the developmental crisis indicating the stage of conflict in the critical phase when adolescents understand the absence of their individual resources to bring ideals into life (K.Polivanova). Existential philosophers and psychologists wrote about basic contradictions that form human existence. The conflict structure is also analyzed in the theory of construct conflict (B.Khasan). In our work we focus on the construct of psychological readiness towards developmental conflict resolution in Youth. On the basis of three above mentioned main theories we consider that the subjective type of this construct consists of five elements: non-significance of adolescent topics, significance of youth topics, significance of existential topics, assertion and Being mode of Existence". In co-authorship with B.Khasan we created, tested and validated the inventory that measure subjective type of psychological readiness towards resolution of developmental conflicts in Youth. In our research we study predictors of subjective type of psychological readiness. The sample consists of 117 students at the transition from Secondary to Senior School. We use other different questionnaires to measure the objective psychological readiness. We found six scales that can predict subjective type of psychological readiness. Results of this study could be useful for distinction of readiness and non-readiness according to essential components of objective readiness and also for creation special conditions for development of two types of psychological readiness.

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Causometrix as a Lifespan Research Method Strizhitskaya Olga

Saint Petersburg State University (Russia)

Lifespan development, reinforcement of adult mental potentials and resources can be considered as one of the important goals of modern developmental psychology. Life events and lifespan image form psychological content of a personal experience that can be considered as a prism that affects everyday behavior and perception of life, other people etc. This prism is individual for every person as personal experience and life events are different for every person. To approach this phenomenon causometrix (first developed by E. Golovakha) seems to be an appropriate method, which includes analysis of life events and correlations between events, analysis of verbal and non-verbal emotional esteems of events, motivational status of every events and objective and subjective contradictions in event estimation. In current work we would like to present summarized analysis of 51 causometrix results divided into 3 groups: (1) younger adults (aged 22-25, n=17), (2) later adulthood (aged 43-60, n=18) and (3) (aged 61-85, n=16). Participants were asked to name 15 most crucial events of their lives including those from the future, range them in terms of personal and social importance, give every event emotional estimation on scale from 3 to +3, give color associations to every event. Procedure also included analysis of correlations between events performed by participants themselves. Results allowed to conclude that life image differs in all three groups. Some limitations were revealed, thus, analysis showed that for younger adults it was difficult both to name future events and to identify their correlations with other events while for aging sample procedure of events analysis caused deep psychological analysis of the lifespan and sometimes even caused insights about behavior patterns of the participant. For participants from older adult group event analysis also caused some insights, though indicating future events was also confusing.

A Multiple Case Study Comparing Micro Trajectories of Peer Interaction during A Solving Problem Task Guevara Guerrero Marlenny1,2, van Dijk Marijn1, van Geert Paul1

University of Groningen (The Netherlands) Universidad Tecnolgica de Bolivar (Colombia)

An important challenge in studies of learning is to consider the richness of interaction in the process of the construction of knowledge. This study provides a microdevelopmental approach to understand the variations of peer interaction and tries to overpass the limitation of analyzing isolate elements of individual performance. The aim is to study the short-term of peer interaction and scientific reasoning. A multiple case study of five-pairs of children between 4-6 years-old (M=5,5) is presented using a moment-by-moment analysis during a hands-on balance scale task. The frequency of four different types of interaction (1. no-work, 2. passive, 3. parallel and 4. Collaborative) and the use of scientific reasoning skills (descriptions, predictions and explanations) were tracked in the childrens trajectories. Later, a Spearmans Rho correlation was carried out, revealing diverse patterns of interaction and reasoning. With regards to the peer interaction, the results showed a high positive correlation in the three pairs of elderly children (rs = .840, p= .000; rs = .687, p= .000; rs = .660, p= .000), indicating a high degree of connectivity. In contrast, a low correlation was found in the two pairs of young children (rs = .253, p= .326; rs = .178, p= .395). Therefore, their performances seem to be less linked to their partners performances. For the relation between the peer trajectories of scientific skills, there was a moderate-to-low positive correlation for the elderly children (rs= .218, p= .160; rs = .485, p= .001; rs = .334, p= .071), and no correlation for the young children (rs = .175, p= .501; rs = .036, p= .866) indicated independent styles of reasoning. In younger children the level of skills seem to depend more on the dominance of parallel interaction while elderly children presented collaboration with individual interactions styles. Genetic and Environmental Influences on Motor Control Accuracy Evaluated with a Haptic Interface: A General Population Twin Study Fiocco Valeria1, Baud-Bovy Gabriel2,3 , Scaini Simona1, Ogliari Anna1
1 2 3

Academic Centre for the Study of Behavioral Plasticity, Vita-Salute San Raffaele University, Milano (Italy) Laboratory of Perception, Action and Cognition, Vita-Salute San Raffaele University, Milano (Italy) RCBS Department, Italian Institute of Tecnology, Genoa (Italy)

Background: how sensorimotor processes develop during childhood has been extensively studied. Little is known about the role of genetic and environmental influences and their interaction in the development of sensorimotor abilities. This project is aimed to explore, in a sample of general population school-aged twins, the contribution of genetic and environmental influences in fine motor control accuracy. Methods: participants: 91 twin pairs (MZ and DZ) aged 6-12 recruited from the Italian twin registry with normal or corrected-to-normal vision. Motor Tasks: a haptic interface (Omni , Sensable) controlled by custom-made software running on a laptop under Windows XP were used to deliver a force and record the hand trajectory. There were 5 different tasks for the dominant hand: a reaction time task, a Fitts' task, a visual-motor tracking task, and a position stabilization tasks respectively with and without visual feedback of the hand. All tasks were repeated twice except in the Fitts' task, which included 8 trials, yielding a total of 16 trials. Genetic univariate analysis were done on accuracy of the dominant hand using the twin method with the model fitting techniques implemented with Mx. These analyses helped us to clarify if differences observed between individuals on accuracy are due to additive genetic factors, shared environmental factors (including socio-economic level, religion, style of parenting) and non-shared environmental factors (including illness, relationships with peers, also encompassing any measurement error). Results: individual differences for accuracy of the dominant hand were largely due to unique environmental factors, with most of the

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remaining variance attributable to shared environmental and minimally to genitic factors. Conclusions: environmental factors play a fundamental role in accuracy of fine motor control. Family Differentiation in Adolescence: Patterns of Interaction during a Joint Task Morgano Antonella, Lanz Margherita, Tagliabue Semira, Ranieri Sonia

Athenaeum Center for Family Studies and Research, Catholic University of Milan (Italy)

Adolescence is unanimously considered a critical family transition, which could be better described as a joint developmental enterprise of both children and their parents, who are both actively engaged in the process of renegotiation of family relations and of regulation of distances, in order to establish a new interpersonal equilibrium (Scabini, Marta & Lanz, 2006). The literature has investigated the processes of individuation as an individual process, and differentiation as family process, that has to do with the capacity of family members to adjust their psychological distances (Sabatelli & Mazor, 1985). Differentiation is considered as a crucial quality of family relationships and it is conceptualized as a bidimensional construct, composed of two components: individuality and connectedness (Grotevant & Cooper, 1985). Most of the research on differentiation has measured it adopting an individual, or dyadic measurement approach, whereas few studies properly adopt a family approach. This explorative study focused on differentiation within families with adolescent children, adopting a triadic perspective. The general aim was to understand how family organizes and regulates its interactions identifying family interaction patterns that emerge from the two dimensions of individuality and connectedness, considering the family as a whole. The participants, 10 Italian family triads (father, mother, and one adolescent child aged between 12 and 17), were observed during a Family Interaction Task, that involved all family members in making plans for a fictional 2-day vacation for which they had unlimited funds (see Grotevant & Cooper, 1985). This task elicits the expression and coordination of the members viewpoints and it favors the expression of both individuality (e.g. suggestion for location, activities or disagreement), and connectedness (agreements, questions, initiating compromises). The interactions were video-recorded and transcribed through Transana 2.50. Data include a total of 140 minutes of video-taped material and the data analyses are still in progress. The Personal Integration Questionnaire Polish Operationalization of Eriksons Theory of Psychosocial Development Zagrska Wanda, Jeliska Magdalena, Migut Mateusz, Nowak Elbieta

Warsaw University (Poland)

Some aspects of Eriksons theory of psychosocial development has not yet been fully examined in Poland. A level of personal integration that reflects the results of resolving psychosocial crises specific to each developmental stage is one of them. Thus it represents the degree to which a person achieves an ego strength emerging from a resolution of these crises and finally a level of psychosocial balance. The Personal Integrity Questionnaire (Zagrska, Migut, Jeliska and Wocial, 2012) was designed to assess Eriksonian eight stages and to fill in an empirical gaps. It consists of 98 statements that are rated on a 5-point scale. The first part of the pilot study of 600 respondents, aged from 15 to 70, allowed to distinguish eight reliable scales responding to all Eriksons developmental stages and to verify initially their validities with reference to the basic demographic variables. In the second part of pilot study The Personal Integrity Questionnaire was completed by clinical and non-clinical adult groups. The aim of the study was to evaluate the psychometric properties of The Personal Integrity Questionnaire as well as the standardization. The findings indicated that The Personal Integrity Questionnaire might be a useful instrument of the satisfactory psychometric and diagnostic proprieties. Psychometric Characteristics and Factor Structure of Children and Adolescent Depression Scale (Cads) Shahsavarani Amir Mohammad1, Mohammadi Mostafa2, Sattari Kolsoum3, Ashrafi Emad3

1University of Armenia, Geneva (Switzerland) 2Faculty of Social and Political Sciences (SSP), Institute for Social Sciences, Geneva (Switzerland) 3Tarbiat Modares University (Iran)

Children and Adolescents Depression Scale (CADS) is a self-report scale designed for diagnosis and assessment of the degree and intensity of MDD in children and adolescents The aim of this study was to assess the psychometric and factorial structure of CADS as well as major depressive disorder (MDD) status among adolescents girls. 417 female adolescent students from different areas of Tehran completed the scale (14-19 years). Scale reliability was assessed through internal reliability (Cronbachs alpha and half-splitting), inter-item correlation and testretest methods and all revealed a desirable level of reliability of CADS. Factor analysis was done via two major methods: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA via Principal Components Factor Analysis, Parallel Analysis and Minimum Average Partial (MAP) Test showed a one-factor model in the CADS, which assesses depression. Afterwards, CFA supported a one-factor model of depression. Analyses of the CADS results indicated that 32.9% of the subjects were with no signs of depression, while 67.1% of them have depressive signs and symptoms to severe MDD. According to these findings, it seems that CADS could be used as a preferable scale to assess and screen depressive signs as well as depressive disorders both in research and in clinical settings.

CONFERENCE DINNER Friday 6 September starting 19:30 MAD CLUB Rue de Genve 23, 1003 Lausanne

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SATURDAY 7 SEPTEMBER 2013

INVITED SYMPOSIUM
IS10 Learning, Development and Contexts. Historico-Cultural Approaches 09:00-10:30 | Room A Amphiple

Chair & Co Chair: Nathalie Muller Mirza & Christiane Moro University of Lausanne (Switzerland)
In official psychology (Bruner, 1990), development has often been characterized as individual processes ignoring the socio-cultural contexts in which development occurs. Since the 70s and 80s and the rise of interest in historico-cultural approaches of development referring mainly to the seminal works of Vygotsky, the role of contexts in psychological development has been reconsidered. In this framework, context and mind are conceived as co-constitutive processes. In this symposium, the contributions will mainly focus on development in school context. The notions of practice and situation or setting as theoretical tools to approach the question of the interrelation between psychological processes and their historical, cultural and institutional conditions of production will be presented and discussed. Why do cultural-historical theories of learning and development have to conceptualise institutions, and how does one start ? Chaiklin Seth

University College Capital, Copenhagen, (Denmark)

The cultural-historical theory of human psychology is known for its focus on social interactions as an important and necessary source for individual learning and development. Sometimes the contemporary reception of this theory has also recognised that these interactions are structured in relation to demands or historically-developed traditions of action that extend beyond the immediate interaction. Vygotsky engaged with this idea through his concept of social situation of development as a way to conceptualise the dynamic that gives rise to age periods in human development. Elkonin continued to develop that idea in his analysis of motives in relation to age periods. In other words, from its beginning, the focus of cultural-historical theory of child development has been on persons acting as an integral whole in relation to socially and societally meaningful situations. Development of particular psychological functions are understood as a consequence of that directed action. Ideas about institutions and practices hover in the background of these analyses, but are rarely made explicit, in part, because of the lack of adequate theoretical concepts. The purpose of this paper is to introduce some preliminary attempts to engage with concepts of practice, institution, and activity setting (which has been elaborated by Hedegaard). The presentation focuses on teaching the concept of measurement in year 4 primary school, using this situation to introduce the meaning of institution, showing how one can work with this concept in analysing learning and development, and why it is important.

University of Lausanne (Switzerland)

The notion of situation in a historico-cultural framework: A way to approach development in collective settings at school Moro Christiane and Tapparel Sophie

In this paper, we will explore the theoretical and methodological utility of the notion of situation in historico-cultural research through the analysis of pupils speech development in the institutional context of French nursery school. The notion of situation will allow us to question the main Vygotskys insights for a historico-cultural and semiotic approach of psychological development according to the general genetic law of cultural development by focusing 1) the development as the result of semiotic constructions (microgenetic perspective) and 2) the discontinuity between school and everyday forms of development (macrogenetic perspective). Furthermore, the notion of situation will allow us to point out another historico-cultural and semiotic argument which remains untreated in Vygotskian framework. It concerns the role of other semiotic systems such as those related to material objects and their uses, gestures and corporeity as a resource into the hands of the teacher for the development of pupils speech, highlighting the specific mediations of French nursery school. In order to understand the development of speech in both micro- and macrogenetic perspectives in the institutional context of French nursery school, various definitions of the notion of situation have been developed. Our research on development of speech which aims to realize a developmental cartography of the uses of speech in French nursery school focuses on infants arriving at French nursery school at 2 or 3 years old and pupils at 5 to 6 years old at the end of French nursery school. 150 situations in eight classrooms were videotaped in a quasiethnographic design. Our presentation will focus on the gradual change, carried out by preschool forms of mediation, and will highlight the new orientation for speech development at French nursery school. Last but not least, the notion of situation suggests a possibility to connect comprehensive and explicative approaches of development through Vygotskian theory. Learning emotions. A sociocultural perspective on the transformation of emotions in educational contexts Muller Mirza Nathalie & Grossen Michle

University of Lausanne (Switzerland)

According to a socio-cultural approach to development and learning, the role of school is to transform everyday thinking into conceptualised forms of knowledge. But does this transformation process that we call secondarisation also apply to emotions and personal experience?

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Can students learn to distance themselves from their emotions and personal experience, to consider them from different viewpoints and to recapture them as elements going beyond their individual experience? In this paper we shall examine processes of transformation of emotions and personal experiences in a specific setting: lessons in education for cultural diversity, since a specificity of subjects taught in this field is to be close to the students personal experience and to raise emotions. Discussing delicate social issues, such as racism or alterity, is expected to help students to deal with cultural diversity. But is it actually so? Through the analysis of teacher-students interactions, we describe an interactive routine (the unicity-genericy routine) showing that, on some conditions, secondarisation of emotions is possible. We also show that through their contextualisation within the classroom, personal experience and emotions are shaped by the school format. Considering the broader context in which classroom interactions take place, we point, however, to a paradox: while following a school format is a condition for secondarisation, it may also lead the students to frame subjects taught in education for cultural diversity as relevant within the school context, but not outside. Still on a broader level, the societal context of a given school may orient the way in which students make sense of education for cultural diversity, that is, not necessarily as an opportunity for learning, but as a (further) form of symbolic violence. Classrooms as courtrooms ? A puzzling issue for contextual views of learning and development (discussion) Carugati Felice

University of Bologna (Italy)

Metaphors have proven to be important for laypersons and scientists alike, who have used comparisons with known objects and entities to aid in understanding the unknown (Weiner, 2003). Several metaphors are available in the domain of psychology, for example the metaphor of the person as a machine, the person as a scientist, the brain as a computer. Not surprisingly, one can find a variety of metaphors pertinent to education and classroom behavior. Among these, education institutions have been described as temples of learning and one hears of the hallowed halls of academia, which capture the metaphor of school as a religious or sacred setting. Conversely, schools have been considered as marketplace of ideas where free exchange and give and take is fostered. By introducing the metaphor of classrooms as a courtrooms it is possible to shed light on some dynamics that characterize school contexts as far as they are conceptualized at different levels of analysis: as institutional systems they include roles, interpersonal relations and individual teachers, pupils, and parents. According to this theoretical framework, historico-cultural approaches to development and learning could benefit from articulating well established cognitive results with emotional and moral issues, given that students performance/learning goals are mediated by the socialization of emotions and morality both at school and the family, with their ill-fated effects on performance. For example, in the courtroom, act severity and the presence or absence of a guilty mind determine criminal sentencing. In a similar manner, in the classroom, the respective determinants of performance evaluation are exam score and the presence or absence of effort expenditure. The implication of this approach will be discussed in relation to the contributions presented at the symposium.

SYMPOSIA
SY10.1. SLEEP, SLEEP DISORDERS, PHYSICAL ACTIVITY, AND STRESS DURING ADOLESCENCE AND ADULTHOOD 09:00-10:30 | Room B Amphiple Chair & Disscussant: Alexander Grob

Department of Psychology, University of Basel (Switzerland) Co-Chair : Sakari Lemola Department of Psychology, University of Basel (Switzerland)

Evidence is growing that sleep and psychological functioning are related, irrespective of age. Poor sleep and related consequences such as compromised well-being, school performance, psychological and physical health, as well as increased psychosocial stress during childhood increase the risk of physical and mental health problems in adolescence and adulthood. The symposium includes five papers on associations between sleep, physical activity and psychological functioning in childhood, adolescence, and adulthood from three research groups based in Switzerland and Finland. In particular, Paper 1 (Silja Martikainen, Anu-Katriina Pesonen, Jari Lahti, Kati Heinonen, Kimmo Feldt, Riikka Pyhl, et al.) presents relations between physical activity and hypothalamic-pituitary-adrenocortical axis reactivity and psychosocial stress in children. Paper 2 (Anu-Katriina Pesonen, Silja Martikainen, Kati Heinonen, Wehkalampi Karoliina, Jari Lahti, Eero Kajantie, et al.) shows the continuity and change of poor sleep from childhood to early adolescence. Paper 3 (Sakari Lemola, Nadine Perkinson-Gloor, Serge Brand, and Alexander Grob) presents findings from a school-based sleep hygiene intervention with adolescents and its impact on adjustment. Paper 4 (Nadeem Kalak, Markus Gerber, Roumen Kirov, Thorsten Mikoteit, Juliana Yordanova, Uwe Puehse, et al.) shows that daily morning Running for 3 weeks improved sleep and psychological functioning in healthy adolescents compared with controls. Paper 5 (Katri Savolainen, Johan G. Eriksson, Iiris Hovatta, Marius Lahti, Eero Kajantie, Laura Kananen, et al.) presents associations between sleep disorders and telomere length in a large representative Finish cohort study.

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Higher levels of physical activity are associated with lower hypothalamic-pituitary-adrenocortical axis reactivity to psychosocial stress in children Martikainen Silja

Helsinki (Finland)

Context: Children who undertake more physical activity (PA) not only have more optimal physical health but also enjoy better mental health. However, the pathways by which PA affects well-being remain unclear. Objective: In order to address this question, we examined whether objectively measured daytime PA was associated with diurnal hypothalamic-pituitary-adrenocortical axis (HPAA) activity and HPAA responses to psychosocial stress. Design and Setting: We conducted a cross-sectional study in a birth cohort in Helsinki, Finland. Participants: We studied 258, 8-year-old children Main Outcome Measures: PA was assessed with wrist-worn accelerometers. Overall PA and percentage of time spent in vigorous PA (VPA) were categorized by sex into thirds. Salivary cortisol was measured diurnally and in response to the Trier Social Stress Test for Children. Results: The children in different PA groups did not show differences in diurnal salivary cortisol (P-values > .10 for overall PA and VPA). Children with the highest levels of overall PA or VPA showed no, or only small, increases over time in salivary cortisol after stress (P-value = .10 and .034 for time in analyses of PA and VPA, respectively) whereas children belonging to the lowest and intermediate thirds showed significant increases over time in salivary cortisol after stress (P-values .002 for time in the analyses of overall PA and VPA). Conclusions: These results suggest that children with lower levels of daytime PA have higher HPAA activity in response to stress. These findings may offer insight into the pathways of PA on physical and mental well-being. Continuity and change of poor sleep from childhood to early adolescence Pesonen Anu-Katriina

(Finland)

Study Objectives. We examined associations between pubertal maturation, age and sleep in early adolescence, and the continuity and change in sleep duration, quality and in parent-reported sleep disorders from age 8 to 12. We also explored longitudinal associations between sleep disorders and actigraph estimates of sleep. Design. Longitudinal cohort study of children born in 1998 and followed-up at the of ages 8 and 12 years. Participants. There were 188 participants with actigraphy and 229 participants with sleep disorder measurement. Measurements and Results. We measured sleep by actigraphs for 7.1 (SD=1.2, range 3-14) nights at the 8-year and 8.4 (SD=1.7, range 3-11) nights at the 12-year follow-up. We used Sleep Disturbance Scale for Children to assess parent-rated sleep disorders. We used both Pubertal Development Scale (PDS) and the Tanner scales to define pubertal maturity at age 12. Results: Pubertal maturity, neither as continuous nor as categorical variable, was associated with actigraph estimates of sleep or parent-rated sleep disorders. Thereby, older age was associated with shorter sleep time and later bedtimes, independently of pubertal status. There was a very high stability (all P <0.001) in both actigraph-based sleep and parent-rated sleep disorders. Actigraph-based sleep did not associate significantly with parent rated sleep disorders. Conclusions. Child's age rather than pubertal status associated modestly with sleep in early adolescence. Both good and poor sleep showed high stability from childhood to early adolescence over 4-years' period. Parent-rated sleep disorders are distinct from actigraph estimates of sleep. Sleep hygiene and adjustment in adolescence a school based intervention study Sakari Lemola

University of Basel (Switzerland)

Sleep restriction and sleep disturbances are frequent among adolescents although restoring sleep is essential for their physical and psychological well-being. This study examines the effectiveness of a school-based intervention to enhance knowledge on sleep hygiene in adolescents to promote sufficient sleep and improve sleep problems. Participants were 400 students aged 1218 years who received either (1) 25 min of education on the relevance of sleep for health, behavior, well-being, and physical attractiveness along with an interactive and multimedia assisted discussion of sleep hygiene rules to improve the sleep habits; or (2) a control condition including information on dreams and night-walking. We assessed sleep hygiene behavior (including regularity of bedtimes, media consumption before bedtime, and caffeine consumption among others), sleep problems, and psychological well-being at baseline and at a 4-week follow-up. Daily morning running for 3 weeks improved sleep and psychological functioning in healthy adolescents compared with controls Kalak Nadeem

Psychiatric Clinics of the University of Basel (Switzerland)

Purpose: To compare sleep electroencephalographic patterns and psychological functioning of healthy adolescents running regularly in the mornings with those of control subjects. Although several studies have shown that regular moderate-to-vigorous exercise is related to favorable sleep and psychological functioning in adolescents, research on the effectiveness of short interventions is more limited. Methods: Fifty-one adolescents (mean age _ 18.30 years; 27 female [53%]) took part in the study; they were randomly assigned either to a running or to a control group. The running group went running every morning for 30 minutes at moderate intensity during weekdays for 3 consecutive weeks. Sleep electroencephalographic patterns and psychological functioning were assessed in both groups before and after the 3-week period. All participants also kept a sleep log for 3 weeks. Results: Objective sleep improved (slow-wave sleep increased; sleep onset latency decreased) in the running group compared with the control

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group. Subjective sleep quality, mood, and concentration during the day improved, whereas sleepiness during the day decreased. Conclusions: Thirty minutes of running in the morning during weekdays for 3 consecutive weeks impacted positively on sleep and psychological functioning in healthy adolescents compared with control subjects. Running is inexpensive and easy to implement during school schedules, and as both objective and subjective improvements were observed within 3 weeks, regular physical exercise should be promoted. Sleep disorders and telomere length the Helsinki Birth Cohort Study Savolainen Katri

(Finland)

Leukocyte telomere length (LTL) is believed to reflect the cumulative burden of oxidative stress and inflammation the body has experienced. Growing evidence suggests that successful maintenance of telomers is critical to human health. Sleep disorders pose a risk for aging-related diseases. Accelerated biological aging, reflected in shorter LTL may offer a new window linking sleep disorders with the disease risks. We studied in a life course perspective if a history of sleep disorders accounts for LTL in later adulthood. Secondly, if LTL work as a risk factor in newly diagnosed sleep disorders in later adulthood. We regard that mental disorders may have an impact on the associations.1964 randomly selected participants from the original Helsinki Birth Cohort Study took part. LTL was measured by real-time quantitative PCR at 61.5 years (6.55). Patients with any sleep disorder severe enough to warrant hospitalization 6.4 years(9.25) before and after 3.6 years (4.0) telomere length measurement were identified from Finnish Hospital Discharge Register (FHDR). Mental disorders severe enough to warrant hospitalization were identified from FHDR. Neither the history of sleep disorders associated with LTL nor the LTL worked as a risk factor for newly diagnosed sleep disorders. When the participants who had had mental disorders were excluded from the analyses, sleep apnea associated with shorter LTL (p=0.014). In addition, participants with longer LTL had smaller risk for any newly diagnosed sleep disorders (p=0.020). Adjustment for several covariates did not attenuate these associations. Our findings suggest that shorter LTL may not be an intrinsic feature of sleep disorders. However, it seems plausible that sleep apnea may be associated with accelerated cellular aging reflected in shorter LTL, which may play a role in increased risk for aging-related diseases in sleep apnea.

Gent University (Belgium)

SY10.2 GENDER-SPECIFIC LONG-TERM PERSONALITY DEVELOPMENT WITHIN A HIERARCHICAL FRAMEWORK: IMPLICATIONS FOR ADJUSTMENT 09:00-10:30 | Room 410 Amphimax Chair: Amaranta de Haan

Co-Chair : Theo Klimstra University of Tilburg (The Netherlands) Disscussant: Luc Goossens KU Leuven (Belgium)
In this symposium, gender-specific long-term changes in higher-order and lower-order personality traits are examined, and associations with adjustment are investigated. The four presentations in this symposium include large longitudinal samples that together span ages 2 to 35 years, originating from several European countries, and using both self- and parent-ratings of personality. Wngqvist will show that the higher-order Big Five dimensions change meaningfully between toddlerhood and early adulthood (ages 2-25 years). De Haan will demonstrate that lower-order traits of Benevolence (Agreeableness) and of Conscientiousness have different shapes of growth, which generalize across two independent samples that together cover toddlerhood into late adolescence (ages 2.5-17 years). Klimstra will show that lower-order traits of the Big Five dimensions show distinctive changes during late adolescence and early adulthood (ages 18-21 years), which are differentially associated with adjustment. Allemand will demonstrate that changes in empathy during adolescence (ages 12-16 years) predict social outcomes two decades later (age 35 years). Interindividual differences are found to become increasingly more settled as children grow older. Gender differences in personality development are shown to appear between middle and late childhood. Findings presented in this symposium draw attention to the importance of examining long-term changes in personality, of investigating development of both higherorder and lower-order traits, and of studying gender differences in development. Personality development in childhood and adolescence hold important clues for adjustment up to two decades later. A Longitudinal Study of Personality Development through Childhood, Adolescence, and Emerging Adulthood Wngqvist Maria

University of Gothenburg (Sweden)

The aim of this longitudinal study was to investigate the development of the Big Five personality traits through childhood, adolescence, and emerging adulthood. The participants were a community sample from the Gothenburg Longitudinal study of Development (GoLD). The studys seven measurement waves started when the initial 137 participants were 2 years old and covered the ages 2, 3, 7, 8, 15, 21 and 25. The measure used was the California Child Q-set, recoded as recommended by John, Caspi, Robins, Moffit, and Stauthamer-Loeber (1994). At the first five waves the participants mothers were the informants, whereas at the last to waves (age21 and 25) the participants described themselves.

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Results showed that rank-order stabilities increased with time. Hence, these correlations pointed to an increase in the stability of individual differences in personality traits with age. Moreover growth curve analyses revealed mean-level changes as well as individual variations around the developmental trends. Agreeableness and conscientiousness increased over time. Neuroticism increased until age eight and then slightly decreased. Extraversion and openness initially decreased, but leveled out in the emerging adult years. There were gender differences in some of the developmental trajectories. From late childhood or adolescence, females started to show higher levels of extraversion and neuroticism alongside lower levels of openness to experience. The clearest gender difference was in neuroticism, where females neuroticism increased more than the males did. To conclude, the developmental trajectories of some of the Big Five traits varied at different phases of the lifespan and there were significant variations in individual developmental trajectories. Also, in comparison to previous research there were both similarities and differences with regards to developmental trends. Thus, accounts of normative changes in personality development towards maturity need to take into account individual, socio-cultural, and age-related variability as well. Changes in Lower-Order Traits of Benevolence and Conscientiousness Between Toddlerhood and Late Adolescence de Haan Amaranta

Gent University (Belgium)

Although the Five Factor Model is a hierarchical framework, research typically examines personality development of the higher-order traits only. This study examined gender differences in the development of mother-rated lower-order facets of Benevolence (altruism, compliance, dominance, egocentrism, irritability) and Conscientiousness (achievement motivation, concentration, orderliness, perseverance). Research questions were addressed using multigroup (gender) cohort-sequential (age) latent growth modelling in two Belgian community samples separately. In both samples, child personality was assessed four times. Together, results cover toddlerhood to early childhood (2.5-4.5 years; N=367; 40% girls), and middle childhood to adolescence (6-17 years; N=579; 50% girls). Results suggest that shapes of growth (linear, quadratic, cubic) differed between the facets. Children became more altruistic until age 14, after which the increase flattened out (inverse u-shape). In early childhood, children became less dominant, egocentric, and irritable; these decreases flattened out in the older sample (u-shape). In toddlerhood, children became less compliant, but from age 4 years onwards, this decrease turned into an increase, which again turned into a decrease at age 12 years (cubic). Children increased in concentration and orderliness in early childhood, but decreased in these facets between childhood and adolescence (inverse u-shape). Children decreased in perseverance in early childhood and boys continued to decrease during adolescence (linear), but girls showed mean-levels of stability in perseverance during adolescence (u-shaped). In early childhood, children became more achievement motivated and this increase continued until age 11; for girls, the decrease flattened out but boys continued to decrease until age 17 (cubic). Overall, our results suggest that examining personality development on the level of higher-order traits conceal distinctive patterns of growth of more specific, lower-order facets. Gender differences in personality development may appear only from middle childhood onwards. Personality Facets in Late Adolescence: Developmental Course and Longitudinal Associations with Adjustment Klimstra Theo

Tilburg University (The Netherlands)

Substantive evidence attests to changes in personality from late adolescence to young adulthood. However, most previous studies focused on trait domains, which may lack specificity. Therefore, there is growing interest in changes in the facets underlying trait domains. For measuring such facets, lengthy questionnaires are often employed, but it is possible to distinguish facets with the shorter NEO-FFI. This study examined reliability, rank-order stability, and mean-level change in NEO-FFI facets. To obtain insight in the impact of these changes on adolescent adjustment, we examined longitudinal associations of personality facets with important indicators of late adolescent adjustment: self-esteem, and social and academic adjustment to life in college. For this purpose, 485 late adolescents (18-21 years; 85% female) provided data on four annual measurement occasions. Results revealed reliability problems in 2 of the 14 facets. Rank-order stability in the 12 reliably measured facets was equally high as in their overarching traits. Latent growth models revealed distinct developmental changes for facets underlying the same trait. For example, levels of anxiety (a Neuroticism facet) increased, whereas levels of depression (another Neuroticism facet) decreased over time. Further, facets belonging to the same trait were differentially predicted by and differential predictors of the adjustment variables. For example, social adjustment positively predicted prosocial orientation (an Agreeableness facet), but did not predict nonantagonistic orientation (another Agreeableness facet). Likewise, Sociability (an Extraversion facet) positively predicted academic adjustment, whereas Activity (another Extraversion facet) did not predict this variable. Overall, our findings show that most personality facets can be reliably measured with the NEO-FFI. Furthermore, the utility of distinguishing facets in addition to traits was underscored by the fact that different facets underlying the same trait can have a different developmental course, are differentially predicted by, and differential predictors of late adolescent adjustment. Empathy Level and Change in Adolescence as Predictors of Social Outcomes in Adulthood Allemand Mathias

University of Zrich (Switzerland)

This study examined the predictive influence of the development of dispositional empathy in adolescence on social outcomes in adulthood in a 23-year study (N = 2,054). The predictor variable (adolescent empathy) was measured yearly at the age of 12 to 16 years. The outcome variables (adult empathy, social integration, conflicts in relationship, relationship satisfaction) were measured at the age of 35 years, two decades later. Five important findings emerged. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant individual differences in level and change of

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adolescent empathy were found. Fourth, gender was related to level of adolescent empathy favoring girls over boys. Fifth, not only level but also changes in adolescent empathy predict social outcomes in adulthood two decades later.

SY10.3 ATTACHMENT AND DEVELOPMENTAL CORRELATES IN ADOPTED AND INSTITUTIONALISED CHILDREN AND ADOLESCENTS 09:00-10:30 | Room 415 Amphimax Chair & Disscussant : Lavinia Barone

University of Pavia (Italy)

Adoption and institutional contexts are considered as natural laboratories to explore the role of early neglecting environment on subsequent development and the degree of recovery after the adoption placement thank to the new rearing environment. Identifying protective and risk factors involved in the adjustment of this population beyond the adoption and institution condition itself is of relevance for both theoretical and clinical reasons. Aiming at identifying a more comprehensive view on both developmental correlates and attachment distribution of adopted and institutionalised children and adolescents, the present symposium is presenting three studies from different countries focusing on preschool and school years. The quality of cognitive and socio-emotional adjustment and its association with attachment is presented.

The behavioural adjustment of adopted adolescents: A multi risk approach Roskam Isabelle, Stievenart Marie

University of Louvain (Belgium)

The presentation was designed to identify child, family and contextual risk factors associated with behavioural adjustment in adolescents. Data has been collected among 35 adopted adolescents strictly matched on age and gender with 35 non-adopted adolescents. Child factors that have been considered as relevant were IQ and gender; family factors that have been considered were attachment security and parenting; and contextual factors were appraised from the parents educational level and the adoption status. The hypothesis of a cumulative effect of these risk factors regardless of their content on adolescents behavioural adjustment, i.e. externalizing and internalizing behaviour and scholastic performance, was tested. The implications of the results for both theoretical and clinical purposes are discussed. Socio-emotional competences, cognitive development, attention and behavioural problems: a study with late adopted pre-schoolers Lionetti Francesca, Barone Lavinia

University of Pavia (Italy)

Following recent guidelines in adoption research, the present study investigated individual and attachment-related variables in childrens socio-emotional, behavioural, attention and cognitive development. Childrens representations of attachment (MCAST), non-verbal reasoning (Raven - Colour Progressive Matrix) and receptive language (Peabody Picture Vocabulary Test-Revised) were investigated after 12 to 14 months from the adoption placement on a sample of 48 late adoptees adopted between 3 to 5 years of age. After two years from adoption, emotional comprehension (Test of Emotional Comprehension) was assessed and a subsample of 25 children attending kindergarten was involved as well on the assessment of social competences (California Child Q Sort), behavioural problems (Caregiver Teacher Report Form) and attention abilities (Modified Bell Test). Results showed that adopted children cognitive development was within the normative range; however a significant delay was found concerning attention abilities and emotional comprehension. Secure attachment predicted more social competences (=.67, p=.009) whereas disorganised attachment was associated with more aggressive behaviour as rated by teachers (=.46, p=.027) and less emotional comprehension, even after controlling for receptive language and non verbal reasoning (=.45, p=.017). No association was found between attention behavioural problems as rated by teachers and attachment, whereas secure children showed high rapidity (t(23)=2.37, p=.028) and accuracy (t(23)=2.18; p=.041) in an attention laboratory task. These preliminary data seems to suggest that children emotionally involved in the on-going resolution of a past traumatic experience may have less mental and emotional availability to focus in new developmental tasks. Further longitudinal studies are required to investigate this issue. Keywords: pre-schoolers adoptees, attachment, developmental correlates Academic achievement and psycho-social adjustment in school-aged subjects reared in a foster-care center Cassibba Rosalinda , Costantini Alessandro , Maria Terlizzi Sonia Papagna

University of Bari Aldo Moro (Italy)

The present study aimed at investigating academic achievement, social and emotional development in a sample of 60 subjects (23 females), aged between 7 and 19 years (40% primary school), housed in a foster-care center for neglected and/or abused children and adolescents. Questionnaires and laboratory procedures were used to assess the attachment quality (SAT, Attili 2001, IAL, Ammaniti et al. 1990), non-verbal reasoning (CPM, Raven 1984 or SPM, Raven 1954), interpersonal relationships (TRI, Brakan 1996), social competences and behavioral problems (CBCL, Achenbach, 1991). School-marks were used as a measure of academic achievement. Results showed that in comparison with their family-reared peers, subjects reared in the foster-care center presented a delay in academic achievement; moreover a significant association was found between academic achievement and psycho-social adjustment. Specifically, in children attending primary school, a significant correlation was found between mother-child attachment and school marks (r = .41, p <.05), whereas in adolescents attending high school a significant association was found between academic achievement in mathematics and father-adolescent relationship (r = .52, p <.05).

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SY10.4 EARLY DEVELOPMENT AND FIRST SEMIOTIC SYSTEMS

Chair: Eduard Mart Universidad de Barcelona - Universidad Autnoma de Madrid (Spain) Co-Chair & Disscussant: Cintia Rodriguez Universidad Autnoma de Madrid (Spain) Disscussant: Cintia Rodrguez Universidad Autnoma de Madrid (Spain)

09:00-10:30 | Room 315 Amphiple

Since Vygotski stressed the fact that consciousness is semiotically mediated, very often in the last decades language has been considered as THE semiotic system par excellence. without questioning the idea that language is an extremely important semiotic system, we claim that: (1) It is not the only one; (2) It is not the first, (3) Objects, as cultural entities, and have an important status in early semiotic development. In this symposium we explore the development of different semiotic systems of children from the end of the first year until the end of the third year in interaction with adults. In the first communication the main focus is the development of gestures. Children can direct their gestures to themselves or to the adults. These gestures are analyzed in relation to the objects they refer to, in functional terms, according to the semiotic systems involved. In the second communication the main focus is to analyze the role that non-verbal means of communication, such as gestures, play in supporting self-regulation. Children can use gestures as cognitive tools for self-regulation from a pre-verbal stage in relation to the uses of complex objects. Third communication is about the development of the numerical comprehension taking into account two aspects: the role of social interactions and the development of the symbolic value of numbers. The focus of the fourth communication is the development of picture comprehension by children. Grounded in their primary iconic relations, pictures have adequate meanings that can be shared by very young children and adults. Development of the communicative adult-childs actions and gestures about and through objects from 9 to 13-month-old Moreno Nez Ana

Departamento de Psicologa Evolutiva y de la Educacin Despacho, Universidad Autnoma de Madrid (Spain)

We adopt a pragmatic perspective to the objects in early development, derived from the work of Vygotsky as it was introduced in the Geneva School in the 80s (Rodrguez & Moro, 1998; Rodrguez & Mart, 2012). We focus on the interaction child-object-adult and the communicative niche in which gestures are grounded. Some studies have been developed from this paradigm from the second half of the first year of life to the second year about childrens entry in the different uses of objects. Rodrguez & Moro (1998) claim that signs constitute a protagonist role in adult-infant communication where objects are included. Ostensive gestures are essential in the establishment of the shared reference in adult-infant interaction, even more if theyre accompanied by rhythmic components, which adults used to organize the interaction. Triadic interactions are strongly supported by the ostensive and intentional actions of adults, differing from the "classic triadic interactions at the end of the first year, when the child initiates the communication (Liszkowski & Tomasello, 2007; Tomasello, 2004, 2008). Based on these previous works, a longitudinal and observational study was performed with six dyads mother-infant videotaped at 9, 11 and 13-month-old , in order to analyze the triadic interactions and focusing on childrens gestures and uses of objects. Our main objective was to observe which semiotic systems are occurring when subjects are communicating each other amongst and with the objects, and how the first agreements related to the objects uses take place. For that, we performed a microgenetic analysis to distinguish: (1) the types of gestures in children productions, (2) if the gestures are directed to themselves or to the adults; and (3) to describe the gestures functions, considering the objects involved. Toddlers use gestures as tools for self-regulation in goal directed conventional uses of objects Basilio Marisol

Universidad Autnoma de Madrid (Spain) Chile University (Chile)

Since Vygotsky draw attention to the relationship between speech and thought, a number of studies have investigated how children use selfdirected language (private speech) as a tool for self-regulation. However, only a few studies have examined the role that non-verbal means of communication, such as gestures, play in supporting self-regulation. We know very little about the emergence of the ability to use semiotic tools to reflect upon problems and to help to achieve our goals. We observed 16 toddlers at 14, 16 and 18 months of age, interacting with two objects and one of their parents. The conventional uses of the objects involved goal-directed challenging activities. We coded childrens behaviour microgenetically and identified events in which they used gestures in relation to their goals in the uses of objects. We further analyzed these events according to the semiotic nature (ostensive, indexical, symbolic), and the functions of the gestures (planning, monitoring, control and evaluation). We also coded parental demonstrations and gestures in a subsample of four cases. Our results indicate that children use gestures and vocalizations with a self-regulatory function even from 14 months of age, directed both to the adult and to themselves (private gestures). Regarding the functions of the gestures, we identified: a) planning, or referring to future actions; b) monitoring progress by commenting or questioning about current states and events in the uses of the objects; c) controlling actions towards achieving goals, by asking help to the adult or referring to changes of own actions; d) evaluating performance, either expressing difficulties or celebrating achievements. We propose that children can use gestures as cognitive tools for self-regulation from a pre-verbal stage in relation to the uses of objects that they understand but that are challenging to achieve.

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The comprehension of the use of the dice in triadic interactions A micro genetic study with children from 24 to 33-month-old Cavalcante Silvia Between two and three years-old, children improve their comprehension of the number: counting, inferring cardinality and choosing the exact number of objects (Carey, 2009; Mix, 2002). These progresses begin with small numbers. Based on a semiotic and pragmatic perspective on objects, which consider triadic interactions (children-adult-object) as an integral part of the early development (Moro & Rodrguez, 2005), we emphasize two aspects on this numerical comprehension: the role of social interactions and the development of the symbolic value of numbers. In this research, we address both questions by analysing longitudinally the triadic interaction between 6 children and their mothers, with a dice, at home, along 4 sessions (24, 27, 30 and 33-month-old). They play a game of advancing a replica horse along a path, according to the points indicated by the dice (Mart, Scheuer & De la Cruz, 2013). Understanding the game implies the comprehension of the dice as a symbolic object, representing numeric information: 1) The dice as a conventional object has to be correctly rolled (for example, not too far from the view); 2) as an object that contains relevant information, 3) as an object that indicates the number that must be transferred to another situation (steps of the horse). We analysed microgenetically our data and found a progressive symbolic use of the dice by the children (nonconventional, proto-conventional and conventional uses) according to a variety of semiotic systems (verbal, ostensive gestures, pointing gestures, demonstrations of use, etc.) employed by adult and child. We noticed a markedly decrease of non-conventional uses of the dice by the children and also a significantly adjustment of the strategies used by the adults, along the sessions. At 33-month-old all children understand correctly the use of the dice, what doesnt happen at 24. Iconization and conventionalization in young childrens picture games Lenninger Sara Throughout her semiotic development, the child learns to use various kinds of meanings, e.g. lifeworld perceptions and communicative signs. Very young children show genuine but at the same time ambiguous understanding of pictures (DeLoache et al., 1979; DeLoache & Burns, 1994; Liben, 1999); some ambiguities remain for years in childhood (Robinson et al., 1994; Zaitchik, 1990). A critical aspect is to understand the use and potentiality of similarity relations as resources in communication. Grounded in their primary iconic relations (Sonesson, 2008) pictures have adequate meanings that can be shared by very young children and adults. However, based on the same argument not all meanings by a picture are shared (Lenninger, 2012). Labelling games become prominent in childrens second year. As in other communication games social interaction dominates meaning for the child. The initial structure for communication games is dyadic (Bates, 1979; Nelson, 2007). Vocal and gestural communication takes advantage of the dyadic response immediacy. When the picture is brought into the game the dyadic structure still affects the childs expectation in the game. In the game, shared actions are prominent to picture relations. One reason for the protracted time scale in childrens learning to understand pictures may be explained by a conflict or tension between, on the one hand, acts of iconization when generalizing perceptual similarities; and, on the other, acts of communication when generalizing communicative meanings through a process of conventionalization. In this way, pictures draw on two competing strategies for meaning construction: meaning by vision and meaning by sign.

SY10.5 THE ROLE OF SIBLING AND PEER RELATIONSHIPS ON CHILD DEVELOPMENT: FINDINGS FROM BRAZIL, NORWAY, CANADA AND UK 09:00-10:30 | Room 315.1 Amphiple

Chair: Mona Bekkhus Department of Psychology, UIO (Norway)

Disscussant: Karen Thorpe

School of Psychology and Counselling, Queensland University of Technology (Australia)

Childrens relationships with family members and peers are known correlates of emotional and behavioral development. The quality of childrens social relationship might have long-term consequences on childrens adjustment. The four papers in this symposium address childrens social relationships (peers and siblings), both as risk and protective influences across early childhood and adolescence in four nationally representative samples from Brazil, Norway, Canada and UK. The first paper uses data from 80 Brazilian children between 4 and 8 years of age to investigate the relation between components of childrens ToM, emotion understanding and their understanding of friendship. Their findings show that having ToM is different from using ToM. The second paper utilizes data from a longitudinal study (the matter of the first friendship) in Norway of 543 children aged 4-8. The findings indicate that the effects of outdoor day-care can promote prosocial behavior, which was associated with low levels of ADHD-symptoms. The third presentation examined the quality of sibling relationship on the quality of their reciprocal best friend, in a sample of 315 monozygotic twins and 228 same-sex dizygotic twins from Canada. The study used an autoregressive cross-lagged model and showed that positive friendship quality at 10 years of age was associated with an increase in positive sibling relationship quality in twins 3 years later. Finally, the forth paper examines the impact of peer victimization during adolescence (age 13) on symptoms of depression at 18-years in a large UK cohort. The findings show that peer victimization is a major risk for depression in young adults. Collectively these four papers examine the effect of childrens social relationships on child development.

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Understanding of friendship and theory of mind in children Viana Karina

University of Oslo (Norway)

Many researchers have studied the relationship between friendship and childrens theory of mind (ToM), which can be defined for example as the ability to understand persons mental states in terms of beliefs, desires and emotions. However, their results are often inconsistent and also partial in their assessment of ToM and friendship. For instance, there are few studies looking at the relation between children's understanding of emotions (from the recognition of basic emotions and desired- or belief-based emotions to the understanding of moral and mixed emotions) and the beliefs they have about their friends (e.g. unilateral or reciprocal friendship, understanding of the origins of their best friends emotional life). Thus, the goal of the present research was to investigate the relation between several components of children's ToM and Emotion Understanding and their understanding of several aspects of friendship. 80 Brazilian children between 4 and 8 years of age were examined individually with modified versions of the Theory of Mind Test (Pons & Harris, 2002), Test of Emotion Comprehension (Pons & Harris, 2000) and an interview guide based on Hughes and Dunn (1998). Preliminary analyses showed that (1) children in reciprocal friendship relation had a better Understanding of Friendship than children in a unilateral friendship relation, and (2) no significant correlation between ToM, Emotion Understanding on one hand and Understanding of Friendship on the other hand. The preliminary findings are in accordance with some studies, which found that having a ToM is different from using ToM capacities to talk about other people (eg. Charman and ShmueliGoets, 1998; Meins et. al., 2006). These results are discussed in terms of their theoretical and applied implications. The influence of peer-relations, outdoor day-care and prosocial behavior for inattention/hyperactivity Sandsaunet Vidar

University of Oslo (Norway)

Background: Childrens interactions with peers are often free and based on their own choice of companion, compared to the interaction with their parents. However, children with inattention/hyperactivity symptoms sometimes have difficulties with peer interaction. Outdoor environments provide a social context, where children with inattention/hyperactivity symptoms can interact with peers with fewer disturbances from their symptoms, because attention and self-regulation is enhanced by exposure to natural elements, in line with attention restoration theory. Thus the outdoor context might provide more opportunities for social interactions that promote prosocial behavior and influence positive social relationships. When investigating the etiology of inattention/hyperactivity (ADHD), researchers have become increasingly interested in the interaction between individual traits and environmental characteristics. In Norwegian daycare centers some children are outdoors for only two daily hours, while other centers are completely outdoors based with up to nine outdoor hours. We set out to investigate whether the socio-emotional development of Norwegian preschoolers is affected by high exposure to outdoor environments, and whether the outdoor environment facilitates prosocial behavior among peers. Method: 543 preschoolers from 28 daycare centres participated in the study. Teachers and parents reported on the Strengths and Difficulties Questionnaire (SDQ) annually for four years. Results: Regression analyses showed that there was a small but significant association between high exposure to outdoor environments, and low levels of inattention/hyperactivity symptoms ( = .143, p < .01). High levels of prosocial behavior interacted with the number of outdoor hours to predict low levels of inattention/hyperactivity symptoms ( = -.129, p < .01). It is possible that the outdoor environment allows for children with high levels of inattention/hyperactivity symptoms to exhibit more prosocial behavior, representing an adaptive approach to dealing with inattention/hyperactivity symptoms. Twins as peers: twin ship and friendship quality Bekkhus Mona

University of Oslo (Norway)

Background: There is now a considerable amount of research suggesting that childrens relations with their peers play an essential role in their psychosocial development. Both positive and negative interactions between siblings have been found to play an essential role for social learning, and the quality of this relationship might have long-term consequences on social relationships and mental health issues. Method: 315 monozygotic twins (163 females) and 228 same-sex dizygotic twins (121females) provided data on the quality of their co-twin relationship and the quality of their relationship with a reciprocal best friend at 10 and 13 years of age. Sibling and friendship quality was measured by 8 items from the Friendship Quality Questionnaire (Time 1) (FQQ) (Parker & Asher, 1993), and by 10 items from the Network of Relationships Inventory (Time 2) (NRI) (Furman & Buhrmester, 1985, 1992). We used an autoregressive cross-lagged model to examine the associations between friendship quality and sibling quality over a 3-year period. Results: When equality was examined across gender and zygosity, no significant difference was found. Model fit for the nested model was adequate (2 (df = 18) = 17.65; P = 0.48; CFI 1.0; TLI = 1.0; RMSEA = 0.0 (C.I. 0.00-0.075). Moderate correlation was found for concurrent and longitudinal associations between sibling relationship and the quality of positive friendship. A significant cross-lagged effect was found for positive friendship quality (T1) on the twins positive sibling relationship quality (T2) (Beta= 0.21, p=0.05). The pattern of stability seem relatively unstable from the age of 10 to 13, during this period children are prone to many changes (physiological and psychological) that might be underlying how they change and relate to peers, and their co-twin.

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Depression in early adulthood: the role of peer victimization during adolescence, a prospective cohort study Bowes Lucy

University of Bristol (United Kingdom)

Background: Depression is a leading contributor to the global burden of disease. Peer victimization is related to increased risk of depressive symptoms across childhood. It is unclear whether it may be associated with clinical depression in young adults. We investigated the association of peer victimization at 13 years with depression at 18 years, when prevalence rates match those found in adulthood. Methods: 6500 children from a UK cohort provided detailed information on peer victimization at 13 years. Mothers reported on peer victimization when children were 12. Depression at 18 years was assessed using the Clinical Interview Schedule-Revised. We used logistic regression to estimate the association between peer victimization and depression, adjusted for confounding factors. Findings: of those who had depression at 18 years (N= 296), 199 (67.2%) reported being victimized at 13 years. Children who were frequently victimized had around a three-fold increase in odds of depression compared with children who were not victimized by peers (OR 2.88, 95% CIs 2.14-3.87, p < .001). This association was only slightly reduced when adjusting for confounding factors (OR 2.73 95% CIs 1.81-4.13, p < .001). Adolescent peer victimization remained associated with depression after adjustment for childhood victimization. The population attributable fraction suggested that 26.2% (95% CIs 6.8-41.5%) of depression at 18 could be explained by adolescent peer victimization if this were a causal relationship.

SY10.6 PARENT-CHILD RELATIONSHIPS IN MIDDLE/LATE ADOLESCENCE AND EMERGING ADULTHOOD 09:00-10:30 | Room 319 Amphiple Chair : Loes Keijsers

Utrecht University (The Netherlands)

Disscussant: Inge Seiffe-Krenke Johannes Gutenberg-Universitt Mainz (Germany)

Parent-child relationships undergo important developmental changes during adolescence. For instance, there is a peak in conflict frequency in middle adolescence. Also, the affective quality of relationships and parent-child communication declines from early to middle adolescence. While quite a bit is known of the nature of such developmental changes from early to middle adolescence, much less is understood of parentchild relationships when children mature further. This caveat in our knowledge is unfortunate: Despite the fact that children may leave the nest, parents still remain an important source of influence on emerging adults lives. This symposium therefore provides empirical knowledge of relationships of middle/late adolescents and emerging adults with their parents. Some major themes are elucidated: Conflicts, communication, and overprotective parents. A first multi-informant longitudinal study on Dutch adolescents shows that conflicts in middle and late adolescence are not always detrimental for adolescent development. A second Belgian study will examine the frequency of helicopter parenting, and examine what drives parents to act in such overprotective manners. Also, it will clarify the consequences of this parenting style for emerging adults coping and self-regulatory styles. A third longitudinal study on Canadian data examined changes in parent-child communication between ages 12 to 19. After a decrease in parent-child communication from early to middle adolescence, for girls, the pattern of communication intensified from middle adolescence onwards. A fourth Italian study on middle to late adolescents extends the findings of the third study. Findings indicate that communication regarding off-line activities is higher than regarding web activities. Moreover, parentchild communication was related to internet addiction in this study. Findings, as well as their theoretical and practical implications, will be discussed by a highly-respected German researcher on parent-child relationships from early adolescence to emerging adulthood. Not the quantity but the quality matters: The importance of parent-adolescent conflict resolution styles and affect for future conflict interactions with parents Lies Missotten

Universit Catholique de Louvain (Belgium)

Parent-adolescent conflict is one of the most frequently examined topics in adolescent development, but previous research focused mainly on conflict frequency. Conflicts, however, are not necessarily detrimental for adolescent development. The way adolescents handle conflicts with parents is of crucial importance. In this study, we focus on how conflict resolution styles, conflict frequency, and affect during conflict with parents are interrelated over time. Further, we investigate how these variables relate to adolescents depressive symptoms over time. Three conflict resolution styles were investigated: positive problem solving (i.e., constructive strategies) and withdrawal and conflict engagement (i.e., destructive strategies). Questionnaires about conflict frequency, affect, and resolution with mothers and fathers were completed by 1313 adolescents in five annual waves. Cross-lagged panel analyses were conducted for mother and father separately. Importantly, the findings were not moderated by adolescents sex and age, meaning they also hold for late adolescents. Results indicated that conflict withdrawal and especially engagement predicted angry affect over time. Angry affect, in turn, predicted more conflicts and destructive styles, especially with respect to mothers. These findings provide evidence for a negative cycle of escalating destructive conflict interactions. Positive problem solving was associated with less conflicts and destructive resolution styles over time, suggesting that constructive resolution has a protective effect for future conflict frequency and behaviors. Finally, adolescents depressive symptoms were predicted by affect during the conflict but only for mothers. Hence, it appears that destructive resolution styles have an indirect impact on depressive symptoms through angry affect in mother-adolescent relationships. Depressive symptoms, in turn, predicted higher levels of conflict frequency and destructive resolution styles over time for mothers and fathers. This latter finding is consistent with recent studies on the prominence of child-effects in parent-adolescent relationships. Implications for theory and practice will be discussed.

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Generation me and its helicopter parents: A study on parental overprotection in emerging adulthood Kins Evie

University of Ghent (Belgium)

Parents want what is best for their children. However in a society that is extremely focused on perfection, success, and happiness, the best might be not good enough. Instead, children should excel and feel happy at all times. Hence, in order to help children succeed, many parents nowadays hover over their children and intercede whenever the child faces an unpleasant situation or uncertainty. In general, this societal tendency seems to refer to parents who are overly protective toward their children. Although this parenting phenomenon seems to reach parents of all ages, popular media had recently launched the term helicopter parenting to refer in particular to this type of parental overprotectiveness or overinvolvement during emerging adulthood. Moreover, recent research has revealed that parents remain important sources of influence even when the child has reached the age of emerging adulthood and no longer lives in the parental home. To date, parental overprotection has been mainly investigated in parents of younger children or in specific samples, such as families with children suffering from a chronic health condition or psychiatric disorder. The present study aims to investigate the meaning and impact of overprotective parenting in a Belgian sample of typically developing emerging adults and their parents (N = 300). First, by relating this construct to well-known parenting dimensions, it will be investigated whether we are able to detect an overprotective parenting style besides the classically distinguished parenting styles (i.e., authoritative, authoritarian, indulgent, and uninvolved parenting). A second aim is to focus on underlying dynamics that might explain why parents engage in overprotective parenting behavior. We hypothesize that separation anxious parents and parents with high contingent self-esteem might be particularly prone to overprotectiveness. A final aim is to investigate whether parental overprotectiveness is associated with emerging adults self-regulatory and coping styles. Developmental Changes in Parent-Child Communication throughout Adolescence Keijsers Loes

Utrecht University (The Netherlands)

It is an important developmental task for adolescents to become autonomous and to individuate from parents (Blos, 1967). The autonomy relatedness perspective (Cooper, Grotevant, & Condon, 1983) states that healthy autonomy development can only be achieved by realigning the existing parent-child relationship while ultimately staying connected to parents (see also, Ryan & Lynch, 1989). Throughout the realignment of parent-child relationships in adolescence, parents and children are therefore continuously required to find a way of communicating with one another that facilitates and acknowledges adolescent needs for autonomy and independence while enhancing connectedness and relatedness. This study aims at understanding how parent-child communication regarding adolescent unsupervised activities develops over the course of adolescence. We used questionnaire data from 390 Canadian adolescents (58% girls; 90% European Canadian) who were followed from age 12 to 19. Latent growth curve modeling revealed curvilinear developmental changes that differed for boys and girls. From age 14 to 19 (but not from age 12 to 14) a linear decrease in parental control was found for both genders. For girls, parent-child communication decreased in early adolescence, as indicated by decreasing parental solicitation, decreasing adolescent disclosure, and increasing secrecy. Girls communication with parents intensified in middle adolescence, as indicated by increasing parental solicitation, increasing adolescent disclosure, and decreasing adolescent secrecy. For boys, disclosure declined in early adolescence, but secrecy and solicitation were stable throughout adolescence. Parental knowledge decreased from age 12 to 19 for both genders, but was temporary stable for mid adolescent girls. The meaning of these developmental changes, their timing, and gender differences are discussed. Do you think your parents similarly monitor you when you are in the web-context or not? A study on the relationship between parental monitoring and Internet addiction Tagliabue Semira

Universit Cattolica del Sacro Cuore (Italy)

Many studies have concluded that parents monitoring and child disclosure act as protective factor from problem behaviors during adolescence (Crouter & Head, 2002; Dishion & McMahon, 1998; Keijsers, Frijns et al., 2009; Stattin & Kerr, 2000). Recent research has also focused on the effects of monitoring on Internet addiction. When supportive and participative monitoring and child disclosure are sufficiently present, Internet addiction and online aggression were lower (Law, Shapka, & Olson, 2010; Lin, Lin, Wu, 2009). What it is still not clear is if there is a consistency in the way parents monitor their childrens behavior in web context and in non-web contexts (school, peers relationships), and if they differently affect Internet addiction. The present research aims to answer to those questions, controlling for gender and age. 255 middle to late adolescents were recruited from Italian high schools (Mage = 15.82 years, SD = 1.71), 56.9% males. 54.1% of them were attending first year at high school, 45.9% were attending fourth year. Each student completed a self-report questionnaire. The parenting questions included the Stattin and Kerrs (2000) questionnaire about parental monitoring and a modified version for the online environment. The Internet addiction was measured by the five dimensions of U.A.D.I (Internet, Use, Abuse, Addiction; Del Miglio et al. 2001). Parental monitoring and child disclosure regarding behaviors at school or with peers were higher than monitoring and disclosure regarding behavior in the web context. Regression analyses revealed support of the idea that parental monitoring and child disclosure partially affect some dimensions of Internet addiction. In particular, parental knowledge of adolescents behavior in the different contexts was negatively related to the impact of Internet on real life, but only knowledge about behaviors at school or with peers was negatively related to the dimension of experimentation.

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WORKSHOP
WK10 FRONTAL LOBE SYSTEMS, CHILD DEVELOPMENT AND PLASTICITY. CLINICS, MODELS, RESEARCH 09:00-10:30 | Room 210 Amphiple Chair: Valeria Vianello Dri APSS Trento, Mental Health Dept, Child and Adolescent Neuropsychiatry (Italy) / Agalma Foundation Geneva (Switzerland)

Co-Chair & Disscussant: Franois Ansermet University of Geneva/ Director of Child and Adolescent Psychiatry Service, HUG, (Switzerland)
Contemporary research on developmental issues is frequently found to be in an open debate not only with the psychoanalytical and psychological perspectives, but also with developmental neurobiological aspects. Important questions concerning the developmental age are arising from structural and functional brain plasticity models in early life. Even in the psychoanalytical field, in the paediatric age, some concepts can be discussed in relation to biological and Neuro-developmental models. It is nevertheless essential to maintain clear differences among the various fields of investigation in a dialogical perspective.An interesting field of analysis concerns the cases of frontal dysfunctions in the paediatric age. For several decades research has reported deficits in the regulation of cognition, emotion, and behaviour in adult patients with frontal lobe damage. Those psychic effects found their explication in the lesion patterns of those patients, investigated with the classical neurological/neuropsychological method. Extremely rare is, on the other hand, the psychopathological description of frontal lobe syndromes in the paediatric population. For this reason, in childhood, a clear method of investigation is still an experimental issue. We propose, in this symposium, to explore the field of frontal lobe syndrome and prefrontal functions in the paediatric age, to describe the neurodevelopment effects as well as what can be ascribed psychopathology and the subjective field. Original, paradigmatic and fully documented clinical cases will be presented and discussed in order to develop new clinical perspectives. Bridging brain plasticity, dis-executive functioning, biological development and subjective becoming, it is indeed a challenge for therapeutic strategies and for further advances in models and research. "The Double Reading of Behavior Disturbances in Frontal Lobe Dysfunction in Children" Ouss Lisa

Child neurology Unit, Necker Hospital Paris (France)

Frontal lobe is the peak of a hierarchy of anterior neural structures dedicated to the temporal organization and execution of actions. Behavior disturbances among children with frontal lobe dysfunction are most of the time described within a neuropsychological frame, according to executive functions (lack of inhibition, of planification), attentional processes, and sometimes within a psychiatric framework (psychotic symptoms, desihnibition, familiarity). But those two frames seem unsufficient to completely understand and describe such behavioral disturbances. We miss a psychopathological frame, that takes into account those two aspects of behavior. Frontal symptoms has to be understood as the interactions between the neurological trouble and its effects on childs mind, not only as the addition of both of them. The double reading is a relevant way to join neurobiological and psychodynamical sides, in a complementarist (Devereux, 1972) or neuropsychoanalytical way. Some clinical cases will underpin this proposition. Early bifrontal lesions and development. From childhood into adulthood: a paradigmatic clinical video-report Bolomey Luce

Agalma Foundation Geneva, (Switzerland)

Frontal Lobe Syndrome is very seldom described in children. Extremely rare are the clinical studies that prospectively trace the evolution of the frontal systems throughout the developmental age. Aim of this presentation is to analyze, in a clinical point of view, a boy with an extensive bilateral damage (traumatic accident at fourteen months of age), which has been prospectively studied from childhood to adulthood. Clinical history, evolution and personal development will be traced with a unique selection of video-recordings going from 14 months to 20 years of life. Even though early development seems relatively preserved, mild signs of neuropsychological dysfunctions, learning and behavioral difficulties are observed. But none of the effects of this massive bilateral frontal damage is comparable to the severe clinical features that the same injury would have induced in an adult patient. We will look over what influenced his psychological development: lesions, plasticity, the impact of development and his own becoming. Whatever, the maturing brain plasticity as well as the unique psychiatric treatment allowed our patient to cope his lack of prefrontal cortical areas and develop a stable self. Brain plasticity from the imaging neuroscience perspective Draganski Bogdan

LREN Department des Neurosciences Cliniques CHUV, UNIL Lausanne (Switzerland)

Neuroplasticity is defined as the intrinsic lifelong capacity of the mature mammalian brain for reactive change in behavioural flexibility and is driven mainly by a mismatch between functional supply and environmental demand (Lovden et al., 2010). Our interest in the factors governing brain plasticity and the corresponding neuroanatomical correlates is motivated by the potential implication for developing individually tailored rehabilitative strategies in neurological disorders. We propose a fundamental paradigm shift in investigation and interpretation of training-induced structural brain changes in neuroimaging studies. Our inferences on use-dependant magnetic resonance (MR) contrast changes are based on quantification of myelin, iron and water

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content rather than only on neurobiologically vaguely defined grey matter volume or density. The adopted experimental strategy approaches these issues systematically by addressing a series of questions in histo-pathologically well-characterised clinical entities to establish proof of principle and validate accuracy in comparison with histological evaluation. Consequently, this facilitates the interpretation of training-induced brain tissue property changes in longitudinal behavioural intervention studies on healthy subjects. We propose a new methodological framework to integrate quantitative assessment of training-induced brain tissue property changes, imaging of concomitant neural activity and careful behavioural assessment into comprehensive generative models of brain plasticity. These models will help to infer causal pathways between behaviour and changes in structure/function within specific brain circuits. The long-term goal is to provide information that directly impacts clinical decision-making and therapeutic monitoring in rehabilitation of brain function loss by using advanced methods of image analysis. Frontal Lobe or Frontal Networks? What can we learn from a peculiar clinical case of Frontal Syndrome in adolescence ? Vianello Dri Valeria

APSS Trento (Italy) / Agalma Foundation Geneva (Switzerland)

Since the very first report in 1848 - the famous case of Phineas Gage described by John Harlow Frontal Lobe syndrome (FLS) has been deeply investigated in adult patients. Clinically defined by complex and differentiated emotional patterns combined with specific neuropsychological features, the different forms of FLS can easily mimic well known psychiatric conditions. Seldom described in children FLS is probably poorly recognised while involving the maturing brain. Perspectives .But what happens in the developmental age ? Can we assume the same clinical pictures estabished for the adults in children diagnosis and investigation ? What about the impact on development ? What about what we have learned about developmental issues in psychology ? Do we need more specific tools for investigations ? Treatments perspectives? Working on these questions will allow us to define a developmental window for FLS in the paediatric age. Clinics: The clinical case that will be presented questions the classical relationship Frontal lesion = Frontal Syndrome. It also questions on the possibility, in terms of neuroplasticity, of recovery in the developmental age. It brings us the demand for a specific treatment, because both psychopathological aspects, and neuropsychological aspects are structurally present and connected.

THEMATIC SESSIONS
TS10.1 Family relationships

Chair: France Frascarolo University of Lausanne (Switzerland)

09:00-10:30 | Room 340 Amphiple

Ambivalence in Child-Parent Relations and Its Correlates with Perceived Parenting in Adolescence and Emerging Adulthood: Direct and Indirect Measurement Albert Isabelle, Ferring Dieter

Universit Du Luxembourg (Luxembourg)

The concept of intergenerational ambivalence describes dynamics of simultaneous attraction and repulsion in families. Although previous research has mostly concentrated on experiences of ambivalence in adult child-parent relations, adolescence and emerging adulthood are also phases where the concept may be fruitfully applied to describe parent-child relations. Both periods may give rise to ambivalences and tensions in family relations since they comprise important transformations in child-parent relations that entail many developmental tasks, such as the balancing of relatedness and autonomy in the dual process of individuation. The present study focused these earlier transitional phases in child-parent relations. The general aim was to examine which factors in the child-parent relationship foster (or prevent) the adolescents experience of ambivalences in the individuation process; a special emphasis will be put here on the role of perceived parenting. A sample of N = 233 participants between the age of 14 and 25 (M = 19.00, SD = 2.69) living in Luxembourg reported on their relations towards their mothers and their fathers. The standardized questionnaire measured perceived parenting on three dimensions (maternal resp. paternal support, behavioural control, and psychological control); further, ambivalence towards mothers and fathers was assessed a) directly by use of a newly developed questionnaire including contradictory emotional, motivational, and behavioural tendencies, and b) indirectly by a pattern approach, combining positive and negative emotions towards both parents. Results showed that the experience of intergenerational ambivalence was positively related to parental psychological control both using direct and indirect measurements of ambivalence. Ambivalence was also positively related to paternal behavioural control; a relation with maternal behavioural control was found only for older participants. Results are discussed with respect to developmental phase and roles of mothers and fathers in the regulation of ambivalence within the individuation process.

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Family Influences on Adolescents Peer Acceptance Tamm Anni, Kasearu Kairi, Tulviste Tiia

University of Tartu (Estonia)

During adolescence, peers and being accepted among them become increasingly important. Although many studies have tried to determine the correlates of peer acceptance, most of them have been conducted with small children. Less is known about associations between family and peer relationships in adolescence. The present study contributed to filling this cap by examining whether adolescents relationships with family members and the structure of their family are related to their peer acceptance. We used the Estonian VOC-IR (The Value of Children and Intergenerational Relations) data and our sample consisted of 300 adolescents (mean age = 15.5) and 300 mothers (mean age = 41.5). Adolescents rated the quality of their relationships with parents and grandparents, their own attachment style, and acceptance by peers. Mothers were asked to rate their own parenting behaviour in terms of acceptance and control. The results showed that high quality was most frequently perceived in mother-child and grandmother-grandchild relationships, whereas low quality was most frequently perceived in the father-child relationship. Further analyses indicated that adolescents with low-quality relationships with mother, who had more siblings, lived in a single-mother family, and were high in anxious attachment tended to report lower peer acceptance. Those with high scores on dependent and close dimensions of attachment perceived higher acceptance by their peers. The quality of adolescents relationships with fathers and grandparents and their mothers parenting behaviour had no effect on peer acceptance in the present study. The Relationship between Parents Child Rearing Methods and Personal Readiness For Aggression Among Italian Adolescents Piumatti Giovanni, Marengo Davide , Mosso Cristina, Rabaglietti Emanuela

University of Turin (Italy)

Studies have demonstrated a relationship between externalizing and internalizing symptoms in adolescents and family functioning and suggest that parenting style has a significant effect on adolescents behavior. In particular, specific attention has been given to those mechanisms of aggression namely the patterns for readiness for aggression (RA) that are precursors of external forms of aggressive behaviors. However, how individuals perception of the parentchild relationship is related to their presenting symptomologies in this domain is still unclear. The purpose of this study was to assess the antecedents of personal RA in a population of Italian adolescents (N = 887; Mage = 18; SD = 1.20; Range = 15 19) by taking into account the parenting styles and rearing practices experienced in the family of origin. Instruments for data collection included the Readiness for Interpersonal Aggression Inventory (Frczek, Konopa and Smulczyk, 2008) and the Parents Behaviors and Attitudes towards Children Retrospective Inventory (Frczek, Dominiak and Rutkowska, 2008). Categorization of parenting styles belonged to three categories: Authoritative, Authoritarian and Permissive. Conversely, personal RA was described in three different styles: Emotional Impulsive (E-IR), HabitualCognitive (H-IR) and PersonalityImmanent (P-IR). Results reveal that (a), females are more prone to report H-IR and P-IR readiness for aggression styles than males; (b), mothers and fathers authoritative parenting styles are significantly negatively correlated with E-IR and H-CR readiness for aggression styles; (c) an authoritarian and an authoritative parenting styles of the mother are negatively correlated respectively with E-IR and P-IR readiness for aggression styles; (d) adolescents gender moderates the relationship between certain kinds of fathers or mothers parenting styles with individuals personal RA. Talking about Quality of Life with Short Statured Children and Their Parents Quitmann Julia Hannah, Rohenkohl Anja Christine, Sommer Rachel, The Qolissy Study Group, Bullinger Monika

University Medical Center Hamburg-Eppendorf (Germany)

Contemporary research on developmental issues is frequently found to be in an open debate not only with the psychoanalytical and psychological perspectives, but also with developmental neurobiological aspects. Important questions concerning the developmental age are arising from structural and functional brain plasticity models in early life. Even in the psychoanalytical field, in the paediatric age, some concepts can be discussed in relation to biological and neuro-developmental models. It is nevertheless essential to maintain clear differences among the various fields of investigation in a dialogical perspective. Aim: Focus groups are an important qualitative method to understand patient concerns and the first step in the development in patient reported outcomes. In order to develop an internationally usable quality of life instrument for children, such focus groups were conducted simultaneously in 7 European countries and in the US. The aim was to collect information about childrens and adolescents perceptions of their growth disorder and their views concerning their quality of lives. Methods: Potential participants were identified by clinical centres. Focus groups were conducted for 3different age groups, respecting treatment status and gender distribution. More than 100 children and adolescents and their parents participated. The focus group discussions took from 60 - 90 min and were audiotaped, transcribed and qualitatively analysed using MAXQDA. Results: Transcripts from focus group discussions were examined for relevant text sequences or narratives that reflected the participant input as closely as possible. The narratives varied in number and yielded in more than 5000 statements. After screening for duplication in content, statements were further reduced per country and translated into English. Results were reviewed, sorted to facets in 5 domains via expert consensus, leading to the conceptual model and selection items for debriefing and pilot test. Conclusion: The focus groups provided rich material for further analysis. Short stature -if diagnosed clinically- is a main focus of attention for children and their parents. Especially teasing and bullying are frequent experiences in short statured kids which are met by coping efforts. Interindividual and cross-cultural differences in Qol effects were found, suggesting a complex model for understanding wellbeing and functioning in these kids.

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Observed Sibling Interaction: Its Links with Parenting Behavior and Interparental Conflict Merino Laura, Martnez-Pampliega Ana, Leire Iriarte, Cormenzana Susana

Universidad De Deusto (Spain)

Sibling relationships have great influence in the socialization process of children, not only inside the family but also with peers. There are many possible approaches to study sibling relationships: self-reports are more usual with teenagers while observational techniques are more common with young children. So there is a need to compare both types of information. This study aims to analyze the quality of sibling relationships with an interaction coding observational system. Also, it analyzes the association between sibling relationship and other family variables such as parenting behavior and interparental conflict. Finally, observational results are compared to self-report measures of the quality of sibling relationship. In this study 30 sibling dyads were observed while they were doing a task together in a lab-setting and there were two observers coding each sibling interaction. Participants were 8-18 years old and they were contacted through different schools in Bizkaia (Spain). Participants completed some self-reports questionnaires before the task and some other after the task. These variables were studied: sibling interaction measured with the Relationship Affect Coding System (Peterson, Winter, Jabson & Dishion, 2008) and with the Sibling Relationship Questionnaire (Furman & Buhrmester, 1985) (both of them translated to Spanish); parenting behavior measured with the scales Education of the Father, Education of the Mother and Parents discrepancy from the TAMAI (Hernndez-Guanir, 1983); interparental conflict measured with the Child Perception of Interparental Conflict-Young (McDonald & Grych, 2006) (translated to Spanish). It is expected that observational measures of sibling interaction will show a moderate to high correlation with the results of the self-report measure of sibling relationship. Moreover, it is expected that sibling relationship quality will have a negative association with the perceived interparental conflict and a positive association with parenting positive behaviors. These results will help to develop observational measurements for sibling interactions and understand their relationship with other family variables.

TS10.2 Challenging syndroms

Chair: Laura Udry-Jrgensen Centre Hospitalier Universitaire Vaudois- CHUV Lausanne (Switzerland)

09:00-10:30 | Room 321 Amphiple

Preschoolers with Down Syndrome Dont Yet Show The Learning and Memory Impairments Seen i Adults with Down Syndrome Roberts Lynette, Richmond Jenny

University of New South Wales (Australia)

Recent studies suggest that Down syndrome (DS) is characterised by a behavioral phenotype of specific strengths and weaknesses, rather than a generalised developmental delay across all domains. In particular, adults with DS exhibit unique deficits in learning and memory processes that depend on the hippocampus, and there is some suggestion of impairments on executive function abilities that depend on the prefrontal cortex. While these functions have been investigated in adults with DS, it is largely unclear how these kinds of learning and memory processes develop in children with DS. Here we tested preschoolers with DS (n = 17; 3-5 years old) and typically-developing children (n = 17; 18-, 27- , & 36- months old), age-matched on receptive language scores, on a battery of eye-tracking and behavioral measures that have been shown to depend on the hippocampus or the prefrontal cortex. Children with DS performed equivalently to mental-age matched controls on behavioral tasks that depend on the hippocampus and the prefrontal cortex. Our results show that the disability-specific memory deficits documented in adults with DS are not yet evident in the preschool years, and suggests that early childhood may be a critical time frame for targeted early intervention. Developmental Functioning in Children after Mild Traumatic Brain Injury: Neuropsychological Outcomes, School Functioning and Teacher Perspectives Case Rosalind1, Starkey Nicola1, Feigin Valery2, Barker-Collo Suzanne3, Jones Kelly3
1 2 3

University of Waikato (New Zeland) AUT University (New Zeland) University of Auckland (New Zeland)

It is well-established that moderate or severe Traumatic Brain Injury (TBI) in children can impact on developmental functioning across multiple domains. Less is known about the impact of mild TBI (mTBI) on child functioning. The Consequences of Brain Injury in Childhood (COBIC) study examined relationships between mTBI and developmental and academic functioning of children aged 6-12 years at 12-months post-injury. Data was drawn from a comprehensive neurodevelopmental assessment of 41 children with mTBI and 41 comparison children free from TBI. Additional information about childrens development was obtained via parent/caregiver interviews and school teacher postal questionnaires. At 12 months post-TBI, children with mTBI were characterised by more symptoms of emotional and behavioural disorders and high rates of learning disorder (as classified by discrepancies between ability and performance). Poorer cognitive functioning and academic performance were also evident in the mTBI group. Relationships between mTBI during childhood and later developmental outcomes are likely complex and multi-factorial in nature. To examine teachers approaches to managing children with mTBI, 20 teachers were individually interviewed about their understanding and experience of child TBI at school. A thematic content analysis revealed that teachers perceive: that mTBI would be unlikely to impact on childrens functioning; a lack of communication and support from medical and psychological spheres relating to care management; a lack of basic information and professional development opportunities in this area. Together, these findings suggest that children with mTBI are more likely to experience developmental difficulties that may adversely impact on

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their school functioning, and that education providers are unsure of what to expect from and how to support such children. The interrelated nature of developmental and injury symptoms is discussed and the development of educational programmes for teachers with a focus on school management of mTBI and its impacts is considered. Level of Self-Sufficiency of Young People with Down Syndrome (Age 16-19 Years Old) van Gameren-Oosterom Helma, Fekkes Minne, Van Wouwe Ko

TNO, Leiden (The Netherlands)

Background and aims: Becoming independent is for young people with Down syndrome (DS) not a standard development, because of their intellectual impairment. Parents often wonder what level their child with DS might reach. This study aims to measure the level of selfsufficiency and problem behaviour in a large population based sample of 16-19-year-old people with DS. Methods: Parents of Dutch children with DS born in 1992, 1993 and 1994 were invited to participate (n=513). Data were collected by a written questionnaire for the parents, containing the Dutch SRZ (measuring social independence), the Child Behaviour Checklist, the Children's Social Behaviour Questionnaire, and additional questions on skills and background. Differences between mean values were evaluated using t-tests. Results: Mean age of the 322 participating young people with DS was 18.3 years (52.8% boys). Results indicate that 8 out of 10 young people with Down syndrome learns to swim, can bicycle (4 out of 10), is able to use knife and fork (8 out of 10), and can use the computer and television without assistance (7 out of 10). 4 out of 10 can write a note of read a simple paragraph, and 4 out of 10 can make a simple mathematical addition. Considering their basic daily skills, they reached a level of around 70% of independent functioning. Girls had a higher level of functioning than boys (p< 0.001), except for the subscale social orientation. With regards to behaviour problems the young people with DS had more behavioural problems on the subscales social problems, thought problems and attention problems compared to a reference group. Only on the subscale anxious/depressed young people with DS scored fewer problems (p< 0.001). Conclusions: Young people with DS do not reach a complete level of independent functioning. Behavioural and social problems have an important contribution to the limited self-sufficiency of this group. Attenuated Negative Symptoms, Dysfunctional Beliefs and The Experience of Pleasure In Adolescents with 22q11.2 Deletion Syndrome Schneider Maude, Van Der Linden Martial, Menghetti Sarah, Debban Martin, Eliez Stephan

University of Geneva (Switzerland)

Introduction 22q11.2 deletion syndrome (22q11DS) is a neurogenetic condition associated with increased risk for schizophrenia (Murphy et al., 1999). Attenuated psychotic symptoms emerge during adolescence in a majority of 22q11DS patients. In particular, the severity of negative symptoms represents a characteristic of this syndrome and strongly influences outcome (Schneider et al., 2012). Despite the clinical significance of negative symptoms in 22q11DS, the factors contributing to their emergence remain largely unknown. Recent research in schizophrenia has highlighted the role of dysfunctional beliefs and anticipatory pleasure in the expression of negative symptoms (Gard et al., 2007 ; Grant & Beck, 2009). Method 37 adolescents with 22q11DS (mage = 17.98, 56.8% females) and 28 controls (mage = 16.90, 60.7% females) completed the Dysfunctional Attitude Scale (DAS), the Temporal Expression of Pleasure Scale (TEPS), and the Schizotypal Personality Questionnaire (SPQ). Results The two groups differed on the TEPS consummatory dimension of pleasure (F(1,63) = 8.366, p = 0.005) but not on the anticipatory dimension. These dimensions were not associated with the positive or negative subscales of the SPQ. 22q11DS adolescents reported a higher level of dysfunctional beliefs regarding need for approval (F(1,63) = 4.433, p = 0.039). However, they did not significantly differ from controls on other types of dysfunctional beliefs (e.g. beliefs regarding performance). While beliefs regarding need for approval were negatively associated with positive and negative schizotypy, beliefs regarding performance were positively associated with these two dimensions. Discussion 22q11DS adolescents reported decreased consummatory pleasure but intact anticipatory pleasure compared with control adolescents, which was contrary to our hypothesis but consistent with the findings of Strauss et al. (2011). Furthermore, and consistent with Couture et al. (2011), dysfunctional beliefs regarding performance were associated with the clinical expression of schizotypy in 22q11DS adolescents. This represents an interesting target for future interventions in this population.

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TS10.3 Early Development and Culture

Chair: Natalia Sabelnikova Altai State Ledagogics Academy (Russia)

09:00-10:30 | Room C Amphiple

Infant weaning: choices and effects on the experience of feeding Costantini Cristina, Reddy Vasudevi, Fasulo Alessandra, Akehurst Lucy

University of Portsmouth (United Kingdom)

Introduction: Guidelines from various International Health authorities differ in their recommendations about infant weaning: some recommend that it begins only at 6 months of age (WHO), others (ESPGHAN) that it can begin between 4 and 6 months. Furthermore, caregiver-infant interaction during feeding has been rarely described in typically developing infants, particularly with regard to parental strategies during feeding. Objectives: This short-term longitudinal study investigates the process of weaning in terms of its when, how and what. The study explores caregiver-infant interaction during mealtimes at 1 week after weaning and at 7 months of infant age, in families with typically developing infants in two European communities. Methods: Twenty-three British mothers and 23 Italian mothers of infants aged between 3 and a half and 7 months were interviewed at three different points in time: before the onset of weaning (VISIT 1), after the first introduction of solid food (VISIT 2), and when the infant was 7 months (VISIT 3). Mealtimes were video-taped in VISIT 2 and VISIT 3. Mothers completed the Infant Behaviour Questionnaire Revised (IBQ-R) at VISIT3. Results and conclusions: The results show cultural and individual differences in feeding practices in the strategies adopted by parents during the feeding and in the timing of the introduction of solids. Official guidelines and Health experts in both communities have a variety of sometimes conflicting recommendations about weaning practices. Advice about weaning appears to be based on awareness of single models of good feeding practice, rather than with awareness of other possibilities of good practice. The risk of single (usually Anglo-American) perspectives about when to feed, and about what is a good and sensitive mother, may create stereotypes and limitations. Feeding practices, caregiver-infant interaction, and parental beliefs should be considered in relation to the context and the cultural environment in which they are involved. Attachment and Risk among Bedouin Children in Unrecognized Villages in The Negev Marey Sarwan Ibtisam

The Hebrew University of Jerusalem (Israel)

This presentation will discuss cultural perspectives of attachment and risk among Bedouin children in unrecognized villages in the Negev. The study is based on a multidisciplinary approach to the study of children growing up in minority groups from the fields of child development, cross-cultural psychology, and social work The study aims to observe and document an early social experiences during the infants first year of life, and discuss cultural perspectives of attachment and risk among Arab-Bedouin infants from the unrecognized villages in the Negev. Moreover, the cultural specificities will be used as baseline to promote culturally sensitive assessment, prevention and intervention programs for children who are at risk and their families in this community. Methodology include " mixed methods", observations, interviews, and questionnaires that will be analyzed both qualitatively and quantitatively. In addition children will be presented with a variation of the " stranger situation" developed in Cameroon. Data is planned to be gathered in two time spots, 2-4 months and one year. The proposed presentation will focus on preliminary results of the first months of the infants life. The Role of Religiosity In Maternal Beliefs about Expressing Warmth and Strictness toward Children Sen Hilal1, Yagmurlu Bilge1 , Yavuz Melis1 , Naz Eroz Beliz2 , Harma Mehmet3
1 2

Koc University (Turkey) Okan University (Turkey) 3 Middle East Technical University (Turkey)

Parents cognitions and behaviors related with child and child rearing are closely associated with their world views. In the developmental psychology literature, education level has been examined as one of the most significant demographic predictors of parental ethnotheories. While this relation is pretty well established, there is little knowledge on the role of religion in parental cognitions and practices. The available findings have revealed mixed evidence; some suggest that religiosity increases authoritarian parenting, while others indicate that religiosity is linked with a more child-oriented approach in parenting (e.g., tolerance). These findings usually come from western, Christian samples; and do not control for parental education, which is likely to be an important confounding variable in this research domain. This study examined the relations among religiosity and parental strictness and warmth in Turkey, where the population is predominantly Muslim. The sample consisted of 262 mothers (Mage = 33.56) with at least one preschool-aged child; the mothers came from low, middle, and high socioeconomic backgrounds. We conducted in-depth semi-structured interviews to examine maternal ethnotheories about warmth and strictness (e.g., why and how they displayed warmth and strictness). Mothers responses were transcribed and coded by two researchers (Cohens Kappa = .80). The mothers also completed a set of forms and questionnaires including The Revised Religious Life Inventory ( = .94, Hills, Francis, & Robbins, 2005). Both qualitative and quantitative analyses were performed to examine the response patterns revealed in the interviews. The role of religiosity in Turkish mothers cognitions about warmth and strictness in child rearing was analyzed via multivariate statistics. Controlling for

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maternal education, the predictive value of religiosity in warmth- and strictness-related cognitions and behaviors decreased; but many patterns remained significant. The findings suggested that religiosity is associated with education level but has individual predictive value in explaining some basic parental cognitions. Attachment Styles of 4-to-6 Year-Old Turkish Children Who Live in Two Distinct Socio-Cultural and Historical Contexts Erden Sule, Ozgun Ozkan

Cukurova University, Adana (Turkey)

The purpose of this study is to discern the impacts of different socio-cultural and historical contexts on emotional development of early childhood children. More specifically we investigate the attachment styles of 4-to-6 year-old Turkish children who live in Turkey and Denmark. To this end, we collected data from immigrant children who were born in and whose families still live in Denmark, and children who live in Turkey. We hope to explore the possible impacts of cultural exclusion on emotional development by including immigrant and non immigrant Turkish children in research design. Sample of the present study consisted 90 children who were between the ages of 4 to 6 years old at the time of data collection. Participants were drawn from two distinct groups in Turkey and Denmark. First Group: Participant children were from immigrant children whose families still live in Denmark (45 children) Second Group: We collected data from children who live in Turkey (45 children). Before conducting the study, parents were informed about the study, their, and their childrens role in it. Written informed consents were obtained by parents. First, parents completed demographic information form. Then participant childrens attachment styles were measured using six different attachment doll play tasks. All the materials were administered to participant children individually and coded by two independent coders. Results of the study will be presented and discussed in the framework of attachment theory and socio-cultural historical theory.

TS10.4 Professional Identity and Social Cultural Conditions

Chair : Renu Narchal University of Western Sydney, Penrith (Australia)

Migrant Settlement: Job-Seeking, General Ethnic Discrimination, Health and Wellbeing Narchal Renu

09.00-10:30 | Room 413 Amphimax

University of Western Sydney, Penrith (Australia)

One main component of migratory process remains ubiquitous within the field of migration research, that is, the psychological impact of migration on individuals. Irrespective of visa category, migrants undergo immense pressures, with job-seeking being paramount. This influences development and settlement in a new cultural framework. Preoccupation of finding a source of livelihood commensurate with overseas obtained qualifications, training, experience and skills is such that, job-seeking becomes a full time job. Adopting a mixed-method approach, this study attempted to understand the job-seeking experiences of migrants including refugees, and humanitarian entrants from culturally and linguistically diverse (CALD) backgrounds in Sydney, Australia, to determine factors that assist and or hinder their occupational attainment, commensurate with their credentials. A total of 107 participants (59 per cent males and 41 per cent females) between the ages of 18-61 consented to participate in the study. Participants completed demographic information and psychological measures with demonstrated reliability and validity including Self Rated General Health Questionnaire; General Ethnic Discrimination Scale; Depression Anxiety and Stress Scale and Wellbeing scale. Open-ended interviews were conducted with 30 participants to elicit their job-seeking narratives. Thematic analysis revealed 6 major themes related to job-seeking barriers. Correlations were determined between demographic variables and reliable measures to understand their relationship. Further, Multiple Regression Analysis revealed racism experienced over the life time including job-seeking, to be a significant independent predictor for wellbeing and stress and racism experienced over the past year as a significant independent predictor for stress. This study has implications for migration policy, development and wellbeing. To See Far Away: Relationship between Cultural and Proximal Factors On Future Orientation: The Case of Palestinian Adolescents in Israel. Mahajna Sami

Beit Berl College, Umm Al Fahem (Israel)

the main purpose of the present study was to study how Israeli Palestinian adolescents construct their future, the extent to which this construction is stable over one year, and to what extent proximal school and family environment and intra-personal factors serve as barriers and supports for future orientation, as steps for realizing aspirations. The present study traced changes in the development of Palestinian adolescent (ages 15-17) future orientation across time by using a short-term longitudinal design consisting of two waves of data collection: T1 at the beginning of the school year and T2 toward the end of the year. 881 adolescents participated in the first wave and 775 in the second wave of the study. 71.4% were girls and 28.60% boys, and 52.50% were in 10th grades and 47.5 were in 11th grade. Five sets of questionnaires were administered: School climate, Family atmosphere, Intrapersonal variables, two domains of Future orientation: higher education and marriage and family, and developmental outcomes. A repeated measure ANOVA with a Greenhouse-Geisser correction determined that there is minimal significance differences occurred between the two time points in the five sets of variables. In other words, the future orientation of Palestinian adolescents stayed stable at least over one

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year during the period of planning the future. Structural equation modeling (SEM) analysis revealed that although there is a similarity in the paths explained girls and boys' future orientation construction, there are important differences between girls and boys paths. For girls, future orientation variables are predicted by three proximal variables, family environment, family attitudes, and school environment, whereas for boys, only family environment variable predict future orientation variables. In parallel, girls' future orientation variables predict optimism and academic achievements as outcomes. For boys, future orientation variables predict only optimism. Developing Professional Identities of Adolescents with A Migration Background As A Function of Value Orientations, Self-Efficacy, and Consulting Resources Al-Dawaf Nadja, Weimann Regina , Thomas Joachim

Catholic University of Eichstaett-Ingolstadt (Germany)

Actual findings show that adolescents with Turkish migration background are clearly less successful in the apprenticeship and labour markets than other groups in Germany. Significant differences already appear in application behaviour. While application behaviour and application chances are well examined, very limited empirical evidence is found concerning another essential aspect of transition from school to occupation, namely of the development of professional objectives that are necessary for professional identity. The present project aims to close this gap through research. The development of professional objectives is being investigated in the context of occupational value positions, occupational self-efficacy, and the availability of institutional support via schools and non-institutional support via parents. In detail it is a matter of investigating in a qualitative research how career goals and general professional values up to action plans develop, and which role parents and schools play as consulting authorities. As a significant moderator variable for the implementation of goals in actual behavior, professional self-efficacy has been included. The impact of cultural orientation on framing a professional identity and how Turkish adolescents differ in their consulting behaviour from Germans will also be investigated. In our first study with Turkish and German adolescents we interviewed students at the age of 15-16 years. The results of this study show that a parental home provides important support, however, while Turkish adolescents perceive primarily an emotional support, Germans report in addition, as a central theme, their advisory function. These and other issues will be thoroughly explored in two following qualitative studies with Turkish and German adolescents who are attending a higher grade at school on one hand and with students in the ninth grade on the other hand. Developmental Pathways To Socio-Economic Status Mobility Results From An Icelandic Longitudinal Study Steinhoff Annekatrin

University of Mnster (Germany)

The paper investigates in how far life chances in terms of socio-economic status mobility from childhood to adulthood are related to early life course experiences and corresponding psychological development. Following a social-ecological model as defined by Urie Bronfenbrenner, it is assumed that life patterns result from a complex interplay between social structural conditions, patterns of relationship experiences and individual psychological dispositions. In 1976, a longitudinal study of Icelandic individuals (7 years old) was established with the purpose to decode the relationship between social structural framing of living conditions and personal development, as well as their impact on life chances in the long run. Data collection was completed in 2007 (9th wave), when the respondents were in their late thirties. At the onset of the study, the childrens SES was measured as a multidimensional configuration of the respondents parents type of work. Their own educational and vocational achievements, as reported in adulthood, are classified correspondingly. As possible predictors of the individual capability to overcome the constraints of social origin, in terms of socio-economic status mobility, we include information on a) family support as provided by the respondents parents in 1976, b) teacher ratings concerning the adolescents developments of social behavior and competences, as well as c) the respondents performances in (social) cognitive tasks. N=118 cases are complete with all measurements considered. Logistic regression analyses and detailed descriptions of group patterns show significant meaning of (social) cognitive development as measured by psychometric tests, interviews and teacher ratings. In addition, mobility from low to high SES corresponds with high rates of pro-social behavior as observed by a teacher during adolescence and with the development of internal locus of control. The results imply the crucial meaning of inspiring and supportive social environments in the context of individual life chances.

TS10.5 Adolescence and Acculturation

Chair: Andrea Michel Department of Child and Adolescent Psychiatry, Psychotherapy & Psychosomatics, University of Leipzig (Germany)

09:00-10:30 | Room 414 Amphimax

Adolescents Ethnic Identity in Family and Peer Contexts van der Meulen Kevin1, del Barrio Cristina1, Granizo Laura2, Lara Laura3
1 2

Universidad Autnoma De Madrid (Spain) Universidad Internacional de la Rioja (Spain) 3 Univrersidad de Sevila (Spain)

Increasing immigration in Spain has resulted in an increase of the number of immigrant students in schools. During the secondary education years, the normative task of constructing their identity is more challenging for those coming from a different country as they are in touch with

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both cultures, the one of their familys country of origin and the country theyre actually living in (e.g. Berry 1980, Fuligni et al. 2008, Lara 2012, Phinney & Devich-Navarro 1997). The present study combines questionnaires administered to a sample of 397 students and in-depth interviews to a part of them in order to explore issues related to their interpersonal relationships and their ethnic identity, emotional and cultural links with either country. Students were selected in the provinces of Madrid and Seville from 14 schools with high rates of immigrant pupils coming from the most representative ethnic groups in Spain, i.e. Latin-American, Northern African and Eastern European. Data on the quality of their family and peers relationships as well as their sense of well-being in the school will be presented. Ethnic group and number of years living in Spain count more than gender and age for differences between participants. The nature of their relational experiences as central or peripheral features of the acculturation processes is discussed. Coming of Age between Two Cultures: The Experiences of African Adolescent Refugees in Ireland Kennedy Lisa Ann, MacNeela Padraig

National University of Ireland, Galway (Ireland)

This longitudinal research uses Interpretative Phenomenological Analysis (IPA) to better understand the experience of acculturation among African refugees living in Ireland. IPA is a distinctive psychological approach to qualitative research, which prioritises idiographic analysis of the lived experience of a phenomenon, in this case engaging with the process of acculturation. Participant accounts were gathered at two time points through semi-structured interviews with three refugee adolescents (2 male, 1 female, aged 17-19, from Nigeria). Participants had been living in Ireland for between 3 and 8 years at the time of the first interview and had come through the process of family re-unification. Transcripts from the interviews at time 1 were coded and emerging themes were identified. Interviews from time two were analysed separately. Patterns of consistency and change were noted across the analyses. One over-arching theme was identified which reflected the participants search for autonomy. This theme was composed of four subthemes, reflecting the various contexts in which the participants sought their autonomy (educational settings, in the family, in wider social circles and at the societal level) and how their relationship to their heritage and host cultures impacts this search for autonomy. The themes identified reflect how these participants, like other adolescents, strive for a sense of independence. However, these adolescents also had to negotiate their cultural identities in a context where certain values they held came into conflict with the host (Irish) culture or the heritage (home) culture. While this created tension for the participants in some circumstances, their multiple cultural identifications also provided them with a resource, allowing them to creatively address the adolescent task of identity development. The findings illustrate the need to contextualise the adolescent experience of acculturation. Future research should consider how interactions between adolescents and their contexts influence the process of acculturation. Emotional Autonomy in Native and Ethnic German Immigrant Adolescents Michel Andrea1, Titzmann Peter F.2
1 2

Department of Child and Adolescent Psychiatry, Psychotherapy & Psychosomatics, University of Leipzig (Germany) Jacobs Center for Productive Youth Development, University of Zurich (Switzerland)

Emotional autonomy (EA) in adolescence was originally designed to assess an age-appropriate and adaptive increase in self-reliance, which in part results from negotiations for freedom between adolescents and parents. in this study, we investigated, first, whether EA indeed is an indication of normative development, and, second, whether it is similarly positively related to psychological functioning among natives and immigrants. We expected EA to be more pronounced among older adolescents, and when there are more conflicts and disagreements with parents; and hypothesized it to be related to less depressed mood and higher self-efficacy. However, these associations may vary depending on cultural background. Although the underlying mechanism for the development of EA probably is the same, we expected EA to be more adaptive in groups with individualistic background (i.e., native Germans) and more disadvantageous in situations where strong family bonds are more normative, such as immigrants from more collectivist backgrounds (i.e., ethnic German immigrants from the former Soviet Union). Our results in a sample of ~300 adolescent-mother dyads (56% female adolescents) showed similar predictors of EA among natives and immigrants. In both samples an older age and more disagreements between mothers and adolescents related to higher levels of EA independently. Regression analyses in which depressed mood and self-efficacy were the independent variables showed that EA was related to more depressed mood, but unrelated to self-efficacy (controlling for a range of covariates, such as age, gender, and family background). However, the association of EA and depressed mood was moderated by group membership, being stronger among ethnic German immigrants. In sum, our results indicate that EA can be considered to indicate age-related development partly promoted by disagreements with parents. However, whether this process is beneficial or not seems also to depend on cultural background: in collectivist immigrant groups EA rather seems maladaptive. Identity Development in Adolescents with Turkish Migration Background Thomas Joachim, Al-Dawaf Nadja, Frank Patricia, Fehl Linda, Weimann Regina

Catholic University of Eichstaett-Ingolstadt (Germany)

Identity development is a central development task for young people. Especially for adolescent people with migration background is this even more essential, because the confrontation between home and host culture is particulary clear in this context. The aim of the following study is first to identify a current identity status, and second to focus the process character of identity development and future life plans. In this context 60 semi-structured interviews with young people are accomplished in accordance with James Marcias Identity Status Interview, which offers the possibility to identify four different identity Statuses (Foreclosure, diffuse identity, moratorium, identity achievement). The superordinate question in this context is how the four different identity statuses are distributed in young people with and without migration background, at different ages and with different gender.

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Furthermore the life plans are compared on the level of content in order to determine the influence of cultural background on different living areas, like relationship and marriage, family and role as parent religious and politic beliefs and Gender Attitudes. The sample includes male and female adolescents at the age of 16 to 19 with Turkish migration background and German origin. The existing results show significant differences in the identity status. For example, people with Turkish migration background show almost exclusively foreclosure in the relationship area, while German adolescents show identity achievment. This is supported by the content analysis, which show for example that the German sample stronger works out this topic by considering the pros and cons of marriage than the Turkish sample does. Similar results exist in the areas dealing with family formation, religious beliefs and Attitudes towards gender roles. The results are discussed with respect to the role of culture and migration on identity formation.

TS10.6 Cyber Bullying

Chair: Dagmar Strohmeier University of Applied Sciences Upper Austria (Austria)

09:00-10:30 | Room 201 Amphiple

Adolescents' Emotional and Behavioral Reactions towards Cyberbullying Vs. Traditional Bullying in Relation to Social Support and Gender Olenik Shemesh Dorit, Heiman Tali

The Open University of Israel (Israel)

Coping with cyberbullying (CB) has become an essential challenge in adolescents daily life (Parris et al., 2012). CB has arisen since the use of electronic media became a fundamental part of adolescents life (Smith et al., 2006). It affects teens' daily functioning, personal well-being and welfare, and has prolonged psychological effects, as well as negative effects on academic performance and sometimes physical health (Patchin & Hinjuda, 2011). The purpose of the current study was to examine patterns of adolescents emotional and behavioral reactions towards CB, and to study the relationship between negative emotional reactions and social support. 698 Israeli adolescents (aged 11-16) completed a cyberbullying and social support questionnaire exploring their perceptions and reactions towards CB. Almost 20% of the participants reported as being cyber-victims, while 29% were victims of traditional bullying. of the participants, 49% perceived CB as less harmful than traditional bullying, and 10% perceived it as more offensive. The most prevalent negative emotional reactions to CB were rage, stress, anxiety and worry, while the least prevalent were psychosomatic reactions. Significant differences were found between reactions to CB and traditional bullying in five out of 11 emotional reactions. Positive correlations were found between high levels of negative emotional reactions and low social support. The most prevalent behavioral strategies were ignoring, attacking back and sharing with close friends, while the least prevalent was leaving the online space. Significant differences were found between cyber-victims and traditional victims in behavioral reactions. While cybervictims tended to share the experience mostly with friends, and rarely with parents, traditional victims shared mostly with parents. Gender differences are discussed. The study findings may lead to the identification and construction of effective coping strategies relating to emotional and behavioral aspects, to help youth cope effectively with cyber-victimization through appropriate intervention programs. Cyberbullying Victimization and Psychological and Behavioral Health Problems Among Spanish Adolescents: A Longitudinal Examination of The Reciprocal Relations Gmez-Guadix Manuel1, Smith Peter K.2, Orue Izaskun1, Calvete Esther1
1 2

Universidad de Deusto, Bilbao (Spain) Goldsmith, University of London (United Kingdom)

This research aimed to analyze the temporal and reciprocal relationships between being a victim of cyberbullying (CB) and three frequent psychological and behavioral health problems during adolescence: depressive symptoms, substance use, and problematic Internet use. We also analyzed if the relationship between CB and these psychological and behavioral health problems differs as a function of being only a victim or being both bully and victim. The sample comprised 845 Spanish adolescents (mean age= 15.2, SD = 1.2) who completed the measures both at Time 1 and at Time 2 six months apart. We used structural equation modeling to analyze the relationship among variables. CB victimization at Time 1 predicted depressive symptoms and problematic Internet use at Time 2. Additionally, higher depressive symptoms and more substance use at Time 1 predicted more CB victimization at Time 2. However, the relationships of CB predicting substance use and problematic Internet use predicting CB were not significant. In addition, bully-victims presented higher levels than victims of all three problem variables, both at Time 1 and Time 2. CB is associated with some significant psychological and behavioral health problems among adolescents. Intervention efforts should pay special attention to these in the prevention and treatment of consequences of cyberbullying.

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Coping Strategies, Resilience and Cyberbullying in University Students Elipe Paz1, Mora-Merchn Joaqun A.2, Ortega Rosario3
1 2

University of Jan (Spain) University of Seville (Spain) 3 University of Cordoba (Spain)

Several studies have shown the strong negative emotional impact of traditional bullying and, recently, cyberbullying on people involved. However, some studies have found that some victims do not seem to be emotionally affected by these phenomena (i.e., Borg, 1998; Ortega et al., 2009). A variety of variables have been hypothesized as responsible of this fact. Coping strategies and resilience are being studied from this point of view. Concerning coping strategies, some research have demonstrated that they affect, to a certain extent, the emotional impact and vice versa, that is to say, the emotional impact could affect to the reactions of the person (i.e., Egan & Todorov, 2009; Hunter & Borg, 2006). On the other hand, resilience, the ability to bounce back in the side of adversity, is becoming an important hypothetical construct to understand some differences between victims of several kind of violence along development (i.e., Christle et al., 2000). Besides, some studies have found a relationship between resilience and involvement in bullying, either roles, victim or aggressor (Donnon & Hammond, 2007). Thus, these two variables, in an independent way or associated to each other, could help us to understand the emotional profiles found in students involved in cyberbullying. In this study we analyse the relationship between coping strategies, resilience and emotional impact of cyberbullying in a sample of university students from Andalucia (South of Spain). The results are discussed according to resilience theoretical framework highlighting, particularly, the practical implications related to prevention and intervention cyberbullying programs. Negative Appearance Related Comments On The Internet - A Form of Cyberbullying Berne Sofia, Frisn Ann, Kling Johanna

University of Gothenburg (Sweden)

Background. We found in a previous study that many pupils believed that cyberbullying often is directed at the victims appearance, especially when girls are cybervictims (Frisn, Berne, & Lunde, 2012). Aim. The aim of this study was to investigate what kind of negative appearance related comments pupils receive on the internet and in what forums. Method. Fifty-one pupils, age 10 and 15, participated in 8 focus groups, divided by gender and age. Results. The results showed that many of the pupils often received negative appearance related comments. The most common forums for negative appearance related comments where different social networking sites, such as Facebook, Instagram, Twitter, Chats and Blogs. Girls reported that they were more likely than boys to receive negative appearance related comments. However, many boys were also targeted. Concerning what kind of negative appearance related comments the pupils received on the internet, several of the pupils reported that they received negative comments about their weight and especially obesity. This can be illustrated by one of the ten year old girls examples of comments you might get on the internet: skinny, you should eat more, we dont want to see you, or hi fatso, lose weight. Another recurring theme mentioned by the pupils was that the negative comments concerned their clothes and make up. It was also common that facial features (e.g., nose and teeth) on uploaded photos were commented in various maliciously ways. Conclusion. This study showed that many of the pupils received negative appearance related comments about their appearance and body, especially about their weight, clothes and make up. The most common places for these comments where different social networking sites.

From Playground to Cyberspace - The Relationship Between Bullying and Cyberbullying Roles and Social Anxiety in Adolescents Carvalhosa Susana, Pereira Sara

CIS-IUL/ISCTE-IUL (Portugal)

The main goal is to understand the different students roles of bullying and cyberbullying behaviours, in Portuguese schools, and analyse if victimization predicts social anxiety. A sample of 314 students from 10 to 20 years old (male percentage of 48.7%) completed a self-report questionnaire to assess school bullying experiences, cyberbullying and social anxiety. The roles investigated were victims, bullies and bully-victims, both in school and in virtual context. Involvement in bullying was higher than in cyberbulying (28.4% vs 8.6%). The victim role was the highest, both in bullying (15%) and cyberbullying (4.6%), followed by the bully-victim role. There were no significant differences regarding sex, age and year of schooling, across different roles. Victims, bullies and bully-victims are positively associated with cybervictims (r=.261), cyberbullies (r=.178) and cyberbullyvictims (r=.417), respectively. Social anxiety can be explained by victimization (R2=0,174, F(2,283)=29,624, p<0,001). These findings support the hypothesis that the roles in bullying remains in cyberbullying. Also reinforce that social anxiety plays an important role in the development of maladaptive social behavior. Involvement in bullying or cyberbullying will damage the healthy development of young people. Systematic approaches implemented in school setting, in collaboration with parents and local community, is important for wide reaching impact of the bullying and cyberbullying prevention strategies.

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KEYNOTE
K9 RESILIENCE IN SCIENCE AND ACTION: PROMOTING SUCCESS IN HOMELESS AND HIGHLY MOBILE CHILDREN 11:00-11:45 | Room 350-351 Hamburger Amphimax Ann S. Masten Institute of Child Development, University of Minnesota, Minneapolis (USA)

President of SRCD (Society for Research in Child Development)

Chair : Frosso Motti-Stefanidi Department of Psychology University of Athens, (Greece)

PRESIDENTIAL SYMPOSIUM
GENE-ENVIRONMENT INTERACTION AND METHYLATION IN HUMAN DEVELOPMENT 11:45-13:15 | Room 350-351 Hamburger Amphimax Luc Goossens,

University of Leuven, Belgium EADP President

The symposium aims to provide an overview of cutting-edge research on gene-environment interactions and methylation processes in human development and developmental psychopathology. Four researchers from different European countries (i.e., Belgium, the Netherlands, the United Kingdom, and Switzerland) will provide accessible summaries of their unfolding research programs, innovative work-in-progress, and emerging theoretical frameworks. The first speaker presents recent work on differential methylation at the promoter regions of various genes that help explain the effects of sexual abuse and emotional neglect in borderline disorder and suicidal behaviors. This work, and additional research on specialized treatments that may restore the methylation marks at these sites, can illuminate the neurobiological pathways in impulsivity-related disorders. The second speaker will introduce his new concept of vantage sensitivity that provides both an alternative to the classical notion of diathesis stress (or dual risk) and an extension of earlier work on differential susceptibility to the environment. This concept, which refers to peoples response to exclusively positive experiences as a function of individual Characteristics (including genetic factors), may be particularly relevant in intervention research (e.g., anti-bullying programs or parent training). The two final studies describe ongoing longitudinal efforts that aim to expand the environmental component (through a Randomized Control Trial) and the genetic component (through advanced genetic analyses) of current research on gene-environment interactions. The discussion with the general audience, led by the symposium organizer, will concentrate on the various ways in which this innovative work can inform our thinking about human development and developmental psychopathology

Gene-Environment Interaction and Epigenetic Variations in Impulsivity-Related Disorders Malafosse Alain

Psychiatric Genetics Unit, University Hospital of Geneva, (Switzerland)

Impulsivity is mainly characterized by a lack of behavioural inhibition, which comprises actions that are premature, mistimed, or difficult to suppress or control, and impulsive choice where actions are initiated without due deliberation of other possible options or outcomes. Impulsive behaviour are prevalent disorders of probable developmental origin which share high co-morbidity with a number of neuropsychiatric disorders including notably borderline disorder (BDL), bipolar disorder (BD) and suicide behaviour (SB). Interestingly, while impulsivity may be a reliable suicide risk marker in major depression, this is not the case in BD patients. Inter-individual variability is largely due to interaction between genetic and environmental determinants. Since 1992, we explored the genetic bases of such impulsivity-related disorders. Initially we published the first case-control serotonin-related candidate gene association study and more recently the first genomewide association study of impulsivity and SB. We also explored how childhood traumas interact with candidate genes for increasing the vulnerability to BDL and SB. This led us to analyse the methylation variations at the promoter regions of these candidate genes in relation to sexual abuse and emotional neglect in BDL and BD, as well as how specialized treatments may restore the methylation marks at these sites. We are now interested in more agnostic approaches based on genome-wide methylation analyses in order to identify new targets, and potentially new neurobiological pathways in impulsivity-related disorders. The talk will discuss the main results of these studies by insisting on the more recent data. Genetic Moderation of Positive Experiences: The Concept of Vantage Sensitivity Pluess Michael

Kings College London (United Kingdom)

The notion that some people are more vulnerable to adversity as a function of genetic characteristics is widely embraced in the fields of developmental and clinical psychology. This is reflected in the popularity of the diathesis-stress and dual-risk frameworks which have received a vast amount of empirical support over the years. Much less effort, however, has been directed towards the investigation of genetic factors

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associated with variability in response to exclusively positive influences. One reason for the dearth of studies investigating individual differences in response to positive experiences as a function of inherent characteristics may be the absence of adequate theoretical frameworks for such variability. According to the differential-susceptibility hypothesis (Belsky & Pluess, 2009) individuals generally vary in their developmental plasticity regardless of whether they are exposed to negative or positive conditions. The recently proposed concept of Vantage Sensitivity (Pluess & Belsky, 2012), derived from the empirically well-supported and evolutionary-theory inspired perspective of differential susceptibility, offers a new theoretical framework for variation in response to exclusively positive experiences as a function of individual endogenous characteristics, including genetic factors. After introducing the basic properties of the Vantage Sensitivity framework and the corresponding terminology, selected empirical evidence for vantage sensitivity featuring different genetic factors as moderators of a wide range of positive experiences ranging from parental sensitivity to psychological intervention will be presented. Finally, important conceptual differences between Vantage Sensitivity and theoretically related concepts of resilience and differential susceptibility will be pointed out before suggesting potential practical implications.

STRATEGIES: Gene-Environment Interactions and Problem Behaviors in Early Adolescence Goossens Luc, Verschueren Karine , Colpin Hilde , Van Leeuwen Karla , van den Noortgate Wim and Claes Stephan University of Leuven (Belgium) Gene-environment interactions can provide insight into the joint, non-additive effects of genetic make-up and environmental conditions on the emergence of problem behaviors. However, extant studies on such interactions share a number of important limitations. (a) They are based on small and underpowered samples, (b) examine one particular type of relationship (e.g., with parents) and ignore others (e.g., with peers or teachers), and (c) rely on well-known genetic markers inspired by a simplistic notion of genetic effects (i.e., single gene single location approach). A study entitled Studying Transactions in Adolescence: Testing Genes in Interaction with Environments (or STRATEGIES for short) was initiated in Belgium to remedy these shortcomings. (a) A power analysis was performed to determine the required sample size (projected N = 1,000), (b) three types of relationships were analyzed (i.e., parents, peers, and teachers), and (c) a multiple gene multiple gene approach was adopted (based on the International HapMap Project). A cohort-sequential (or accelerated longitudinal) design was used, in which adolescents from Grades 7 through 9 participate in three annual waves. A large sample (N = 1,103) of adolescents completed all instrumentation at Wave 1 and their DNA was analyzed for muliple genetic markers related to the serotonine and dopamine systems and the hypothalamus pituitary adrenal (HPA) axis. Implications of the STRATEGIES study for current understanding of gene-evironment interactions are discussed, with particular emphasis on various models of the joint action of genetic and environmental factors in developmental psychopathology. ORCHIDS: A Randomized Trial of Gene-Based Differential Susceptibility in Childhood Overbeek Geertjan

Utrecht University (The Netherlands)

A central tenet in developmental psychopathology is that childhood rearing experiences have a major impact on childrens development. Several candidate genes have been identified that may cause children to be differentially susceptible to these experiences. However, our understanding of the differential impact of parenting is still limited. Specifically, more experimental research is needed, primarily in order to establish GE interactions as causal determinants of psycho(patho)logical developments. The ORCHIDS study investigates gene-(gene)environment interactions to obtain more insight into a) moderating effects of polymorphisms on the link between parenting and child behavior, and into b) the behavioral mechanisms that underlie these gene-(gene-)environment interactions. The ORCHIDS study is a randomized controlled trial with a pre- and posttest and a 4 month follow-up. The RCT features an environmental manipulation based on an intervention (i.e., Incredible Years parent training). Roughly 20,000 families with children aged 48 who show mild to (sub)clinical behavior problems will be targeted through community records via two Dutch regional healthcare organizations. In addition to testing the differential susceptibility hypothesis (i.e., that children who carry one or more susceptibility genes will benefit more from the intervention, but also suffer more from inadequate parenting in the control group) we aim to examine the mechanism underlying GE. Specifically, we investigate an emotional synchronization process, by which carriers of susceptibility genes will manifest a typically intense emotional mirroring response to both parents sensitivity and positive discipline as well as to parents harsh punishments and anger.

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POST CONFERENCE WORKSHOPS

DEVELOPING EVIDENCE-BASED GUIDELINES FOR CYBER BULLYING PREVENTION 09.00-15:00 | Room 412 Amphimax Chair: Ana Almeida (University of Minho, Portugal), Donna Cross (Edith Cowan University, Australia), Christiane Spiel (University of Wien, Austria), Ersilia Menesini (University of Firenze, Italy), and Peter Smith (Goldsmiths College, United Kingdom) Cyberbullying has captured the attention of educators and of the society at large as a new means of bullying that makes use of modern technologies. Its prevalence and serious consequences for young people suggest the need for comprehensive prevention and intervention strategies. Many groups including students, parents, teachers, unions, researchers, and local, regional and national authorities, in consultation with mobile phone companies and Internet service providers, are all trying reduce the harm associated with cyber-bullying. However, in many European countries, it has been observed that there is a lack of legal requirement or policy direction encouraging the development of programs and procedures to reduce bullying by young people. One of the objectives of the COST IS0801 Action Cyber-bullying: Coping with negative and enhancing positive uses of new technologies, in relationships in educational settings was to review selected nationally published guidelines dealing with the negative consequences of cyberbullying, and the positive uses of new technologies in the 30 countries participating in the COST Action. This review and analysis uses evidence to guide good practice for school communities to prevent and manage cyberbullying. A major outcome was to disseminate evidence-based guiding principles to assist others in the development or revision of cyberbullying prevention policy and practice. These preventative guiding principles recommend relevant knowledge and understandings, attitudes, skill development and behaviours for key target groups such as young people, their parents, schools and teachers. This workshop will review major considerations for the development of guidelines to prevent cyberbullying and encourage positive use of technology. It will examine which resources may be accessible and relevant to the target audience to help schools and other groups working with young people to develop policy and strategies and to build capacity to implement these strategies. The workshop will also examine the various approaches design and planning; implementation; assessment, and validity for the targeted populations of different guidelines and discuss the challenges and opportunities of guidelines for prevention science.

DIFFERENT WAYS TO LEAVE THE COMMON TRAIL HOW TO MODEL CHANGE AND DEVELOPMENT MORE APPROPRIATELY 09.00 15:00 | Room 146 Amphiple Chair: Axel Mayer, and Matthias Reitzle

Friedrich Schiller University of Jena (Germany)

Enthusiasm for the seemingly unlimited possibilities of modern statistics have created a buoyant workshop activity. For the empirical researcher, there is an inevitable need to keep up with the latest developments of statistical procedures and statistical software packages. Unfortunately, enthusiasm sometimes turns into preoccupation, method sometimes overshadows content, and sophisticated analyses sometimes replace theoretical depth and sound measurement. The first part of this workshop tries to uncover and explain traps and pitfalls of widely used methods for analyzing longitudinal data including cross-lagged path models and growth curve models with the standard growth components intercept, linear, quadratic growth, and so forth. This initial part will not offer statistical remedies for omitted or wooly thoughts. Instead, it will try to offer second thoughts which might be helpful before deciding for an analytical strategy with respect to ones developmental, i.e., longitudinal data. The second part of the workshop will offer strategies which go beyond simple linear and quadratic latent growth curve models (LGCMs). Less restrictive models that allow for modeling latent change more appropriately will be introduced conceptually as well as practically, i.e., in terms of the corresponding commands. In particular, Piecewise LGCMs, Multiple-Indicator LGCMs and True Change Models will be introduced. We will discuss the suitability of each model type for particular research questions and situations. Piecewise LGCMs are suitable models when change occurs discontinuously whereby each phase has its typical trajectory. This might be the case before and after a critical life event, or before and after a crucial context change such as the transition from elementary to secondary school. Multiple-indicator LGCMs are an important extension of classical LGCMs, because these models separate measurement error from true change. In addition multiple-indicator LGCMs allow testing measurement invariance and have greater statistical power as compared to single-indicator LGCMs. Finally, baseline and neighbor versions of true change models will be introduced. These models are most appropriate when no theoretically sound assumptions about the shape of intra-individual change exist. All models will be presented with real longitudinal data extending to up to seven measurement points. The workshop highly values hands-on experience and will be based on the Mplus statistical software. Mplus input files will be handed out to all participants for all models so that they can run the examples as well as corresponding models with their own data.

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CLOSING CEREMONY
13:15-14:00 | Room 350- 551 Hamburger Amphimax During the closing ceremony, the best poster will be awarded to one of the 15 candidates who will be granted Jacobs Foundation Fellowships. The best poster and the first and second runner-up will be made known.

HAPPY HOUR FAREWELL RECEPTION

14:00-15:00 | Room H1 Hall Amphiple

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MAIL INDEX

Name Abram Abubakar Ackermann Agache Agliati Aguert Aguet Agyemang Ahnert Airenti Akgun Akinsola Aktar Albert Al-Dawaf Alexander Alexandrova Allemand Allen Almeida Almeida Alsaker Altenburger Altvater-Mackensen lvarez Alves Amanaki Amaya Ambrosi Amer Andonova Andreas Andrn Andres-Roqueta Angeleri Ansermet Antonio

First name Maria Amina Sandie Alexandru Alessia Marc Csar Thomas Lieselotte Gabriella Ege Esther Evin Isabelle Nadja Valerie Natalya Mathias Jennifer Ana Leandro Francoise Lauren E. Nicole Mriam Diana Eirini Yuko Solne Joan Yoanna Anna Mats Clara Romina Franois Dellagiulia

Country FR NL CH DE IT FR CH GH AT IT TR NG NL LU DE US RU CH GB PT PT CH US DE ES PT GR JP FR ES BG DE SE ES IT CH IT

Mail maria.abram@parisdescartes.fr a.abubakar-ali@uvt.nl Sandie.Ackermann@chuv.ch alexandru.agache@ruhr-uni-bochum.de alessia.agliati@unimib.it marc.aguert@unicaen.fr Cesar.Aguet@unil.ch obviouscadet@yahoo.com lieselotte.ahnert@univie.ac.at gabriella.airenti@unito.it Ege.Akgun@education.ankara.edu.tr foluk6@yahoo.com E.Aktar@uva.nl Isabelle.Albert@uni.lu Nadja.Al-Dawaf@ku.de valexand@nu.edu nat-alexandrova@yandex.ru m.allemand@psychologie.uzh.ch j.allen@ioe.ac.uk aalmeida@iec.uminho.pt leandro@ie.uminho.pt alsaker@psy.unibe.ch altenburger.16@osu.edu altvater@cbs.mpg.de malore@ull.es dianalves@fpce.up.pt amanakirenata@gmail.com amaya@hum.nagoya-cu.ac.jp Solene.Ambrosi@upmf-grenoble.fr joan.amer@uib.cat andonova_yo@swu.bg Anna.Andreas@medizin.uni-leipzig.de mats.andren@ling.lu.se candres@uji.es romina.angeleri@unito.it Francois.Ansermet@hcuge.ch dellagiulia@unisal.it

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Arabadzhieva Aram Arczynski Arnaud Arnouil Aro Arranz Asenova Ashizawa Askell-Williams Asmussen Assuno Atkinson Atsushi Atsushi Austin Avdeeva Aydin Aydinli Ayers Backer-Grndahl Bader Badoud Bahari Bajgarova Balsells Banasik Banta Lavenex Barisnikov Barone Barrera Garcia Barrett Barros Barrouillet Barthlmy Basford Basilio Batista Bauman Baumeler Baumgartner

Hristina Dorit Stanislas Nicolas Edith Tuija Enrique Ivanka Kiyone Helen Kirsten Raquel Dsire Asakawa Asakawa Gina Natalia Ezra Arzu Susan Agathe Michel Deborah Zahra Zdenka M. ngeles Natalia Pamela Koviljka Lavinia Kirareset Martyn Slvia Pierre Audrey Yael Marisol Aurore Sheri Denise Susanne

BG IL CH DE FR FI ES BG JP AU UK PT CH JP JP DE RU GB NL UK NO CH CH IR CZ ES PL CH CH IT MX GB PT CH FR IL ES FR US CH NL

hrisi_arabadzhieva@abv.bg dorita@post.tau.ac.il Stanislas.Arczynski@chuv.ch n.arnaud@uke.de strayer@u-bordeaux2.fr tuija.aro@nmi.fi e.arranzfreijo@ehu.es asenova_iva@abv.bg ashizawa@msf.biglobe.ne.jp helen.askell-williams@flinders.edu.au kirsten_asmussen@yahoo.co.uk pdpsi10033@fpce.up.pt Desiree.Atkinson@unil.ch atsu1661asa@aol.jp atsu1661asa@zoho.com Gina.Austin@uni-potsdam.de nnavdeeva@mail.ru ezra.aydin@durham.ac.uk a.aydinli@uvt.nl S.Ayers@sussex.ac.uk agathe.backer-grondahl@atferdssenteret.no michel.bader@chuv.ch Deborah.Badoud@unige.ch hamid_omidvar@yahoo.com Zdenka.Sedlakova@seznam.cz balsells@pip.udl.cat natalia.banasik@psych.uw.edu.pl pamela.bantalavenex@unil.ch Koviljka.Barisnikov@unige.ch lavinia.barone@unipv.it kirareset@hotmail.com m.barrett@surrey.ac.uk silviabarros@ese.ipp.pt Pierre.Barrouillet@unige.ch audrey.barthelemy@univ-tlse2.fr yaelbs252@gmail.com marisol.basilio@uam.es batista.aurore@live.fr sherib@u.arizona.edu denise.baumeler@students.unibe.ch s.e.baumgartner@uva.nl

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Bayram zdemir Becher Bednaya Beguin Bekkhus Belotti Benmiloud Beretta Berg Bergmann Berne Berrone Bertetti Berthelsen Berthelsen Bertoni Bertrand Berweger Besevegis Bespanskaya-Paulenka Bessire Beyers Bialecka-Pikul Bialek Biermann Bighin Birzina Bleys Blinka Blissett Blume Boll Bolomey Bond Bontempo E Silva Bordet Bochat Borghini Bos Bosacki Bosch

Sevgi Yvonne Evgenia Marie Mona Raffaella Jiallal Angela Derek Sarah Sofia Carlo Lucilla Donna Donna Cyble Raphalle Simone Elias Katerina Julie Wim Marta Arkadiusz Elodie Mara Estere Dries Lukas Jackie Kellie Thomas Luce Rebecca Luiza Julie Herv Ayala Henny Sandra Laura

SE HK RU CH NO IT CH IT CA DE SE IT CH AU AU CH FR CH GR BY CH BE PL PL CH IT LV BE CZ GB AU LU CH DE MX CH CH CH NL CA ES

sevgiozdemir1@gmail.com bechery@gmail.com evbednaya@gmail.com Marie.Beguin.1@unil.ch mona.bekkhus@psykologi.uio.no r.belotti@studenti.unisr.it Jallal.Benmiloud@etat.unige.ch angela.beretta01@ateneopv.it derek.berg@queensu.ca Sarah.Bergmann3@medizin.uni-leipzig.de sofia.berne@psy.gu.se carlo.berrone@unipv.it Lucilla.Bertetti@unil.ch d.berthelsen@qut.edu.au sl.white@qut.edu.au cybelebertoni@hotmail.com Raphaele.Bertrand@u-bourgogne.fr simone.berweger@phsg.ch ebesev@psych.uoa.gr bespanskaya@yandex.ru julie.bessire@unifr.ch wim.beyers@ugent.be marta.bialecka-pikul@uj.edu.pl a.bialek@uj.edu.pl elodie.biermannmahaim@unil.ch mara.bighin@unipd.it b_estere@inbox.lv dries.bleys@student.kuleuven.be lukasblinka@gmail.com j.blissett@bham.ac.uk kellie.blume@griffithuni.edu.au thomas.boll@uni.lu luce.bolomey@gmail.com rebecca.bondue@uni-potsdam.de luizaufv@yahoo.com.br juliebordet@ymail.com herve.boechat@iss-ssi.org ayala.borghini@chuv.ch H.M.W.Bos@uva.nl sandra.bosacki@brocku.ca laurabosch@ub.edu

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Bosman Botelho Boulard Boutera Bova Bovenschen Bowes Bowes Bowler Brandt Braunstein-Bercovitz Breidokiene Breivik Brenick Brenlla Blanco Breux Brkovic Brocchi Brodard Brookes Bru Bryjova Brytek-Matera Buchmann Budak Bulgarelli Bullens Brger Burkhard Burkitt Businaro Butkovic Byczewska-Konieczny Byrne Cadima Caki Callerame Calvete Camos Campaert Cannard

Anna Slvia Aurore Monya Antonio Ina Lucy Lucy Dermot Pierre-Yves Hedva Rima Kyrre Alaina Juan Carlos Stephanie Irma Beatriz Fabrice Heather Edvin Janka Anna Marlis Ayse Meltem - Ustundag Daniela Quentin Christian Gniewosz Esther Nicoletta Ana Karolina Sonia Joana Lara Chiara Esther Valerie Kristel Christine

NL PT BE FR CH DE GB GB GB CH IL LT NO US ES CH HR BR CH ZA NO CH PL CH GB IT BE DE DE GB IT HR PL ES PT HR IT ES CH IT FR

a.bosman@pwo.ru.nl fsalvaterra@sapo.pt aurore.boulard@ulg.ac.be monya.boutera@gmail.com antonio.bova@usi.ch ina.bovenschen@psy.phil.uni-erlangen.de lucy.bowes@bristol.ac.uk lucy.bowes@spi.ox.ac.uk d.m.bowler@city.ac.uk pierre-yves.brandt@unil.ch hedvab@mta.ac.il r.breidokiene@gmail.com kyrre.breivik@uni.no abrenick@gmail.com juan.brenlla@udc.es stephanie.breux@unine.ch ibrkovic@ffzg.hr biaservilha@yahoo.com.br fabrice.brodard@unil.ch heather.brookes@uct.ac.za edvin.bru@uis.no jankabryjova@gmail.com abrytek-matera@swps.edu.pl buchmann@soziologie.uzh.ch axb633@bham.ac.uk daniela.bulgarelli@unito.it quentin.bullens@ulg.ac.be christian.buerger@uni-muenster.de Burkhard.Gniewosz@uni-wuerzburg.de e.burkitt@chi.ac.uk nicoletta.businaro@unimib.it abutkovi@ffzg.hr k.byczewska@gmail.com sbyrne@ull.es jcadima@fpce.up.pt laracak@yahoo.com chiara.callerame@gmail.com esther.calvete@deusto.es valerie.camos@unifr.ch kri.fir@gmail.com christine.cannard@upmf-grenoble.fr

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Caprin Cardenas Cardoso Carrupt Carugati Carvalhosa Casalin Cascone Case Casey Casonato Castel Castelli Caublot Cauduro Cavalcante Celen ern Chaiklin Chalat Chami-El-Bitar Chantal Chatzikyriakou Chatzinikolaou Cheam Cheang Chelini Chen Chen Chen Chen Cholley Christiane Christoph Clemente Coelho De Souza Coleman Colletta Colman Colonnello Colonnesi

Claudia Karina Stphanie Ingrid Felice Susana Sara Pablo Rosalind Betty J. Marta Sophie Ilaria Morgane Clia Silvia Nermin Alena Seth Sandrine Joumana Myriam Glykeria Stamatia Caroline Jessie Marie Odile Fiona Bin-Bin Shing-Jen Chia-Wei Patrice Lange-Kttner Gabriela Rosa Ana Maria Thereza Charlotte Jean-Marc Ian Valentina Cristina

IT ES CH CH IT PT BE CH NZ US IT FR IT FR BR ES TR CZ UK CH CH CA GR GR CH SG BR SG CN JP TW CH GB DE ES BR GB FR CA DE NL

claudia.caprin@unimib.it karina.cardenas@uam.es Stephanie.Cardoso@unil.ch Ingrid.Carrupt@unil.ch felice.carugaTi@unibo.it susana.carvalhosa@iscte.pt sara.casalin@ppw.kuleuven.be pablo.cascone@etat.ge.ch rcase@waikato.ac.nz bjc2002@med.cornell.edu marta.casonato@gmail.com s-castel@orange.fr ilaria.castelli@unicatt.it caublot.morgane@live.fr crcauduro@uol.com.br silviacavalcante@gmail.com nermincelen@maltepe.edu.tr cernaale@gmail.com seth@ucc.dk sandrine.chalat@unifr.ch Joumana.Chami-El-Bitar@chuv.ch/ jchami@bluewin.ch myriam.chantal.1@ulaval.ca kellina83@hotmail.com tetychat@sch.gr caroline.cheam@unige.ch jessie_cheang@moe.gov.sg marodiche@gmail.com fiona_chen@moe.gov.sg hurrarbinbin@gmail.com schen@edu.hokudai.ac.jp willyxcowei@gmail.com patrice.cholley@olympic.org c.langekuettner@londonmet.ac.uk gabriela.christoph@uni-wuerzburg.de bvillanu@psi.uji.es mtdesouza@usp.br c.coleman@shu.ac.uk Jean-Marc.Colletta@u-grenoble3.fr icolman@uottawa.ca valentina.colonnello@psychologie.uni-freiburg.de c.colonnesi@uva.nl

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Cordero Cordonier Corsano Costa Costantini Cox Creed Crescentini Cross Cruz Cuadrado-Gordillo Cuervo Cussino Czerwiska-Jasiewicz Dahlmanns Dalenberg Damian Daniel Darwiche De Jong De La Rosa De Lima Salum E Morais De Ruiter-Wilcox De Wolff Debban Dedkova Dehaene-Lambertz Deighton Del Barrio Denes Deplus Deschenaux Deschnes Destan Dette-Hagenmeyer Di Fini Daz-Ocejo Diderich Diez-Martinez Dillon Dimitrova

Maria Isabel Laurent Paola Raquel Cristina Ralf Peter A. Alberto Donna Orlanda Isabel Keren Martina Maria Fiona Wieke Lavinia Joo Jolle Marjanneke Adriana Maria Naomi Marianne Martin Lenka Ghislaine Jessica Cristina Szucs Sandrine Amlie Marie Nesrin Dorothea E. Giulia Jaime Hester M. Evelyn Emily Nevena

CH CH IT PT GB NL AU CH AU PT ES ES CH PL DE NL RO PT CH NL CO BR NL NL CH CZ FR GB ES GB BE CH CA CH DE IT QA NL MX IE US

MariaIsabel.CorderoCampana@hcuge.ch laurent.cordonier@unil.ch paola.corsano@unipr.it rqlcosta@gmail.com cristina.costantini@port.ac.uk r.cox@psych.ru.nl p.creed@griffith.edu.au. alberto.crescentini@supsi.ch d.cross@ecu.edu.au orlanda@fpce.up.pt cuadrado@unex.es cuervo@uji.es martina.cussino@usi.ch marylacj@psych.uw.edu.pl dafion@aol.com w.g.dalenberg@rug.nl lavinia.damian@sese.ro jdaniel@ispa.pt Joelle.Darwiche@chuv.ch M.deJong@uu.nl adridelarosa@yahoo.com masalum@gmail.com n.m.p.de.ruiter-wilcox@rug.nl marianne.dewolff@tno.nl Martin.Debbane@unige.ch ldedkova@fss.muni.cz gdehaene@gmail.com jessica.deighton@annafreud.org cristina.delbarrio@uam.es ds377@cam.ac.uk sandrine.deplus@uclouvain.be amelie.deschenaux@unine.ch marie.deschenes@umontreal.ca nesrin.destan@psy.unibe.ch dette-hagenmeyer@ph-ludwigsburg.de giulia.difini@libero.it jaime.ocejo@aspire.qa fieke.pannebakker@tno.nl evelyn@uaq.mx emdillon@tcd.ie ndimitrova@gsu.edu)

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Dimitrova Dintsioudi Dogan Dolphin Donnot Dos Santos Dost Gzkan Doukakou Draganski Dremmel Durand Dutrannois Eckstein Egger Eickhorst Elipe Enlund Er Erden Eriksson Erzinger Escudero Evers Eydam Faber Fanti Farina Farkas Fsche Fastame Fatzer Faure Favez Fekkes Fernndez-Antelo Ferronato Finsterwald Fiocco Fiorilli Flavia Florence

Radosveta Anna Aysun Louise Julien Marcelo Ayfer Melina Bogdan Daniela Karine Virginie Katharina Melanie Andreas Paz Emmi Nurhan Sule Malin Andrea B. Ana Verena Angelique Karolina Kostas Eleonora Chamarrita Anika Maria Chiara Simone Nomie Nicolas Minne Inmaculada Priscilla Monika Valeria Caterina Wehrle MBIYA MUADI

NL DE TR IE FR CH TR GR

R.Dimitrova@uvt.nl adintsio@uos.de doganaysun@gmail.com louise.dolphin@ucdconnect.ie julien.donnot@inet.air.defense.gouv.fr marcelo.dossantosmamed@unil.ch ayfer.dost@ozyegin.edu.tr mdoukakou@gmail.com Bogdan.Draganski@chuv.ch

CH FR CH DE CH DE ES FI TR TR SE CH ES DE DE PL CY IT CL DE IT CH CH CH NL ES SE AT IT IT CH BE

daniela.dremmel@unifr.ch karine.durand@u-bourgogne.fr Virginie.Dutrannois@unil.ch rina.eckstein@uni-jena.de melanie.egger@unil.ch andreas.eickhorst@med.uni-heidelberg.de mpelipe@ujaen.es emmi.k.enlund@jyu.fi ner@ankara.edu.tr suden@cu.edu.tr malin.eriksson@psyk.uu.se aerzinger@ife.uzh.ch anescudero@psi.ucm.es Verena.evers@medizin.uni-leipzig.de a.eydam@tum.de faber.karolina@gmail.com kfanti@ucy.ac.cy eleonora.farina1@unimib.it chfarkas@uc.cl anika.faesche@psychologie.uni-freiburg.de chiara.fastame@unica.it simone.fatzer@psy.unibe.ch noemie.faure@chuv.ch Nicolas.Favez@unige.ch minne.fekkes@tno.nl iferant@unex.es pamalves@uol.com.br monika.finsterwald@univie.ac.at V.fiocco@studenti.unisr.it fiorilli@lumsa.it Flavia.Wehrle@usz.ch florence.mbiyamuadi@uclouvain.be

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Forcadell Frster Fox Francisco-Jess Frascarolo Freire Fresno Freund Frick Frisn Fuhrmans Furumi Gabola Gaigg Gaku Galdiolo Garandeau Garcia Garckija Garez Gaspar De Matos Gavoille Gavreliuc Gebert Genet Genna Gere Gergely Gernhardt Gfeller Gherasim Ghim Gintiliene Girard Girdzijauskiene Giudici Gkintoni Glser Glasgow Glasgow Gloger-Tippelt

Sandra Carla Claire Carrero France Teresa Andrs Jan-David Andrea Ann Franziska Fumikazu Piera Sebastien B Miyama Sarah Claire D'Jamila Renata Valrie Margarida Camille Alin Susanne Marie-Camille Vitalba Martina Kaja Gyorgy Ariane Fabienne Loredana Ruxandra Hei-Rhee Grazina Pauline Sigita Arianna Evgenia Johanna Kenneth Ken Gabriele

ES CL GB ES CH PT CL DE CH SE DE JP CH GB JP BE FI PT LT FR PT FR RO DE FR IT NO HU DE CH RO KR LT FR LT CH GR DE AU AU DE

sandraf.jordan@pssjd.org ceforste@uc.cl c.fox@keele.ac.uk fjcarrero@uma.es France.Frascarolo@chuv.ch tfreire@psi.uminho.pt andresfresno@gmail.com jan-david.freund@uni-bamberg.de frick@psy.unibe.ch ann.frisen@psy.gu.se franziska.fuhrmans@ovgu.de fumikazu.furumi@gmail.com piera.gabola@unine.ch s.b.gaigg@city.ac.uk miyama@tachibana-u.ac.jp sarah.galdiolo@uclouvain.be garandeauclaire@hotmail.com djamila.garcia@gmail.com renata_gar@yahoo.co.uk vgarez@gmail.com margaridagaspar@netcabo.pt camille.gavoille@univ-reims.fr gavreliuc@yahoo.com susanne.gebert@psk.ur.de mcgenet@gmail.com vitalba.genna@unipa.it m.k.gere@atferdssenteret.no gergelygy@ceu.hu agernhar@uos.de fabienne.gfeller@unine.ch gloreda@uaic.ro hrghim@chungbuk.ac.kr grazina.gintiliene@fsf.vu.lt pauline.girard@etudiant.uhb.fr sigita.girdzijauskiene@fsf.vu.lt arianna.giudici@unil.ch evigintoni@yahoo.gr j.glaeser@uni-bremen.de ken.glasgow@uwa.edu.au Sashya.Gunasekera@education.wa.edu.au gabriele.gloger-tippelt@uni-ulm.de

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Gogowska Glotova Glozman Gollwitzer Gonalves Goossens Gori Gorlova Goshiki Gottardis Goupil Gradinger Graefen Grande Grassl Grausliene Grazzani Grigorev Grip Grob Groppe Grossen Grossmann Gruetter Guarnieri Batista Guarrasi Guevara Guerrero Guhn Gmten Gunzenhauser Gurba Gurdal Gustavson Gygax Gyger Gaspoz Haataja Haataja Habersaat Hachaturova Hackett Hagmann-Von Arx

Karolina Galina Janna Mario Marta Luc Monica Natalie Toru Laura Louise Petra Johanna Catarina Reinhard Izabele Ilaria Alexsey Karin Alexander Karoline Michle Tobias Jeanine Cecilia Gabriel Marlenny Martin Drdane Catherine Ewa Sevtap Kristin Pascal Deniz Anne Anne Stphanie Milana Louisa Priska

PL RU RU DE PT BE IT RU JP GB FR AT DE PT DE LT IT RU SE CH DE CH DE CH BR CH NL CA TR DE PL SE NO CH CH FI FI CH RU AU CH

glogowska.karolina@gmail.com galina.glotova1@mail.ru Glozman@mail.ru mario.gollwitzer@uni-marburg.de Marta.Goncalves@iscte.pt Luc.Goossens@ppw.kuleuven.be monica.gori@iit.it gorlova.natalie@gmail.com goshiki@let.ryukoku.ac.jp L.GOTTARDIS@GMAIL.COM lougoupil@gmail.com petra.gradinger@fh-linz.at pjaeger@uni-potsdam.de cgrande@fpce.up.pt b.deno@mangold-international.com izabele.grausliene@fsf.vu.lt ilaria.grazzani@unimib.it a.s.grigoriev89@gmail.com karin.grip@psy.gu.se Alexander.Grob@unibas.ch karoline.groppe@uni-potsdam.de Michele.Grossen@unil.ch grossman@cbs.mpg.de jeanine.gruetter@uzh.ch cecigb@fcm.unicamp.br Gabriel.Guarrasi@unil.ch m.guevara.guerrero@rug.nl martin.guhn@ubc.ca kocabay@ankara.edu.tr catherine.gunzenhauser@psychologie.uni-freiburg.de gurbaewa@wp.pl sevtap.gurdal@hv.se krbr@fhi.no pascal.gygax@unifr.ch deniz.gyger-gaspoz@hepl.ch anmahaa@utu.fi anne.haataja@utu.fi stephanie.habersaat@chuv.ch milanahse@mail.ru vasilisstavropoylos80@hotmail.com priska.hagmann@unibas.ch

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Halfon Hamaie Hamatani Hambly Hamzallari Han Hanifi Hansen Harma Harnisch Harrison Hart Harvey Hasegawa Hashimoto Hatano Hatzinikolaou Hauw Haverinen Havik Hayashi Hayes Heiman Heinonen Heiz Hellmers Helmerhorst Helsing Hess Hildegunn Hirosawa Hoffmann Hohenberger Holsen Hongo Hood Horsch Hoshi Hosotani Houssa Hubert

Olivier Noriko Naoto Helen Oriola Bora Mina Mikkel B. Mehmet Helle Linda Emma Hannah Mari Yuko Etsuko Stamatia Denis Kaisa Trude Hajimu Elke Talia Kati Julie Sabine Katrien Bo Markus Fandrem Aiko Marianela Annette Ingrid Kazuo Michelle Antje Nobuko Rika Marine Blandine

CH JP JP GB AL FR CH FR TR DK AU GB GB JP JP JP GR CH FI NO JP IE IL FI CH DE NL SE DE NO JP CL TR NO JP AU CH JP JP BE FR

olivier.halfon@chuv.ch maha18_rq16@yahoo.co.jp educah@tmu.ac.jp helen.hambly@speech-therapy.org.uk oriolahamzallari@gmail.com borahan81@gmail.com mina.hanifi@unil.ch mikkel.hansen@iedparis8.net mehmetharma@gmail.com helle.harnisch@gmail.com LHarrison@csu.edu.au emma.hart@durham.ac.uk hannah.harvey@durham.ac.uk marihase@yokohama-cu.ac.jp yhash@kwansei.ac.jp hatano@shirayuri.ac.jp kkokkino@eled.duth.gr denis.hauw@unil.ch kaisa.haverinen@uef.fi trude.havik@uis.no hajimu@cc.okayama-u.ac.jp hayeskie@tcd.ie talihe@openu.ac.il kati.heinonen@helsinki.fi Julie.Heiz@unige.ch hellmers@uni-hildesheim.de K.O.W.Helmerhorst@uva.nl bo.helsing@hv.se mhess@zedat.fu-berlin.de hildegunn.fandrem@uis.no jzt06536@nifty.com mhoffmann@udd.cl hohenber@metu.edu.tr ingrid.holsen@uib.no hongo@sed.tohoku.ac.jp michelle.hood@griffith.edu.au antje.horsch@chuv.ch nobuko_hoshi@sapporo-otani.ac.jp hosotanir@gmail.com marine.houssa@uclouvain.be blandine.hubert@univ-nantes.fr

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Huertas Humbel Humphrey Huntington Hurley Iannacone Ibaez Ichikwa Ieshima Igarashi Igarashi Iino Illingworth Imai Imai-Matsumura Inoue Ionescu Isaki Ishikawa Ishikawa Ito Ittel Jadin Jger Jan Janetschek Janoov Jansson-Verkasalo Jeannet Jelinska Jensen Jimenez Josephs Jugert Jung Jusiene Kaani Kabaya Kagitcibasi Kaiser Kalak

Katherine Andrea Neil Corinne Karinna B. Antonio Margarita Kyoko Akihiko Atsushi Motoko Takehiro Gaby Tomoko Kyoko Tomoyoshi Thea Motohiro Akane Yumiko Hiroyasu Angela Aurore Katja erek Carolin Pavlna Eira Rachel Magdalena Keith Lucia Marina Philipp Minyoung Roma Bestern Shinsuke Cigdem Till Nadeem

CH CH GB GB US CH ES JP JP JP JP JP GB JP JP JP RO JP JP JP JP DE BE CH CZ CH CZ FI CH PL GB ES DE DE JP LT ZM JP TR DE CH

Katherine.HuertasContreras@unil.ch andrea.humbel@psy.unibe.ch neil.humphrey@manchester.ac.uk corinne.huntington@gmail.com kbhurley@ucdavis.edu antonio.iannaccone@unine.ch mibanez@hsjdbcn.org k.ichikawa.t@aichi-kiwami.ac.jp akihiko.ieshima@gmail.com igarash@educ.fukushima-u.c.jp musume@df6.so-net.ne.jp takeyu-dai@k7.dion.ne.jp gaby.illingworth-2010@brookes.ac.uk tomocor@kdt.biglobe.ne.jp matumura@hyogo-u.ac.jp tinoue@mail.doshisha.ac.jp dorothea.ionescu@fulbrightmail.org isakimotohiro@gmail.com a10.njtj@g.chuo-u.ac.jp ym_ishikawa@seigakuin-univ.ac.jp hiroyasu.ito10@gmail.com angela.ittel@tu-berlin.de Aurore.Jadin@student.ulg.ac.be katja.jaeger@psy.unibe.ch serek@fss.muni.cz Carolin.Janetschek@chuv.ch kollerovalenka@gmail.com eira.jansson-verkasalo@utu.fi Rachel.Jeannet@unil.ch magdalenajelinska@yahoo.com keith.jensen@manchester.ac.uk luciajimenez@us.es marina.josephs@stud.uni-goettingen.de philipp.jugert@uni-leipzig.de jungbackho22@gmail.com roma.jusiene@fsf.vu.lt besternkaani@yahoo.co.uk cattail@p.u-tokyo.ac.jp CKAGIT@ku.edu.tr till.kaiser@uni-bielefeld.de nadeem.kalak@upkbs.ch

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Kalati Kalliroi Kalpidou Kalus KAMIYA Kamiyama KANAYA Kanazawa kaplan Toren Kappes Kapp-Joel Karaatmaca Karabanova Karadeniz Karaman Guney Kara Karasavvidis Karmiloff-Smith Kser Kashirsky Kasik KATO KATO Katsuno Katsurada Kawakami Kawakami Kawanabe Kaya Balkan Kegyes Keijsers Keil Keles Kennedy Kenward Kerestes Kim Kimura Kins Kipritsi Kishimoto

Vasiliki Papadopoulou Maria Alicja Tetsuji Machiko KYOKO Tadahiro Nurit Cathleen Carole Ceren Olga Glin Neslihan Dominika Savvas Annette Udo Dmitry Lszl Michiyo Yoshinobu Mie Emiko Fumito Kiyobumi Takashi dil Sarah Loes Jan Serap Lisa Ann Ben Gordana Hyang Eun Minako Evie Eirini Takeshi

GR GR US PL JP JP JP JP IL DE CH TR RU TR TR PL CH UK DE RU HU JP JP JP JP JP JP JP TR CH NL DE NO IE SE HR KR JP BE GR JP

vkalati@psy.auth.gr kalpapad@ecd.uoa.gr mkalpido@assumption.edu alicja.uni@gmail.com kamiya@sed.tohoku.ac.jp kamiyama@e.yamagata-u.ac.jp k_kanaya@seigakuin-univ.ac.jp kanazawa@hus.osaka-u.ac.jp ntoren@edu.haifa.ac.il kappes@uni-hildesheim.de Carole.Kapp-Joel@chuv.ch ceren.karaatmaca@gmail.com okarabanova@mail.ru gulcinkaradeniz@maltepe.edu.tr neslihanguney@yahoo.com dominika.karas@gmail.com Savvas.Karasavvidis@unil.ch a.karmiloff-smith@bbk.ac.uk ukaeser@uni-bonn.de psymath@mail.ru kasik@edpsy.u-szeged.hu mic@m.tohoku.ac.jp yo-kato@ews.aichi-pu.ac.jp edufarmforum@yahoo.co.jp katsurada@kwansei.ac.jp fumito0118@gmail.com kawakami@u-sacred-heart.ac.jp t-kawa@fc.ritsumei.ac.jp idilbalkan@maltepe.edu.tr Sarah.Kegyes@unil.ch L.Keijsers@uu.nl jan.keil@medizin.uni-leipzig.de serap.keles@fhi.no l.kennedy5@nuigalway.ie ben.kenward@psyk.uu.se gkereste@ffzg.hr hekim5@yahoo.co.kr minakimura@nua.ac.jp evie.kins@ugent.be ekipritsi@gmail.com tkishimoto@u-sacred-heart.ac.jp

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Kitano Kiuru Kjeldsen Kleeberg-Niepage Klein Velderman Klimstra Knight Knpfi Kobayashi Koch Kochel Kochenderfer-Ladd Kohn Koike Koizumi Kojima Kokkinaki Kksal Tuncer Kolly Kolodziejczyk Kominato Koning Konopko-Powalka Kontrkov Koomen Koops Kornilaki Kosno Kouider Koyasu Kymen Kozina Kraem Krinzinger Krueger Kucian Kuersten-Hogan Kuhn Kumpfer Knster Kurazhova

Sachiko Noona Anne Andrea Mariska Theo Eve Bina Kumi Felix Karen Becky Juliane Wakaba Yoshiko Yasuji Theano zgn Alexandra Anna Mai Ina M. Marzena Vra Helma Willem Ekaterina Magdalena Sid Masuo Bahar Ana Sami Helga Nina Karin Regina Daniela Karol Anne Katrin Anna

JP FI NO DE NL NL GB CH JP SE US US DE JP JP JP GR TR CH PL JP NL PL CZ NL NL GR PL FR JP DE SI FR DE DE CH US DE US DE RU

tsuji.hiromi@osaka-shoin.ac.jp noona.h.kiuru@jyu.fi anne.kjeldsen@fhi.no andrea.kleeberg-niepage@uni-flensburg-de mariska.kleinvelderman@tno.nl t.a.klimstra@uvt.nl hsx351@coventry.ac.uk bina.knoepfli@psy.unibe.ch kobayashi-kumi@tokyomirai.ac.jp felix.koch@liu.se kkochel@richmond.edu Becky.Ladd@asu.edu jkohn@uni-potsdam.de koikew@kyoto-wu.ac.jp ykoizumi@mbn.nifty.com kojima@elsa.hokkai-s-u.ac.jp kokkinaki@uoc.gr ozgun.tuncer@metu.edu.tr alexandra.kolly@students.unibe.ch annamk@apple.phils.uj.edu.pl mai.kominato@gmail.com i.koning@uu.nl marzena.konopko@plusnet.pl vera.kontrikova@gmail.com h.m.y.koomen@uva.nl w.koops@uu.nl ekornilaki@edc.uoc.gr kosno.magdalena@gmail.com sid.kouider@ens.fr HGB03675@nifty.com bahar_koymen@eva.mpg.de ana.kozina@pei.si sami.kraiem@ifsttar.fr krinzinger@neuropsych.rwth-aachen.de Nina.Krueger@uni-hamburg.de karin.kucian@kispi.uzh.ch rkeurstenhogan@assumption.edu kuhn@ph-ludwigsburg.de kkumpfer@xmission.com anne-katrin.kuenster@uniklinik-ulm.de avk_spb@bk.ru

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Kuroda Kusanagi Kuvalja Kuzucu Kwak Laakso Labat Lacasa Lacinov Lackland Ladd Lam Lamb Lambelet Landesman Ramey Lanfranchi Lang Lannegrand-Willems Laval Laval Lavenex Lawson Lecerf Lee Lee Lee Lee Leena Lehenbauer Lehmann Leikas Leipold Lejeune Lemche Lemola Lenninger Leonova Lerkkanen Lesourn-Bissaoui Levin Lvy

Mayumi Emiko Martina Yaar Keumjoo Marja-Leena Hlne Fernando Lenka David Sam Gary Virginia Micheal Auriane Sharon Andrea Anna Lyda Ccile Virginie Pierre Christine Thierry Hyeonjin Jale Louise Seung-Ha Turja Mario Jennifer Sointu Bernhard Fleur Erwin Sakari Sara Tamara Marja-Kristiina Sandrine Anne Arik

JP JP GB TR KR FI FR ES CZ NO US GB UK CH US CH DE FR GB FR CH GB CH KR CH GB KR FI AT DE FI DE CH DE CH SE FR FI FR DE CH

mayumi_kuroda@me.com e_kusanagi@kokugakuin.jp mk584@cam.ac.uk yasarku@yahoo.com kjkwak@snu.ac.kr marja-leena.laakso@jyu.fi Helene.Labat@iufm.u-cergy.fr flacasa@hsjdbcn.org lacinova@fss.muni.cz david.sam@psysp.uib.no gary.ladd@asu.edu v.lam@uel.ac.uk mel37@cam.ac.uk auriane.lambelet@unil.ch slramey@vt.edu andrea.lanfranchi@hfh.ch anna.lang@uni-erfurt.de lyda.lannegrand@u-bordeaux2.fr c.laval@gre.ac.uk virginie.laval@univ-poitiers.fr pierre.lavenex@unil.ch chris@crecy9.freeserve.co.uk Thierry.Lecerf@unige.ch hjlee@yu.ac.kr Jale.Lee@unil.ch louiseklee@googlemail.com seungha94@gmail.com leena.m.turja@jyu.fi mario.lehenbauer@univie.ac.at jennifer.lehmann@ur.de sointu.leikas@helsinki.fi leipold@uni-hildesheim.de Fleur.Lejeune@unige.ch lemche@zedat.fu-berlin.de sakari.lemola@unibas.ch sara.lenninger@semiotik.lu.se tamara.leonova@univ-lorraine.fr marja-kristiina.lerkkanen@jyu.fi sandrine.lesourn-bissaoui@uhb.fr levin@uni-bremen.de arik.levy@unifr.ch

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Leyendecker Leyendecker Lim Lindow Linero Zamorano Lingwood Lionetti Little Ljujic Loepthien Loes Loher Loisy Loop Lpez Lorence Lorenz Lucas Lucci Lucia Luyckx Lyakso Maaskant Mtt Mtt Macchi Cassia Machackova Mackiewicz Magalhaes Magda Magistretti Mahajna Maiquez Miquez Malafosse Malleus Mann Mantzouranis Marbach Marchetti Marey Sarwan

Birgit Birgit Ai Keow Stefanie Mara Jos Jamie Francesca Helen Vanja Tim van Gelderen Sarah Catherine Laurie Beatriz Brbara Marc Nellie Tania Sonia Koen Elena Anne Sami Sira Viola Hana Marta Catia Kalmr Pierre Sami Maria Luisa Maria Luisa Alain Elina Alison Gregory Jacqueline Antonella Ibtisam

DE DE GB DE ES GB IT AU NL DE NL CH FR BE GB ES DE NZ BR CH BE RU NL FI FI IT CZ PL US HU CH IL ES ES CH EE CH CH CH IT IL

birgit.leyendecker@rub.de birgit.leyendecker@ruhr-uni-bochum.de aikeowlim@gmail.com stefanie.lindow@uni-erfurt.de mjlinero@uma.es j.lingwood@sheffield.ac.uk francesca.lionetti@unipv.it helen.little@mq.edu.au v.ljujic@gmail.com tim.loepthien@uni-hildesheim.de L.vanGelderen@uva.nl sarah.loher@psy.unibe.ch catherine.loisy@ens-lyon.fr laurie.loop@uclouvain.be beatriz.lopez@port.ac.uk barbara.lorence@dpee.uhu.es marc.lorenz@jhz-pfaffendorf.de nellie.lucas@vuw.ac.nz taniaklucci@gmail.com sonia.lucia@chuv.ch Koen.Luyckx@ppw.kuleuven.be lyakso@gmail.com A.M.Maaskant@uva.nl sami.maatta@nmi.fi sira.maatta@nmi.fi viola.macchicassia@unimib.it machackova.hana@gmail.com martmackiewicz@gmail.com catiacmagalhaes@gmail.com kalmag@freemail.hu pierre.magistretti@epfl.ch saami.mahajna@beitberl.ac.il mlmaiquez@ull.es mmaicha@ull.es Alain.Malafosse@hcuge.ch elina.malleus@gmail.com Alison.Mann@chuv.ch Gregory.Mantzouranis@unil.ch j.marbach.hofer@gmail.com antonella.marchetti@unicatt.it ibtisam.marey@mail.huji.ac.il

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Mara-Jos Marinho Mariscal Markodimitraki Markson Marta Mart Martikainen Martin Martinez Martinsone Maruyama Maryniak Marzocchi Massand Massaro Masten Mastrotheodoros Matsumoto Maurer Mayer Mayor Mayor Cinca Mazzone McKeague Melehin Melkevik Mellier Mellier Mendona Menesini Menin Mercer Merenkova Merino Merry Mertes Meyer-Siever Meylan Michalkov Michel

Linero Sylvie Sonia Maria Lucy Elena Eduardo Silja Emmanuelle Cdric Baiba Shin Agnieszka Gian Marco Esha Davide Ann S. Stefanos Manabu Daphne Axel Julien Mara Angeles Stphanie Lynn Alekesey Ole Daniel Denis Julia Scarano de Ersilia Maria Suzana Natalie Vera Laura Michael Marc Katja Nicolas Radka Andrea

ES PT ES GR GB IT ES FI CH BE LV JP PL IT UK IT US GR JP CA DE CH ES BE IE RU NO FR FR BR IT BR NL RU ES NL DE DE CH CZ DE

linero@uma.es sylvie.marinho@gmail.com smariscal@psi.uned.es markodim@edc.uoc.gr lm473@cam.ac.uk elena.marta@unicatt.it emarti@ub.edu silja.martikainen@helsinki.fi martinemmanuelle86@gmail.com lodecost@ulb.ac.be baiba.martinsone@lu.lv shindiana2@yahoo.co.jp a.maryniak@chello.pl v.tobia@campus.unimib.it e.massand@bbk.ac.uk davide.massaro@unicatt.it amasten@umn.edu mastrostefanos@gmail.com ma-mat@nifty.com maurer@mcmaster.ca axel.mayer@uni-jena.de julien.mayor@unige.ch mayor@usal.es stephanie.mazzone@uclouvain.be lynn.mckeague@ucd.ie vjchuck@yahoo.com ole.melkevik@fhi.no Daniel.Mellier@univ-rouen.fr denis.mellier@univ-fcomte.fr juliascamendonca@gmail.com menesini@psico.unifi.it sumenin@gmail.com n.c.mercer@uu.nl klemtina@yandex.ru laura.merino@deusto.es M.S.Merry@uva.nl m_mert14@uni-muenster.de siever@uni-bremen.de nicolas.meylan@unil.ch michalca@fss.muni.cz andrea.michel@uniklinik-leipzig.de

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Mihaela Mikhailova Millichamp Miltuze mireault Miscioscia Miserez-Caperos Missana Missotten Mizokawa Mizuno Mocan Mohammadi Mohd Zaharim Mhring Molari Molchanov Molchanov Mller Montgomery Moreno-Nez Morgano Moriguchi Moro Morrisod-Harari Morsunbul Moser Moses Passini Mle Mottaz Motti Mouton Mller Muller Mirza Muller-Nix Mulvaney Murdock Murray-Harvey Mweru Nadeau Nadeau

Boza Nadezhda Jane Anika gina Marina Cline Manuela Lies Ai Haruhisa Oana Mostafa Norzarina Wenke Irene Alexander Sergey Eline Edith Ana Antonella Yusuke Christiane Mathilde mit Dominik A. Christina Regine Agns Frosso Bndicte Eva Nathalie Carole Matthew Elke Rosalind Maureen Danielle Line

RO RU NZ LV US BE CH DE BE JP JP RO IR MY US IT RU RU NL DK ES IT JP CH CH TR CH CH DE CH GR BE CH CH CH US LU AU KE CA CA

miaboza@uaic.ro vladmikh@yandex.ru jane.millichamp@otago.ac.nz anika.miltuze@lu.lv gina.mireault@jsc.edu mmiscioscia@ulg.ac.be celine.miserez-caperos@unine.ch missana@cbs.mpg.de lies.missotten@kuleuven.be aimizokawa@gmail.com hmizuno@cc.osaka-kyoiku.ac.jp oana.mocan.psychology@gmail.com mohammadi.psy@gmail.com norzarina@usm.my wenke.mohring@temple.edu iremolari@yahoo.it Molcthanov@mail.ru s-molch2001@mail.ru e.l.moller@uva.nl em@dignityinstitute.dk ana.moreno@uam.es antonella.morgano@unicatt.it moriguchi@juen.ac.jp Christiane.Moro@unil.ch mathilde.morisod-harari@chu.ch morsunbulumit@gmail.com dominik.moser@hcuge.ch chpassini@vtxnet.ch moessler@uni-hildesheim.de Agnes.Mottaz@unil.ch frmotti@psych.uoa.gr benedicte.mouton@uclouvain.be mueller@mmi.ch Nathalie.MullerMirza@unil.ch carole.muller-nix@chuv.ch mmulvane@syr.edu elke.murdock@uni.lu rosalind.murray-harvey@flinders.edu.au maureenmweru@yahoo.com daniellenadeau.cj03@ssss.gouv.qc.ca line.nadeau@rea.ulaval.ca

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Nadel Nader-Grosbois Nagai Nagasaki Nakagawa Nakamura Nakano Nakashima Nakatani Nakaya Narchal Negayama Nessi Neuenschwander Neuhauser Ngoran Nicolopoulou Niemczynski Nieuwboer Nikiforou Nikitina Nilsen Nishino Nishioka Noam Nocentini Noda Nogueiras Nola Nomura Nordqvist Norimatsu Nowacki Nussbaumer obara Obi OBrien O'Connell O'Driscoll Offredi OFTINGER

Jacqueline Nathalie Akiyuki Tsutomu Yoshiko Naoto Shigeru Nobuko Kyoko Motoyuki Renu Koichi Jennifer Regula Alex Gladys Ageliki Adam Christa Militsa Elena Wendy Misako Michiko Gil Annalaura Mitsuru Gloria Marta Haruo Emelie Hiroko Katja Daniela tomoko Ifeoma Beth Angelique Claire Valentin Anne-Laure

FR BE JP JP JP JP JP JP JP JP AU JP CH US CH CM US PL NL CY RU NO JP JP US IT JP ES IT JP SE FR DE CH JP NG SG NZ GB CH CH

jacqueline.nadel@upmc.fr nathalie.nader@uclouvain.be a12.ttyh@g.chuo-u.ac.jp SGP02144@nifty.com nakagawa-yoshiko@tokyomirai.ac.jp nakamura.naoto@kochi-tech.ac.jp s-nakano@hoku-iryo-u.ac.jp nobuko@ed.niigata-u.ac.jp kofu_kea@pref.hyogo.lg.jp nakaya@nagoya-u.jp r.narchal@uws.edu.au negayama@waseda.jp Jennifer.Nessi@chuv.ch regula.neuenschwander@psy.unibe.ch alex.neuhauser@hfh.ch gladngov@yahoo.com agn3@Lehigh.edu upniemcz@cyf-kr.edu.pl c.nieuwboer@fontys.nl emily-nik@hotmail.com nalenka@yandex.ru wendy.nilsen@fhi.no nishino@tfu-mail.tfu.ac.jp seiuchi46@gmail.com gil_noam@harvard.edu annalaura.nocentini@virgilio.it gbg00205@nifty.com gloria.nogueiras@gmail.com marta.nola@unipv.it haruon@hus.osaka-u.ac.jp emelie.nordqvist@liu.se norimats@univ-tlse2.fr katja.nowacki@fh-dortmund.de nussbaumer@ifv.gess.ethz.ch rinchan@bmail.plala.or.jp ifyobi25@yahoo.com beth.obrien@nie.edu.sg angelique.oconnell@vuw.ac.nz claire.c.o'driscoll@kcl.ac.uk Valentin.Offredi@unil.ch anne-laure.oftinger@unifr.ch

427

Ogawa Ogliari Ohl OHTAKE Okeke Olabarrieta Olweus Omiya Ong Ongari Oppedal Oppenheim Ornaghi Oros Orte Ortiz Ortiz Jimnez Orue Otto Otyakmaz Ouss Overbeek zdemir zer Paananen Pace Pacheco Pachi Padilla Pakarinen Palladino Papapetrou Papathanasiou Papathanasiou Paschenko Pastyrnak Patalay Paulus pavlopoulou peeters Peixoto

Ayako Anna Fabien NOBUKO Therese Fernando Dan Akiko Yun Shan Barbara Brit David Veronica Marina Carmen Eva Eva Mara Izaskun Yvonne Berrin zlem Lisa Geertjan Yaln Serap Mika Ugo Alexandra Dimitra Sonia Eija Benedetta Emanuela Petros Athanasia Nancy Svitlana Steve Praveetha Markus georgia margot Francisco

JP IT CH JP NG ES NO JP SG IT NO IL IT RS ES ES ES ES DE DE FR NL TR TR FI IT PT GB ES FI IT CY GR GR UA US GB DE GR NL PT

a-ogawa@nagoyacollege.ac.jp m.ielmoni@studenti.unisr.it fabien.ohl@unil.ch ohtaken@lit.tamagawa.ac.jp sistherese@yahoo.com fernando.olabarrieta@ehu.es Olweus@uni.no a-oomiya@jumonji-u.ac.jp ong.yunshan@gmail.com barbara.ongari@soc.unitn.it brit.oppedal@fhi.no oppenhei@psy.haifa.ac.il veronica.ornaghi1@unimib.it marina.oros@gmail.com ortesocias@gmail.com eortiz@hsjdbcn.org evaortizjimenez@hotmail.com izaskun.orue@deusto.es Yvonne.Otto@medizin.uni-leipzig.de berrin.otyakmaz@uni-due.de lisa.ouss@nck.aphp.fr g.overbeek@uva.nl yalcinozd@yahoo.com ozer.serap@gmail.com mika.paananen@nmi.fi ugopax@gmail.com alexandra.pacheco@gmail.com DimitraPachi@bpp.com Spadilla@ull.es eija.k.pakarinen@jyu.fi benedetta_palladino@yahoo.it pstelios@youthboard.org.cy papathanasiou@gmail.com acpapatha@psych.uoa.gr svitlana.paschenko2012@yandex.ua Steve.Pastyrnak@helendevoschildrens.org praveetha.patalay.11@ucl.ac.uk markus.paulus@lmu.de georgia.pavlopoulou@googlemail.com m.peeters1@uu.nl fpeixoto@ispa.pt

428

Peixoto Peralbo Uzquiano Perez Prez-Mata Perkinson-Gloor Perren Perret-Clermont Pesonen Petrash Petrovicova Petty Phedonos Pierrehumbert Pieschl Pillhofer Pinheiro Mota Pinquart Pinto Piotrowska Piquet Piumatti Pluess Plumet Poli Pollhammer Poltz Ponizovsky Pozuelos Lopez Puder Punamki Pyhl Qi Radosaw Raiziene Rajhans Rakickien Ralli Ramey Rasheed Rassart Ratcliff

Francisco Manuel Francisca Nieves Nadine Sonja Anne-Nelly Anu-Katriina Marina Zuzana Ana Lucia Phedi Blaise Stephanie Melanie Catarina Martin Ana Isabel Patrycja Emeline Giovanni Michael Marie-Hlne Gael Bianca Nadine Yael Joan Paul Jardena Raija-Leena Riikka Qiumeng Rogoza Saule Purva Lauryna Asimina Craig T. Muneera Jessica Marc

PT ES CL ES CH CH CH FI RU CZ BR CY CH DE DE PT DE PT GB FR IT GB FR FR AT DE IL ES CH FI FI JP PL LT DE LT GR US PK BE CH

isantos@osiris.pt manuel.peralbo@udc.es fsperezcortes@ug.uchile.cl nieves.perez@uam.es nadine.perkinson@unibas.ch sonja.perren@uni-konstanz.de anne-nelly.perret-clermont@unine.ch anukatriina.pesonen@helsinki.fi mp.07@bk.ru petrovic@fss.muni.cz anapetty@dialdata.com.br phedi@hotmail.com Blaise.Pierrehumbert@chuv.ch pieschl@uni-muenster.de melanie.pillhofer@uniklinik-ulm.de catarinap.mota@gmail.com pinquart@staff.uni-marburg.de ana@fpce.up.pt pj.piotrowska@sheffield.ac.uk emeline.piquet@etudiant.uhb.fr giovanni.piumatti@gmail.com michael.pluess@kcl.ac.uk marie-helene.plumet@parisdescartes.fr poligael@gmail.com bianca.pollhammer@univie.ac.at poltz@uni-potsdam.de ponizovsky.yael@gmail.com jpoll@ugr.es jardena.puder@chuv.ch raija-leena.punamaki@uta.fi riikka.pyhala@helsinki.fi qiqiumeng@gmail.com rogoza.radoslaw@gmail.com saule.raiziene@gmail.com rajhans@cbs.mpg.de lauryna.lunicevaite@gmail.com asralli@psych.uoa.gr ctramey@vtc.vt.edu muneera.rasheed@aku.edu Jessica.Rassart@ppw.kuleuven.be Marc.Ratcliff@unige.ch

429

Raul Raymond Reichle Reidy Reissland Reitzle Reljic Remiorz Renati Rveillon Ribeiro Richter Richtmann Rieux Riggenbach Ring Ritter Robbins Roberts Robinson Rocha Rodger Rodrigo Rodrigo Rodriguez Rodrguez Rodriguez-Smith Roebers Rohenkohl Rohlf Rojas-Barahona Rollett Romanyuk Roncancio Moreno Roskam Rossi Rossignol Rossini Rossmanith Rthlisberger Rougemont

Anagha Claudia Barbara Lisa Nadja Matthias Gabrijela Silke Roberta Morgane Norberto David Verena Pierre Annina Melanie Johannes Erin Lynette Julie Slvia Helen Maria Jose Maria Jose Cintia Elisa Sabine Claudia Anja Christine Helena Cristian A. Brigitte Lyudmyla Monica Isabelle Sandrine Ana Emmanuelle Nicole Marianne Michael

IN CH DE GB GB DE LU DE IT CH PT DE DE CH CH UK DE US AU AU PT CH ES ES ES ES FR CH DE DE CL AT UA BR BE FR CH CH GB CH CH

apjadhavpune@yahoo.com Claudia.Raymond@unil.ch reichle@ph-ludwigsburg.de l.reidy@shu.ac.uk n.n.reissland@durham.ac.uk matthias.reitzle@uni-jena.de gabrijela.reljic@uni.lu silke.remiorz@fh-dortmund.de roberta.renati@unpv.it morgane.reveillon@unige.ch norberto@fpce.up.pt drichter@diw.de richtman@uni-potsdam.de Pierre.Rieux@unil.ch annina.riggenbach@unil.ch Melanie.Ring.2@city.ac.uk johannes.ritter@uni-erfurt.de eerobbins@gmail.com lynette.v.roberts@gmail.com julie.robinson@flinders.edu.au silviarocha4@gmail.com helen.rodger@unifr.ch josefa.rodrigo@gmail.com mjrodri@ull.es cintia.rodriguez@uam.es erodgut@ull.es sabine.rodriguez-smith@parisdescartes.fr claudia.roebers@psy.unibe.ch a.rohenkohl@uke.de helena.rohlf@uni-potsdam.de crojash@uc.cl brigitte.rollett@univie.ac.at rslv2002@mail.ru monikarm83@gmail.com isabelle.roskam@uclouvain.be sandrine.rossi@unicaen.fr ana.sanchorossignol@hcuge.ch emmanuelle.drecq@supsi.ch nicole.rossmanith@port.ac.uk marianne.roethlisberger@psy.unibe.ch Michael.Rougemont@chuv.ch

430

Rouyer Rovira Rucinska Rueda Ruffieux Savoy Ruggieri Rusconi-Serpa Rutland Rybak Sabelnikova Sadovnikova Sah Sainio Saito Sakata Salmela-Aro Salmivalli Sampedro Sandmeier Sandsaunet Sansavini Santelices Santillanes Sassu Sastre-Riba Sato Sato Sato Savenysheva Savolainen Scaini Schaal Schachner Schechter Scheithauer Schmaeh Schmeck Schneider Schoenhals Schllhorn Schonert-Reichl

Vronique Katia Zuzanna Rosario Nathalie Sabrina Sandra Adam Maria Natalia Tatiana Wen-Hui Miia Yu Yoko Katariina Christina Rafael Anita Vidar Alessandra Maria-Pia Leonor Ana-Raluca Sylvia Ayumi Kensuke Tomomi Svetlana Katri Simona Benoist Maja Daniel S. Herbert Nicolas Klaus Maude Lucie Angelika Kimberly

FR FR GB ES CH CH CH GB CH RU RU TW FI JP JP FI FI ES CH NO IT CL CH RO ES JP JP JP RU FI IT FR DE CH DE CH CH CH CH CH CA

v.rouyer@univ-tlse2.fr katia.rovira@univ-rouen.fr z.rucinska@hotmail.com rorueda@ugr.es Nathalie.Ruffieux@unil.ch sabrina.ruggieri@psy.unibe.ch sandra.rusconi-serpa@hcuge.ch a.rutland@gold.ac.uk Maria.Rybak@unil.ch nsabelni@mail.ru tatsadov@yandex.ru whsah@nccu.edu.tw miia.sainio@utu.fi yusaito615@gmail.com sakatayo@asu.aasa.ac.jp katariina.salmela-aro@helsinki.fi tiina.salmivalli@utu.fi rafael.andres.sampedro@bizkaia.net a_sandmeier@gmx.ch vidaps@gmail.com alessandra.sansavini@unibo.it msanteli@uc.cl Leonor.Santillanesduran@unil.ch raluca.sassu@ulbsibiu.ro silvia.sastre@unirioja.es ayusatotenjin@gmail.com kensuke.line@gmail.com satot@isc.chubu.ac.jp owlsveta@mail.ru katri.savolainen@helsinki.fi scaini.simona@hsr.it schaal@cesg.cnrs.fr maja.schachner@uni-jena.de Daniel.Schechter@hcuge.ch hscheit@zedat.fu-berlin.de nicolas.schmaeh@hfh.ch Klaus.Schmeck@upkbs.ch Maude.Schneider@unige.ch lucie.schoenhals@hcuge.ch angelika.schoellhorn@phtg.ch Kimberly.schonert-reichl@ubc.ca

431

Schoneveld Schoon Schoppe-Sullivan Schroeck Schuhmacher Schwarz Sciplino Scopesi Sebastin-Galls Sebre Seed Seiffe-Krenke Sen Sener Shalbaf shamama-tus-Sabah Kazim Shaw Shibuya shih-chin Shin Shinohara Shizawa Sierau Sierszenska-Leraczyk Silberreisen Silinskas Silke irek Skipstein Slagt Smallegange Sodian Songhorian Sorbring Sousa Spahni Speller Sperlich Spiel Spiel Spiess

Elke A. Ingrid Sarah Felicia Nils Beate Carolina Alda Maria Nria Sandra Amanda Inge Hilal Tulin Azra Syeda Thrse Ikuko Lu Nana Ikuko Miho Susan Malgorzata Rainer Gintas Charlotte Jan Anni Meike Eva Beate Sarah Emma Mariana Stefanie Myriam Anja Christiane Georg Manuela

NL GB US DE DE CH GB IT ES LV GB DE TR TR IR PK AU JP TW KR JP JP DE PL DE FI IE CZ NO NL NL DE IT SE PT CH CH DE AT AT CH

e.schoneveld@psych.ru.nl i.schoon@ioe.ac.uk schoppe-sullivan.1@osu.edu felicia.schroeck@psychologie.uni-heidelberg.de nils.schuhmacher@uni-muenster.de beate.schwarz@zhaw.ch carolina.sciplino@smuc.ac.uk alda.scopesi@unige.it nsebastiang@gmail.com sebre@lu.lv ams18@st-andrews.ac.uk seiffge-krenke@uni-mainz.de hisen@ku.edu.tr tulinsener72@yahoo.com shalbaf_azra@yahoo.com barhvi@yahoo.com t.shaw@ecu.edu.au shibuyai@suzuka-jc.ac.jp z4548loan@hotmail.com nnshin@gmail.com shinoiku@asu.aasa.ac.jp shizawa.miho.6c@kyoto-u.ac.jp susan.sierau@medizin.uni-leipzig.de leraczyk@ag.pl sii@uni-jena.de g.silinskas@gmail.com c.silke1@nuigalway.ie sirucek@fss.muni.cz anni.skipstein@fhi.no M.I.Slagt@uu.nl E.S.Smallegange@uva.nl Munich Sodian@psy.lmu.de s.songhorian@gmail.com emma.sorbring@hv.se marianals@netcabo.pt stefanie.spahni@psy.unibe.ch Myriam.Speller@unil.ch anjasper@uni-potsdam.de christiane.spiel@univie.ac.at georg.spiel@promente-kijufa.at manuela.spiess@psy.unibe.ch

432

Spinelli Spitsyna Staerkl Stamatiou Stamm Stapel - van der Hoek Staton Stavrinides Stavropoulos Stefanek Stefanovic Stanojevic Steffgen Steiger Steinhoff Stepien-Nycz Sticca Stievenart Strizhitskaya Strohmeier Stupish Stutz Suardi Surez Sugihara Sugimura Sulkowski Sumter Sundqvist Suter Suter Suttora Suwa Suzuki Svensson Szpak Szufnarowska Szymanik Tagliabue Taisson-Perdicakis Tajiri Takahashi

Maria Larysa Christian Eftihia Margit Elly Sally Panayiotis Vasilis Elisabeth Tatjana Georges Andrea Edith Annekatrin Malgorzata Fabio Marie Olga Dagmar Svetlana Melanie Francesca Arminda Yoko Shinichiro Michael Sindy Anett Julien Maya Chiara Eriko Kayuzo Ylva Marta Joanna Anna Semira Claire Erika Noboru

IT UA CH GR CH NL AU CY AU AT RS LU CH DE PL CH BE RU AT BY CH CH ES US JP US NL SE CH CH IT JP JP SE PL DE PL IT FR JP JP

maria.spinelli@unimib.it lorasp@live.ru christian.staerkle@unil.ch estamati@psy.auth.gr margrit.stamm@unifr.ch p.h.m.stapel-vanderhoek@uva.nl s.staton@qut.edu.au stavrini@ucy.ac.cy vasilisstavropoulos80@hotmail.com elisabeth.stefanek@fh-linz.at sstanja63@gmail.com georges.steffgen@uni.lu asteiger@ife.uzh.ch annekatrin.steinhoff@uni-muenster.de m.stepien@uj.edu.pl fabio.sticca@uzh.ch marie.stievenart@uclouvain.be olga_stri@hotmail.com dagmar.strohmeier@fh-linz.at sw_lana@yahoo.com melanie.stutz@unifr.ch Francesca.Suardi@unige.ch asuper@ull.edu.es ysugihara@dmh.lacounty.gov shinsugi@hiroshima-u.ac.jp sulkowski@email.arizona.edu s.r.sumter@uva.nl anett.sundqvist@liu.se julien.suter@etu.hepl.ch Maya.Suter@chuv.ch chiara.suttora1@unimib.it e.suwa.osakauni@gmail.com qze05045@nifty.com svenssonylva@hotmail.com marta.szpak@o2.pl jszufnarowska@techfak.uni-bielefeld.de alex.shilou@gmail.com semira.tagliabue@unicatt.it claire.taisson-perdicakis@univ-nancy2.fr shiritori.it.tajikosan.d0v0b@gmail.com noborut@cc.osaka-kyoiku.ac.jp

433

Takeuchi Tamaki Tamm Tamura Tanaka Tanaka Tanase Tani Tani Tantaros Tapparel Tarabulsy Tartakovsky Tartas Teles Tendais Tenud Teppers Tharner Theurel Thomaes Thomas Thomas Thommen Thommessen Thompson Thorpe Tissot Tjus Tobias Toda Toda Todd Tognetta Tomalski Topolewska Topuzova Topuzova Tornare Torney Torres

Kazuo Hattori Anni Ayana Koji Yukari Andreea Iori Masako Spyridon Sophie George Eugene Valrie Joseilde Maria Iva Melody Eveline Anne Anne Sander Joachim Michael Evelyne Sara Fran Karen Herv Tomas Krettenauer Yuichi Sueko Brenda Kathryn Luciene Regina Paulino Przemek Ewa Irina Irina Elise Kira Alezandra

JP JP EE JP JP JP CH JP JP GR CH CA IL FR BR PT CH BE NL CH NL DE UK CH GB GB AU CH SE CA JP JP GB BR PL PL BG BG NO DE ES

takekaz0205@gmail.com hattori@hosei.ac.jp anni.tamm@ut.ee ayana.tam@gmail.com Koji.Tanaka2@ma7.seikyou.ne.jp yucari.carol@gmail.com andreea-corina.tanase@unil.ch iorit@nifty.com time.info54@gmail.com sgtan@psych.uoa.gr Sophie.Tapparel@unil.ch George.Tarabulsy@psy.ulaval.ca etartakov@hotmail.com tartas@univ-tlse2.fr josie.teles@usp.br ivatendais@gmail.com Melody.Tenud@etu.hepl eveline.teppers@ppw.kuleuven.be a.tharner@erasmusmc.nl anne.theurel@unige.ch s.thomaes@uu.nl joachim.thomas@ku.de m.thomas@bbk.ac.uk evelyne.thommen@eesp.ch sara.thommessen.1@city.ac.uk franthompson3@gmail.com k.thorpe@qut.edu.au herve.tissot@chuv.ch tomas.tjus@psy.gu.se tkrettenauer@wlu.ca toda@cc.osaka-kyoiku.ac.jp toda@nuas.ac.jp Brenda.Todd.1@city.ac.uk LRPAULINO@UOL.COM.BR tomalski@mac.com topolewska.ewa@gmail.com irina_t@swu.bg irinatopuzova@gmail.com elise.tornare@gmail.com kira.torney@uni-tuebingen.de mif@ull.edu.es

434

Torres Torrisi Toselli Tugu Toyama Traverso Tremblay Trevarthen Trofimov tryggvason Tsalas Tsukakoshi Tsuruta Tsutsui Tulviste Tuncgenc Turner Turpin Udry-Jorgensen Uebuchi Uematsu Uka Ulker-Erdem Umemoto Uragami Urata Urben Urm Uryu Uslucan Vaish Valle Van Bakel van de Schoot van de Vijver van der Voort Van Dijk van Gameren-Oosterom Van Petegem Vancraeyveldt Vnsk

Nuno Raffaella Monica Pirko Noriko Laura Hlne Colwyn Andrii nina Nike Nami Toshiro Mayumi Tiia Bahar Melanie Helen Miyuki Laura Hisashi Akiko Fitim Ayca Takatoyo Moe Yu Sebastien Ada Yoshiko Haci-Halil Amrisha Annalisa Hedwig Rens Fons Anja Marijn Helma Stijn Caroline Mervi

PT CH IT EE JP IT FR UK UA SE DE JP JP JP EE GB AU CH CH JP JP DE TR JP JP JP CH EE JP DE DE IT NL NL NL NL NL NL BE BE FI

nmtorr2@gmail.com Raffaella.Torrisi@chuv.ch monica.toselli@psico.unifi.it pirko.tougu@ut.ee toyama@tsuda.ac.jp lauratraverso4@gmail.com helene.tremblay@univ-rouen.fr c.trevarthen@ed.ac.uk hrta@bigmir.net nina.tryggvason@hv.se Nike.Tsalas@psy.lmu.de nami_t@nifty.com t.tsuruta824@gmail.com tsutsui@redcross.ac.jp Tiia.Tulviste@ut.ee bahar.tuncgenc@anthro.ox.ac.uk melanie.turner@bigpond.com helenmiyuki.turpinmurata@unil.ch laura_bo_jorgensen@hotmail.com uebuchi@u-gakugei.ac.jp auematsu@luther.ac.jp fitim.u@gmail.com ayca.ulker@yahoo.com takatoyoumemoto@hotmail.co.jp m0e.u722@gmail.com urata.yu@gmail.com Sebastien.Urben@chuv.ch ada.urm@ut.ee uriu@nara-edu.ac.jp uslucan@zfti.de vaish@eva.mpg.de annalisa.valle@unicatt.it H.J.A.vanBakel@tilburguniversity.edu a.g.j.vandeschoot@uu.nl Fons.vandeVijver@uvt.nl AVoort@fsw.leidenuniv.nl m.w.g.van.dijk@rug.nl helma.vangameren@tno.nl stijn.vanpetegem@ugent.be caroline.vancraeyveldt@ppw.kuleuven.be mervi.vanska@uta.fi

435

Vasilenko Vasilenko Vasquez Echeverria vaz-cerniglia Vazsonyi Veneziano Verissimo Verschueren Vianello Dri Vieira Vilenskaya Vinay Vincent Vleioras Vlondaki-Platsaki von Schorlemer von Suchodoletz Vosniadou Voumard Wacker Wadepohl Walker Wallot Walter Wang Wngqvist Watanabe Watanabe Konishi Watson Weimann Wetzel White White Wiers Wiese Wiium Wijnants Williams Winstone Witt Witting

Viktoria Viktoria Alejandro clia Alexander Edy Maria Karine Valeria Joana Galina Aubeline Chlo Georgios Kalliopi Celestine Antje Stella Jrme Gaetane Heike Sue Sebastian Sarah Pei-Ling Maria Masayuki Yayoi Ryan Regina Nicole Lars O. Lars Reinout Bettina Nora Maarten Kate Naomi Arnaud Andrea

RU RU PT FR US FR PT BE IT PT RU FR FR GR GR UK DE GR CH CH DE AU DK CA TW SE JP JP US DE DE DE DE NL DE NO NL AU GB CH AT

mandarinka585@gmail.com vasilenko_v@list.ru avasquez@psico.edu.uy celiarp@aol.com vazsonyi@uky.edu edy.veneziano@parisdescartes.fr Maria.Verissimo@ispa.pt Karine.Verschueren@ppw.kuleuven.be valeria.vianellodri@gmail.com joana.marina.vieira@gmail.com vga2001@mail.ru Aubeline.Vinay@u-bourgogne.fr chloe.vincent11@gmail.com gvleioras@gmail.com pvlodaki@haef.gr Celestine.vonSchorlemer.2012@live.rhul.ac.uk antje.von.suchodoletz@psychologie.uni-freiburg.de svosniad@phs.uoa.gr Jerome.Voumard@unil.ch gaetane.wacker@gmail.com heike.wadepohl@ifs.phil.uni-hannover.de sue.walker@qut.edu.au sewa@hum.au.dk sarah.walter@lincoln.ox.ac.uk peilinwang2001@yahoo.com.tw maria.wangqvist@psy.gu.se watanabe@edu.shiga-u.ac.jp emywata@hosei.ac.jp ryanwatson@ucla.edu regina.weissmann@ku.de wetzel@uni-leipzig.de white@medizin.uni.leipzig.de white@medizin.uni-leipzig.de r.wiers@uva.nl wiese@psych.rwth-aachen.de Nora.Wiium@iuh.uib.no m.wijnants@bsi.ru.nl k15.williams@student.qut.edu.au N.Winstone@surrey.ac.uk arnaud.witt@unige.ch andrea.witting@univie.ac.at

436

Wojciechowska Wold Wolkenstein Wollny Wood Wray-Lake Wuyts Xufre Yagolkovskiy Yalnz Yamada Yamada Yamada Yamagata Yamagishi Yamagiwa Yamamoto Yamana Yanagida Yang Yasar Yenice- Kanik Yokotani Yoshida Zaccagnino Zachrisson Zakharova Zaveryko Zecca Zesiger Zhang Zheng Ziegenhain Zimmermann Zittoun Zukauskiene

Ludwika Bente Larissa Anna Mark Laura Dorien Isabel Sergey Bra Mayo Megumi Yoko Kyoko Akiko Yuichiro Chika Yuko Takuya Pei-Jung (Annie) Mustafa Ebrar Kenji Mariko Maria Henrik Daae Elena Nataliia Gregory Pascal Wenxin Nian-Ci Ute Gregoire Tania Rita

PL NO DE DE US US BE CH RU TR JP JP JP JP JP JP JP JP AT TW TR TR JP JP CH NO RU UA CH CH CN TW DE CH CH LT

ludwika.wojciechowska@gmail.com bente.wold@uib.no larissa.wolkenstein@uni-tuebingen.de Anna.Wollny@uni-potsdam.de tbarton@uri.edu laura.wray-lake@cgu.edu dorien.wuyts@ugent.be Isabelcristina.pereiraxufre@unil.ch yagser@hotbox.ru bus.yalcinoz@gmail.com chocolat1186@yahoo.co.jp higemaru@hokuyakudai.ac.jp yo-yay@nifty.com yamagata@notredame.ac.jp ayamagi@juntendo.ac.jp yamagiwa@tmu.ac.jp yamamoto.chika@nagoya-bunri.ac.jp yamana@gipc.akita-u.ac.jp takuya.yanagida@univie.ac.at pjyang@nccu.edu.tw mustafaxyasar@yahoo.com ebraryenice@gmail.com yokotani@n-seiryo.ac.jp mariko@edu.mie-u.ac.jp maria.zaccagnino@usi.ch henrikdz@atferdssenteret.no E-I-Z@yandex.ru nzaveryko@ukr.net gregory.zecca@unil.ch pascal.zesiger@unige.ch wxzhang01@hotmail.com carnationtw@hotmail.com Ute.Ziegenhain@uniklinik-ulm.de Gregoire.Zimmermann@unil.ch tania.zittoun@unine.ch rzukausk@mruni.eu

437

AUTHOR INDEX

A
Abram. M. 48 Abubakar. A. 285 Adachi. M. 236, 248 Adachi. T. 182 Adedeji. O. 124 Adrin. J.E.. 102, 334 Agache. A. 225, 288 Agliati. A. 245 Aguert. M. 77 Ahnert. L. 79, 154, 155, 231 Ahonen. T. 207 Aiduenu. B. 211 Airenti. G. 313 Ak. . 331 Akca. Z. 370 Akehurst. L. 400 Aki. M. 375 Akihiko. I 54 Akinori. S. 187 Akinsola. E. 124 Aktar. E. 210 Akta. A. 59, 73 Alayli. A. 95 Albanese. O. 378 Albert. I. 50, 396 Al-Dawaf. N. 402, 403 Alexander. V. 135 Alexandrou. E. 279 Alexandrova. N. 235 Allemand. M. 388 Allen. J. 332, 333 Almeida. A. 7, 8, 21, 41, 43, 144, 408 Alsaker. F. 189, 194 Altenburger. L. E. 274 lvarez. M. 42, 292 Alves. D. 352 Amanaki. E. 190 Amaya. Y. 181 Ambrosi. S. 118 Amer. J. 237 Andonova. Y. 175 Andre. L. 160 Andreas. A. 253 Andrn. M. 92 Andrs-Roqueta. C. 262, 334 Angeleri. R. 313 Ansermet. F. 171, 208, 300, 395 Apers. S. 96 Apter. G. 115, 116 Arabadjieva. H. 175 Aram. D. 131 Aranbarri. A. 278 Arijs. C. 76 Arnaud. N. 99

Arnouil. E. 311 Aro. T. 207, 256, 353 Arranz. E. B. 276, 278 Arro. G. 234, 235 Asakawa. A. 294 Asakawa. K. 234 Asendorpf. J.B. 146 Asenova. I. 175 Ashizawa. K. 304 Ashrafi. E. 382 Asmussen. K. 21 Assailly. J.-P. 181 Assuno. R. 159 Atkinson. A. P. 247 Aue. T. 171 Aunola. K. 328 Aus. K. 235 Austin. G. 58 Avdeeva. N. 304 Axmann. J. M. 241 Aydilek Ciftci. M. 161 Aydin. E. 119, 299 Aydinli. A. 70, 289 Azbar. R. 208

B
Baban. A. 250 Backer-Grndahl. A. 98 Bader. M. 21, 147 Badoud. D. 316 Bagci. S. C. 334 Bahari. Z. 186 Bajgarova. Z. 246 Bakermans-Kranenburg. M. 291 Bakouri. M. 103 Baldus. C. 99 Balkaya. M. 142 Ballaz. C. 369 Ball. M. 244 Ballester. L. 237 Balsells. M.-A. 42 Banasik. N. 153 Banta Lavenex. P. 106 Barajas. C. 76, 260 Baran. M. 295, 376 Barbosa-Ducharne. M.A. 205 Barisnikov. K. 48, 120, 130, 150, 367, 369 Barkauskiene. R. 185 Barker. M. 232 Barker-Collo. S. 398 Barone. L. 21, 389 Barrera Garcia. K. 368 Barrett. M. 7, 109, 191, 193, 199, 278, 338 Barros. S. 56, 166 Barrouillet. P. 105 Barthlmy. A. 107

438

Basford. Y. 69 Basilio. M. 390 Batista. A. 92 Battaglia. M. 259 Baud-Bovy G. 381 Bauman. S. 196, 212, 218 Baumeler. D. 175 Baumgartner. S. 67, 122, 289 Baurain. C. 246 Bayraktar. F. 97 Becher. Y. 379 Bednaya. E. 260 Bekkhus. M. 391, 392 Belotti. R. 259 Bender. M. 70 Bendixen. M. 189 Benedan. L. 307 Benmiloud. J. 21 Benony. H. 357 Benony-Viode. C. 357 Beretta. A. 308 Berg. D. 176, 311, 366 Bergmann. S. 370 Bermeitinger. C. 134 Berne. S. 405 Berrone. C. 143, 183, 258 Berthelsen. D. 117, 136, 186, 265, 340 Bertrand. R. 353 Berweger. S. 99 Besevegis. E. 252 Bespanskaya-Paulenka. K. 131 Bestges. S. 360 Betsch. T. 241, 329 Bettayeb. N. 51 Beunard. A. 308 Beyers. W. 21, 76, 94, 164 Bialecka-Pikul. M. 152, 153, 180, 240, 295, 376 Bialek. A. 240, 295, 376 Bickle-Graz. M. 119, 120 Biermann Mahaim. E. 156 Bighin. M. 274 Birzina. E. 306 Bite. I. 62, 254 Blades. M. 173, 244 Blair. C. 365 Blaizot. X. 308 Blanchard. C. 307 Blicharska. T. 212, 232, 280, 371 Blin. R. 95 Blinka. L. 63 Blissett. J. 90, 120 Blumberg. H. 334 Blume. K. 380 Bochyska. K. 67 Bochat. H. 21 Bgels. S. M. 210, 255 Bolin. A. 159 Bolin. M. 159 Boll. T. 229 Bolomey. L. 395

Bond. R. 356 Bonfiglio. N. S. 292 Bnniger. M. 53 Bontempo e Silva. L. 129, 289 Bonthoux. F. 118 Bordet. J. 357 Borge. A. 169 Borghini. A. 21, 54, 120, 315, 316, 343 Borgi. S. 373 Born. M. 189 Borradori Tolsa. C. 120, 130, 367, 378 Bortone. B. 378 Bos. H. 345 Bosacki. S. 152, 180 Bosch. L. 39 Bosman. A. 82 Botelho. S. 73 Bouchard. M. 176, 366 Boulard. A. 54, 136, 189 Boutera. M. 280 Bova. A. 205 Bovenschen. I. 347, 348 Bowes. L. 393 Bowler. D. 87 Boza. M. 138, 190 Brait Zerbeto. A. 261 Brandt. P.-Y. 304 Bratko. D. 354 Braunstein-Bercovitz. H. 135 Breidokiene. R. 208, 357 Breivik. K. 83, 336 Brenavides. C. M. 338 Brenick. A. 86 Brenlla Blanco. J. C. 376, 377, 379 Breux. S. 52, 53 Brkovic. I. 93 Broberg. A. 303 Brocchi. B. 314 Brodard.F. 147 Brookes. H. 91 Bru. E. 100 Brummelman.E. 215 Brundzaite. K. 180 Bryant. D. M. 166 Brytek-Matera. A. 51, 135 Buchmann. M. 289 Budak Ayse Meltem. U. 120 Bulgarelli. D. 108, 233 Bullens. Q. 276 Bullinger. M. 331, 360, 397 Brger. C. 142 Burk. W. J. 351 Burkhardt. J.-M. 181 Burkitt. E. 68 Businaro. N. 378 Bussab Raad. V. S. 207, 314 Butkien. D. 310 Butkovic. A. 354 Butnaru. S. 311 Byczewska-Konieczny. K. 293

439

Byrne. S. 21, 42, 292

C
Caby. J.-M. 307 Cadima. J. 56, 166, 251 Caki. L. 128 Caldara. R. 280 Call. J. 118 Callerame. C. 374 Calvete. E. 209, 364, 370, 404 Camodeca. M. 146 Camos. V. 49, 106, 353 Campaert.K. 38 Campbell. V. 135 Canrio. C. 213 Cannard. C. 124 Caprin. C. 238, 307 Carassa. A. 373, 374 Crdenas. K. 107 Carr. G. 183 Carrero. F.-J. 260 Carrero-Francisco. N.-C. 76 Carrington. S. 186 Carroll. A. 330 Carugati. F. 337, 385 Carvalhosa Barbosa. M. 103 Carvalhosa. S. 405 Casalin. S. 250 Casas. J. A. 160 Cascone. P. 21 Case. R. 398 Casey. B.J. 21 Casla. M. 78 Casonato. M. 21, 98 Cassibba. R. 389 Castel. S. 308 Castelli. I. 94 Caublot. M. 212 Cauduro. C. 207 Cavalcante. S. 391 Cavioni. V. 258 Celen. N. 370 ern. A. 196 Cervantes. G. 310 Cestac. J. 181 Chaiklin. S. 384 Chantal. M. 114 Charlier- Mikolajzack. D. 21 Chasiotis. A. 70 Chatzikyriakou. G. 163 Cheam. C. 369 Chelini. M. O. 177, 178 Chen. B. - B. 21 Chen. B.- B. 289, 302 Chen. S.-J. 236, 248 Cheon. Y.-u. 132 Chika. Y. 125

Chizhova. V. 297 Chlouverakis. G. 237 Cholley. P. 21 Chur Hansen. A. 362 Cieciuch. J. 165, 249, 251 Cierpka. M. 341 Cillessen. A. H. N. 351 Ciobota. C. 71 Ciucci. E. 232 Civilotti. C. 374 Claes. S. 407 Clmence. A. 103 Clemente. R. A. 262, 334 Clerici. M. 183 Cloostermans. A. 47 Coelho de Souza. M. T. 133 ok. F. 124, 181, 277 Coleman. C. 241, 257 Colletta. J.-M. 91, 92, 230 Colman. I. 342 Colonnello. V. 209 Colonnesi. C. 255 Colpin. H. 264, 407 Compagnone. P. 165 Conde. A. 177 Coppola. G. 146 Corajoud. P. 15 orap. F. 59 Cordero. M. I. 208, 300 Cordonier. L. 351 Cormenzana. S. 398 Correia. I. 168 Corsano. P. 69 Costa. I. 140 Costa. P. 159 Costa. R. 116, 185, 213, 299 Costa. S. 365 Costantini. A. 389 Costantini. C. 400 Courbois. Y. 173 Cox. R. 82 Creed. P. A. 177, 257 Crescentini. A. 326 Creveuil. C. 308 Crockenberg. S. 335 Cross. D. 83, 84, 283, 408 Cruz. O. 94, 246, 341, 352, 365 Cuadrado-Gordillo. I. 141, 189 Cuervo. K. 102, 283 Cummings. A. 52 Cumsille. P. 93 Curchod-Ruedi. D. 256 Cussino. M. 373, 374 Cuzzolaro.M. 68 Czerwiska-Jasiewicz. M. 74

440

D
dAubigny. C. 124 Dacko. M. 135 Dadds. M. 333 Dahlmanns. F. 52 Dakanalis. A. 143, 183 Dalenberg. W. 93 Damian. L. 250, 289 Danyliuk. I. 138 Darwiche. J. 46, 273 David. V. F. 178, 207 de Cock. E. 249 de Coster. L. 307 de Diesbach Dolder. S. 351 de Haan. A. 387, 388 de Jong. M. 119 de La Rosa. A. 50 de Oliveira. S. J. 116 de Ridder. J. 282 de Ruiter-Wilcox. N. 213 de Souza. M. T. 130, 163 de Stasio. S. 62 de Vente. W. 210 de Wolff. M. S. 47, 121, 332 Dek. G. 279 Debban. M. 21, 315, 316, 399 Decarli. A. 21 Dedkova. L. 61, 160 Dehaene. S. 161 Dehaene-Lambertz. G. 39, 161 Deighton. J. 84, 85 Dekovi. M. 229 del Barrio. C. 402 del Rey. R. 160 Deliyanni-Kouimtzi. V. 167 Dellagiulia. A. 68, 373 Delvenne. V. 21 DePaepe. N. 99 Deplus. S. 148 Deschenaux. A. 351 Deschnes. M. 323, 324 Destan. N. 349 Dette-Hagenmeyer. D. E. 21, 202, 225 Deutz. M. H. F. 351 Devouche. E. 115, 116 di Chiacchio. C. 62 di Dio. C. 330 di Fini. G. 374 Daz-Ocejo. J. 242 Diderich H. M 97 Diewald. M. 288 Diez-Martinez. E. 310 Diges. M. 297 Dillon. E. 314 Dimitrios. P. 137 Dimitrova. N. 107 Dimitrova. R. 70, 109 Dishion. T-J. 215

Dogan. A. 142, 222 Dolphin. L. 268 Donnot. J. 329 Dooley. J. 283 Dopico. C. 117 Dorit. A. 269 Drr. H. 360 Dost Gzkan A. 60 Doudin. P.-A. 256 Doukakou. M. 204 Draganski. B. 395 Dremmel. D. 148 Dubas. J. S 229 Durn Bouza. M. 376, 377, 379 Durand. K. 298 Duret. I. 21 Duriez. B. 164 Dutrannois. V. 43, 44, 91

E
Earnheart. K. 135 Ecalle. J. 188 Eckstein. K. 285, 338 Eduard. M. 390 Egurza. M. 278 Egyed. K. 161, 368 Eicher. V. 103 Eickhorst. A. 202, 340, 341 Eisner. M. 147 Elgan. T. 99 Eliez. S. 399 Elipe. P. 405 Endo. T. 182 Enlund. E. 328 Epifanio. M. S. 364 Epiney. M. 208, 300 Er. N. 296 Erden. S. 161, 401 Eriksson. M. 162 Ertesvg. S. 100 Erzinger. A. B. 60, 202, 225 Erzinger. E. 289 Escudero. A. 117 Esser. G. 118 Estaki. M. 186 Esteves. F. 70 Evers. V. 198 Eydam. A. 227

F
Faber. K. 67, 254 Faesche. A. 287 Fan. X. 302 Fandrem . H. 221 fang-ci. Wu 63

441

Fanti. K. 167 Farcas. D. 139, 289 Fardel. S. 91 Faria. A. 231 Farina. E. 108, 378 Farran. E. 173, 244 Fsche. A. 243, 288 Fastame. M. C. 128, 187 Fasulo. A. 400 Fatzer. S. T. 278 Faure. N. 89 Favez. N. 111, 171, 239, 275, 276, 340 Fehl. L. 403 Feigin. V. 398 Fekkes. M. 97, 102, 399 Fernndez-Antelo. I. 141, 189 Ferrer. G. 243 Ferring. D. 160, 229, 357, 396 Fidanc. P. 142 Figueiredo. B. 185, 213, 299 Filip. A. 376 Finsterwald. M. 45 Fiocco. V. 381 Fiorilli. C. 62 Fitzpatrick. P. 139 Flores Macas. R. del. C. 129 Floria. D. 307 Florin. A. 235 Folquitto. C. 130, 301 Fonseca-Pedrero. E. 354 Forcada-Guex. M. 130 Forcadell. S. 344 Frster Marn. C. E. 48, 327 Fortune. S. 176, 366 Fountoulakis. C. 242 Fox. C. 121 Francis. B. 119 Frank. P. 403 Frascarolo. F. 111, 239, 275, 323, 396 Freund. J.-D. 335 Friborg. O. 358 Frick. A. 173, 175 Friend. M. 279 Frisn. A. 319, 405 Fuchino. Y. 294 Fuertes. M. 231 Fuhrmans. F. 203 Fujie. Y. 187 Fujimoto. M. 375 Fujimura. M. 184, 253 Fujiu. H. 188 Fukatsu. R 172 Furumi. F. 65

G
Gabriel. U. 189 Gaderer. R. 202

Gaigg. S.B. 88 Galanaki. E. 190 Galdiolo. S. 323, 324 Gallese. V. 330 Gambet. B. 244 Gmez-Guadix. M. 364, 404 Ganeva. Z. 70 Gantenbein-Schaffner. B. 194 Garandeau. C. 37, 38 Garau. E. 307 Garbarino. M. 130 Garcia Fernndez. M. 376, 377, 379 Garca. C. 355 Garcia. D'J. 168 Garckija. R. 73, 172 Garez. V. 115, 116 Gartstein. M. A. 250 Gaspar de Matos. M. 194 Gaspar. A. 70 Gauthier. J.-M. 54, 136 Gavreliuc. A. 71 Gavreliuc. D. 71 Gebert. S. 174 Geistlich. S. 378 Gelskov. S. 161 Genet. M.-C. 115, 116 Gentaz. E. 369 Genty. M. 121 Georgiou. S. 167 Gergely. G. 12, 102 Gervinskaite. L. 185 Gherasim. L. R. 311 Ghim. H.-R. 132 Giannopoulou. G. 66 Gilani. N. 53 Gilli. G. 330 Gintilien. G. 180, 310 Girard. P. 252 Girdzijauskien. S. 310, 367 Gitti .F. 378 Gkintoni. E. 66 Glser. J. 100 Glasgow. .K. 282 Gloger-Tippelt. G. 317, 318 Gogowska. K. 375 Glotova. G. 188 Glowacz. F. 189 Glozman. J. 244, 305 Gollwitzer. M. 40 Golovey. L. 185 Gonalves. M. 21, 98, 139 Gonida. E. 163 Gonzlez. A.-M. 76, 260 Good. J. 362 Goodman. R. 356 Goossens. E. 96 Goossens. L. 7, 8, 13, 21, 181, 262, 387, 406, 407 Gori. M. 272 Gorlova. N. 380 Goshiki. T. 67, 174

442

Gottardis. L. 65 Goubet. N. 298 Goupil. L. 64, 289 Grabner. R. H. 49 Gradinger. P. 195, 196 Graefen. J. 286 Grande. C. 56 Granic. I. 99 Granizo. L. 402 Grausliene. I. 185 Grazia. L.F. 169 Grazzani. I. 245, 270 Grether. T. 104 Greve. W. 127, 372 Grigorev. A. 260 Grimbos. T. 99 Grip. K. 303 Grob. A. 360, 385 Grond. U. 336 Groppe. K. 58 Grossen. M. 384 Grossi. G. 68 Grossmann. T. 247, 279 Gruetter. J. 165 Grmer. S. 331 Gualdi. G. 292 Guarnieri Batista. C. 165, 261 Guay. M.-C. 359 Guedeney. A. 213 Guevara Guerrero. M. 381 Guhn. M. 325, 326 Guillois. B. 308 Guimard. P. 235 Gmten. D. 204 Gunasekera. S. 282 Gnther. E. 331 Gunzenhauser. C. 243 Gurba. E. 292 Gurdal. S. 335 Gre. A. 204 Gustavson. K. 47 Gutierrez. A. 135 Gygax. P. 237, 242 Gyger Gaspoz. D. 164

H
Haataja.A. 37 Habersaat. S. 21, 96, 150 Hachurova. M. 355 Hadzic Krnetic. A. 302 Hfeli. K. 360 Hagmann-von Arx. P. 266 Hkan. S 21 Halfon. O. 21, 149, 214, 333 Halkiopoulos. C. 66 Hallberg. J. 159 Hamaie. N. 139

Hamani. N. 304 Hambly. H. 261 Hamre. B. K. 264 Hamzallari. O. 21 Hankin. B. L. 209 Hannula-Sormunen. M. 118 Hansen M.B. 151 Harma. M. 95, 400 Harnisch. H. 323 Harris. G. 120 Harris. M. 228 Harrison. L. 154, 265 Hart. E. 184, 252 Haruo. N. 48 Harvey. C. 139 Harvey. H. 289, 362 Hasegawa. M. 137 Hashim. I. 47, 360 Hashimoto. Y. 163 Haskell- Williams. H. 85 Hatano. E. 127, 314 Httich. A. 360 Hattie. J. 330 Hattori. T. 171 Hatzinikolaou. S. 374 Hauw. D. 21 1 Haverinen. K. 103 Havik. T. 99, 100 Hayashi. H. 162 Hayes. E. 127 Heary. C. 352 Heiman. T. 404 Heimann. M. 233, 241, 301, 376 Heinonen. K. 267 Heiz. J. 369 Hellmers. S. 127 Helmerhorst. K. 346 Helsing. B. 159 Hermann. E. 132 Hertel. S. 340, 341 Hess. M. 220 Hinobayashi. T. 184, 253 Hirano. S. 253 Hirosawa. A. 305 Hochlov. N. 231 Hoffmann. M. 355 Hohenberger. A. 200 Holopainen. L. 103 Holsen. I. 194 Holzer. L. 243 Hongo. K. 245 Hood. M. 74, 177 Horikawa. E. 298 Horsch. A. 21, 89, 115, 343, 344 Hoshi. N. 236, 248 Hoshi-Watanabe. M. 313 Hoskovcova. S. 126 Hosotani. R. 240 Houghton. S. 282, 330, 356 Houssa. M. 133, 246

443

hsiao-ting. L. 63 Hu. J.-F. 250 Hubert. B. 235 Hughes. J. N. 264 Huguelet. P. 304 Huizinga. M. 67 Humbel. A. 125 Humphrey. N. 85 Hunter. S. 121, 356 Huntington. C. 111 Hunyadi. L. 237 Hppi. P. S. 120, 130, 367, 378 Hurley K. B. 128 Hutchinson. N. 176, 366 Hutchison. S. 125, 363, 371 Hyeonjin. L. 63

I
Iannaccone. A. 337 Ibez. M. 149 Iborra. A. 281 Ichikawa. K. 131 Idsoe. T. 358 Ielmoni. M. C. 243 Ieshima. A. 54, 55 Igarashi. A. 183 Igarashi. M. 51, 304 Iino. T. 304 Illingworth. G. 209 Imai. T. 314 Imai-Matsumura. K. 240, 315, 375 Imori. S. 303 Ingoglia. S. 169 Inguglia. C. 169 Inoue. T. 258 Ionescu. T. 278 Iovu. M. B. 290 Isaki. M. 184 Ishida. Y. 362 Ishikawa. A. 299 Ishikawa. Y. 298 Isomura. T. 172 Issa. B. 280 Ito. H. 172 Ito. T. 75 Itoigawa. N. 184, 253 Ittel. A. 202, 284

Jaugey. L. 243 Javakhishvili. N. 52 Jeliska. M. 375, 382 Jensen. K. 41 Jerkovic. I. 191 Ji. L. 330 Jimenez Garcia.L. 41 Jimenez. L. 21, 43 Jin. S. 379 Johansson. M. 301 Jolles. D. 81 Jones. K. 398 Jones. S. 121 Josef Perner 8 Josephs. M. 200 Juffer. F. 21, 291 Jugert. P. 87, 338 Juliane Kohn 158 Jung. M. 245 Jusiene. R. 208, 357

K
Kaani. B. 138 Kabaya. S. 134 Kadoe. S. 375 Katba. . 21, 114, 191 Kahrs. S. 360 Kaiser. T. 288 Kalak. N. 386 Kalati. V. 167 Kalmr. M. 237 Kalmus. V. 63 Kalpidou. M. 139 Kalus. A. 126 Kamiya. T. 134 Kamiyama. M. 97 Kamphuis. M. 102 Kanayama. K. 219 Kanazawa. T. 184, 253 Kaplan Toren. N. 254 Kappes. C. 134 Kapp-Joel. C. 315 Kara. D. 165 Karaatmaca. C. 231 Karabanova. O. 282 Karadeniz. G. 59, 73 Karaman Guney. N. 124 Kara. D. 249 Karasavvidis. S. 137 Karwala. M. 240 Kasearu. K. 397 Kser. T. 336 Kser. U. 52, 53 Kashirsky. D. 140, 372 Kasik. L. 68 Kato. Y. 129 Katsuno M. 188

J
Jadin. A. 136 Jger. K. 57 Janasova. K. 160 Janoov. P. 168 Jansen. P. 65, 174 Jansson-Verkasalo. E. 40

444

Katsurada. E. 180 Kawakami. F. 245 Kawakami. K. 77 Kawanabe. T. 186 Kaya Balkan. . 59, 73 Kayik. C. 170 Keijsers. L. 283, 393, 394 Keil. J. 253 Keles. S. 358 Keller.H. 21 Kelly. F. 333 Ken. B. 257 Kennedy. L. A. 403 Kenward. B. 40, 41, 162 Kerestes. G. 93 Kerr. M. 8 Kiehl Lucci. T. 116, 178 Kielar-Turska. M. 293 Kikas. E. 310 Kilgallen. C. 242 Kimura. M. 129 Kins. E. 394 Kioseoglou. G. 238 Kipritsi. E. 190 Kishimoto. T. 206 Kitajima. H. 184, 253 Kitano. S. 79 Kiuru. N. 103 Kiuru. N. 327 Kjeldsen. A. 342 Kleeberg-Niepage. A. 141 Klein Velderman. M. 47, 97, 121 Klein. A. M. 370 Klemenovic. J. 160 Klimstra. T. 8, 96, 155, 164, 181, 387, 388 Kling. J. 405 Klingebiel. K.-H. 360 Kym. M. 165, 249 Knpfi. B. 363 Kobayashi. K. 75, 76 Koch. F. 241, 376 Kochel. K. 112 Kochi. S. 182 Kohn. J. 336 Koike. W. 240, 296 Koizumi. Y. 78 Kojima. Y. 213 Kokkinaki. T. 133, 206, 232 Kokkinos. C. 374 Kokkinos. K. 190 Kksal Tuncer. O. 201 Kollerov. L. 168 Kolly. A. 365 Kolodziejczyk. A. 153 Kominato. M. 66 Kondo. T. 378 Koning. I. 223, 224 Konopko-Powalka. M. 363 Kontrkov. V. 191 Koomen. H. M. Y 265

Koops. W. 7, 13, 168, 212, 337 Kornilaki. E. 237, 239, 366 Korucu. I. 95 Kosno. M. 244 Kostic. A. 302 Kouider. S. 64, 160, 161 Koviljka. B. 151 Koyasu. M. 67 Kymen. B. 201 Kozina. A. 259, 334 Kozuki. T. 134 Kraem. S. 181 Krattenmacher. S. 99 Krejcova. L. 126 Krettenauer. T. 146 Krinzinger. H. 158 Kristen. S. 350 Krueger. N. 210 Kucian. K. 157, 336 Kuersten-Hogan. R. 139, 275 Kuhn. D. 203 Kumashiro. M. 334 Kumihashi. M. 366 Kumpfer. K. 45, 46 Kunnen. S. 93, 281 Knster. A. K. 21 Knster. A. K. 290 Kunz Heim. D. 212 Kurazhova. A. 261 Kurman. J. 71, 72 Kuroda. M. 309 Kusanagi. E. 236, 248 Kuzucu. Y. 277, 331 Kwak.K. 114, 115 Kypriotaki. M. 186, 239

L
Laakso. M.-L. 207, 219, 221, 353 Labat. H. 188 Lacasa. F. 343 Lacinov. L. 231 Ladd. G. 112 Lago. O. 117 Lam. V. 355 Lambotte. I. 307 Landesman Ramey. S. 21 Lanfranchi. A. 348 Lang. A. 241 Lange-Kttner. C. 105 Lannegrand-Willems. L. 124, 156 Lanskey. C. 205 Lanz. M. 382 Lao. J. 280 Lara. L. 402 Larkin. M. 120 Laval. C. 89 Laval. V. 77

445

Lavenex. P. 105 Lavigne. R. 76 Lavigne-Rocio. N.-C. 260 Lawson. C. 136 Le Maner-Idrissi. G. 372 Le Normand. M.-T. 92 Leal. T. 251 Lebedeva. E. 95 Lecce. S. 166 Lee. H. 132 Lee. L. 90 Lee. S.-h. 123 Lehenbauer. M. 321 Lehmann. A. 241 Lehmann. J. 65 Leijten. P. 21, 215, 332 Leikas. S. 339 Leipold. B. 241 Leire. I. 398 Lejeune. F. 120, 130 Lemola. S. 266, 385 Lemonnier. L. 279 Lenninger. S. 391 Leonova. T. 101 Lerkkanen. M.-K. 211, 327, 341 Leskinen. E. 103 Levin. A. 100 Levine. S. C. 173 Lvy. A. 237, 242 Leyendecker. B. 154 Lianou. A. 137 Licata. M. 350 Licciardi. L. 351 Lim. Ai. K. 55 Lima Salum e Morais. M. 116 Lin Yi-Chun 366 Linardakis. M. 186 Lindblom. J. 210 Lindgren. M. 301 Lindow. S. 329 Linero. M.-J. 76, 260 Lingwood. J. 173 Linting. M. 291 Lionetti. F. 21, 389 Little. H. 309 Ljujic. V. 110 Lo Coco. A. 169 Lo Crichio. M. 169 Lo Wen-Fen 366 LoCasale-Crouch. J. 264 Loepthien. T. 241 Loher. S. 57, 58 Loop. L. 293 Lopes. F. 304 Lopes-dos-Santos. P. 231 Lpez. B. 227 Lopez. F. 46 Lorence Lara. B. 21 Lorence. B. 365 Lorenz. L. 270

Lorenz. M. 270 Lsel. F. 205 Lubiewska. K. 375 Lucas-Molina. B. 333, 354 Lucia. S. 167 Lupien. S. 359 Luyckx. K. 96, 164, 181 Lyakso. E. 260, 280

M
Maas. J. 249 Maaskant. A. 345 Mtt. S. 207, 256, 311, 353 Macchi Cassia. V. 273 Macek. P. 251 Machackova. H. 61 Mackiewicz. M. 68 Mackowiak. K. 302 MacLean. M. 209 MacNeela. P. 403 Maehler. D. 270, 271 Magalhes. C. 21, 46 Magistretti. P. 12, 214 Magnan. A. 188 Mahajna. S. 401 Miquez. M. L. 60, 61, 62 Majdandi. M. 210, 255 Majorano. M. 69 Malafosse. A. 406 Malinauskiene. O. 182, 380 Malleus. E. 310 Malt. J. 138 Malti. T. 146, 165, 166 Mampunza. M. M. 21 Manavella. G. 21 Mntyl. M. 256 Mantziou. A. 364 Mantzouranis. G. 321 March. M. 237 Marchetti. A. 50, 94, 330 Marengo. D. 397 Marey Sarwan. I. 400 Marin. M.-F. 359 Marinho. S. 21, 205 Marino. C. 259 Mariscal. S. 78 Markmann. C. 132 Markodimitraki. M. 133, 139, 186 Markson. L. 205 Marques. C. 351 Marques. F. 118 Martel. C. 183 Martel. K. 77 Martikainen. S. 386 Martn Seoane. G. 333 Martn. J. C. 61 Martin. K. 330

446

Martine. E. 120 Martinez. C. 307 Martnez-Pampliega. A. 398 Martins. P. C. 205 Martinsone. B. 256, 306 Maruyama. S. 230 Maryniak. A. 73, 303 Marzocchi. G. M. 309 Mascheretti. S. 259 Mason. J. 119 Massand. E. 21 Massaro. D. 50, 94, 330 Masten. A.S. 13, 406 Mastrotheodoros. S. 110 Matheson. I. 176, 366 Matos P. M. 159 Matos. P. 46, 251 Matsuki. K. 305 Matsumoto. M. 182 Matthys. W. 215, 332 Maughan. B. 356 Maurer. D. 272 Mawusi Amos. P. 211 Mayer. A. 408 Mayor Cinca. M. . 376, 377, 379 Mayor. J. 230 Mazzone. S. 133, 246 Mbiya Muadi. F. 120 Mbiya. M. F. 21 McCall. D. 298 McHale. J-P. 110 McKeague. L. 267, 268 Mecenate. C. 373 Mehdi. Gholamrezaee Mohamad 335 Mehri. Y. 52 Meier. B. 350 Melehin. A. I. 367 Melissidou. G. 75 Melkevik. O. 343 Mellier. D. 244 Meltem-Ustundag Budak. A. 90, 204 Mena Matos. P. 303 Mendiboure. F. 165 Menndez. S. 365 Menesini. E. 7, 13, 37, 123, 318, 408 Menghetti. S. 399 Menin. M. S. 277 Mercer. N. 283 Merenkova. V. 362 Merino. L. 398 Merrell. C. 160 Merry. M. 345 Mertes. M. 306 Meyer. B. 165 Meyer-Siever. K. 100 Meylan. N. 256 Michalkov. R. 371 Michel. A. 253, 402, 403 Michiyo. K. 172 Mickiewicz. K. 375

Midori. T. 64 Mieyaa. Y. 179 Migut. M. 382 Mihic. I. 191 Mikelatou. M. 66 Mikhailova. N. 204 Miltuze. A. 62, 254 Mireault. G. 335 Misailidi. P. 366 Miscioscia. M. 275 Miserez-Caperos. C. 53 Missana. M. 247 Missotten. L. 393 Miyama. G. 304 Mizokawa. A. 214 Mizuno. H. 141 Mocan. O. 129, 289 Mohammadi. M. 52, 369, 382 Mohd-Zaharim. N. 47, 360 Mohr. S. 304 Mhring. W. 173 Molari. I. 306 Molchanov. A. 130 Molchanov. K. 130 Molchanova. O. 72 Molina. P. 21, 108, 228, 233 Mller. E. 255 Monks C. P 123 Monnier. M. 367 Monteiro Ferronato. P. A. 178 Monteiro. J. 205 Monteiro. T. 130 Montgomery. E. 321, 322 Monzani. D. 363 Moon. E. 132 Moons. P. 96 Morais. M. 178 Mora-Merchn. J. A. 405 Mordacci. R. 243 Moreno Nez. A. 390 Moreno. A. 297 Moreno-Ros. S. 48 Morgano. A. 382 Moriguchi. Y. 173, 236 Morin. L.-M. 359 Moriyama. M. 51 Moro. C. 21, 43, 91, 337, 384 Morrisod-Harari. M. 89 Morrone. C. 292 Morsunbul. . 164, 181 Moser. D. A. 171 Mle. R. 372 Mosso. C. 397 Motoshima. Y. 173 Motoyuki. N. 312 Motti-Stefanidi. F. 7, 8, 13, 198, 204, 222, 262, 320, 406 Mountjoy. M.L. 21 Mouton. B. 21 Movahhedi. M. H. 369

447

Mpempeni. V. 137 Mukai. T. 184 Mulenga. V. 138 Muller Mirza. N. 337, 384 Mller. E. 220 Mller-Nix. C. 89, 344 Mulvaney. M. 170 Muntean. A. 21 Murata-Fukushima. M. 378 Murdock. E. 357 Murray-Harvey. R. 85 Musetti. A. 69 Mutho. T. 187 Mweru. M. 171 Mylonas. K. 252 Myowa. M. 294

N
Nadeau. D. 359 Nadeau. L. 149, 150 Nader-Grosbois. N. 133, 150, 151, 246 Nrde. A. 98 Nagai. A. 291 Nagasaki. T. 245, 257, 259 Nakagawa. Y. 75, 76 Nakajo. T. 182 Nakamura. K. 378 Nakamura. N. 75, 76 Nakano. S. 296 Nakashima. N. 295 Nakatani. K. 97 Naoi. N. 294 Napoleone. E. 255 Narchal. R. 401 Naumova. V. 244 Navarta. C. 76 Naz Eroz. B. 400 Nedeljkovic. J. 302 Negayama. K. 217 Negru. O. 250 Neuenschander. R. 365 Newcombe. N. S 173 Ng. M. 379 Ngoran. G. 141 Nicholson. J. 136, 186 Nicod. F. 337 Nicolopoulou. A. 268, 269 Niemczynski. A. 354 Nieuwboer. C.C. 21 Nike. T. 350 Nikiforou. M. 122, 167 Nikitina. E. 66 Nikolaeva E. 362 Nilsen. W. 342 Nilsson. K. W. 303 Nirmala. R. 379 Nishino. M. 75

Nishioka. M. 315 Noack. P. 338 Noam. N. 326 Nobuo. M. 172 Nocentini. A. 113 Noda. M. 176 Nol. Y. 372 Nogueiras. G. 281 Nola. M. 166 Nolin. P. 359 Nomiratsu. H. 216 Noori Moghaddam. S. 369 Nordqvist. E. 241, 301, 376 Norimatsu. H. 95, 217 Nowacki. K. 317 Nowak. E. 382 Nunner-Winkler. 146 Nurmi. J.-E. 211, 327, 328 Nussbaumer. D. 49

O
OShea. L. 366 OToole Thommessen. S. A. 21 Oakes L.M. 128 Obara. T. 69 Obi. I. 170 O'Brien. B. 83 Ochoa. A. 310 odmandakh. D. 63 Ofori. R. 211 Oftinger. A.-L. 49 Ogawa. A. 368 Ogliari. A. 243, 259, 306, 381 Ohl. F. 21 Ohnishi. M. 305 Ohtake. N. 313 Oishi. T. 236, 248 Okamoto. Y. 139 Okanoya. K. 294 Okeke. T. 170 Olabarrieta. F. 278 lafsson. K. 63 Olenik Shemesh. D. 404 Olweus. D. 84 Omiya. A. 362 Ongari. B. 21, 317 Onrush. A. 303 Oort.F.J. 265 Oppedal. B. 321, 322, 358 Ornaghi. V. 245 Orobio de Castro. B. 147, 215, 332 Oros. M. 191 Orriols. E. 48 Orte. C. 45, 237 Ortega. R. 160, 405 Ortiz. E. 343 Orue. I. 209, 364, 370, 404

448

ry. F. 332 Orzechowski. M. 126 Osanai. H. 65 O'Shea. L. 176 Otta. E. 116, 177, 178 Otto. Y. 226 Oudesluys-Murphy. A. M. 97 Ouss. L. 395 Ouyang. X. 280 Overbeek. G. 215, 407 zdemir. Y. 277, 331 zer. S. 322 Ozgun. O. 161, 401 Ozkerem. G. 97

P
Paananen. M. 256 Pace. U. 156 Pacheco. A. 116, 185, 299 Pachi. D. 198, 199 Padilla. S. 60, 61, 62 Pagnin. A. 166 Pakarinen. E. 211 Palladino. B. E. 319 Palummieri. A. 373 Pan. J. 250 Panchieri. E. 295 Pang. J. 258 Pannebakker. F. 47, 97, 332 Papadopoulou. K. 276 Papagna. S. 389 Papaligoura. . 238 Papapetrou. P. 320 Papathanasiou. N 222 Papoudi. D. 276 Paschenko. S. 179 Pascual-Sufrate. T. 354 Passini. C. 21 Pastyrnak. S. 119 Patalay. P. 85 Pateraki. M. 139 Pattinson. C. 255 Paul Harris 8 Paulino Tognetta. L. R. 143 Paulus. M. 144, 349, 350 Pavlopoulou. G. 332 Pavlova. M. K. 338 Peeters. M. 223, 224 Peixoto. C. 166 Peixoto. F. 140, 328 Penna. M. P. 187 Peralbo Uzquiano. M. 376, 377, 379 Pereira. S. 405 Prez Corts. F.S. 172 Perez. F. 325 Prez. J. 365 Prez. J. C. 92, 93, 355

Prez-Albniz. A. 333, 354 Prez-Mata. N. 297 Perkinson-Gloor. N. 266 Pernas Cortias. L. 377 Perren .S. 112, 113, 126, 219 Perret-Clermont A.-.N. 12, 53, 284 Perrez. M. 204 Perrig-Chiello. P. 125, 363, 371 Pesonen. A.-K. 386 Pessanha. M. 166 Peter. J. 122 Petrash. M. 185 Petrogiannis. K. 276 Petrovic. J. 191 Petrovicova. S. 199 Pettinato. C. 335 Petty. A. L. 130, 163 Pfeiffer J. P. 98 Phedonos .P. 122 Phelip. M. 329 Picard. L. 48 Pieng. P. 139 Pierrehumbert. B. 21, 114, 169, 357 Pieschl. S. 320 Piguet. O. 91 Pilatus. J. 372 Pillhofer. M. 290 Pinheiro Mota. C. 303 Pinquart. M. 98, 111 Pinto Basto Tourinho Dantas. L. E. 178 Pinto. A. I. 55, 56, 166 Piolino. P. 48 Piotrowska. P. J. 356 Piperno. F. 209 Piquet. E. 372 Piumatti. G. 397 Pluess. P. 406 Plunkett. K. 230 Poggiogalle. E. 68 Poikkeus. A.-M. 211, 353 Poli. G. 232 Pollhammer. B. 223 Polo. F. 378 Poltz. N. 118 Ponizovsky. Y. 71, 72, 289 Popescu. A. 138 Poudat. C. 54 Poulin-Dubois. D. 279 Pozuelos. J-P. 81 Prackova. A. 257 Praskova. A 177 Pratikaki. A. 206 Preziosa. A. 374 Proia-Lelouey. N. 308 Proust. J. 350 Przemek. T. 21 Pucker. K. 52 Puder. J. 21 Puklek Levpuscek. M. 93 Pulido. R. 333

449

Punamki. R.-L. 210, 323 Purser. H. 173, 244 Putnam. S. P. 250 Pyhl. R. 267

Q
Qi. Q. 234 Quandte. S. 118 Quertemont. E. 189 Quintana. I. 76, 260 Quitmann. J.H. 331, 360, 397

R
Raad Bussab Raad. V. S. S. 116 Raaijmakers. M. 215, 332 Rabaglietti. E. 397 Raiziene. S. 73 Rajhans. P. 247 Rakickien L. 367 Ralli. A. 252, 279 Ramey. C.T 21 Ramsay. M. 183 Ranieri. S. 382 Rasheed. M. A. 277 Rassart. J. 96 Ratcliff M.-J. 361 Raul. A. 74 Reddy. V. 400 Reichle. B. 7, 21, 225 Reidy. L. 241, 257 Reijneveld. S. 47 Reiko. F. 172 Reissland. N. 119, 299, 362 Reitzle. M. 7, 408 Reljic. G. 160 Renati. R. 143, 292 Repond. G. 239 Rveillon. M. 367 Ribeaud. D. 147 Ribeiro. N. 199 an. P. 168 Richmond. J. 398 Richter. D. 287 Richtmann. V. 336 Rieben. I. 304 Rijk. K. 249 Ring. M. 88 Ritter. J. O. 329 Ritter. J.O. 104 Riva. G. 183 Robbins. E. 40 Roberts. L. 398 Robinson. J. 359 Rocha. S. 70 Rodger. H. 280

Rodrigo. M. J. 7, 8, 21, 60, 61, 62, 228, 236, 292 Rodrguez. C. 106, 107, 390 Rodrguez. E. 61 Rodrguez. P. 117 Roebers. C. M. 349, 350 Roebers. C.M. 57, 175, 278, 365 Roer-Strier. D. 71, 72 Rogers. M. 257 Rogoza. R. 67, 68, 254 Rohenkoh. A. C. 331 Rohenkohl. A. C. 360, 397 Rohlf. H. 287 Rohlfing. K. J. 377 Rojas-Barahona. C. A. 48, 327 Rollett. B. 202 Romanyuk. L. 289, 298 Roncancio Moreno. M. 234 Roorda.D.L. 265 Rosrio. P. 143 Rosenfeld. Z. 21 Roskam. I. 389 Rossini. E. 109 Rossmanith. N. 226, 227 Rosso. A. M. 295 Rostek. I. 295 Roth-Hanania. R. 69 Rousse. J. 51 Rouyer. V. 110, 112, 179 Rovira. K. 137, 279 Rowe. R. 356 Roman. M. 334 Rucinska. Z. 228 Rudner. M. 301 Rueda. R. 80 Ruggieri. S. 189 Rujas. I. 78 Rusconi-Serpa. S. 171, 345 Rutland Goldsmiths. A. 86 Rutland. A. 334

S
Sabelnikova. N. 140, 372, 400 SabzehAra Langroudi. M. 52, 369 Sadovnikova. T. 300 Saeki. M. 184 Safont-Mottay. C. 124 Sah. Wen-Hui 233 Sainio.M. 38 Saito. C. 184 Saito. M. 187 Saito. Y. 298, 361 Sakari. L. 386 Sakata. Y. 131 Salehi. M. 186 Salerni. N. 80 Salmela-Aro. K. 7, 8, 103, 168, 193, 339 Salvaterra. F. 73

450

Salzmann. P. 99 Sam. D. L. 7, 191, 192 Sampedro. R. 209, 364 Sanchez. M. 278 Sanchez. S. 357 Sancho Rossignol. A. 208, 300, 378 Sandi .C. 300 Sandikci. Y. 95 Sandmeier Rupena. A. 212 Sandsaunet. V. 392 Sanefuji. W. 132, 253 Sansavini. A. 39, 40 Santarn-Rosell. M. 354 Santelices lvarez. M.P. 172 Santos. F. 177 Sasahara. M. 305 Sassu. R. 57 Sastre-Riba. S. 354 Sato. A. 298 Sato. K. 132 Sato. T. 294, 298 Sattari. K. 382 Savazzi. F. 330 Savenysheva. S. 59, 291, 297 Savolainen. H. 103 Savolainen. K. 387 Scaini. S. 259, 306, 381 Scaiola Lavanchy. C. 275 Scarano de Mendona. J. 116 Schaal. B. 12, 21, 119, 298 Schachner. M. 284, 285, 289 Schechter. D. S. 171, 208, 300, 347 Scheithauer. H. 220 Schellenberg. C. 360 Schiller. E.-M. 142, 306 Schlesinger. R. 254 Schmaeh. N. 360 Schmeck. K. 347 Schmits. E. 189 Schneider. M. 49, 399 Schoenhals. L. 378 Schoenmaker. C. 291 Schonert - Reichl. K. 327 Schoneveld. E. A. 351 Schoon. I. 104, 339 Schoppe-Sullivan. S. 273 Schroeck. F. 21 Schwartz. D. 135 Schwarz. B. 226 Sciplino. C. 126 Scopesi. A. M. 295 Scott. S. 333 Sebastin-Galls. N. 12, 168, 273 Sebre. S. 62, 254 Sedek. A. 303 Seed. A. 118 Seidu. A. 211 Seiffe-Krenke. I. 393 Seitz. C. Voir Selig. J. 328

Sen. H. 95, 400 Sener. T. 200 Sengul. E. 170 Serek. J. 312 Seto. J. 127 Sevgi Bayram . 222 Shahsavarani A. M. 382 Shalbaf. A. 369 shamama-tus-Sabah Kazim. S. 53 Shaw. T. 84, 283 Shibuya. I. 186 shih-chin. L. 63 Shimatani. T. 65 Shino. O. 172 Shinohara. I. 173, 236 Shizawa.M. 253 Siamangka. E. 137 Sienna. S. 335 Sierau. S. 203, 253 Sierszenska-Leraczyk. M. 239 Silbereisen. R.K. 104, 338, 339 Silinskas. G. 327 Silke. C. 352 Simonelli. A. 325 Sipos. L. 237 Siqueira. J. 116 Sirin. S. 358 irek. J. 251 irvanl zen. D. 231 Skhirtladze. N. 52 Skinner. A. T. 335 Skipstein. A. 343 Skoog. T. 159 Slagt. M. 229 Smadja. M-L. 131 Smallegange. E. 346 Smith. P. K. 123, 126, 318, 334, 404, 408 Smith. S. 255 Sodian. B. 349, 350 Soenens. B. 21, 215 Sogos. C. 209 Sommer. R. 397 Songhorian. S. 243 Sorbring. E. 159, 169, 335 Sorin. A.-L. 279 Sorsana. C. 95 Sousa Rocha. G. 74 Sousa. M. 246 Souza. K. 205 Souza. M. T. 301 Spahni. S. 371 Sparrow. J. 335 Specht. A. 331 Sperlich. A. 286 Spiel. C. 101, 169, 284, 408 Spiel. G. 45 Spiess. M. 350 Spilt.J.L. 265 Spinelli. M. 363 Spitsyna. L. 179

451

Staerkl. C. 103 Stahlhut. C. 161 Stamatiou. E. 238 Stamm. M. 155 Stan. V. 21 Stanciu. O. 129 Stapel-van der Hoek. E. 346 Starkey. N. 398 Stathoulia. P. 364 Staton. S. 255 Stattin. H. 8 Stavrinides. P. 167 Stavropoulos. V. 320 Stavrou. A. 75 Stefanek. E. 86 Stefanovic Stanojevic. T. 302 Steffgen. G. 319 Steiger. A. E. 228 Steinhoff. A. 402 Stephan. P. 256 Stepien-Nycz. M. 240, 295, 376 Stern. E. 49 Sticca. F. 195 Stievenart. M. 21, 318, 389 Stoeber. J. 250 Storhmeier. D. 141 Strayer. F. F. 51, 165, 311, 371 Strid. K. 233 Stride. C. B. 356 Strizhitskaya. O. 204, 381 Strohmeier. D. 101, 102, 195, 221, 404 Stupish. S. 307 Suardi. F. 274 Surez. A. 228, 236 Sugihara. Y. 180 Sugimoto. H. 51 Sugimura. S. 294, 296, 366 Suits. K. 162 Sulkowski. M. 211, 212 Smer.N. 21 Sumter. S. 122 Sundqvist. A. 241, 376 Suttora. C. 80, 363 Suwa. E. 115, 253 Suwa. K. 134 Suzuki. K. 271 Svensson. Y. 87 Swords. L. 352 Szpak. M. 180 Szucs. D. 157 Szufnarowska. J. 377 Szymanik. A. 290 Shoebi. D. 204

T
Tada. Y. 375 Taga. G. 230

Tagliabue. S. 382, 394 Tai. K. 172 Taisson-Perdicakis. C. 44 Tajiri. E. 257, 259 Takafumi. W. 312 Takahashi. N. 313 Takai. J. 139 Takai-Kawakami. K. 77 Takamura. H. 236, 248 Takatoyo. U. 312 Takeuchi. K. 218 Takuya. Y. 141 Talei. A. 52 Tamm. A. 397 Tamura. A. 50 Tan. C. 356 Tanaka. H. 375 Tanaka. K. 304 Tanaka. Y. 294 Tani. I. 51 Tani. M. 308 Tantaros. S. 156, 252 pal. A. 251 Tapparel. S. 44, 384 Tartakovsky. E. 379 Tartas. V. 7, 106, 162, 226, 284 Tavares. M. 277 Teles. J.M 78 Tendais. I. 116, 177, 213 Tenorio L. M. 377 Teppers. E. 181 Terenzi. A. 243 Terlizzi. M. 389 Tessier. R. 114, 149 Tetsuji. K. 172 Tharner. A. 197 Theurel. A. 65 Thijs.J.T. 192, 265 Thomaes. S. 214, 215 Thomas. J. 402, 403 Thomas. M. 21 Thomasius. R. 99 Thommen. E. 87, 88 Thommessen. S. A. O. 358 Thompson. F. 197 Thorpe. K. 255, 391 Tiitinen. A. 210 Timmerman. M. 183 Tineri. M. 68 ting-an. B. 63 Tissot. H. 111, 275, 324 Titzmann. P.-F. 192, 403 Tjus. T. 233 Tobia. V. 238, 289, 309 Toda. S. 170 Toda. Y. 134, 141, 163, 219, 309 Todd. B. K. 357, 358 Tognetta. L. 351 Toi. Y. 79 Tolvanen. A. 207, 210

452

Toms de Almeida. A. 205 Tomasello. M. 132 Tomasik. M. J. 104 Tomita. M. 21 Topolewska. E. 251 Topuzova. I. 72 Tornare. E. 281 Torney. K. 208 Torng Pao-Chuan 233 Torres. A. 228 Torrisi. R 21 Torrisi. R. 149, 207 Toselli. M. 232 Tth. I. 237 Tugu. P. 162 Toyama. N. 216 Traverso. L. 353 Tremblay. H. 137, 279 Trevarthen. C. 12, 21, 216 Trofimov. A. 248 Tryggvason. N. 169 Tsatali. M. 137 Tsuji. H. 79 Tsukakoshi. N. 176 Tsunemi. K. 50 Tsuruta. T. 218 Tulppala. M. 210 Tulviste. T. 162, 230, 397 Tuncgenc. B. 201 Turja. L. 220 Turkileri. N. 140 Turner. M. 362 Turpin Murata H. 114

V
Vaish. A. 132 Valente. M. 115, 116 Valkenburg. P. 122 Valle. A. 50, 94 van Aken. M.A.G. 229 van Baar. A. L. 119 van Bakel. H. J.A. 121, 249 Van Craeyevelt S. 264 van de Vijver Fons J. R 70, 109 van den Noortgate. W 264, 407 van der Heijden. L. 67 van der Hof. S. 122 Van Der Linden. M. 399 van der Meulen. K. 402 van der Voort. A. 21, 291 Van Dijk. M. 183, 216, 217, 381 van Gameren-Oosterom. H. 102, 399 van Geert. P. 93, 381 Van Gelderen. L. 346 van Ijzendoorn. M. 21, 291 Van Leeuwen. K. 407 Van Petegem. S. 21, 94, 164 Van Wouwe. K. 399 Vancraeyveldt C. 264 Vnsk. M. 210 Vansteenkiste. M. 21, 94, 215 Varin. D. 238 Vasilenko. V. 59, 297 Vasilevskaya. E. 72 Vasquez Echeverria. A. 94 Vauclair. J. 329 Vazsonyi. A. T. 277, 328 Veglia. F. 374 Velasco. D. 278 Veneziano. E. 268, 269 Verhoeven. M. 119 Verkerk. P. H. 97 Verkuyten. M. 192 Verschueren. K. 264, 317, 407 Viana. K. 392 Vianello Dri. V. 395, 396 Vianzone. S. 373 Victorino. C. 338 Viding. E. 333 Vidmar. M. 259, 334 Vieira. J. 46, 251 Vilenskaya. G. 95 Villanueva. L. 102, 283 Vinay. A. 121 Vincent. C. 311, 371 Vinha. T. 351 Visu-Petra. L. 129 Vitalaki. E. 232 Vitalba. G. 364 Viterbori. P. 295, 353 Vives. M. 237 Vizioli. L. 280

U
Ucanok. Z. 140 Uchida. N. 361 Uchoa Branco. A. 234 Udry-Jrgensen. L. 111, 340, 398 Uebuchi. H. 187 Uebuchi. M. 187 Uematsu. A. 71 Ujiie. T. 139 Uka. F. 174, 289 Ulker-Erdem. A. 96, 249 Umemoto. T. 187 Ungureanu. R. 21 Uragami. M. 296 Urata. Y. 54, 55 Urben. S. 243 Urm. A. 230 Uryu. Y. 242 Usai. M. C. 353 Uslucan H.-H. 271 Us. I. 102

453

Vleioras. G. 75, 364 von Aster. M. 118, 336 von Klitzing. K. 253, 370 von Suchodoletz. A. 174, 243 Vosniadou. S. 13, 337 Vosylis. R. 380 Vreeswijk. C. 249 Vukasovic. T. 354

Wood. M. 223, 224 Woodard. K. 335 Woolgar. M. 333 Wouters S. 264 Wray-Lake. L. 338 Wu. Z. 330 Wurmbrandt. E. 161, 368 Wuyts. D. 215 Wyschkon. A. 118

W
Wachs. T. D 53 Wadepohl. H. 302 Wakebe. T. 294 Walczak. F. 73 Walker. S. 117, 136, 186, 265 Wallot. S. 82, 83 Walter. S. 64 Wang. P.-L. 250, 366 Wang. Y. 179 Wngqvist. M. 387 Wasowicz-Kirylo. G. 75 Wass. S. 80 Watanabe. H. 230 Watanabe. M. 64 Watanabe.Y. 171 Waters. S. 283 Weber. J. 290 Weeda. W. 67 Wegner. E. 293 Wehrle F. 266 Wei. X. 330 Weimann. R. 402, 403 Wendt. V. 370 Werneck. H. 202 Wetzel. N. 300 White. L. O. 197, 198, 253 White. S. 117 Wiers. R. 223 Wiese. B.S. 104 Wigelsworth. M. 84 Wiggs. L. 209 Wiium. N. 336 Wijnants. M. 82 Wilhelm. A. 188 Williams. K. 136 Winefield. H. 362 Winkler. P. 99 Winstone. N. 333 Witting. A. 79 Wojciechowska. L. 293, 363 Wold. B. 193, 195 Wolf. K. 341 Wolkenstein. L. 208, 268 Wollny. A. 286 Wolman. H. 360 Woltering. S. 99 Wood. L. 330

Y
Yagmurlu. B. 95, 400 Yagolkovskiy. S. 281 Yalnz. B. 59 Yamada. C. 79 Yamada. M. 77, 297 Yamada. Y. 13, 54, 55, 284, 309 Yamagashi. A. 303 Yamagata. K. 240, 296 Yamagiwa.Y. 171 Yamana. Y. 258 Yanagida. T. 101 Yanaoka. K. 65 Yang. P.-J. 92 Yasar. M. 166 Yavuz. M. 400 Yeager. D. 216 Yenice- Kanik. E. 96, 249 Yokotani. K. 229 Yoon. J. 212 Yoshida. M. 128 Yoshikawa. S. 172 Yousafzai. A. K. 277 Yuichi T.Y. 218 yu-yi. J 63

Z
Zaccagnino. M. 373, 374 Zachrisson. H.D. 154 Zagrska. W. 375, 382 Zakharova. E. 178 Zanetti. M. A. 143, 183, 258, 292, 308 Zaveryko. N. 142 Zecca. G. 148 Zeidler. N. 341 Zesiger. P. 279 Zhang. W. 330 Zheng Nian-Ci. 366 Ziegenhain. U. 290, 317, 347, 348 Zimmermann. G. 155 Ziv. M. 131 Zotovic. M. 191 Zsolnai. A. 68 Zubiauz De Pedro. B. 376, 377, 379 Zubkova. M. 59

454

Zubrick. S. 283 ukauskait. I. 310

ukauskien. R. 182, 380

455

MAPS

Lausanne (West)

Lausanne University campus (detail)

456

Amphimax (ground)

Amphimax (1st)

457

Amphople (ground)

Amphople (-1)

458

Conference Dinner (downtown Lausanne)

459