Showing papers in "Developmental Review in 1992"

TL;DR: In this article, the authors present a theoretical analysis of the nature and development of children's achievement task values and discuss different theoretical components of achievement values and present empirical evidence for these components.

TL;DR: The frontal lobe of the brain is the last region to develop and appears to be the first to undergo involution later in life as discussed by the authors, which is a major, albeit underrated, factor in the development of intellectual competence and declining mental ability.

TL;DR: In this article, a developmental theory of reckless behavior among adolescents is presented, in which sensation seeking and adolescent egocentrism are especially prominent factors, and factors that may be responsible for the decline of reckless behaviour with age are discussed.

TL;DR: In this paper, a decision-making perspective is used to review and analyze the literature on risk taking in adolescence, and the advantages of such an approach are demonstrated, and then it is applied to some widely held beliefs regarding adolescents' risky behaviors.

TL;DR: In this article, a model of intergenerational transmission of parenting is outlined, in which genetic and contextual continuity is taken into account as well as grandparenting, and a narrative review is presented in which strengths and weaknesses of pertinent studies are discussed.

TL;DR: A social-psychological framework for the explanation of adolescent risk behavior is presented in this paper, which incorporates attention to both person and situational variables, and it differentiates both sets of variables into risk factors and protective factors.

TL;DR: In this article, a model is presented that describes the relation of beliefs to other aspects of the socialization system and the processes that might account for the influence of parental beliefs on children.

TL;DR: In this article, the authors introduce four types of constraints on what can be constructed: what the constructed systems are about, the representational relationship itself, the nature of the systems being constructed, and the process of construction itself.

TL;DR: In this article, an elaboration is given here of the developmental theory of adolescent reckless behavior presented previously, where the emphasis is on the socialization environment and how it acts to restrict or allow adolescent reckless behaviour.

TL;DR: A review of divergent thinking tests can be found in this paper, where the authors suggest that the strengths of these tests include their solid theoretical bases, their reliability, their selective validity, and the vast literature available to assist interpretations.

TL;DR: In this paper, a review examines the development of children's definition(s) of to know and the accuracy of their predictions of knowledge, especially in relation to two broad processes underlying attributions of knowledge: attributing conflicting truth propositions and acknowledging sources of knowledge.

TL;DR: In this paper, the congruence between the procedures' underlying principles (i.e., rationale, tenets, etc.) and the social constructionist philosophy of science and contrast these principles with those of quantitative research is discussed.

TL;DR: The authors reconcile recent data and theory showing that transitive inference does not depend on premise memory with Chapman and Lindenberger's (1992) conclusion that the opposite is true, and conclude that the available evidence overwhelmingly favors memory independence.

TL;DR: In this article, a distributional model of the relation between judgments on transitivity tasks and memory for premise comparisons is proposed, according to which a total population of children solving a transitivity task can be divided into two subpopulations: (a) the operational subpopulation consists of all children who infer their transitivity judgments (e.g., stick A is longer than stick C) from a composition of premise relations.

TL;DR: Chapman and Lindenberger as discussed by the authors showed that the absence of an association between children's reasoning and memory for premises in a number of studies does not reflect any underlying independence between reasoning and remembering, and that the nonsignificant results have occurred either because memory was tested for premises other than those actually used in reasoning or because the proportion of children reasoning from the premises actually tested was insufficient to reject the null hypothesis of independence.

TL;DR: Develocracy is a term used by as mentioned in this paper to characterize a constitutional system in which a substantial number of rights and duties of adults depend on their developmental stage, i.e., their ability to decide whether or not to participate in a religious group in public schools.