Pursuing Perfection: Distress and Interpersonal Functioning Among Adolescent Boys in Single-Sex and Co-Educational Independent Schools

The relationship between cognitive enrichment and cognitive control: A systematic investigation of environmental influences on development through socioeconomic status

We measured the impact of socioeconomic status (SES) on cognitive processes. We examined cognitive control, specifically working memory (WM), in a sample of N = 141 7- to 17-year-olds using rule-guided behavior tasks. Our hypothesis is based on computational modeling data that suggest that the development of flexible cognitive control requires variable experiences in which to implement rule-guided action. We found that not all experiences that correlated with SES in our sample impacted task performance, and not all experiential variables that impacted performance were associated with SES. Of the experiential variables associated with task performance, only cognitive enrichment opportunities worked indirectly through SES to affect WM as tested with rule-guided behavior tasks. We discuss the data in the context of necessary precision in SES research.

The Temporal Dynamics of Neighborhood Disadvantage in Childhood and Subsequent Problem Behavior in Adolescence

Research on neighborhood effects has increasingly focused on how long children have lived in a deprived neighborhood during childhood (duration), but has typically ignored when in childhood the exposure occurred (timing) and whether neighborhood circumstances were improving or deteriorating (sequencing). In this article, the authors applied sequence analysis to simultaneously capture children’s duration, timing, and sequencing of exposure to neighborhood (dis)advantage in childhood. Logistic regression analysis was subsequently used to test how different patterns of exposure are related to teenage parenthood, school dropout, and delinquent behavior. Using register data from the Netherlands, an entire cohort was followed from birth in 1995 up until age 19 in 2014 (N = 168,645, 48.8% females, 83.2% native Dutch). Compared to children who had lived in a deprived neighborhood throughout childhood, children who were exposed to neighborhood deprivation only during adolescence were found to be equally likely to become a teenage parent and were even more likely to drop out of school. Unexpectedly, children who had lived in an affluent neighborhood throughout childhood were most likely to engage in delinquent behavior. Possible explanations and implications are discussed.