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Borrie SA, Hepworth TJ, Wynn CJ, Hustad KC, Barrett TS, Lansford KL. Perceptual Learning of Dysarthria in Adolescence. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:3791-3803. [PMID: 37616225 PMCID: PMC10713018 DOI: 10.1044/2023_jslhr-23-00231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 05/28/2023] [Accepted: 06/20/2023] [Indexed: 08/26/2023]
Abstract
PURPOSE As evidenced by perceptual learning studies involving adult listeners and speakers with dysarthria, adaptation to dysarthric speech is driven by signal predictability (speaker property) and a flexible speech perception system (listener property). Here, we extend adaptation investigations to adolescent populations and examine whether adult and adolescent listeners can learn to better understand an adolescent speaker with dysarthria. METHOD Classified by developmental stage, adult (n = 42) and adolescent (n = 40) listeners completed a three-phase perceptual learning protocol (pretest, familiarization, and posttest). During pretest and posttest, all listeners transcribed speech produced by a 13-year-old adolescent with spastic dysarthria associated with cerebral palsy. During familiarization, half of the adult and adolescent listeners engaged in structured familiarization (audio and lexical feedback) with the speech of the adolescent speaker with dysarthria; and the other half, with the speech of a neurotypical adolescent speaker (control). RESULTS Intelligibility scores increased from pretest to posttest for all listeners. However, listeners who received dysarthria familiarization achieved greater intelligibility improvements than those who received control familiarization. Furthermore, there was a significant effect of developmental stage, where the adults achieved greater intelligibility improvements relative to the adolescents. CONCLUSIONS This study provides the first tranche of evidence that adolescent dysarthric speech is learnable-a finding that holds even for adolescent listeners whose speech perception systems are not yet fully developed. Given the formative role that social interactions play during adolescence, these findings of improved intelligibility afford important clinical implications.
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Affiliation(s)
- Stephanie A. Borrie
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Taylor J. Hepworth
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Camille J. Wynn
- Department of Communication Science and Disorders, University of Houston
| | - Katherine C. Hustad
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | | | - Kaitlin L. Lansford
- Department of Communication Science and Disorders, Florida State University, Tallahassee
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Wynn CJ, Barrett TS, Berisha V, Liss JM, Borrie SA. Speech Entrainment in Adolescent Conversations: A Developmental Perspective. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:3132-3150. [PMID: 37071795 PMCID: PMC10569405 DOI: 10.1044/2023_jslhr-22-00263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 11/21/2022] [Accepted: 01/03/2023] [Indexed: 05/03/2023]
Abstract
PURPOSE Defined as the similarity of speech behaviors between interlocutors, speech entrainment plays an important role in successful adult conversations. According to theoretical models of entrainment and research on motoric, cognitive, and social developmental milestones, the ability to entrain should develop throughout adolescence. However, little is known about the specific developmental trajectory or the role of speech entrainment in conversational outcomes of this age group. The purpose of this study is to characterize speech entrainment patterns in the conversations of neurotypical early adolescents. METHOD This study utilized a corpus of 96 task-based conversations between adolescents between the ages of 9 and 14 years and a comparison corpus of 32 task-based conversations between adults. For each conversational turn, two speech entrainment scores were calculated for 429 acoustic features across rhythmic, articulatory, and phonatory dimensions. Predictive modeling was used to evaluate the degree of entrainment and relationship between entrainment and two metrics of conversational success. RESULTS Speech entrainment increased throughout early adolescence but did not reach the level exhibited in conversations between adults. Additionally, speech entrainment was predictive of both conversational quality and conversational efficiency. Furthermore, models that included all acoustic features and both entrainment types performed better than models that only included individual acoustic feature sets or one type of entrainment. CONCLUSIONS Our findings show that speech entrainment skills are largely developed during early adolescence with continued development possibly occurring across later adolescence. Additionally, results highlight the role of speech entrainment in successful conversation in this population, suggesting the import of continued exploration of this phenomenon in both neurotypical and neurodivergent adolescents. We also provide evidence of the value of using holistic measures that capture the multidimensionality of speech entrainment and provide a validated methodology for investigating entrainment across multiple acoustic features and entrainment types.
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Affiliation(s)
- Camille J. Wynn
- Department of Communication Sciences and Disorders, University of Houston, TX
| | - Tyson S. Barrett
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Visar Berisha
- Department of Speech and Hearing Science, Arizona State University, Tempe
- School of Electrical, Computer and Energy Engineering, Arizona State University, Tempe
| | - Julie M. Liss
- Department of Speech and Hearing Science, Arizona State University, Tempe
| | - Stephanie A. Borrie
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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3
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Alkire D, McNaughton KA, Yarger HA, Shariq D, Redcay E. Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:472-488. [PMID: 35722978 PMCID: PMC9763550 DOI: 10.1177/13623613221103699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
LAY ABSTRACT Conversation is a key part of everyday social interactions. Previous studies have suggested that conversational skills are related to theory of mind, the ability to think about other people's mental states, such as beliefs, knowledge, and emotions. Both theory of mind and conversation are common areas of difficulty for autistic people, yet few studies have investigated how people, including autistic people, use theory of mind during conversation. We developed a new way of measuring cToM using two rating scales: cToM Positive captures behaviors that show consideration of a conversation partner's mental states, such as referring to their thoughts or feelings, whereas cToM Negative captures behaviors that show a lack of theory of mind through violations of neurotypical conversational norms, such as providing too much, too little, or irrelevant information. We measured cToM in 50 pairs of autistic and typically developing children (ages 8-16 years) during 5-min "getting to know you" conversations. Compared to typically developing children, autistic children displayed more frequent cToM Negative behaviors but very similar rates of cToM Positive behaviors. Across both groups, cToM Negative (but not Positive) ratings were related to difficulties in recognizing emotions from facial expressions and a lower tendency to talk about others' mental states spontaneously (i.e., without being instructed to do so), which suggests that both abilities are important for theory of mind in conversation. Altogether, this study highlights both strengths and difficulties among autistic individuals, and it suggests possible avenues for further research and for improving conversational skills.
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Affiliation(s)
- Diana Alkire
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Kathryn A. McNaughton
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Heather A. Yarger
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Deena Shariq
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Elizabeth Redcay
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
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4
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So P, Wierdsma AI, van Boeijen C, Vermeiren RR, Mulder NC. Gender differences between adolescents with autism in emergency psychiatry. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:2331-2340. [PMID: 34080460 DOI: 10.1177/13623613211019855] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Among adolescents seen for psychiatric emergency consultation, the percentage of adolescents with autism is increasing over the years. This applies even more to girls than to boys. We collected data of 1378 adolescents aged 12-18 years who were seen for urgent consultation by mobile psychiatric emergency services in the Netherlands. Among these, there were 64 autistic girls and 125 autistic boys. We wanted to know more about differences in problems between autistic and typical developing adolescents in crisis, both to prevent crisis and to improve services. The percentage of adolescents with autism increased over the years studied. Autistic adolescents experienced more severe impairment in functioning compared to typically developing adolescents. Compared to other adolescents, both boys and girls on the autism spectrum were diagnosed less frequently with mood disorders, behavioral disorders, relational problems, and abuse. Autistic girls had a higher suicide risk and suffered more often from anxiety disorders than autistic boys, while autistic boys had a longer history of problems. Outpatient care for children with autism should include easy access to specialized professionals who aim to reduce anxiety and help young people with autism to cope with the challenges of adolescence. Because possibly signs were missed during the emergency consultation, we recommend that as part of the routine procedure in crisis situations adolescents with autism are asked about mood and behavioral problems explicitly, as well as about negative life events.
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Affiliation(s)
- Pety So
- Youz-Center for Youth Mental Healthcare, The Netherlands.,Parnassia Psychiatric Institute, The Netherlands
| | | | | | - Robert Rjm Vermeiren
- Youz-Center for Youth Mental Healthcare, The Netherlands.,Leiden University Medical Center, The Netherlands
| | - Niels Cl Mulder
- Parnassia Psychiatric Institute, The Netherlands.,Erasmus University Medical Center, The Netherlands
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de Moor EL, Van der Graaff J, van Doeselaar L, Klimstra TA, Branje S. With a little help from my friends? Perceived friendship quality and narrative identity in adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:384-401. [PMID: 33621424 PMCID: PMC8248078 DOI: 10.1111/jora.12605] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 12/23/2020] [Accepted: 01/06/2021] [Indexed: 05/23/2023]
Abstract
Stressful events are associated with various outcomes, but there is variability in these associations suggesting that the interpretation of these events is important. This interpretation is reflected in the narratives adolescents tell of events, which are largely constructed in social interactions. We examined the associations of perceived friendship quality with self-event connections and redemption in turning point narratives, in a sample of Dutch adolescents. Findings from regression analyses in a cross-sectional subsample (N = 1087, Mage = 14.8) and a three-wave cross-lagged panel model in a longitudinal subsample (N = 186, Mage at Wave 1 = 14.7) showed that perceived friendship quality was associated with the presence of redemption sequences and self-event connections within time points, but not longitudinally.
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Affiliation(s)
| | | | - Lotte van Doeselaar
- Department of Developmental PsychologyTilburg UniversityTilburgthe Netherlands
| | - Theo A. Klimstra
- Department of Developmental PsychologyTilburg UniversityTilburgthe Netherlands
- Department of Child Study and Human DevelopmentTufts UniversityMedfordMAUSA
| | - Susan Branje
- Department of Youth and FamilyUtrecht UniversityUtrechtthe Netherlands
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6
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Tsai MJ, Chih YC. Conversation turns and speaking roles contributed by Mandarin Chinese dyadic conversations between adults who use speech-generating devices and adults who use natural speech. Assist Technol 2021; 34:563-576. [PMID: 33617421 DOI: 10.1080/10400435.2021.1893234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
Few studies have critically examined contributed conversation turns and speaking roles in dyadic Mandarin Chinese conversations between adults who use natural speech and adults who use SGDs. An analysis of conversation turns considers how conversation participants co-construct conversation processes, whereas an analysis of speaking roles considers how conversation participants co-construct conversation contents. The purpose of the current study was to explore the quantitative contributions of conversation turns and speaking roles in familiar Mandarin Chinese conversation dyads between adults who use SGDs and adults who use natural speech. Five dyads were recruited, and each dyad contained two participants; an adult using an SGD and an adult using natural speech. Each dyadic conversation was individually video-recorded for about 20 minutes, six times. A total of 30 dyadic conversations were analyzed. The means and percentages of the coded conversation turns and speaking roles were computed. Quantitatively asymmetrical contributions of conversation turns and speaking roles occurred in the Mandarin Chinese conversation dyads between the adults who use SGDs and the adults who use natural speech. The adults who use natural speech contributed significantly more conversation turns and speaking roles than did the adults who use SGDs. Implications, limitations, and further research studies were discussed.
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Affiliation(s)
- Meng-Ju Tsai
- Department of Speech-Language Pathology and Audiology, Chung Shan Medical University, Taichung, Taiwan.,Speech and Language Therapy Room, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yu-Chun Chih
- Department of Speech-Language Pathology and Audiology, Chung Shan Medical University, Taichung, Taiwan.,Speech and Language Therapy Room, Chung Shan Medical University Hospital, Taichung, Taiwan
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Forrest CL, Gibson JL, St Clair MC. Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18031221. [PMID: 33572993 PMCID: PMC7908163 DOI: 10.3390/ijerph18031221] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Revised: 01/22/2021] [Accepted: 01/24/2021] [Indexed: 11/16/2022]
Abstract
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the ‘social mediation hypothesis’, we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched controls. Preliminary data from twenty-six participants with DLD and 27 participants with typical language development (TLD, 11–17 years) were compared on self- and parent-reported measures of social functioning and emotional outcomes. There was little evidence of group differences in self-reported social functioning and emotional outcomes, but parent-report of SDQ Peer Problems and Emotional Problems in the DLD group was significantly higher than in the TLD group. Parent-reported peer problems mediated parent-reported emotional problems, accounting for 69% of the relationship between DLD status and emotional problems. Parents of adolescents with DLD, but not adolescents themselves, report significantly higher peer and emotional problems compared to TLD peers. The hypotheses generated from these novel data suggest further investigation into adolescents’ perceptions of socioemotional difficulties and friendships should be examined.
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Affiliation(s)
- Claire L. Forrest
- Department of Psychology and Human Development, UCL Institute of Education, London WC1H 0AA, UK;
| | - Jenny L. Gibson
- Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK;
| | - Michelle C. St Clair
- Department of Psychology, University of Bath, Bath BA2 7AY, UK
- Correspondence: ; Tel.: +44-(0)-1225-384393
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8
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Wynn CJ, Borrie SA, Pope KA. Going With the Flow: An Examination of Entrainment in Typically Developing Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3706-3713. [PMID: 31618138 PMCID: PMC7201337 DOI: 10.1044/2019_jslhr-s-19-0116] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Purpose Conversational entrainment is the tendency for individuals to modify their behavior to more closely converge with the behavior of their communication partner and is an important aspect of successful interaction. Evidence of entrainment in adults is robust, yet research regarding its development in children is sparse. Here, we investigate the emergence of entrainment skills in typically developing children. Method Data were collected from a total of 50 typically developing children between the ages of 5 and 14 years. Children participated in a quasiconversational paradigm with a virtual interlocutor. Speech rate of the interlocutor was digitally manipulated to produce fast and slow speech rate conditions. Results Data from the fast and slow conditions were compared using linear mixed models. Results indicated that children, regardless of age, did not alter their speech to match the rate of the virtual interlocutor. Conclusions Findings suggest that entrainment in children may not be as robust as entrainment in adults and therefore not adequately captured with the current experimental paradigm. Modifications to the current paradigm will help identify a methodology sufficiently sensitive to capture the speech alignment phenomenon in children and provide much needed information regarding the typical stages of entrainment development.
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Affiliation(s)
- Camille J. Wynn
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Stephanie A. Borrie
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Kiersten A. Pope
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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9
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'Youth's Conflict Resolution Strategies in their Dating Relationships'. J Youth Adolesc 2018; 48:256-268. [PMID: 30238346 DOI: 10.1007/s10964-018-0930-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Accepted: 09/08/2018] [Indexed: 10/28/2022]
Abstract
Youth can experience conflicts with their dating partner and then need strategies to solve such conflicts. Research is scarce regarding positive conflict resolution strategies in a dating context. Considering research on various interpersonal relationships (e.g. friendships, dating, marriage), the present study examined how dimensions of empathy, verbal skills and impulsivity can contribute to the use of positive conflict resolution strategies in dating relationships. The sample is made up of 813 youth attending secondary schools or a regional college (71.7% female, mean age = 18.9, age range 14.2-24.9). They completed self-administered questionnaires investigating positive conflict resolution strategies, as well as dimensions of empathy (i.e., fantasy, perspective-taking, empathic concern, and personal distress), verbal skills (similarities and figurative language) and impulsivity (positive urgency, negative urgency, lack of premeditation, lack of perseverance, and sensation seeking). The results reveal sex differences and developmental improvements on several factors. The findings showed that specific dimensions of empathy and verbal skills foster the use of positive conflict resolution strategies whereas specific dimensions of impulsivity and one dimension of empathy hamper it. Both sexes shared a common correlate: the propensity toward perspective-taking fostered the use of positive conflict resolution strategies. In addition to highlighting correlates of positive conflict resolution strategies in dating relationships, this study can contribute to programs dedicated to the promotion of healthy dating relationships among adolescents and emerging adults.
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10
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Soto G, Clarke MT. Conversation-based intervention for adolescents using augmentative and alternative communication. Augment Altern Commun 2018; 34:180-193. [PMID: 30043650 DOI: 10.1080/07434618.2018.1490926] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
This study evaluated the effects of a conversation-based intervention on the use of verbs, personal pronouns, bound morphemes and spontaneous clauses in adolescents with cerebral palsy who use augmentative and alternative communication (AAC). Four teenage girls aged from 14 to 18 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant in the context of a personal collage-building activity. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT™) . While the results are mixed, all four participants increased their use of at least one linguistic target, three increased their use of verbs and grammatically correct spontaneous clauses, two increased their use of personal pronouns, and one produced more bound morphemes during intervention than in baseline. These findings, and future research needs, are discussed.
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Affiliation(s)
- Gloria Soto
- a Department of Special Education and Communication Disorders , San Francisco State University , San Francisco , CA , USA
| | - Michael T Clarke
- b Research Department of Language and Cognition , University College London , London , UK
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11
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Keck CS, Creaghead NA, Turkstra LS, Vaughn LM, Kelchner LN. Pragmatic skills after childhood traumatic brain injury: Parents' perspectives. JOURNAL OF COMMUNICATION DISORDERS 2017; 69:106-118. [PMID: 28898709 DOI: 10.1016/j.jcomdis.2017.08.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Revised: 08/02/2017] [Accepted: 08/21/2017] [Indexed: 06/07/2023]
Abstract
The purpose of this study was to characterize pragmatic deficits after childhood traumatic brain injury (TBI) within the home environment social contexts where they occur. We used a descriptive qualitative approach to describe parents' experiences in communicating with their child with TBI. Participants were ten mothers of children ages 6-12 years who had sustained a moderate to severe TBI more than one year prior to the study. Mothers' experiences were collected through semi-structured interviews and questionnaires. Interviews were analyzed using a deductive framework to develop social contexts and pragmatic deficit themes for communication in the home. Overall, mothers primarily described their children with TBI as exhibiting average or near average pragmatic skills at home, but nine observed some pragmatic deficits and/or social behavior problems. There were four in-home social contexts in which pragmatic deficits were observed. Emergent themes also included outside-of-the home social contexts and social behavior problems. There was some overlap of pragmatic deficit and social behavior problem themes among contexts, but many deficits were context specific. This study's pragmatic deficit themes expanded on prior childhood TBI pragmatic investigations by identifying contexts in and outside of the home in which pragmatic deficits may occur after TBI. Learning Outcomes Readers will be able to describe the day-to-day social contexts that may be impacted by pragmatic deficits after childhood TBI. Readers will be able to compare the pragmatic deficit themes identified as occurring in the home to those occurring outside of the home.
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Affiliation(s)
- Casey S Keck
- University of Cincinnati, Department of Communication Sciences and Disorders, 3202 Eden Ave., Cincinnati, OH 45267, United States.
| | - Nancy A Creaghead
- University of Cincinnati, Department of Communication Sciences and Disorders, 3202 Eden Ave., Cincinnati, OH 45267, United States.
| | - Lyn S Turkstra
- University of Wisconsin-Madison, Department of Communication Sciences and Disorders, 474 Goodnight Hall, 1975 Willow Dr., Madison, WI 53706, United States.
| | - Lisa M Vaughn
- Cincinnati Hospital Medical Center, 3333 Burnet Ave., Cincinnati, OH 45229, United States.
| | - Lisa N Kelchner
- University of Cincinnati, Department of Communication Sciences and Disorders, 3202 Eden Ave., Cincinnati, OH 45267, United States.
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12
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Sullivan K, Marshall SK, Schonert-Reichl KA. Do Expectancies Influence Choice of Help-Giver? JOURNAL OF ADOLESCENT RESEARCH 2016. [DOI: 10.1177/0743558402175005] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study endeavors to test whether adolescents’ expectations of potential helpers’ nurturance and expertise are associated with adolescent selection of an informal helpgiver. A sample of 89 adolescents in Grades 8 and 11 responded to assessments of help seeking within four different scenarios. Regression analyses revealed that expectations of expertise are important in selecting a mother or father as a potential help giver, whereas expectations of nurturance are influential in choosing a friend as a help giver. Age was not found to modify the relationship between expectations and selection of a helper, and gender modified the relationship in only one scenario. Results are discussed in terms of adolescent help seeking as having a dual function, that of information seeking and relationship development.
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13
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Loneliness, Stress, and Social Support in Young Adulthood: Does the Source of Support Matter? J Youth Adolesc 2015; 45:568-80. [PMID: 26602564 DOI: 10.1007/s10964-015-0395-9] [Citation(s) in RCA: 132] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2015] [Accepted: 11/19/2015] [Indexed: 12/16/2022]
Abstract
Social support protects individuals against adversity throughout the lifespan, and is especially salient during times of intense social change, such as during the transition to adulthood. Focusing on three relationship-specific sources of social support (family, friends, and romantic partners), the current study examined the stress-buffering function of social support against loneliness and whether the association between social support and loneliness with stress held constant would vary by its source. The role of gender in these associations was also considered. The sample consisted of 636 ethnically diverse college youth (age range 18-25; 80 % female). The results suggest that the stress-buffering role of social support against loneliness varies by its source. Only support from friends buffered the association between stress and loneliness. Further, when stress was held constant, the association between social support and loneliness differed by the sources, in that support from friends or romantic partners (but not from family) was negatively associated with loneliness. Regarding gender differences, the adverse impact of lower levels of familial or friends' support on loneliness was greater in females than in males. This research advances our understanding of social support among college-aged youth; implications of the findings and directions for future research are discussed.
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14
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George MJ, Odgers CL. Seven Fears and the Science of How Mobile Technologies May Be Influencing Adolescents in the Digital Age. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015; 10:832-51. [PMID: 26581738 PMCID: PMC4654691 DOI: 10.1177/1745691615596788] [Citation(s) in RCA: 120] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Close to 90% of U.S. adolescents now own or have access to a mobile phone, and they are using them frequently. Adolescents send and receive an average of over 60 text messages per day from their devices, and over 90% of adolescents now access the Internet from a mobile device at least occasionally. Many adults are asking how this constant connectivity is influencing adolescents' development. In this article, we examine seven commonly voiced fears about the influence of mobile technologies on adolescents' safety (e.g., cyberbullying and online solicitation), social development (e.g., peer relationships, parent-child relationships, and identity development), cognitive performance, and sleep. Three sets of findings emerge. First, with some notable exceptions (e.g., sleep disruption and new tools for bullying), most online behaviors and threats to well-being are mirrored in the offline world, such that offline factors predict negative online experiences and effects. Second, the effects of mobile technologies are not uniform, in that benefits appear to be conferred for some adolescents (e.g., skill building among shy adolescents), whereas risk is exacerbated among others (e.g., worsening existing mental health problems). Third, experimental and quasi-experimental studies that go beyond a reliance on self-reported information are required to understand how, for whom, and under what conditions adolescents' interactions with mobile technologies influence their still developing social relationships, brains, and bodies.
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Affiliation(s)
| | - Candice L Odgers
- Department of Psychology and Neuroscience, Duke University Sanford School of Public Policy, Duke University
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15
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Kreiser NL, White SW. ASD in females: are we overstating the gender difference in diagnosis? Clin Child Fam Psychol Rev 2015; 17:67-84. [PMID: 23836119 DOI: 10.1007/s10567-013-0148-9] [Citation(s) in RCA: 179] [Impact Index Per Article: 19.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
Autism spectrum disorder (ASD) is predominantly diagnosed in males. In explaining the differential rate of occurrence in males and females, biogenetic models have been proposed and studied, often to the exclusion of potential social or cultural factors that may influence different rates of diagnosis across the genders. In this theoretical paper, we consider sociocultural influences that may contribute to the differential expression of ASD in females and partially explain potential underidentification of ASD in females. Based on our synthesis of the extant literature, we propose that ASD may be underidentified in affected females without co-occurring intellectual impairment, owing to a pattern of subtle yet potentially meaningful gender differences in symptom manifestation (e.g., less unusual stereotyped and repetitive behaviors in females, increased prevalence of internalizing problems in females) and gender inequities in research on the ASD phenotype that potentially contributes to biases in assessment tools and diagnostic practices. We offer recommendations for future research directions on gender differences in ASD, and we suggest implications to inform best practice and policy for the assessment of females with ASD.
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Affiliation(s)
- Nicole L Kreiser
- Department of Psychology, Virginia Tech, 109 Williams Hall, Blacksburg, VA, 24061, USA,
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16
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Turkstra LS, Abbeduto L, Meulenbroek P. Social cognition in adolescent girls with fragile x syndrome. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2014; 119:319-39. [PMID: 25007297 PMCID: PMC4285382 DOI: 10.1352/1944-7558-119.4.319] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This study aimed to characterize social cognition, executive functions (EFs), and everyday social functioning in adolescent girls with fragile X syndrome, and identify relationships among these variables. Participants were 20 girls with FXS and 20 age-matched typically developing peers. Results showed significant between-groups differences in social cognition, accounted for by differences in IQ and language. Within the FXS group, IQ and language were related to social cognition; parent-reported social functioning was related to language and EFs; and self-reported social functioning was generally good and not related to cognitive or social cognition variables. Results suggest that intervention might focus on managing language and cognitive contributions to social functioning, rather than social cognition, and underscore the importance of considering parent and adolescent perspectives.
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Trubanova A, Donlon K, Kreiser NL, Ollendick TH, White SW. Underidentification of Autism Spectrum Disorder in Females: A Case Series Illustrating the Unique Presentation of this Disorder in Young Women. Scand J Child Adolesc Psychiatr Psychol 2014. [DOI: 10.21307/sjcapp-2014-010] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
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Larson R. Implications for policy and practice: Getting adolescents, families, and communities in sync. New Dir Child Adolesc Dev 2013. [DOI: 10.1002/cd.23219988207] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Tsai MJ. The effect of familiarity of conversation partners on conversation turns contributed by augmented and typical speakers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:2326-2335. [PMID: 23708708 DOI: 10.1016/j.ridd.2013.04.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2013] [Revised: 04/17/2013] [Accepted: 04/17/2013] [Indexed: 06/02/2023]
Abstract
The purpose of this current research was to determine the effect of familiarity of conversation partners on contributed conversation turns to dyadic conversation between individuals who use AAC and typically speaking conversation partners. Three groups (G1-G3) participated in this study. Each group contained seven participants, including an individual who used a speech-generating device (SGD) and familiar and unfamiliar conversation partners. Each 20-min dyadic conversation was video-recorded for analysis of contributed conversation turns. The findings of the current study showed that the asymmetries of contributed conversation turns exist in both familiar and unfamiliar dyadic conversation between AAC users and typically speaking conversation partners. In addition, the asymmetry in the familiar dyadic conversation did not differ from that in the unfamiliar dyadic conversation.
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Affiliation(s)
- Meng-Ju Tsai
- School of Speech Language Pathology & Audiology, Chung Shan Medical University, Taichung City, Taiwan.
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Solomon M, Miller M, Taylor SL, Hinshaw SP, Carter CS. Autism symptoms and internalizing psychopathology in girls and boys with autism spectrum disorders. J Autism Dev Disord 2012; 42:48-59. [PMID: 21442362 PMCID: PMC3244604 DOI: 10.1007/s10803-011-1215-z] [Citation(s) in RCA: 165] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Findings regarding phenotypic differences between boys and girls with ASD are mixed. We compared autism and internalizing symptoms in a sample of 8-18 year-old girls (n = 20) and boys (n = 20) with ASD and typically developing (TYP) girls (n = 19) and boys (n = 17). Girls with ASD were more impaired than TYP girls but did not differ from boys with ASD in autism symptoms. In adolescence, girls with ASD had higher internalizing symptoms than boys with ASD and TYP girls, and higher symptoms of depression than TYP girls. Girls ages 8-18 with ASD resemble boys with ASD and not TYP girls, and appear to be at increased risk for affective symptoms in the teen years.
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Affiliation(s)
- Marjorie Solomon
- Department of Psychiatry & Behavioral Sciences, University of California, Davis, Davis, CA, USA.
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Geldard K, Patton W. Adolescent Peer Counselling: Enhancing the Natural Conversational Helping Skills of Young People. ACTA ACUST UNITED AC 2012. [DOI: 10.1375/ajgc.17.1.28] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractDuring the developmental stage of adolescence young people face many stressful challenges (Dacey & Kenny, 1997). Some adolescents manage these challenges adaptively but others do not and are therefore at the risk of adopting maladaptive responses to stress (Frydenberg & Lewis, 2002; Patton & Noller, 1990). Because adolescents are generally reluctant to talk in the first instance to parents, or other adults including adult counsellors, programs have been established to train adolescents in peer counselling. The present study examined the conversational skills that young people prefer to use when helping their peers and investigated their response to the use of traditional counselling skills with regard to ease of use and helpfulness. The results suggest that adolescents find some commonly used counselling skills difficult to use and unhelpful. Additionally the study suggests that young people found that some normal adolescent conversational behaviours which have been discouraged in adolescent peer counsellor training programs were helpful. The findings of this study have important implications with regard to training adolescents.
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Orsmond GI, Kuo HY. The daily lives of adolescents with an autism spectrum disorder: discretionary time use and activity partners. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2011; 15:579-99. [PMID: 21697194 DOI: 10.1177/1362361310386503] [Citation(s) in RCA: 84] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study explores the daily lives, particularly discretionary time, of adolescents with an autism spectrum disorder (ASD). We describe the activities and activity partners of adolescents, the factors associated with their discretionary time use, and the impact of time use on their autism symptoms. Mothers of 103 adolescents with an ASD completed two 24-hour time diaries to describe their adolescent's activity participation during the third wave of a longitudinal study. Adolescents with an ASD spent considerable time in discretionary activities, with watching television and using a computer as the most frequent activities. They most frequently spent discretionary time alone or with their mothers. They spent little time engaged in conversations or doing activities with peers. Age, gender, the presence of intellectual disability, severity of autism symptoms and maladaptive behaviors, the number of siblings, maternal education, marital status, and family income were associated with adolescent time use. Notably, greater time spent in conversation and reading predicted future decreases in severity of social impairment. The way that adolescents with an ASD spend their free time may have implications for their development and the course of their autism symptoms.
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St Clair MC, Pickles A, Durkin K, Conti-Ramsden G. A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). JOURNAL OF COMMUNICATION DISORDERS 2011; 44:186-99. [PMID: 20970811 DOI: 10.1016/j.jcomdis.2010.09.004] [Citation(s) in RCA: 175] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2010] [Revised: 07/20/2010] [Accepted: 09/03/2010] [Indexed: 05/14/2023]
Abstract
UNLABELLED Children with specific language impairment (SLI) have often been reported to have associated behavioral, emotional and social difficulties. Most previous studies involve observations at a single time point, or cross sectional designs, and longitudinal evidence of the developmental trajectories of particular difficulties is limited. The Strengths and Difficulties Questionnaire was used to measure behavioral (hyperactivity and conduct), emotional and social (peer) problems in a sample of individuals with a history of SLI at four time points from childhood (age 7) to adolescence (age 16). A decrease in behavioral and emotional problems was observed from childhood to adolescence, although emotional problems were still evident in adolescence. In contrast, there was an increase in social problems. Reading skills and expressive language were related only to behavioral problems. Pragmatic abilities were related to behavioral, emotional and social difficulties. As a group, those with a history of SLI have poorer long term social and, to a lesser extent, emotional outcomes. In contrast, behavioral difficulties appear to decrease to normative levels by adolescence. Different aspects of early language abilities and reading skills exert different types and degrees of influence on behavioral, emotional and social difficulties. LEARNING OUTCOMES Readers will be able to: (1) understand the types of behavioral, emotional and social difficulties present in individuals with a history of SLI; (2) be familiar with the developmental trajectory of these difficulties from childhood to adolescence; and (3) understand the relationships between behavioral, emotional and social difficulties and early language and literacy ability.
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Affiliation(s)
- Michelle C St Clair
- School of Psychological Sciences, Ellen Wilkinson Building, University of Manchester, Oxford Road, Manchester M13 9PL, UK.
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Wadman R, Durkin K, Conti-Ramsden G. Close Relationships in Adolescents With and Without a History of Specific Language Impairment. Lang Speech Hear Serv Sch 2011; 42:41-51. [DOI: 10.1044/0161-1461(2010/10-0003)] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Purpose
Engagement in close friendships and romantic relationships becomes particularly salient in adolescence. This study examined the influence of language, behavioral, and social variables on the level of emotional engagement experienced by adolescents with and without a history of specific language impairment (SLI).
Method
Ninety adolescents with SLI and 91 adolescents with typical language abilities (TD) completed two assessment sessions between the ages of 16 and 17.
Results
The group with SLI had significantly lower emotional engagement scores than the TD group. Some 24% of adolescents with a history of SLI were judged to have poor emotional engagement in close relationships, compared to only 2% of the TD adolescents. A regression analysis found that language ability, prosocial behavior, and shyness were concurrently predictive of level of emotional engagement in close relationships.
Conclusion
Some adolescents with SLI may be less emotionally engaged in their close relationships than their TD peers.
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Affiliation(s)
- Ruth Wadman
- The University of Manchester, Manchester, U.K
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25
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Nippold MA, Sun L. Expository Writing in Children and Adolescents: A Classroom Assessment Tool. ACTA ACUST UNITED AC 2010. [DOI: 10.1044/lle17.3.100] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This article describes a study that examined the development of expository writing in children and adolescents, using a task that could easily be administered by the speech-language pathologist to students in their classrooms at school. The task is presented and methods for analyzing and interpreting the results using a computer program are described. Excerpts from essays that were written by children and adolescents with typical development are discussed.
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Affiliation(s)
| | - Lei Sun
- Los Angeles Unified School District Los Angeles, CA
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Ciccia AH, Turkstra LS. Cohesion, communication burden, and response adequacy in adolescent conversations. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/14417040210001669181] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Richards MH, Crowe PA, Larson R, Swarr A. Developmental Patterns and Gender Differences in the Experience of Peer Companionship during Adolescence. Child Dev 2008. [DOI: 10.1111/j.1467-8624.1998.tb06140.x] [Citation(s) in RCA: 116] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Abstract
This investigation describes the joint goal-directed series of actions, or joint friendship projects, of 19 mothers and their adolescents. Data were collected through videotaped conversations, video recall interviews, and self-report logs collected over an 8-month period. Qualitative analysis of the data revealed joint projects characterized by the pursuit of competing priorities. Efforts to balance competing priorities are described as three forms of balancing acts: (a) organizing time for friendships and responsibilities, (b) adolescent independence with friends while ensuring physical safety, and (c) balancing inclusion in the peer context and the risk of physical and emotional harm from friends and peers.
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Salvy SJ, Bowker JW, Roemmich JN, Romero N, Kieffer E, Paluch R, Epstein LH. Peer influence on children's physical activity: an experience sampling study. J Pediatr Psychol 2008; 33:39-49. [PMID: 17525088 PMCID: PMC2706580 DOI: 10.1093/jpepsy/jsm039] [Citation(s) in RCA: 98] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE The primary objective was to examine the associations between social context (the presence of peers, friends, and family members) and physical activity intensity for overweight and lean girls and boys. METHODS Participants for this study included 10 boys (M = 13.4 years; SD = .8) and 10 girls (M = 13.8 years; SD =. 8). Twelve participants were between the 15th and the 85th BMI percentile (eight girls, four boys) and eight youth were at or above the 85th BMI percentile (six boys, two girls). Participants reported on their activity intensity and whether the activity was solitary or with others for seven consecutive days. RESULTS Children were more likely to report more intense physical activity when in the company of peers or close friends. Overweight children reported greater physical activity when in the presence of peers than did lean children; however, overweight children also reported more time spent alone. CONCLUSIONS Taken together, findings highlight the importance of considering peer relationships in studies of physical activity and childhood "obesity".
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Affiliation(s)
- Sarah-Jeanne Salvy
- Department of Pediatrics, Division of Behavioral Medicine, University at Buffalo, State University of New York, Farber Hall, NY 14214-3000, USA.
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Durkin K, Conti-Ramsden G. Language, Social Behavior, and the Quality of Friendships in Adolescents With and Without a History of Specific Language Impairment. Child Dev 2007; 78:1441-57. [PMID: 17883441 DOI: 10.1111/j.1467-8624.2007.01076.x] [Citation(s) in RCA: 213] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Language is drawn on extensively in friendships but has received scant attention in the developmental literature. This study compared friendship quality in 16-year-old adolescents with and without specific language impairment (SLI), testing the extent it is predicted by individual differences in social behaviors and language ability. Participants were 120 adolescents with SLI and 118 typically developing (TD) adolescents. After considering the effects of nonverbal IQ and prosocial and difficult behavior, language measures were found to be associated with friendship quality. The TD participants enjoyed normal friendships, whereas the participants with SLI were more likely to exhibit poorer quality (although 60% experienced good quality of friendships). Longitudinal analyses identified early language difficulties as predictive of poorer friendship quality in adolescence.
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Affiliation(s)
- Kevin Durkin
- Department of Psychology, University of Strathclyde, Glasgow, UK.
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Hardy LL, Booth ML, Okely AD. The reliability of the Adolescent Sedentary Activity Questionnaire (ASAQ). Prev Med 2007; 45:71-4. [PMID: 17532371 DOI: 10.1016/j.ypmed.2007.03.014] [Citation(s) in RCA: 151] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2007] [Accepted: 03/23/2007] [Indexed: 11/29/2022]
Abstract
OBJECTIVE To determine the test-retest reliability of a self-report questionnaire (the Adolescent Sedentary Activities Questionnaire; ASAQ) which assesses the time spent in a comprehensive range of sedentary activities, among school-aged young people. METHOD Two-hundred and fifty school students aged 11-15 years from four primary and four high schools in metropolitan Sydney (New South Wales, Australia) completed the questionnaire under the same conditions on two occasions, 2 weeks apart during Autumn, 2002. RESULTS Test-retest correlations for time total spent in sedentary behavior were >or=0.70, except for Grade 6 boys (Intraclass correlation coefficient (ICC)=0.57, 95%CI: 0.25, 0.76). Repeatability was generally higher on week days compared with week end days. ICC values for travel and social activities tended to be lower than for the other categories of sedentary behavior. There was little difference in the reliability across age groups. CONCLUSIONS ASAQ has good to excellent reliability in the measurement of a broad range of sedentary behaviors among young people. ASAQ has good face validity, but further validity testing is required to provide a complete assessment of the instrument.
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Affiliation(s)
- Louise L Hardy
- NSW Centre for Overweight and Obesity, School of Public Health, University of Sydney, Level 2, Medical Foundation Building K25, Camperdown NSW 2006 Australia.
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Hardy LL, Bass SL, Booth ML. Changes in sedentary behavior among adolescent girls: a 2.5-year prospective cohort study. J Adolesc Health 2007; 40:158-65. [PMID: 17259056 DOI: 10.1016/j.jadohealth.2006.09.009] [Citation(s) in RCA: 75] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/03/2006] [Revised: 09/01/2006] [Accepted: 09/05/2006] [Indexed: 11/25/2022]
Abstract
PURPOSE To describe longitudinal changes in leisure-time sedentary behavior among girls, during early to mid-adolescence. METHODS A 2.5-year prospective cohort study, comprising 5 data collections, 6 months apart, between 2000 and 2002. Girls aged 12-15 years (n = 200) from 8 high schools located in Sydney, Australia, self-reported the usual time spent each week in a comprehensive range of sedentary behaviors. RESULTS Retention rate for the study was 82%. Girls aged 12.8 years spent approximately 45% of their discretionary time in sedentary behavior, which increased to 63% at age 14.9 years. Watching TV, videos, and playing video games (small screen recreation; SSR) was the most popular sedentary pastime, accounting for 33% of time spent in sedentariness, followed by homework and reading (25%). Sedentary behavior increased 1.4 and 3.3 hours on week and weekend days, respectively. On weekdays, increased time was spent on hobbies (27 min/day) and on weekend days, increased time was spent sitting around talking with friends (60 min/day), computer use (37 min/day), and television viewing (34 min/day). CONCLUSIONS Among girls, the transition between early and mid-adolescence was accompanied by a significant increase in leisure-time sedentary behavior. Interventions to reduce sedentariness among adolescent girls are best to focus on weekend behaviors. Studies seeking to examine the association between inactivity and the development of chronic health problems need to examine a diverse range of activities that comprehensively measure sedentariness. This information will provide a better understanding of inactivity patterns among adolescent girls.
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Affiliation(s)
- Louise L Hardy
- NSW Centre for Overweight and Obesity, University of Sydney, Sydney, Australia.
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Rybak A, McAndrew FT. How Do We Decide Whom Our Friends Are? Defining Levels of Friendship in Poland and the United States. The Journal of Social Psychology 2006; 146:147-63. [PMID: 16673845 DOI: 10.3200/socp.146.2.147-163] [Citation(s) in RCA: 86] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Participants were 57 U.S. college students and 56 Polish university students and copper mine workers who judged the intimacy of 9 hypothetical relationships and also rated the intensity of their relationships with a best friend, a friend, and an acquaintance on the Friendship Intensity Measurement Scale (FIMS; T. S. Arunkumar & B. Dharmangadan, 2001). The present results confirmed that people perceive (a) relationships with best friends as more intense and intimate than other friendships and (b) other friendships as more intense and intimate than acquaintanceships. The results also indicated that Americans perceive all of their relationships, ranging from mere acquaintanceships to intimate friendships, as more intense and intimate than do Poles. It was somewhat surprising that there were no sex differences in either country in the perception of relationships. The authors discussed the research in the context of the difficulty of defining what friendship is and how an individual's cultural background might interact with person variables such as age and sex.
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Affiliation(s)
- Anna Rybak
- Department of Psychology, Knox College, Galesburg, IL 61401-4999, USA.
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Turkstra LS. Looking while listening and speaking: eye-to-face gaze in adolescents with and without traumatic brain injury. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2005; 48:1429-41. [PMID: 16478381 DOI: 10.1044/1092-4388(2005/099)] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2004] [Revised: 02/23/2005] [Accepted: 04/07/2005] [Indexed: 05/06/2023]
Abstract
PURPOSE The purpose of this study was to address the lack of quantitative data on eye-to-face gaze (also known as eye contact) in the literature on pragmatic communication. The study focused on adolescents and young adults with traumatic brain injury (TBI), as gaze often is included in social skills intervention in this population. METHOD Gaze times were calculated for participants with TBI (n = 16) and their typically developing (TD) peers (n = 16) engaged in 3-min extemporaneous conversations. RESULTS The TD group members looked at the face of their conversation partner an average of 62% of the time while listening and 43% of the time while speaking, versus 67% and 51%, respectively, for the TBI group. There were no significant between-groups differences in average gaze times, but the within-group variability was significantly greater in the TBI group. IMPLICATIONS As there was no evidence of a uniform trend in gaze times among participants with TBI, general intervention to increase eye contact does not appear warranted. Instead, goals must consider that gaze is a highly complex behavior, not necessarily indicative of attention to one's partner, and that there are potential reasons for gaze aversion in individuals with cognitive limitations.
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Affiliation(s)
- Lyn S Turkstra
- Department of Communicative Disorders, University of Wisconsin-Madison, 53706, USA.
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Abstract
Purpose:
Literacy plays an important role in the development of language in school-age children and adolescents. For example, by reading a variety of books, magazines, and newspapers, students gain exposure to complex vocabulary, and reading becomes a prime opportunity for learning new words. Despite the importance of reading for lexical development, little is known about the pleasure reading habits of today’s youth. The first goal of this investigation was to examine the preferences of older children and young adolescents with respect to reading as a leisure-time activity and its relationship to other free-time options that are likely to compete for their attention. The second goal was to examine the amount of time that young people spend reading for pleasure each day and the types of materials they most enjoy reading. The third goal was to determine if preferences for free-time activities and reading materials would evince age- and gender-related differences during the period of development from late childhood through early adolescence (ages 11–15 years). The findings could serve as a reference point for understanding what is reasonable to expect of students during this age range.
Method:
The participants were 100 sixth graders (mean age=11;7 [years;months]) and 100 ninth graders (mean age=14;8) attending public schools in western Oregon. Each group contained an equal number of boys and girls, all of whom spoke English as their primary language and were considered to be typical achievers. All participants completed a survey concerning their preferred free-time activities and reading materials. They also reported the average amount of time they spent reading for pleasure each day.
Results:
The most popular free-time activities were listening to music/going to concerts, watching television or videos, playing sports, and playing computer or video games. Least preferred activities were cooking, running or walking, writing, and arts and crafts. Reading was moderately popular. The most popular reading materials were magazines, novels, and comics; least popular were plays, technical books, and newspapers. Interest in pleasure reading declined during this age range (11–15 years), and boys were more likely than girls to report that they spentno time reading for pleasure.
Clinical Implications:
Given the importance of reading tolexical development in school-age children and adolescents, reading should be promoted as a leisure activity during these years. School-based speech-language pathologists (SLPs), in their role as language consultants, can benefit from understanding the pleasure-reading patterns of today’s youth. It is especially important for SLPs to monitor these patterns in students who have language disorders, as it is common for these young people to experience deficits in reading and in lexical development. Fortunately, much can be done in school settings to encourage strong literacy habits in all students if SLPs work collaboratively with teachers, principals, psychologists, librarians, parents, and students. Suggestions are offered for ways to encourage young people to spend more time reading for pleasure.
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Weimer BL, Kerns KA, Oldenburg CM. Adolescents’ interactions with a best friend: Associations with attachment style. J Exp Child Psychol 2004; 88:102-20. [PMID: 15093728 DOI: 10.1016/j.jecp.2004.01.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2003] [Revised: 01/16/2004] [Indexed: 11/29/2022]
Abstract
This study tested whether adolescents' attachment style is related to friendship interactions and perceptions of friendship quality. Attachment pairings were contrasted to examine whether dyad members' security of attachment or their models of others was more related to friendship. A total of 44 pairs of same-sex adolescent friends were videotaped as they engaged in an intimate conversation. Participants also completed self-report measures of attachment style and friendship quality. Compared with dyads with at least one insecure partner, dyads with two secure members interacted in ways that promoted a sense of connection with each other. In addition, they did not use as many clarification statements, suggesting a smooth conversational style between the friends. When friend pairs were examined based on positive or negative models of others (i.e., dismissing and fearful vs secure and preoccupied), there were no differences. The findings suggest that security of attachment, rather than type of insecurity, is most related to intimacy in friendship.
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Turkstra L, Ciccia A, Seaton C. Interactive Behaviors in Adolescent Conversation Dyads. Lang Speech Hear Serv Sch 2003; 34:117-127. [DOI: 10.1044/0161-1461(2003/010)] [Citation(s) in RCA: 52] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2002] [Accepted: 12/21/2002] [Indexed: 11/09/2022] Open
Abstract
Purpose:
Verbal and nonverbal conversational behaviors often are the target of intervention for adolescents with social communication disorders. There are, however, few sources of data on the interactive conversational behaviors of typically developing adolescents that can be used as guidelines when working with clinical populations. The purpose of this study was to collect behavioral data from conversations of adolescents so as to provide comparison data for adolescents with communication disorders.
Method:
Conversational behaviors were measured in 50 typically developing African American and Caucasian adolescents (24 females, 26 males) from the Midwest United States who engaged in extemporaneous, 3-minute conversations in dyads with peers. The effects of age, race, and sex of the participant were assessed.
Results:
Behaviors occurring at relatively high frequencies included directing gaze at the partner, particularly during listening; nodding and showing neutral and positive facial expressions; using back-channel responses; and giving contingent responses. Participants rarely showed negative emotions, turned away from each other, asked for clarification, or failed to answer questions. Overall, there were few effects of race and sex of the speaker and greater variability within than between groups.
Clinical Implications:
The data may serve as a source of information for clinicians serving individuals with communication disorders, with the caveat that the conversations included here represent a subset of typical adolescent interactive conversational behaviors.
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Martyn KK, Hutchinson SA, Martin JH. Lucky girls: unintentional avoidance of adolescent pregnancy among low-income African-American females. J SPEC PEDIATR NURS 2002; 7:153-61. [PMID: 12553203 DOI: 10.1111/j.1744-6155.2002.tb00171.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
PURPOSE To describe lucky adolescents who unintentionally avoid pregnancy. DESIGN AND METHODS The second phase of a descriptive qualitative study in which 17 low-income African-American females ages 19 to 26 participated in open-ended interviews on how they avoided pregnancy as adolescents. RESULTS Constant comparative analysis revealed that five of the girls avoided pregnancy because they were "lucky" that others insisted they use contraceptives. These lucky girls were unaware of sexual risks, but used contraceptives because they complied with decisions made by their parents, grandparents, and partners. PRACTICE IMPLICATIONS Lucky girls are at risk for adolescent pregnancy because they abdicate decision making to others and are likely to be overlooked in practice because they are using contraceptives. Promoting self-protection includes assessment, knowledge, skills-building strategies, and health-promoting contracts between the nurse and adolescent.
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Larson RW, Richards MH, Sims B, Dworkin J. How urban African American young adolescents spend their time: time budgets for locations, activities, and companionship. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2001; 29:565-597. [PMID: 11554153 DOI: 10.1023/a:1010422017731] [Citation(s) in RCA: 48] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The time budgets of a population of youth provide important information about their daily experience and socialization. This study reports data on the time budgets of a sample of 253 urban African American poor to working- and middle-class 5th-8th graders in Chicago. These youth were found to spend less time in school than other postindustrial adolescent populations, but spent no less time doing homework than White suburban U.S. young adolescents. They spent large quantities of time at home and with their families--at rates comparable to rates for young adolescents in a society with collectivist values like India. Unlike with other populations, early adolescence was not associated with major age changes in time allocations. Amount of time in schoolwork did not differ by grade, and amount of time with family did not show the decline with age that has been found for European American suburban adolescents.
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Affiliation(s)
- R W Larson
- Department of Human and Community Development, 1105 W. Nevada St., University of Illinois, Urbana, Illinois 61801, USA.
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Abstract
UNLABELLED Twenty-four adolescents participated in social conversations with a same-sex peer, an opposite-sex peer, or a speech-language pathologist (SLP) or graduate student. The conversations were compared in regard to specific verbal and nonverbal behaviors, with the goal of identifying conversational behaviors that may be assessed with validity in a clinical setting. Significant differences were found in speaker and listener linguistic behaviors between conversations with peers and those with clinicians. A trend towards the increase in speaker nonverbal behaviors was also noted with clinician partners. Conversations with opposite-sex peers tended to be characterized by fewer direct questions, reduced listener eye contact, and increased listener nonverbal behaviors than those with same-sex peers. Several behaviors occurred rarely in any group, including physical contact between partners and requests for clarification; others occurred with high frequency in all groups, including eye contact and emotional expression. The implications of these patterns for persons with communication disorders are considered. EDUCATIONAL OBJECTIVES (1) To describe communication behaviors that may be measured in adolescent conversations. (2) To identify those communication behaviors that may be influenced by factors related to the conversation partner.
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Affiliation(s)
- L S Turkstra
- Department of Communication Sciences, Case Western Reserve University, Cleveland, OH 44106-7154, USA.
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Ricciardelli LA, McCabe MP, Banfield S. Body image and body change methods in adolescent boys. Role of parents, friends and the media. J Psychosom Res 2000; 49:189-97. [PMID: 11110990 DOI: 10.1016/s0022-3999(00)00159-8] [Citation(s) in RCA: 119] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
OBJECTIVE This study examines sociocultural influences affecting both body image and body change methods in adolescent boys. METHODS Twenty boys in grade 7 (aged 12-13) and twenty boys in grade 9 (aged 14-15) were individually interviewed. The influence of parents, siblings, friends and the media on both body image and body change methods was evaluated. RESULTS For approximately a third of the boys, parents, siblings, friends and the media were perceived to have at least some influence over boys' feelings about their bodies and body change methods. In particular, feedback from mothers and female friends were viewed as having a positive impact on boys' body image whereas feed-back from fathers and male friends was viewed as more important in influencing body change methods. The media was also viewed as contributing to boys' body satisfaction but it was seen to encourage greater exercise to alter body size and shape. CONCLUSION The differences and similarities between the sociocultural messages received by males and females are discussed. The implication of these findings in fostering better health among adolescent males are explored.
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Affiliation(s)
- L A Ricciardelli
- School of Psychology, Deakin University, Burwood Highway, Burwood, Victoria 3125, Melbourne, Australia.
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Young RA, Antal S, Bassett ME, Post A, Devries N, Valach L. The joint actions of adolescents in peer conversations about career. J Adolesc 1999; 22:527-38. [PMID: 10469516 DOI: 10.1006/jado.1999.0246] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Ten career conversations between adolescent peers were video-taped to examine the joint actions of adolescents that emerge in actual conversations about career. Based on an action-theoretical approach, joint action refers to the intentional behavior of a group of people attempting to realize a common goal or engage in a common process. The actual conversations and the adolescents' recall of their thoughts and feelings during the conversations were used to identify the joint actions that occurred in the conversations and the meaning that the conversations had for the adolescents. Goals of the actions included educational planning, career selection, and personal future. The functions the adolescents undertook in the conversations to reach these goals were identified as exploring, formulating, validating, and challenging. Based on these results, it was proposed that self-refinement was the project that energized and guided the joint actions and lent meaning to the conversations.
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Affiliation(s)
- R A Young
- Department of Counselling Psychology, University of British Columbia, Vancouver, Canada.
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Chen ZY. A gender comparison on the association of adolescent emotional autonomy with educational expectations and self-esteem. ACTA ACUST UNITED AC 1999. [DOI: 10.1016/s1068-8595(99)80119-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Boyatzis CJ, Baloff P, Durieux C. Effects of perceived attractiveness and academic success on early adolescent peer popularity. J Genet Psychol 1998; 159:337-44. [PMID: 9729839 DOI: 10.1080/00221329809596155] [Citation(s) in RCA: 95] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
Effects of perceived attractiveness and academic performance on 9th graders' ratings of peers' popularity were investigated. Participants were 270 9th graders (152 girls, 118 boys) who read a vignette describing a hypothetical same-sex peer with whom the student had been assigned to complete a project. The partner's attractiveness and academic performance were systematically varied in four conditions: high attractiveness/high grades, high attractiveness/low grades, low attractiveness/high grades, and low attractiveness/low grades. After reading the vignette, the students rated the partner's popularity. As hypothesized, analyses of variance revealed that attractive partners were significantly more popular than unattractive partners, regardless of whether the partner had high or low grades. Contrary to expectation, attractiveness was not more important to girls than to boys. Integration with past research and suggestions for future research are offered.
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Affiliation(s)
- C J Boyatzis
- Department of Psychology, Bucknell University, Lewisburg, PA 17837, USA.
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Claes M. Adolescents' Closeness with Parents, Siblings, and Friends in Three Countries: Canada, Belgium, and Italy. J Youth Adolesc 1998. [DOI: 10.1023/a:1021611728880] [Citation(s) in RCA: 38] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Repetti RL. The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents. Child Dev 1996. [DOI: 10.1111/j.1467-8624.1996.tb01808.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Dolgin KG, Kim S. Adolescents' disclosure to best and good friends: The effects of gender and topic intimacy. SOCIAL DEVELOPMENT 1994. [DOI: 10.1111/j.1467-9507.1994.tb00033.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Larson R, Richards MH. Daily companionship in late childhood and early adolescence: changing developmental contexts. Child Dev 1991; 62:284-300. [PMID: 2055123 DOI: 10.1111/j.1467-8624.1991.tb01531.x] [Citation(s) in RCA: 189] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
The study employs time-sampling data to examine age differences in the quantity and quality of children's and young adolescents' daily experience with their families, friends, and alone. Participants (ages 9-15) carried electronic pagers for 1 week and reported their companionship, location, and affect at random times when signaled by the pagers. Findings show a dramatic decline in amount of time spent with family, with older students reporting half as much time with their families as younger students. Among boys, this family time was replaced by time spent alone; among girls, by time alone and with friends. Affect reported when with family became less positive between the fifth and seventh grade, but was more positive again in the ninth grade for boys. Affect with friends became more favorable across this age period; affect when alone did not vary. These age differences suggest changes in adolescents' daily opportunities for cognitive growth, emotional development, and social support.
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Affiliation(s)
- R Larson
- Division of Human Development and Family Studies, University of Illinois, Urbana 61802
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