Roles of temperamental arousal and gender-segregated play in young children's social adjustment

Gendered Peer Involvement in Girls with Congenital Adrenal Hyperplasia: Effects of Prenatal Androgens, Gendered Activities, and Gender Cognitions

A key question in understanding gender development concerns the origins of sex segregation. Children's tendencies to interact with same-sex others have been hypothesized to result from gender identity and cognitions, behavioral compatibility, and personal characteristics. We examined whether prenatal androgen exposure was related to time spent with boys and girls, and how that gendered peer involvement was related to sex-typed activities and gender identity and cognitions. We studied 54 girls with congenital adrenal hyperplasia (CAH) aged 10-13 years varying in degree of prenatal androgen exposure: 40 girls with classical CAH (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical CAH (NC-CAH) exposed to low, female-typical, prenatal androgens. Home interviews and questionnaires provided assessments of gendered activity interests and participation, gender identity, and gender cognitions. Daily phone calls over 7 days assessed time spent in gendered activities and with peers. Girls with both C-CAH and NC-CAH interacted more with girls than with boys, with no significant group differences. The groups did not differ significantly in gender identity or gender cognitions, but girls with C-CAH spent more time in male-typed activities and less time in female-typed activities than did girls with NC-CAH. Time spent with girls reflected direct effects of gender identity/cognitions and gender-typed activities, and an indirect effect of prenatal androgens (CAH type) through gender-typed activities. Our results extend findings that prenatal androgens differentially affect gendered characteristics and that gendered peer interactions reflect combined effects of behavioral compatibility and feelings and cognitions about gender. The study also shows the value of natural experiments for testing hypotheses about gender development.

School Connectedness and Chinese Adolescents' Sleep Problems: A Cross-Lagged Panel Analysis

BACKGROUND

Although previous research indicates an association between school connectedness and adolescents' sleep quality, its causal direction has not been determined. This study used a 2-wave cross-lagged panel analysis to explore the likely causal direction between these 2 constructs.

METHODS

Participants were 888 Chinese adolescents (43.80% boys; M_age = 15.55) who provided self-report data on school connectedness and sleep quality as well as demographic variables at the beginning and the end of a school year.

RESULTS

After controlling for sex and age, we found that sleep problems at the beginning of the school year were a significant and negative predictor of school connectedness at the end of the school year (b₂ = -.26, SE = .13, β₂ = -.10, p < .05), but school connectedness at the beginning of the school year did not predict sleep problems at the end of the school year (b₁ = .05, SE = .03, β₁ = .09, p > .05). Separate analyses by sex showed that the above pattern of results was mainly driven by the boys.

CONCLUSIONS

Our findings demonstrated that sleep problems could be a risk factor for adolescent boys' school connectedness.

Preschoolers' emotion expression and regulation: relations with school adjustment

Children's expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, the authors' primary goal was to investigate whether preschoolers' expression or ability to regulate emotions were associated with teachers' ratings of school adjustment. A secondary goal was to investigate how boys and girls differed across these associations. Children's social-emotional behaviors in Head Start and private childcare center classrooms were observed, and using a series of measures, teachers' ratings of children's social competence, attitudes toward school, positive teacher relationships, and cooperative participation were collected. Three factors of children's school adjustment were extracted from these indicators. A series of hierarchical regressions revealed that emotion expression and regulation were indeed associated with children's reported school adjustment, with the strongest associations stemming from children's negative emotion expression and their emotion dysregulation. Many of these associations were also different for boys and girls. The results corroborate and extend the authors' earlier findings, and have implications for social-emotional programming to maximize children's early school success.

Mapping temporal dynamics in social interactions with unified structural equation modeling: A description and demonstration revealing time-dependent sex differences in play behavior

Developmental science is rich with observations of social interactions, but few available methodological and statistical approaches take full advantage of the information provided by these data. The authors propose implementation of the unified structural equation model (uSEM), a network analysis technique, for observational data coded repeatedly across time; uSEM captures the temporal dynamics underlying changes in behavior at the individual level by revealing the ways in which a single person influences - concurrently and in the future - other people. To demonstrate the utility of uSEM, the authors applied it to ratings of positive affect and vigor of activity during children's unstructured laboratory play with unfamiliar, same-sex peers. Results revealed the time-dependent nature of sex differences in play behavior. For girls more than boys, positive affect was dependent upon peers' prior positive affect. For boys more than girls, vigor of activity was dependent upon peers' current vigor of activity.

Fundamental Principles of Network Formation among Preschool Children

The goal of this research was to investigate the origins of social networks by examining the formation of children's peer relationships in 11 preschool classes throughout the school year. We investigated whether several fundamental processes of relationship formation were evident at this age, including reciprocity, popularity, and triadic closure effects. We expected these mechanisms to change in importance over time as the network crystallizes, allowing more complex structures to evolve from simpler ones in a process we refer to as structural cascading. We analyzed intensive longitudinal observational data of children's interactions using the SIENA actor-based model. We found evidence that reciprocity, popularity, and triadic closure all shaped the formation of preschool children's networks. The influence of reciprocity remained consistent, whereas popularity and triadic closure became increasingly important over the course of the school year. Interactions between age and endogenous network effects were nonsignificant, suggesting that these network formation processes were not moderated by age in this sample of young children. We discuss the implications of our longitudinal network approach and findings for the study of early network developmental processes.

Social network analyses of positive and negative relationships among Japanese preschool classmates

Using social network analysis, we investigated the characteristics of social networks composed of positive relationships (positive network: PN) and negative relationships (negative network: NN) in classrooms of Japanese 3- and 4-year-olds. Analysis of “density” showed that PNs were denser than NNs among 4-year-olds but that this was not the case among 3-year-olds. The difference between the probability of dyads of girls forming cliques, between PNs and NNs, was larger than that for dyads of boys or mixed-sex dyads. Four-year-olds formed cliques more often in PNs than in NNs, compared to 3-year-olds. This study showed that both sex combination of dyads and age affect the quantified properties of social networks among preschoolers.

There are differences in cerebral activation between females in distinct menstrual phases during viewing of erotic stimuli: A fMRI study

There is evidence that men experience more sexual arousal than women but also that women in mid-luteal phase experience more sexual arousal than women outside this phase. Recently, a few functional brain imaging studies have tackled the issue of gender differences as pertaining to reactions to erotica. The question of whether or not gender differences in reactions to erotica are maintained with women in different phases has not yet been answered from a functional brain imaging perspective. In order to examine this issue, functional MRI was performed in 22 male and 22 female volunteers. Subjects viewed erotic film excerpts alternating with emotionally neutral excerpts in a standard block-design paradigm. Arousal to erotic stimuli was evaluated using standard rating scales after scanning. Two-sample t-test with uncorrected P < 0.001 values for a priori determined region of interests involved in processing of erotic stimuli and with corrected P < 0.05 revealed gender differences: Comparing women in mid-luteal phase and during their menses, superior activation was revealed for women in mid-luteal phase in the anterior cingulate, left insula, and orbitofrontal cortex. A superior activation for men was found in the left thalamus, the bilateral amygdala, the anterior cingulate, the bilateral orbitofrontal, bilateral parahippocampal, and insular regions, which were maintained at a corrected P in the amygdala, the insula, and thalamus. There were no areas of significant superior activation for women neither in mid-luteal phase nor during their menses. Our results indicate that there are differences between women in the two cycle times in cerebral activity during viewing of erotic stimuli. Furthermore, gender differences with women in mid-luteal phases are similar to those in females outside the mid-luteal phase.

A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model.

A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model.

Gender-specific cerebral activation during cognitive tasks using functional MRI: comparison of women in mid-luteal phase and men

Previous studies of gender-specific differences in functional imaging during spatial and language tasks have been inconclusive. Furthermore, among women, such differences may occur during mid-luteal phase compared to the rest of the menstrual cycle. In order to examine further gender differences, functional MRI was performed in 12 male volunteers and 12 female volunteers (in the mid-luteal phase) during mental rotation and verb-generation tests. Two-sample t-tests with uncorrected P values of <0.001 for the specific regions of interest (ROIs) revealed cerebral activation differences in both stimuli. During mental rotation tests, higher levels of activation were noted in the right medial frontal, precentral, and bilateral inferior parietal cortex, while in women this occurred in the right inferior and medial temporal, right superior frontal cortex, and left fusiform gyrus. During verb-generation tests, higher levels of activation in men was found in the left medial temporal and precentral cortex. Our results indicate that differences in cerebral activity during cognitive tasks can be shown between men and women in the mid-luteal phase. Gender differences while performing a mental rotation task were more prominent than during a verb-generation task.

Exposure to externalizing peers in early childhood: homophily and peer contagion processes

Guided by a transactional model, we examined the predictors and effects of exposure to externalizing peers in a low-risk sample of preschoolers and kindergarteners. On the basis of daily observations of peer interactions, we calculated measures of total exposure to externalizing peers and measures of exposure to same- and other-sex externalizing peers. Analyses of predictors of externalizing peer exposure supported a homophily hypothesis for girls. Tests of peer contagion effects varied by sex, and exposure to externalizing peers predicted multiple problem behaviors for girls but not for boys. Sex differences were a function of children's own sex, but not of peers' sex. The study provides evidence of externalizing peer exposure effects in a low-risk sample of young children, notably for girls.

Psychometric properties of the Lebanese-Arabic TEMPS-A: a national epidemiologic study

BACKGROUND

Several measures have been proposed to evaluate temperament traits and their connection to psychopathology. One recent development in this area is the TEMPS-A (Temperament Evaluation of Memphis, Pisa, Paris and San Diego Auto-questionnaire). The purpose of this study is to psychometrically validate the Lebanese-Arabic version of TEMPS-A.

METHODS

The TEMPS-A was adapted to Lebanese-Arabic and administered to 1320 Lebanese (593 males, 727 females, mean age of 43+/-16 years) representing the adult population of Lebanon (total population: 4.2 million). This section was added by the Institute for Development Research and Applied Care (IDRAC) to the cross-national World Mental Health (WMH) initiative Lebanese chapter. Chronbach-alpha and Pearson's correlation were used to test the internal consistency and correlation among the subscales. Factor loadings were calculated using the principal component analysis with varimax rotation.

RESULTS

Internal consistency varied between 0.66 (depressive) and 0.88 (anxious). As formulated by the originators of the instrument, five main factors emerged from the factor analysis, with some overlap between the depressive, the cyclothymic and the anxious temperaments, but almost none for the hyperthymic and irritable temperaments. The strongest correlation was observed between the anxious and the cyclothymic temperament subscales. Women had higher mean scores on the depressive, cyclothymic, and anxious subscales, whereas men scored higher on the hyperthymic subscale. There was a trend of increase by age in scores of the depressive subscale, and a trend of decrease in the cyclothymic and irritable subscales.

CONCLUSION

The Lebanese-Arabic TEMPS-A has a good internal consistency, is easy to use, and opens new and interesting research avenues in large epidemiologic national studies on temperament.

A Meta-Analytic Review of Gender Variations in Children's Language Use: Talkativeness, Affiliative Speech, and Assertive Speech

Three sets of meta-analyses examined gender effects on children's language use. Each set of analyses considered an aspect of speech that is considered to be gender typed: talkativeness, affiliative speech, and assertive speech. Statistically significant average effect sizes were obtained with all three language constructs. On average, girls were slightly more talkative and used more affiliative speech than did boys, whereas boys used more assertive speech than did girls. However, the average effect sizes were either negligible (talkativeness, d=0.11; assertive speech, d=0.11) or small (affiliative speech, d=0.26). Larger effect sizes were indicated for some language constructs depending on either the operational definition of the language measure, the method of recording, the child's age level, the interaction partner (adult or peer), group size, gender composition, observational setting, or type of activity. The results are interpreted in relation to social-developmental and social-constructionist approaches to gender; these views are presented as complementary--rather than competing--meta-theoretical viewpoints.

Early school competence: the roles of sex-segregated play and effortful control

The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following springsemester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC.

Children at play: the role of peers in understanding the effects of child care

Although the studies of the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (this issue) and of Watamura, Donzella, Alwin, and Gunnar (this issue) identify the potential of child care to affect children's adjustment, how these effects are produced remains unclear. In this commentary, it is argued that there is a need to expand child care research by considering one of the most important, but unrecognized, contributors to child care effects-peers. Research is reviewed that suggests that children's interactions in same-sex peer groups at child care affect their short- and long-term adjustment. We consider how research on early peer influences can inform the findings of the NICHD Early Child Care Research Network and Watamura et al. studies, aswell as contribute to the next generation of child care research.

Behavior problems and peer rejection in preschool boys and girls

The authors tested the hypothesis that deviant behaviors within a preschool peer group would be linked with peer rejection, irrespective of child gender. Seventy-six children, aged 3 to 5 years, participated. Teachers rated children's behavior on the Child Adaptive Behavior Inventory, and children provided sociometric ratings. For a subsample of children (n = 47), observers coded aggressive, noncompliant, and withdrawn behavior using a time-sampling system. For both boys and girls, noncompliance, hyperactivity, and social withdrawal were associated with peer rejection; overt aggression was associated with peer rejection for boys, but not for girls. Analysis revealed that approximately half of the variance in sociometric and teacher ratings of peer rejection was accounted for by aggression and social withdrawal for both boys and girls. The results suggest that the association between behavior problems and peer rejection emerges at a very early age.

Emotion, regulation, and moral development

Research and theory on the role of emotion and regulation in morality have received considerable attention in the last decade. Much relevant work has concerned the role of moral emotions in moral behavior. Research on differences between embarrassment, guilt, and shame and their relations to moral behavior is reviewed, as is research on the association of these emotions with negative emotionality and regulation. Recent issues concerning the role of such empathy-related responses as sympathy and personal distress to prosocial and antisocial behavior are discussed, as is the relation of empathy-related responding to situational and dispositional emotionality and regulation. The development and socialization of guilt, shame, and empathy also are discussed briefly. In addition, the role of nonmoral emotions (e.g. anger and sadness), including moods and dispositional differences in negative emotionality and its regulation, in morally relevant behavior, is reviewed.