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Journal articles on the topic 'Developmental psychology Differentiation (Developmental psychology) Child psychology'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Vihman, Marilyn May. "Language differentiation by the bilingual infant." Journal of Child Language 12, no. 2 (June 1985): 297–324. http://dx.doi.org/10.1017/s0305000900006450.

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ABSTRACTThis paper traces the process involved in the bilingual infant's gradual differentiation of his two languages, beginning with the acquisition of a dual lexicon. Word combination is at first based indiscriminately on this dual language source; function words account for a disproportionately large number of tokens used in mixed-language utterances. Universal principles of child syntax are at first applied; later, rules specific to each of the languages are developed separately. The development of self-awareness and sensitivity to standards in the second year provides the essential cognitive underpinning for the child to begin to avoid mixed-language utterances and to choose his language according to his interlocutor. At a still later point the bilingual older child may begin to make use of code-switching strategies appropriate to his or her bilingual community.

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Sharabany, Ruth, Ofra Mayseless, Gilat Edri, and Doron Lulav. "Ecology, childhood experiences, and adult attachment styles of women in the kibbutz." International Journal of Behavioral Development 25, no. 3 (May 2001): 214–25. http://dx.doi.org/10.1080/01650250042000230.

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The present study exploited a “natural experiment” which covered variations in child-rearing conditions within the communal setting of the Israeli kibbutz. The long-term effects of these variations and of childhood experiences on attachment styles of adults were examined. Three groups of mothers who were raised in the kibbutz participated: (1) a Communal group, mothers raised communally and now raising their child communally; (2) a Familial group, mothers raised in the family and now raising their child in the family, and (3) a Non-continuous group, mothers raised communally and now raising their child in the family. In keeping with studies with infants, we expected the familial group to show the most security, the communal group to show the least security, and the non-continuous to be in between. Participants were 152 women with school-age children. They reported on their attachment styles and availability of significant others during childhood. Additionally, they evaluated the child-rearing context of themselves and of their children. The three groups did not differ in their attachment security or in the reported availability of significant others in childhood. They differed in their evaluations of their own and their children’s child-rearing contexts. Specifically, they had negative evaluations regarding the communal sleeping arrangement. Security of attachment was related to reported availability of significant others in childhood. These results are discussed in view of the differentiation between contextual-distal variables and process-proximal variables.

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MONTANARI, SIMONA. "Pragmatic differentiation in early trilingual development." Journal of Child Language 36, no. 3 (November 12, 2008): 597–627. http://dx.doi.org/10.1017/s0305000908009112.

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ABSTRACTThis study examines pragmatic differentiation in early trilingual development through a longitudinal analysis of language choice in a developing Tagalog–Spanish–English trilingual child. The child's patterns of language choice with different language users are analyzed at age 1 ; 10 and 2 ; 4 to examine: (1) whether evidence for pragmatic differentiation can be found even before age two and in simultaneous interactions with distinct language users; (2) whether lexical gaps determine the child's choice of one language over another; and (3) whether her patterns of language choice are affected by the interlocutors language use and their responses to mixing. The results indicate that the child was capable of selecting the appropriate language according to the interlocutors' language from the earliest sessions. However, switches to inappropriate languages were common due to vocabulary gaps, the interlocutors' acceptance of mixing and the possibilities determined by the existence of multiple lexical resources and multiple language users.

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KLINE, REX B., ANDREW MALTZ, DAVID LACHAR, STEVE SPECTOR, and JOSEPH FISCHHOFF. "Differentiation of Infantile Autistic, Child‐onset Pervasive Developmental Disorder, and Mentally Retarded Children, With the Personality Inventory for Children." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 6 (November 1987): 839–43. http://dx.doi.org/10.1097/00004583-198726060-00007.

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5

Weiss, Bahr, and Barry Nurcombe. "Age, clinical severity, and the differentiation of depressive psychopathology: A test of the orthogenetic hypothesis." Development and Psychopathology 4, no. 1 (January 1992): 113–24. http://dx.doi.org/10.1017/s0954579400005599.

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AbstractWerner's orthogenetic principle states that human behavior proceeds from a state of global diffuseness to one of articulated complexity, and that as individuals develop, their responses to the environment become more specific and more differentiated. The present study evaluated this hypothesis, in relation to psychopathology in general and depression in particular. Child Behavior Checklist responses for 1, 345 outpatient and inpatient children and adolescents were compared along two developmental dimensions: age and clinical severity. Results failed to support the hypothesis that the psychopathology in general is more differentiated among older and more severely disturbed children. The findings did indicate, however, that depression was more distinct among the older, more severely disturbed subjects. Finally, little evidence of a categorical depression was found in any of the four age by severity groups.

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Olver, Rose R., Elizabeth Aries, and Joanna Batgos. "Self-Other Differentiation and the Mother-Child Relationship: The Effects of Sex and Birth Order." Journal of Genetic Psychology 150, no. 3 (September 1989): 311–22. http://dx.doi.org/10.1080/00221325.1989.9914600.

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7

Wong, Patsy PS, Veronica CM Wai, Raymond WS Chan, Cecilia NW Leung, and Patrick WL Leung. "Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers." Autism 25, no. 7 (April 12, 2021): 1913–23. http://dx.doi.org/10.1177/13623613211003740.

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The Hong Kong Chinese version of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were examined for their psychometric properties and specificity on screening autism spectrum disorder against attention-deficit/hyperactivity disorder. This study recruited three groups of participants: typically developing children; children with autism spectrum disorder and children with attention-deficit/hyperactivity disorder. Both the Autism-Spectrum Quotient questionnaires demonstrated satisfactory psychometric properties in terms of internal consistency, test–retest reliability and area under receiver operating characteristics curve in discriminating the autism spectrum disorder group from the attention-deficit/hyperactivity disorder and typically developing groups, separately and jointly. The optimal cutoff scores for both the Autism-Spectrum Quotient questionnaires were identified to be 76, with satisfactory sensitivity and specificity, for differentiating the autism spectrum disorder group from the typically developing group and from the typically developing and attention-deficit/hyperactivity disorder groups combined. On the contrary, both Autism-Spectrum Quotient questionnaires could not effectively differentiate the attention-deficit/hyperactivity disorder group from the typically developing group, or in other words, they did not misclassify attention-deficit/hyperactivity disorder as autism spectrum disorder because of their phenotypic overlap in social difficulties. These findings supported that both the Autism-Spectrum Quotient questionnaires were not general measures of child and adolescent psychopathology, but could claim to be more specific measures of autism spectrum disorder, given their success in identifying the autism spectrum disorder group from the attention-deficit/hyperactivity disorder/typically developing groups, while failing to differentiate the latter two groups. Lay abstract The Autism-Spectrum Quotient is a 50-item questionnaire developed to assess autistic symptoms in adults, adolescents and children. Its original version and others in different countries are known to be effective tools in identifying individuals with autism spectrum disorder. This study examined whether the Hong Kong Chinese versions of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were effective in identifying autism spectrum disorder children and adolescents. On top of comparing them with their typically developing peers, this study also included a group of children/adolescents with attention deficit/hyperactivity disorder, a disorder with similar social difficulties as autism spectrum disorder. Results showed that both the Autism-Spectrum Quotient questionnaires were effective in differentiating the autism spectrum disorder group from the typically developing and attention-deficit/hyperactivity disorder groups, separately and jointly. On the contrary, they could not identify the attention-deficit/hyperactivity disorder group from the typically developing group so that they were not misclassifying attention-deficit/hyperactivity disorder as autism spectrum disorder. These findings supported that both the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were not general measures of child and adolescent psychopathology, but could claim to be specific measures of autism spectrum disorder. Such capability would enormously enhance their utility in clinical practice for identifying autism spectrum disorder children/adolescents from their typically developing peers and from those with attention-deficit/hyperactivity disorder. This is because, the latter is a common neurodevelopmental disorder frequently presented to child psychiatric clinics alongside with autism spectrum disorder.

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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (March 28, 2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.

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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

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Bitsika, Vicki, and Christopher F. Sharpley. "Stress, Anxiety and Depression Among Parents of Children With Autism Spectrum Disorder." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 151–61. http://dx.doi.org/10.1017/s1037291100002466.

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In a replication of a previous study of the incidence and contributing factors in anxiety, depression and stress in Victorian parents of a child with autism spectrum disorder (ASD), a sample of 107 Gold Coast parents completed a questionnaire that assessed their demographic backgrounds, anxiety and depression scores on standardised inventories, and also tapped several aspects of those factors that may have contributed to their wellbeing. Over 90% of parents reported that they were sometimes unable to deal effectively with their child's behaviour. Nearly half of the participants were severely anxious and nearly two thirds were clinically depressed. Factors that emerged as significant in differentiating between parents with high versus low levels of anxiety and depression included access to family support, parents' estimation of family caregivers' expertise in dealing with the behavioural difficulties of a child with ASD, and parental health. Parents' suggestions for personal support services are reported, and some comparisons across the data from the two states are made, with suggestions for further research into parent support mechanisms.

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Kayle, Mariam, David I. Chu, Alexa Stern, Wei Pan, and Grayson N. Holmbeck. "Predictors of Distinct Trajectories of Medical Responsibility in Youth with Spina Bifida." Journal of Pediatric Psychology 45, no. 10 (September 8, 2020): 1153–65. http://dx.doi.org/10.1093/jpepsy/jsaa065.

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Abstract Objective To determine if there are distinct developmental trajectories of medical responsibility in youth with spina bifida (SB) across ages 8–17 years and to identify condition-related, parental, and family systems predictors of membership in these trajectory groups. Methods Participants were 140 youth with SB and their parents who participated in four waves of a longitudinal study across 6 years (ages 8–15 years at Time 1). Multi-method (questionnaires and observed family interactions) and multi-respondent assessments were conducted during home visits. Results Findings revealed that there were two distinct developmental trajectories that characterized this sample, with one being labeled “high increasing” (two thirds of the sample) and one labeled “low increasing” (one third of the sample). Most predictor variables were significantly associated with trajectory group membership, with the exception of ethnicity, SES, and measures of conflict. When all significant univariate predictors were included in the same model, only intelligence quotient (IQ), family stress, and gender were retained as significant. Conclusions Most youth exhibited relatively rapid increases in responsibility over the course of late childhood and adolescence, but there was a smaller portion of the sample that did not exhibit this type of developmental trajectory. The magnitude of the IQ effect on group differentiation appeared to attenuate the effects of most other predictors. It will be important for clinicians working with youth with SB to recognize that the transfer of medical responsibility from parent to child cannot be expected to unfold in the same manner for all families of youth with SB.

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Rafman, Sandra, Joyce Canfield, Jose Barbas, and Janusz Kaczorowski. "Disrupted Moral Order: A Conceptual Framework for Differentiating Reactions to Loss and Trauma." International Journal of Behavioral Development 19, no. 4 (December 1996): 817–29. http://dx.doi.org/10.1177/016502549601900408.

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To discern what turns a child victim of war into a patient, categories relevant to a disrupted moral dimension were applied to play sessions of two groups of children. Both groups had experienced familial loss in the context of war but differed in their clinical status: 7 children (all boys), aged 3 to 10 years, had been referred for psychological consultation and 15 community-based children (9 boys), aged 4 to 6 years, had not been so referred. Both groups exhibited vulnerability and vigilance. Whereas community-based children re-enacted scenarios of parental loss, the loss of a rule-governed universe characterised the play of referred children. Roles of perpetrator, victim, and witness shifted rapidly as moral ambiguities permeated fragmented scenes. Retaliation fantasies were intense but attribution of blame uncertain. Ambiguity and secrecy distinguished parents' narratives in the referred group. The concept of disruption in the moral order as well as the social order was useful as a framework in distinguishing children of differing clinical status.

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Shamley, D. A. F., Lyn Moseley, and Lyn Douglas. "Tentative Findings on Children’s Attitudes, Perceptions and Responses to Accidental Incidents of Non-Intentional Acts." Children Australia 9, no. 4 (1985): 15–19. http://dx.doi.org/10.1017/s0312897000007487.

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This paper focuses on accidental incidents where there is no intention to misbehave/disobey. The children respond to projective material depicting children having accidents with no malice or forethought. The children’s reactions are discussed in light of their developmental stages as outlined by Piaget and Inhelder (1968) and Kohlberg (1976). The acts depicted are accidental, and should not provoke punishment. The results indicating punishment will be carefully scrutinised; in view of the linkage that exists between child abuse acts; the lack of differentiation that exists between types of misbehaviour that are unlikely to convey the fundamentals, which are a prerequisite for the development of moral judgement.

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Rice, Jenna, and Raymond A. Knight. "Differentiating Adults With Mixed Age Victims From Those Who Exclusively Sexually Assault Children or Adults." Sexual Abuse 31, no. 4 (March 5, 2018): 410–30. http://dx.doi.org/10.1177/1079063218759324.

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Although adults who have sexually offended against both child and adult victims (i.e., adults with mixed aged sexual offense victims [MASOVs]) have been found at increased risk to reoffend, they have been a neglected and rarely studied group of individuals who have sexually offended. The present study explored their differentiating characteristics by comparing them with adults who had sexually offended exclusively against children (child sex offense victims [CSOVs]) or adults (adult sex offense victims [ASOVs]). Using an extensive database gathered on offenders examined for civil commitment, we found that although MASOVs were not distinguished from the other types of offenders by any specific developmental trauma, they cumulatively tended to be higher across traumas. They evidenced lower self-esteem relative to both other offender types. In addition, MASOVs, like ASOVs, exhibited higher levels of psychopathy relative to CSOVs. The implications of these findings for etiology and treatment are discussed.

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Kearney, Jeremy. "A time for differentiation." Journal of Adolescence 9, no. 3 (September 1986): 243–56. http://dx.doi.org/10.1016/s0140-1971(86)80006-9.

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Cervantes, Christi A., and Maureen A. Callanan. "Labels and explanations in mother–child emotion talk: Age and gender differentiation." Developmental Psychology 34, no. 1 (1998): 88–98. http://dx.doi.org/10.1037/0012-1649.34.1.88.

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Oliveira, Stephan Malta, Luísa Azevedo Damasceno, Nathalie Emmanuelle Hofmann, Letícia Azevedo Damasceno, Cecília Albuquerque reynaud Schaefer, and Alba cristina Martins Da silveira. "música, autismo e diferenças: a representação como violência em levinas e deleuze." childhood & philosophy 17 (February 28, 2021): 01–18. http://dx.doi.org/10.12957/childphilo.2021.56160.

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The aim of this article is to investigate and discuss the notions of difference and representation in Emmanuel Levinas and Gilles Deleuze, articulating such notions through the example of a university extension project involving the formation of a musical ensemble composed of autistic children. Our research involved a review of four major philosophical works—Emmanuel Levinas’ Totality and Infinity; Among Us: Essays On Alterity; and “The Concept Of Difference In Bergson”; and Gilles Deleuze’s Difference and Repetition--in addition to secondary references. The main articulations of the investigation carried out in the project consist of aspects such as: taking responsibility for the autistic child through cultivating asymmetrical relationships, a process that takes place through sensibility, below any representation; and not totalizing the alterity involved while maintaining, at the same time, its radical difference. In addition, there is an emphasis in the work on the difference of each child, beyond his or her diagnostic identity, understanding that all participants are undergoing unique processes of differentiation, and that some differences are not more privileged than others, in that that such hierarchies are determined by power relations. Another contribution of this research is the emphasis on the intensive affective flows of children, and the construction of relationships of mutual affection, which increases the circulation of vital energy in each one. Finally, the results of the project are offered as guidelines for clinical practice, and for the cultivation of a politics of difference, as an alternative to hegemonic practices in autism studies in contemporary times.

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Santore, Lee A., Alan Gerber, Ayla N. Gioia, Rebecca Bianchi, Fanny Talledo, Tara S. Peris, and Matthew D. Lerner. "Felt but not seen: Observed restricted repetitive behaviors are associated with self-report—but not parent-report—obsessive-compulsive disorder symptoms in youth with autism spectrum disorder." Autism 24, no. 4 (March 13, 2020): 983–94. http://dx.doi.org/10.1177/1362361320909177.

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Repetitive behaviors are observed in autism spectrum disorder and obsessive-compulsive disorder. Clinically, obsessive-compulsive disorder obsessions are thought to drive repetitive or ritualistic behavior designed to neutralize subjective distress, while restricted and repetitive behaviors are theorized to be reward- or sensory-driven. Both behaviors are notably heterogeneous and often assessed with parent- or clinician-report, highlighting the need for multi-informant, multi-method approaches. We evaluated the relationship between parent- and child self-reported obsessive-compulsive disorder symptoms with parent-reported and clinician-indexed restricted and repetitive behaviors among 92 youth with autism spectrum disorder (ages 7–17 years). Regression analyses controlling for the social communication and interaction component of parent-reported autism spectrum disorder symptoms indicated child self-reported, but not parent-reported, symptoms of obsessive-compulsive disorder were associated with clinician-observed restricted and repetitive behaviors. Although both parent- and child self-reported obsessive-compulsive disorder symptoms were associated with parent-reported restricted and repetitive behaviors, the overlap between parent-reports of obsessive-compulsive disorder symptoms and restricted and repetitive behaviors were likely driven by their shared method of parent-reported measurement. Results suggest that children experience restricted and repetitive behaviors in ways that more closely resemble traditional obsessive-compulsive disorder-like compulsions, whereas their parents view such behaviors as symptoms of autism spectrum disorder. These findings provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder and introduce new conceptualizations of the phenotypic overlap between these conditions. Lay abstract Youth with autism spectrum disorder often exhibit symptoms of obsessive-compulsive disorder; however, it can be difficult for parents and clinicians to tell the difference between the restricted and repetitive behaviors often seen in autism spectrum disorder and symptoms of obsessive-compulsive disorder. This difficulty in distinguishing symptoms may arise from the fact that these symptoms appear the same to observers but are typically differentiated based on whether the motivation for the behavior is to reduce stress (restricted and repetitive behaviors) or whether the behavior itself is stressful (obsessive-compulsive disorder). It is important to know the difference between these two symptoms as it may impact the treatment prescribed. The goal of this study was to better determine the difference between restricted and repetitive behaviors and symptoms of obsessive-compulsive disorder in youth with autism spectrum disorder. It was found that although parents and clinicians had trouble differentiating between the two, the children were able to provide insight as to their own motivations for behavior, and thus whether they were restricted and repetitive behaviors or symptoms of obsessive-compulsive disorder. It was also found that children may actually have subjective negative experiences when engaging in restricted and repetitive behaviors, which complicates their classification. These results provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder.

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Price, Maggi, Charmaine Higa-McMillan, Chad Ebesutani, Kelsie Okamura, Brad J. Nakamura, Bruce F. Chorpita, and John Weisz. "Symptom differentiation of anxiety and depression across youth development and clinic-referred/nonreferred samples: An examination of competing factor structures of the Child Behavior Checklist DSM-oriented scales." Development and Psychopathology 25, no. 4pt1 (November 2013): 1005–15. http://dx.doi.org/10.1017/s0954579413000333.

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AbstractThis study examined the psychometric properties of the DSM-oriented scales of the Child Behavior Checklist (Achenbach, Dumenci, & Rescorla, 2003) using confirmatory factor analysis to compare the six-factor structure of the DSM-oriented scales to competing models consistent with developmental theories of symptom differentiation. We tested these models on both clinic-referred (N = 757) and school-based, nonreferred (N = 713) samples of youths in order to assess the generalizability of the factorial structures. Although previous research has supported the fit of the six-factor DSM-oriented structure in a normative sample of youths ages 7 to 18 (Achenbach & Rescorla, 2001), tripartite model research indicates that anxiety and depressive symptomology are less differentiated among children compared to adolescents (Jacques & Mash, 2004). We thus examined the relative fit of a six- and a five-factor model (collapsing anxiety and depression) with younger (ages 7–10) and older (ages 11–18) youth subsamples. The results revealed that the six-factor model fit the best in all samples except among younger nonclinical children. The results extended the generalizability of the rationally derived six-factor structure of the DSM-oriented scales to clinic-referred youths and provided further support to the notion that younger children in nonclinical samples exhibit less differentiated symptoms of anxiety and depression.

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Vales, Catarina, Sarah L. States, and Anna V. Fisher. "Experience‐Driven Semantic Differentiation: Effects of a Naturalistic Experience on Within‐ and Across‐Domain Differentiation in Children." Child Development 91, no. 3 (May 2020): 733–42. http://dx.doi.org/10.1111/cdev.13369.

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Lanza, Elizabeth. "Can bilingual two-year-olds code-switch?" Journal of Child Language 19, no. 3 (October 1992): 633–58. http://dx.doi.org/10.1017/s0305000900011600.

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ABSTRACTSociolinguists have investigated language mixing as code-switching in the speech of bilingual children three years old and older. Language mixing by bilingual two-year-olds, however, has generally been interpreted in the child language literature as a sign of the child's lack of language differentiation. The present study applies perspectives from sociolinguistics to investigate the language mixing of a bilingual two-year-old acquiring Norwegian and English simultaneously in Norway. Monthly recordings of the child's spontaneous speech in interactions with her parents were made from the age of 2;0 to 2;7. An investigation into the formal aspects of the child's mixing and the context of the mixing reveals that she does differentiate her language use in con-textually sensitive ways, hence that she can code-switch. This investigation stresses the need to examine more carefully the roles of dominance and context in the language mixing of young bilingual children.

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Duhn, Iris. "Speculating on childhood and time, with Michael Ende’s Momo (1973)." Contemporary Issues in Early Childhood 17, no. 4 (December 2016): 377–86. http://dx.doi.org/10.1177/1463949116677922.

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Childhood and time are closely linked concepts in education. Childhood as a modern domain is a cornerstone of the human narrative of being in time, with birth as the beginning and death as the end. A newborn child marks new beginnings and hope for the future, and geopolitically early childhood education is now seen as a cornerstone for building the economic wealth of nations. This perception of childhood and time as leading to better futures has come under scrutiny at a time when futures seem less and less predictable due to increasing economic, environmental, social, political and cultural pressures and tensions. This article explores childhood and time as concepts to speculatively imagine time as rhythm that creates differentiations with the aim of cutting time loose from linearity and causality. Michael Ende’s fairy-tale novel Momo (1973) offers possibilities for imagining time in its materiality and assists in speculative imaginings of time as rhythm that generates spaces for another, less causal and linear sense of time in early childhood education.

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DAVIES, Catherine, Jamie LINGWOOD, and Sudha ARUNACHALAM. "Adjective forms and functions in British English child-directed speech." Journal of Child Language 47, no. 1 (June 24, 2019): 159–85. http://dx.doi.org/10.1017/s0305000919000242.

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AbstractAdjectives are essential for describing and differentiating concepts. However, they have a protracted development relative to other word classes. Here we measure three- and four-year-olds’ exposure to adjectives across a range of interactive and socioeconomic contexts to: (i) measure the syntactic, semantic, and pragmatic variability of adjectives in child-directed speech (CDS); and (ii) investigate how features of the input might scaffold adjective acquisition. In our novel corpus of UK English, adjectives occurred more frequently in prenominal than in postnominal (predicative) syntactic frames, though postnominal frames were more frequent for less-familiar adjectives. They occurred much more frequently with a descriptive than a contrastive function, especially for less-familiar adjectives. Our findings present a partial mismatch between the forms of adjectives found in real-world CDS and those forms that have been shown to be more useful for learning. We discuss implications for models of adjective acquisition and for clinical practice.

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Loeber, Rolf, and Karen B. Schmaling. "The utility of differentiating between mixed and pure forms of antisocial child behavior." Journal of Abnormal Child Psychology 13, no. 2 (June 1985): 315–35. http://dx.doi.org/10.1007/bf00910651.

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Collins, Lauren W., and Perry A. Zirkel. "Functional Behavior Assessments and Behavior Intervention Plans: Legal Requirements and Professional Recommendations." Journal of Positive Behavior Interventions 19, no. 3 (December 1, 2016): 180–90. http://dx.doi.org/10.1177/1098300716682201.

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Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the procedural dimension (e.g., the when and how questions) and then on the substantive dimension (the what question). The results reveal a dramatic difference between the legal requirements under the Individuals With Disabilities Education Act and the professional recommendations for best practice. Our recommendation for both scholars and practitioners is not to fuse or confuse these two levels: one representing the mandatory minimum and the other representing the professional desideratum. Rather, due differentiation provides a proper framework for proposed additions to federal and state laws, strategic opportunities for advocacy in the litigation process, and ample latitude for effective choices for prophylactic practice.

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Rapoport, Tamar, and Zeev Rosenhek. "Complex role experiences and personal differentiation: a real-life experiment." Journal of Adolescence 12, no. 2 (June 1989): 207–19. http://dx.doi.org/10.1016/0140-1971(89)90009-2.

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Bullock, Roger, and Roy Parker. "Personal social services for children and families in the UK: a historical review." Journal of Children's Services 12, no. 2-3 (September 18, 2017): 72–84. http://dx.doi.org/10.1108/jcs-03-2017-0007.

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Purpose The purpose of this paper is to chart the history of personal social services for children and families in the UK and examine the factors that have influenced it. Special attention is given to changing perceptions of rights, the impact of scandals and the contribution of child development research. Design/methodology/approach Analysis of historical documents and research reports using four methods: a timeline of milestones, demarcation of distinct developmental periods, trends in policy and practice and comparisons of children’s needs and experiences at different times. Findings The evolution of services has not been linear. In policy, there have been reform and retrenchment, amalgamation and differentiation. Practice has been shaped by the emergence of new problems and the disappearance of old ones as well as by legislation, extreme events, research and finance, all occurring in specific political, moral and economic contexts. Originality/value An analysis of developments in children’s services in their political, economic, moral and research contexts.

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Springer, Ken, and Frank C. Keil. "Early Differentiation of Causal Mechanisms Appropriate to Biological and Nonbiological Kinds." Child Development 62, no. 4 (August 1991): 767. http://dx.doi.org/10.2307/1131176.

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Moore, Celia L. "Another psychobiological view of sexual differentiation." Developmental Review 5, no. 1 (March 1985): 18–55. http://dx.doi.org/10.1016/0273-2297(85)90029-2.

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Mitchell, Shelley, Janis Oram Cardy, and Lonnie Zwaigenbaum. "Differentiating Autism Spectrum Disorder From Other Developmental Delays In The First Two Years Of Life." Developmental Disabilities Research Reviews 17, no. 2 (November 2011): 130–40. http://dx.doi.org/10.1002/ddrr.1107.

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Cicchetti, Dante, and Fred A. Rogosch. "Gene × Environment interaction and resilience: Effects of child maltreatment and serotonin, corticotropin releasing hormone, dopamine, and oxytocin genes." Development and Psychopathology 24, no. 2 (April 17, 2012): 411–27. http://dx.doi.org/10.1017/s0954579412000077.

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AbstractIn this investigation, gene–environment interaction effects in predicting resilience in adaptive functioning among maltreated and nonmaltreated low-income children (N= 595) were examined. A multicomponent index of resilient functioning was derived and levels of resilient functioning were identified. Variants in four genes (serotonin transporter linked polymorphic region, corticotropin releasing hormone receptor 1, dopamine receptor D4–521C/T, and oxytocin receptor) were investigated. In a series of analyses of covariance, child maltreatment demonstrated a strong negative main effect on children's resilient functioning, whereas no main effects for any of the genotypes of the respective genes were found. However, gene–environment interactions involving genotypes of each of the respective genes and maltreatment status were obtained. For each respective gene, among children with a specific genotype, the relative advantage in resilient functioning of nonmaltreated compared to maltreated children was stronger than was the case for nonmaltreated and maltreated children with other genotypes of the respective gene. Across the four genes, a composite of the genotypes that more strongly differentiated resilient functioning between nonmaltreated and maltreated children provided further evidence of genetic variations influencing resilient functioning in nonmaltreated children, whereas genetic variation had a negligible effect on promoting resilience among maltreated children. Additional effects were observed for children based on the number of subtypes of maltreatment children experienced, as well as for abuse and neglect subgroups. Finally, maltreated and nonmaltreated children with high levels of resilience differed in their average number of differentiating genotypes. These results suggest that differential resilient outcomes are based on the interaction between genes and developmental experiences.

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Mitchell, Tarrah B., David M. Janicke, Ke Ding, Erin L. Moorman, Molly C. Basch, Crystal S. Lim, and Anne E. Mathews. "Latent Profiles of Health Behaviors in Rural Children with Overweight and Obesity." Journal of Pediatric Psychology 45, no. 10 (October 21, 2020): 1166–76. http://dx.doi.org/10.1093/jpepsy/jsaa071.

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Abstract Objective The objectives were to identify profiles of school-age children with overweight and obesity (OW/OB) from rural counties based on patterns of diet, activity, and sleep, to examine demographic predictors, and to examine whether profiles were differentially associated with psychosocial functioning. Methods Participants included 163 children (Mage = 9.8) and parents. Children wore accelerometers to assess physical activity and sleep duration. Consumption of fruits and vegetables (F/V) and sugar-sweetened beverages (SSB) was assessed with a food frequency questionnaire. Self-report of emotional, social, and academic health-related quality of life (HRQOL), peer victimization, social skills, and social problem behaviors was collected, as well as parent-report of HRQOL. Latent variable mixture modeling (LVMM) was conducted. Results Sleep did not significantly contribute to profile differentiation and was removed. Four profiles emerged: (a) Low F/V + Low SSB + Low activity, (b) Low F/V + Low SSB + Moderate activity, (c) High F/V + High SSB + Low activity, and (d) Moderate F/V + Moderate SSB + High activity. Older children were more likely to be in profile 1. After controlling for child age, parents of children in profile 1 reported significantly lower child social HRQOL than parents of children in profiles 2 and 4. Children in profile 4 reported experiencing significantly lower victimization than those in profile 3. Conclusions There are subgroups of rural children with OW/OB that engage in various combinations of healthy and unhealthy behaviors. LVMM has the potential to inform future interventions and identify needs of groups of children with OW/OB.

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Coley, John D. "Emerging Differentiation of Folkbiology and Folkpsychology: Attributions of Biological and Psychological Properties to Living Things." Child Development 66, no. 6 (December 1995): 1856. http://dx.doi.org/10.2307/1131915.

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Thibodeau, Eric L., Dante Cicchetti, and Fred A. Rogosch. "Child maltreatment, impulsivity, and antisocial behavior in African American children: Moderation effects from a cumulative dopaminergic gene index." Development and Psychopathology 27, no. 4pt2 (November 2015): 1621–36. http://dx.doi.org/10.1017/s095457941500098x.

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AbstractA model examining the effects of an increasing number of maltreatment subtypes experienced on antisocial behavior, as mediated by impulsivity and moderated by a polygenic index of dopaminergic genotypes, was investigated. An African American sample of children (N= 1,012,Mage = 10.07) with and without maltreatment histories participated. Indicators of aggression, delinquency, and disruptive peer behavior were obtained from peer- and counselor-rated measures to form a latent variable of antisocial behavior; impulsivity was assessed by counselor report. Five genotypes in four dopaminergic genes (dopamine receptors D4, D2, known asDRD4, DRD2; dopamine active transporter 1, known asDAT1; and catechol-O-methyltransferase, known asCOMT) conferring heightened environmental sensitivity were combined into one polygenic index. Using structural equation modeling, a first-stage, moderated-mediation model was evaluated. Age and sex were entered as covariates, both as main effects and in interaction with maltreatment and the gene index. The model had excellent fit: χ2(32,N= 1,012) = 86.51,p< .001; comparative fit index = 0.982, Tucker–Lewis index = 0.977, root mean square error of approximation = 0.041, and standardized root mean square residual = 0.022. The effect of maltreatment subtypes on antisocial behavior was partially mediated by impulsivity (β = 0.173,p< .001), and these relations were moderated by the number of differentiating dopaminergic genotypes. Specifically, a significant Gene × Environment interaction (β = 0.016,p= .013) indicated that the relation between maltreatment and impulsivity was stronger as children evinced more differentiating genotypes, thereby strengthening the mediational effect of impulsivity on antisocial behavior. These findings elucidate the manner by which maltreated children develop early signs of antisocial behavior, and the genetic mechanisms involved in greater vulnerability for maladaptation in impulse control within the context of child maltreatment.

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Rodrigo, María José, Inmaculada León, Ileana Quiñones, Agustín Lage, Sonia Byrne, and María Antonieta Bobes. "Brain and personality bases of insensitivity to infant cues in neglectful mothers: An event-related potential study." Development and Psychopathology 23, no. 1 (January 24, 2011): 163–76. http://dx.doi.org/10.1017/s0954579410000714.

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AbstractThis investigation examined the neural and personality correlates of processing infant facial expressions in mothers with substantiated neglect of a child under 5 years old. Event-related potentials (ERPs) were recorded from 14 neglectful and 14 control mothers as they viewed and categorized pictures of infant cries, laughs, and neutral faces. Maternal self-reports of anhedonia and empathy were also completed. Early (negative occipitotemporal component peaking at around 170 ms on the scalp [N170] and positive electrical potential peaking at about 200 ms [P200]) and late positive potential (LPP) components were selected. Both groups of mothers showed behavioral discrimination between the different facial expressions via reaction time and accuracy measures. Neglectful mothers did not exhibit increased N170 amplitude at temporal leads in response to viewing crying versus laughing and neutral expressions compared to control mothers. Both groups had greater P200 and LPP amplitudes at centroparietal leads in response to viewing crying versus neutral facial expressions. However, neglectful mothers displayed an overall attenuated brain response in LPP that was related to their higher scores in social anhedonia but not to their empathy scores. The ERP data suggest that the brain's failures in the early differentiation of cry stimuli and in the sustained processing of infant expressions related to social anhedonia may underlie the insensitive responding in neglectful mothers. The implications of these results for the design and evaluation of preventive interventions are discussed.

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Bartle-Haring, Suzanne. "The relationships among parent–adolescent differentiation, sex role orientation and identity development in late adolescence and early adulthood." Journal of Adolescence 20, no. 5 (October 1997): 553–65. http://dx.doi.org/10.1006/jado.1997.0109.

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McELWAIN, NANCY L., MARTHA J. COX, MARGARET R. BURCHINAL, and JENNY MACFIE. "Differentiating among insecure mother - infant attachment classifications: A focus on child - friend interaction and exploration during solitary play at 36 months." Attachment & Human Development 5, no. 2 (January 1, 2003): 136–64. http://dx.doi.org/10.1080/1461673031000108513.

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Sterba, Sonya K., William Copeland, Helen L. Egger, E. Jane Costello, Alaattin Erkanli, and Adrian Angold. "Longitudinal dimensionality of adolescent psychopathology: testing the differentiation hypothesis." Journal of Child Psychology and Psychiatry 51, no. 8 (March 22, 2010): 871–84. http://dx.doi.org/10.1111/j.1469-7610.2010.02234.x.

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&NA;. "A Newborn Infant with a Disorder of Sexual Differentiation." Journal of Developmental & Behavioral Pediatrics 24, no. 2 (April 2003): 115–19. http://dx.doi.org/10.1097/00004703-200304000-00008.

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Stein, Martin T., David E. Sandberg, Tom Mazur, Erica Eugster, and Jorge Daaboul. "A Newborn Infant with a Disorder of Sexual Differentiation." Journal of Developmental & Behavioral Pediatrics 25, Supplement (October 2004): S74—S78. http://dx.doi.org/10.1097/00004703-200410001-00015.

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O??BRIEN, JOHN D., JEFFREY M. HALPERIN, JEFFREY H. NEWCORN, VANSHDEEP SHARMA, LORRAINE WOLF, and ALLAN MORGANSTEIN. "Psychometric Differentiation of Conduct Disorder and Attention Deficit Disorder with Hyperactivity." Journal of Developmental & Behavioral Pediatrics 13, no. 4 (August 1992): 274???277. http://dx.doi.org/10.1097/00004703-199208000-00006.

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Bastable, Eoin, Michelle M. Massar, and Kent McIntosh. "A Survey of Team Members’ Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation." Journal of Positive Behavior Interventions 22, no. 1 (July 10, 2019): 51–61. http://dx.doi.org/10.1177/1098300719861566.

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Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members ( n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools ( n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.

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Trocmé, Nico, Della Knoke, Barbara Fallon, and Bruce MacLaurin. "Differentiating Between Substantiated, Suspected, and Unsubstantiated Maltreatment in Canada." Child Maltreatment 14, no. 1 (February 2009): 4–16. http://dx.doi.org/10.1177/1077559508318393.

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Yakymchuk, Borys A., Iryna P. Yakymchuk, Iryna P. Yakymchuk, Iryna O. Vakhotska, Inna A. Livandovska, and Yuliia V. Hychko. "The Delayed Effect of Parental Control on the Adaptation of Men and Women in Adulthood." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 294–303. http://dx.doi.org/10.6000/2292-2598.2021.09.03.5.

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Parental control is an integral part of parent-child relations and a traditional tool of socialization. However, numerous negative effects of parental intervention in the child’s inner world are known. This study clarifies the delayed effects of parental control and a detached parenting style. 270 men and women are aged 35-44 years filled in the questionnaires of hardiness, the sovereignty of the psychological space, and perceived behavior by the father and mother. The results confirmed the prevalence of parental control, especially its manifestations on the part of mothers about daughters. In adult women's lives, mothers' directiveness correlates with hostility and violation of personal boundaries as regards the body, personal territory, things, habits, social connections, and values; men noted maternal interference in the formation of sovereign habits and values. At the same time, parental non-involvement is widespread; the autonomy of fathers about children is significantly greater than mothers. Correlation analysis confirmed the assumption that parental directivity/autonomy determines the hardiness and sense of integrity of personal boundaries in adulthood. The effect of parental control in adulthood depends on the gender of the children and the parents. Maternal control is a strong negative factor for daughters, while maternal autonomy positively correlates with indicators of hardiness. Paternal control was a neutral factor for daughters. For sons, the directivity of father and mother contributes to the formation of resilience. The conclusion was made about the need for differentiation of positive and negative effects of parental control, taking into account gender positions.

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Cammann, Rainer, and Ariane Miehlke. "Differentiation of Motor Activity of Normally Active and Hyperactive Boys in Schools: Some Preliminary Results." Journal of Child Psychology and Psychiatry 30, no. 6 (November 1989): 899–906. http://dx.doi.org/10.1111/j.1469-7610.1989.tb00291.x.

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Cook, Nathan E., Ellen B. Braaten, Pieter J. Vuijk, B. Andi Lee, Anna R. Samkavitz, Alysa E. Doyle, and Craig B. H. Surman. "Slow Processing Speed and Sluggish Cognitive Tempo in Pediatric Attention-Deficit/Hyperactivity Disorder: Evidence for Differentiation of Functional Correlates." Child Psychiatry & Human Development 50, no. 6 (June 21, 2019): 1049–57. http://dx.doi.org/10.1007/s10578-019-00904-6.

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Musetti, Alessandro, Valentina Grazia, Tommaso Manari, Grazia Terrone, and Paola Corsano. "Linking childhood emotional neglect to adolescents' parent-related loneliness: Self-other differentiation and emotional detachment from parents as mediators." Child Abuse & Neglect 122 (December 2021): 105338. http://dx.doi.org/10.1016/j.chiabu.2021.105338.

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Stevens, Tomika N., Kenneth J. Ruggiero, Dean G. Kilpatrick, Heidi S. Resnick, and Benjamin E. Saunders. "Variables Differentiating Singly and Multiply Victimized Youth: Results From the National Survey of Adolescents and Implications for Secondary Prevention." Child Maltreatment 10, no. 3 (August 2005): 211–23. http://dx.doi.org/10.1177/1077559505274675.

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Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.

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Gregory, Danica, Deborah Turnbull, Jana Bednarz, and Tess Gregory. "The role of social support in differentiating trajectories of adolescent depressed mood." Journal of Adolescence 85 (December 2020): 1–11. http://dx.doi.org/10.1016/j.adolescence.2020.09.004.

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Квітіньйо Макарена Мартінез, Соріано Федеріко Ґонзало, Яйченко Вірджинія, Стіб Бренда, and Барейро Хуан Пабло. "Predictors of Picture Naming and Picture Categorization in Spanish." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 6–18. http://dx.doi.org/10.29038/eejpl.2019.6.1.cui.

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The aim of this paper was to identify which psycholinguistic variables are better predictors of performance for healthy participants in a picture naming task and in a picture categorization task. A correlation analysis and a Path analysis were carried out. The correlation analysis showed that naming accuracy and naming latency are significant and positively correlated with lexical frequency and conceptual familiarity variables, whereas they are negatively correlated with H index. Reaction times in the categorization task were negatively correlated with lexical frequency and conceptual familiarity variables and positively correlated with visual complexity variable. The Path analysis showed that subjective lexical frequency and H index are the better predictors for picture naming task. In picture categorization task, for reaction times, the better predictor variables were subjective lexical frequency, conceptual familiarity and visual complexity. These findings are discussed considering previous works on the field. References Akinina, Y., Malyutina, S., Ivanova, M., Iskra, E., Mannova, E., & Dragoy, O. (2015). Russian normative data for 375 action pictures and verbs. Behavior research methods, 47(3), 691-707. doi: 10.3758/s13428-014-0492-9 Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers, 31(3), 531-552. Alario, F. X., Ferrand, L., Lagnaro, M., New, B., Frauenfelder, U. H., & Seguí, J. (2004). Predictors of picture naming speed. Behavior Research Methods, Instruments and Computers, 36, 140-155. doi: 10.3758/BF03195559 Albanese, E., Capitani, E., Barbarotto, R., & Laiacona, M. (2000). Semantic category dissociations, familiarity and gender. Cortex, 36, 733-746. Almeida, J., Knobel, M., Finkbeiner, M., & Caramazza, A. (2007). The locus of the frequency effect in picture naming: When recognizing is not enough. Psychonomic Bulletin & Review, 14(6), 1177-1182. Arbuckle, J. L. (2003). AMOS 5.0. Chicago: SmallWaters. Bakhtiar, M., & Weekes, B. (2015). Lexico-semantic effects on word naming in Persian: Does age of acquisition have an effect? Memory & Cognition, 43(2), 298-313. doi: 10.3758/s13421-014-0472-4 Balota, D. A., Pilotti, M., & Cortese, J. M. (2001). Subjective frequency estimates for 2,938 monosyllabic words. Memory & Cognition, 29, 639-647. doi: 10.3758/BF03200465 Barbón, A., & Cuetos, F. (2006). Efectos de la Edad de Adquisición en tareas de Categorización Semántica. Psicológica, 27, 207-223. Barca, L., Burani, C., & Arduino, L. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behavior Research Methods, Instruments and Computers, 34(3), 424-434. Barry, C., Morrison, C. M., & Ellis, A. W. (1997). Naming the Snodgrass and Vanderwart pictures: Effects of age of acquisition, frequency and name agreement. Quarterly Journal of Experimental Psychology, 50(A), 560-585. Bates, E., Burani, C., D´amico, S., & Barca, L. (2001). Word reading and picture naming in Italian. Memory and Cognition, 29(7), 986-999. Bates, E., D'Amico, S., Jacobsen, T., Székely, A., Andonova, E., Devescovi, A., . . . Tzeng, O. (2003). Timed picture naming in seven languages. Psychonomic Bulletin & Review 20(2), 344-380. doi: 10.3758/BF03196494 Berman, S., Friedman, D., Hamberger, M., & Snodgrass, J. G. (1989). Developmental picture norms: Relationships between name agreement, familiarity, and visual complexity for child and adult ratings of two sets of line drawings. Behavior Research Methods, Instruments, & Computers, 21(3), 371-382. Bonin, P., Boyer, B., Méot, A., Fayol, M., & Droit, S. (2004). Psycholinguistic norms for action photographs in French and their relationships with spoken and written latencies. Behavior Research Methods, Instruments, & Computers, 36, 127-139. doi: 10.3758/BF03195558 Bonin, P., Chalard, M., Méot, A., & Fayol, M. (2002). The determinants of spoken and written picture naming latencies. British Journal of Psychology, 93, 89-114. doi: 10.1348/ 000712602162463 Bonin, P., Peereman, R., Malardier, N., Méot, A., & Chalard, M. (2003). A new set of 299 pictures for psycholinguistic studies: French norms for name agreement, image agreement, conceptual familiarity, visual complexity, image variability, age of acquisition and naming latencies. Behavior Research Methods, Instruments, & Computers, 35, 158-167. Boukadi, M., Zouaidi, C., & Wilson, M. A. (2016). Norms for name agreement, familiarity, subjective frequency, and imageability for 348 object names in Tunisian Arabic. Behavior Research Methods, 48, 585-599. doi: 10.3758/s13428-015-0602-3 Brysbaert, M., Van Wijnendaele, I., & De Deyne, S. (2000). Age-of-acquisition effects in semantic processing tasks. Acta Psychologica, 104, 215-226. doi: 10.1016/S0001-6918(00)00021-4 Cameirão, M. L., & Vicente, S. G. (2010). Age-of-acquisition norms for a set of 1,749 Portuguese words. Behavior Research Methods, 42, 474-480. doi: 10.3758/BRM.42.2.474 Capitani, E., Laiacona, M., Barbarotto, R., & Trivelli, C. (1994). Living and nonliving categories: Is there a “normal” asymmetry? Neuropsychologia, 32, 1453-1463. Carroll, J. B., & White, M. N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25(1), 85-95. doi: 10.1080/14640747308400325 Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415-436. Cuetos, F., Ellis, A., & Alvarez, B. (1999). Naming times for the Snodgrass and Vanderwart pictures in Spanish. Behavior Research Methods, Instruments and Computers, 31, 650-658. doi: 10.3758/BF03200741 Cycowicz, Y. M., Friedman, D., Rothstein, M., & Snodgrass, J. G. (1997). Picture naming by young children: Norms for name agreement, familiarity, and visual complexity. Journal of Experimental Child Psychology, 65(2), 171-237. doi: 10.1006/jecp.1996.2356 D´amico, S., Devescovi, A., & Bates, E. (2001). Picture naming and lexical access in italian children and adults. Journal of Cognition and Development, 2(1), 71-105. Dell´Acqua, R., Lotto, L., & Job, R. (2000). Naming times and standardized norms for the Italian PD/DPSS set of 266 pictures. Direct comparisons with American, English, French and Spanish published databases. Behavior Research Methods, Instruments, & Computers, 31, 588-615. Ellis, A. W., & Morrison, C. M. (1998). Real age of acquisition effects in lexical retrieval. Journal of Experimental Psychology: Learning, Memory & Cognition, 24, 515-523. doi: 10.1037/0278-7393.24.2.515 Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods Instruments and Computers, 35, 116-124. doi: 10.3758/BF03195503 Gaffan, D., & Heywood, C. (1993). A spurious category-specific visual agnosia for living things in normal human and nonhuman primates. Journal of Cognitive Neuroscience, 5(118-128). doi: 10.1162/jocn.1993.5.1.118 Humphreys, G. W., Riddoch, M. J., & Quinlan, P. T. (1988). Cascade processes in picture identification. Cognitive Neuropsychology, 5(1), 67-103. Iyer, G., Saccuman, C., Bates, E., & Wulfeck, B. (2001). A Study of Age-of-acquisition (AoA) Ratings in Adults. CRL Newsletter, 13(2), 3-16. Khwaileh, T., Body, R., & Herbert, R. (2014). A normative database and determinants of lexical retrieval for 186 Arabic nouns: Effects of psycholinguistic and morpho-syntactic variables on naming latency. Journal of Psycholinguistic Research, 43, 749-769. doi: 10.1007/ s10936-013-9277-z Khwaileh, T., Mustafawi, E., Herbert, R., & Howard, D. (2018). Gulf Arabic nouns and verbs: A standardized set of 319 object pictures and 141 action pictures, with predictors of naming latencies. Behavior Research Methods, 50(6), 2408-2425. doi: 10.3758/s13428-018-1019-6 Laws, K. R. (1999). Gender afects latencies for naming living and nonliving things: implications for familiarity. Cortex, 35, 729–733. Laws, K. R. (2000). Category-specificity naming errors in normal subjects: The influence of evolution and experience. Brain and Language, 75, 123-133. doi: 10.1006/brln.2000.2348 Laws, K. R., & Neve, C. (1999). A `normal` category-specific advantage for naming living things. Neuropsychologia, 37, 1263-1269. doi: 10.1016/S0028-3932(99)00018-4 Lloyd-Jones, T. J., & Humphreys, G. W. (1997). Perceptual differentiation as a source of category effects in object processing: evidence from naming and object decision. Memory and Cognition, 25, 18-35 doi: 10.3758/BF03197282 Manoiloff, L., Artstein, M., Canavoso, M., Fernández, L., & Seguí, J. (2010). 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Age of Acquisition Norms for a Large Set of Object Names and Their Relation to Adult Estimates and Other Variables. The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 50(3), 528-559. doi: 10.1080/027249897392017 Morrison, C. M., Ellis, A. W., & Quinlan, P. T. (1992). Age of acquisition, not word frequency, affects object naming, not object recognition. Memory and Cognition, 20, 705-714. doi: 10.3758/BF03202720 Oldfield, R. C., & Wingfield, A. (1965). Response latencies in naming objects. Quart J Exp Psychol`, 17, 273-281. doi: 10.1080/17470216508416445 Protopapas, A. (2007). Check Vocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39(4), 859-862. doi: 10.3758/BF03192979 Sanfeliu, M. C., & Fernández, A. (1996). A set of 254 Snodgrass-Vanderwart pictures standardized for Spanish: Norms for name agreement, image agreement, familiarity, and visual complexity. 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